There have been universal endorsements of the benefits of writing as an effective medium of communicating mathematically. Writing and learning are seen as isomorphic to each other and writing can facilitate the comprehension of mathematical thinking through intrapersonal communication. Through a short writing intervention, this study investigates students' perceptions on the use of writing in the mathematics classroom and explores the impact of writing on students' affective domains of self-confidence and enjoyment levels in mathematics. A mixed-methods approach was employed using a pre-test, intervention, post-test design for the study. Quantitative data were collected through a questionnaire adapted from the Attitudes Towards Mathematics Inventory (Tapia & Marsh, 2004), which was administered before and after the intervention. An analysis of the quantitative data revealed a significant increase in students' mean scores for both enjoyment and self-confidence. Qualitative data collected in the form of students' reflections of the writing intervention indicated that, overall, students had a positive perception of writing as a means of communicating in the mathematics classroom.