The ability to write effectively in biology is a persistent concern in the Department of Life Sciences of the University of the West Indies. Although writing skills, such as spelling, punctuation, and sentence structure, are generally sufficient, content, structure, and coherency fall below an acceptable standard. In this study, we used quantitative methods to determine whether specific writing tasks would lead to a change in biology students' perception of writing in science and the perceived value of and/or willingness to use writing as a component in their science learning.