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The present study aims at investigating the relationship between multiple intelligences (MI) and writing ability of Iranian female and male students. It also seeks to compare female and male students in terms of MI profile. To achieve this goal, a group of forty students studying English language and literature at Azerbaijan Shahid Madani University were asked to participate in the study. They were chosen without random assignment on the basis of non-probability sampling procedure. Twenty of the participants were female and twenty of them were male, and their age range was 19-26. The participants were given Armstrong’s MI questionnaire as well as a writing test. The results indicated no significant relationship between female and male students’ MI and their writing score. There was also no relationship between components of MI and writing ability of Iranian female and male students. Descriptive analysis of data indicated that although female and male students showed different preferences in each intelligence type, gender is not a significant factor in level of MI possessed by students. Regarding components of MI, there was difference between female and male students in intrapersonal intelligence; male students scored higher in this intelligence type. It is suggested that language teachers accommodate for individual differences in different phases of language teaching process. DOI: 10.5901/mjss.2014.v5n20p2663

A Study of Relationship between Multiple Intelligences and Writing Ability of Iranian Female and Male Students