Miami-Dade community colleges and middle schools participated in a three-year project designed to improve female students' mathematics skills and prepare them for technical jobs. Faculty encouraged the application of transactional writing in college and middle school algebra, to determine whether combining communication skills with mathematical skills would have a positive effect on achievement and attitude. Math and English faculty examined student transactional writing exercises for inconsistencies and state-mandated quality writing, and handed back comments. Students then turned in revisions. Project results were evaluated by raw scores on algebra placement tests for college, and the scaled math scores on the Stanford Achievement Test for middle school; attitude was measured by the Revised Mathematics Attitude Scale. Outcomes for college algebra included higher grades for the writing group, with females receiving higher pass rates than males, and a positive change in attitude towards mathematics for everyone except female non-writers. Outcomes for middle school algebra indicated that writers outperformed non-writers, with female writers showing the greatest improvement. Female writers and male non-writers showed positive changes in attitude towards mathematics. (Contains 27 references.) (YKH)