Due to existing demographic trends, language minority students comprise an increasing proportion of students in the Southwest and in urban areas. For these language minority students, the lack of strong writing skills impedes academic performance at the university level and then later in the workplace. To test writing attitudes, a study involved students enrolled in two sections of freshman English composition in a large Southwestern university. Students in both classes were administered a pre- and post-test attitude survey to determine their attitudes about writing. The control sections received traditional written comments on their written drafts. The treatment section received very little written response but lengthy one-on-one counseling via cassette-taped comments on their written drafts to coach them and assist them through the revision stages of the writing process. Direction t-test comparisons did not indicate a significant difference in the pre- and post-test essays for the two sections. However, the analysis of pre- and post-test attitude surveys did indicate a statistically significant difference in attitude toward writing, with the treatment group demonstrating a more positive attitude than the control group. Notably, Hispanics in the experimental classes seemed to respond even more enthusiastically to the taped feedback than the Anglo students. (TB)