Carried out during a semester-long EFL (English as a foreign language) drama class, this research aimed to scrutinize the effects of digital concept mapping via LMS on English majors' (N = 38) PowerPoint (PPT) slide writing skills in Taiwan. Students were instructed to follow the concept mapping agenda via university learning management system (LMS), idea webbing, spider mapping, and network tree making to read and analyze the dramatic texts and to present their analysis on PPT slides. Thus, analytical reading input (digital concept mapping via LMS) was expected to lead an EFL writing output (PPT slide writing). Students were pre-tested, summative assesses, and post-tested using in-class PPT presentations. Results confirmed that analytical reading with digital concept mapping strategies taught by the researcher could solve EFL students' PPT slide writing problems and improve their performance and the attainment of the task shares via LMS. The research offered a different perspective on teaching EFL writing with a specific focus on analytical reading to PPT slide writing and also implied the important consequence on analytical reading to analytical writing for future research.