The purpose of this study was to investigate the effects of mathematic writing on problem-solving process of 8th graders after implementing a month of writing-to-learn activities. This study utilized case-study research methods involving 4 students of middle level achievement. Student's word problem test of quadratic equation was implemented at the beginning and the end of writing-to-learn activities. Qualitative data included four student's pre-post problem-solving process documents by thinking-aloud procedure and interviews with four students. Findings from the study indicated that mathematic writing activities had a positive impact on middle-level students' problem-solving abilities and was helpful to improve their problem-solving strategy.