Case studies of the writing habits exhibited by anxious and nonanxious writers in workshops to reduce writing apprehension and in regular literature/composition classes have revealed how certain aspects of the composing processes of anxious writers differed from those of nonanxious writers. Some of the common problems were the lack of structured writing times, procrastination, and distractions. The writers who overcame their problems often needed help only to organize their writing tasks into discrete steps or to budget their time properly. Such case studies are theoretically and pedagogically useful to writing teachers, because they can show discrepancies between writers' perceptions of their effectiveness and their actual performances throughout their writing processes. When teachers record naturalistic observations of writers at work, they invite self-evaluation by anxious writers to modify work habits and streamline the writing process. In this way, students' writing apprehensions decrease, and some of them learn to enjoy writing. (RL)