Once its source has been identified using the multidimensional model developed by D. W. Stacks, R. W. Boozer, and T. D. P. Lally, writing apprehension, especially among business writing students, can be treated in the classroom with specific pedagogical techniques. Emphasizing the writing process rather than the product--stressing peer and teacher responses to writing instead of graded teacher evaluations, for example--establishes a supportive classroom atmosphere, thereby reducing general negative attitudes toward writing. Sentence-combining exercises encourage greater complexity and variety in apprehensive writers' styles. Prewriting work in invention helps overcome "blank page paralysis," while the workshop and case study methods increase positive attitudes toward business writing and improve student perceptions of their own competence and their writing's potential value to their field. (MM)