The aim of this study is to examine the impact of writing tasks on the 5th grade students' academic achievement and scientific attitude in science and technology course. The research is a quasi-experimental research including pre-test and post-test designs. These tests were administered as pre-test and post test to the groups. A total of sixty-two 5th grade students studying in the center of Erzurum in the 2012-2013 academic year have created the sample of the study. In the study, the groups were determined as to form purposive sampling. The study is carried out by using two different teaching methods. The first of these methods is writing-supported student-centered teaching method (experimental group) and the other is student-centered teaching method (control group). There are 32 students in the experimental group and 30 students in the control group. But immediately after the end of the application, the experiment group was provided to tell in a letter to one of their 4th grade friends what they have learned about the unit. The data of the research were evaluated by t-test. After the completion of the application, the results of the achievement test and the scientific attitudes scale have revealed that there is a statistically significant difference in favor of the experimental group.