A study investigated the effect of ambiguity on the level of writing apprehension of English teachers and whether apprehension varied according to mode of discourse. Subjects, 28 English language arts teachers, were invited to participate in a 5-week summer writing workshop, for which they received university credit and stipends. Participants were screened on the basis of exemplary teaching, writing ability, and interpersonal skills, and completed the Writing Apprehension Test at the beginning of the project. Teachers were required to produce six writing assignments, three of which were presented in an ambiguous manner, and three of which were presented unambiguously. Immediately following the submission of each paper, the teachers completed a 12-statement attitude scale to measure apprehension on the previously submitted writing assignment. Results showed that ambiguity affected low apprehensive writers slightly more than it did high apprehensive writers. In addition, apprehension tended to remain more constant across modes of discourse with high apprehensive writers than with low apprehensive writers. Finally, practice seemed to have no measurable effect on levels of apprehension. (DF)