We compared short stories by autistic (n = 19) and non-autistic (n = 23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p = 0.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = 0.02) but were less likely to include a climax (p = 0.026). Autistic students reported more positive writing affect than non-autistic students (p = 0.026). Higher writing affect was associated with writing highly fictional texts (p = 0.03) that contained more sentences (p = 0.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing.