A series of five studies examined factors that influence how students respond to questions on a writing apprehension test. In the first study, the Daly-Miller Writing Apprehension Test was administered 4 times to 34 students in 2 freshman composition classes. Conventional scoring of test results were inconclusive--the total score for all students changed very little while dramatic changes were occurring for individual students. Data were reevaluated by grouping the 26 statements in the test into 10 categories according to subject matter (including self-esteem, clarity, enjoyment, and showing to others). The second study was a case study of a freshman composition student; the third study was a comparison of writing apprehension between a computer lab environment and a classroom environment; the fourth study examined a freshman composition workshop developed as an adaptation of Nancie Atwell's workshop for eighth graders; and the last study used five basic writing classes as subjects. Results of all five studies indicated that scores rose between the first and second test, fell between the second and third test, and rose between the third and fourth test. Findings suggest that the drop in scores was influenced by a particularly difficult assignment or by factors that are part of the natural cycle of the semester, although no definitive conclusions were drawn. (Two tables of data and four figures--presenting the test and scoring procedure, short abstracts of the studies, statement categories, and factors possibly affecting test results--are included.) (RS)