This study ascertained the relative effectiveness of writing assignments in mathematics compared to traditional assignments on the performance of students (N=83) in an elementary, college algebra course. Students were placed into experimental and control groups based on the nature of assignments given. Control subjects were given 15 assignments covering mathematics problems while experimental subjects were given 15 assignments requiring written responses to conceptual questions. To control for teacher effects, assignments were marked by an independent grader, teachers were not informed as to which group individual students were assigned, and teachers were instructed not to answer questions regarding the writing portion of the assignments until after all reword assignments were returned. Of the students completing a pre-established proportion of assignments, no significant differences were found between groups on either pre- or post-performance measures. Significant moderate correlations between the number of assignments completed and performance were found for both groups. It was concluded that writing assignments employed without teacher engagement were not more effective than traditional mathematics assignments. (Author/JN)