A study investigated the utility of a measure for assessing the writing apprehension of Japanese students of English as a second language. The Daly-Miller questionnaire, designed to measure writing apprehension, was translated into Japanese and administered to 687 first- and second-year students of English at a Japanese junior college. Results indicated four factors affecting the questionnaire's construct validity: negative perceptions about writing ability; enjoyment of writing; fear of evaluation; and showing one's writing to others. It also found significant correlations between writing apprehension and scores on the Test of English as a Foreign Language (TOEFL), and between writing apprehension and high school writing experience. Future research using the questionnaire is discussed. The questionnaire's English version is appended. (Contains 18 references.) (MSE)