A study investigated the relationship between teacher writing apprehension and the uses of writing in various classrooms. Subjects were 192 secondary school teachers who completed a writing apprehension measure and a questionnaire that elicited information about their teaching experience, subject and grade level taught, and the number, length, variety, and basis of writing assignments they made per year. The questionnaire also asked teachers to indicate who they thought was responsible for teaching writing. Results showed that teachers across the curriculum who were highly apprehensive about writing assigned fewer writing tasks than did teachers who were less apprehensive. However, teachers in all disciplines reported an awareness that writing is the responsibility of all teachers. (A copy of the survey form is appended.) (FL)