A recent change in classroom (K-12) instruction is the rediscovery of writing's relationship to thinking. Teachers' attitudes about writing can affect their students' attitudes. Positive attitudes have a positive influence; however, many teacher education students and inservice teachers have negative attitudes toward writing. Since improved teacher attitudes could improve writing instruction, an 70-item instrument was constructed to measure attitudes toward writing and thinking using a Likert scale of 1 (strongly agree) to 5 (strongly disagree). The Self-Concept as a Writer Questionnaire (SCWQ) includes 44 positive statements and 26 negative statements. In the initial utilization of the instrument, 23 preservice education students (3 males and 20 females) at Mississippi State University-Meridian Campus were surveyed to determine their attitudes before (in the spring of 1992) and after attending a course on writing/thinking. To determine internal consistency, a Cronbach alpha of 0.6931 was obtained. A one-way analysis compared pretest and posttest responses. Responses for significant items were graphed for comparison purposes. Potential uses for this instrument include self-evaluations, staff development, and evaluation of courses for teacher education programs and writing workshops. Three appendixes include the SCWQ, a table showing the one-way analysis of variance comparing pretest and posttest responses, and a table showing scale and percentages of responses to pretest and posttest administrations for significant items. (RLC)