This study investigated attitudes of linguistically diverse students towards writing in English in four different domains: general academic writing, writing in humanities, writing in science-related subjects (STEM), and writing in electronic communication. A total of 77 Hispanic bilingual/ELL adult students at an alternative high school in Southwest Texas participated in a survey. Based on self-identified information, they were divided into an English-dominant group (n = 29) and a Spanish-dominant group (n = 48). The main part of the survey consisted of 22 attitude questions with a Cronbach's alpha of 0.799. Results of a Mixed ANOVA showed statistically significant findings in the main effect of writing domains; between-group differences of English-dominant and Spanish-dominant groups; and in an interaction of domain and dominant language. When all four domains were compared, participants' attitudes were significantly more positive towards writing in electronic domain than in others. As for academic writing, attitudes towards general writing were significantly more positive than subject specific writing in humanities and science subjects. Additionally, the English-dominant group showed an increase in positive attitudes towards electronic writing and caused a significant interaction effect. There was no significant language group difference found in the other domains. This study discusses implications of these statistical results and suggests the teaching of writing as a means of communication as opposed to an abstract skill set as conceptualized in the current test-driven environment.