This study describes the differences in students’ attitudes to writing before and after the use of writing to learn [WTL] and learning to write [LTW] strategies in the delivery of their respective courses. Results reveal that students who had been exposed to LTW strategies display a significantly less favourable attitude to writing than those who had engaged in WTL activities. Further, both LTW and WTL groups are significantly less favourably disposed to writing after engaging in their respective strategies. The impact which the lack of congruence between writing activities, course assessment and outcomes may possibly have on these results is discussed. Recommendations are made as to how to improve student attitude to writing through greater alignment with assessment and objectives. Future directions for research are discussed.