Research into attitudes toward writing, still in its infancy, indicates that attitudes definitely influence growth in writing, that a writer's degree of apprehension toward writing can be measured, and that certain teaching strategies can lessen students' writing anxiety. Researchers have identified the following characteristics of writing apprehensives: (1) they are frightened by a demand for writing competency, (2) they fear evaluation of their writing because they think they will be rated negatively, (3) they avoid writing whenever possible, and (4) when they are forced to write, they behave destructively. Causes of writing anxiety vary--from neurolinguistic realities that underlie language processing, poor skill development, and inadequate role models to lack of an understanding of the composing process and an authoritative, teacher-centered, product-based mode of teaching. Research also proves that predisposition toward writing--positive or negative--is extremely important. No matter how skilled or capable individuals are in writing, if they believe they will do poorly or if they do not want to take courses that stress writing, then their skills or capabilities matter little. Such studies may guide the writing instructor to help these students by providing alternative instructional methods. (Appendixes include a bibliography on attitudes toward writing and writing anxiety, tips for helping students cope with writing anxiety, and suggested strategies for lessening writing anxiety.) (HOD)