Recent research on how students perceive the function of writing assignments and the effects of different kinds of writing assignments on learning is inconclusive. Noting that this issue clouds writing across the curriculum programs, a study sought to determine how students perceive their involvement in assignments that require them to present an accurate interpretation of a text. Writing assignments in two philosophy classes were studied, one on business ethics (25 students) and the other a senior seminar on the history of philosophy (15 students). To determine the way writing assignments were perceived by students, half the class sessions for each course were observed, a survey was administered to all of the students in both classes, student interviews were conducted, and writing assignments were examined. Results indicated that (1) formal writing assignments are not necessarily less conducive to learning than informal assignments; (2) the writing task in and of itself can provide compelling motivation to learn; (3) how students view the teacher as audience is equally as important as assignment genre; and (4) there is a need to encourage more exploratory and persuasive discourse. The survey form is attached. (NH)