This study examines university students' attitudes toward second language (L2) writing that is implemented as a follow-up activity to extensive reading (ER). Sixteen students voluntarily participated in the study, and their written reflections were analyzed quantitatively and qualitatively to explore these students' attitudinal positionings toward the writing activity. The findings indicate that students not only displayed a favorable attitude toward the ER writing activity, but also appreciated its benefits and usefulness in the development of their writing skills and writing habits. The present study also suggests that well-integrated pedagogical practices can produce positive perceptions of L2 reading and writing among students, thus facilitating their engagement in the classroom activities.