Writing in a second language is an effortful activity that relies on the attentional resources of the writer's working memory for information processing. According to the interference account, anxiety affects students' writing performance because it depletes the resources necessary for the storage, retrieval, and manipulation of information in working memory. In the present correlational study, we asked whether STEM and non-STEM undergraduate students differ in their writing anxiety (i.e., somatic anxiety, behavioral avoidance, and cognitive anxiety) as well as in the quantity and quality of their writing output. We also examined the extent to which different types of anxiety predict writing quantity and quality indices in the two subject groups. We hypothesized that if STEM and non-STEM students approach the task of writing in a second language differently, they and their writing outputs will be susceptible to different types of anxiety. Participants were Arabic-English speakers during their first year of college who were classified as moderate or competent users of the English language. They were asked to write about their college life and then complete a questionnaire on writing anxiety. In this study, STEM students experienced less somatic anxiety and behavioral avoidance than non-STEM students but wrote fewer words per sentence. For STEM students, all types of anxiety predicted shorter text with fewer high-frequency words. For non-STEM students, only behavioral avoidance predicted shorter and less coherent text. It was concluded that differences not only in the amount but also in the type of anxiety experienced by STEM and non-STEM students might be a useful tool for interventions devoted to ameliorating writing in a second language. [For the complete proceedings, see ED672804.]