Set in the context of international concerns about boys' achievements in writing, this article presents research that explores gender differences or similarities in linguistic competence in writing. Drawing on the results of a large-scale analysis of the linguistic characteristics of secondary-aged writers, we outline gender difference in the sample. The article explains the limited differences revealed through this analysis but highlights the repeated pattern of differences in boys' writing, mirroring parallel patterns in able writers. The findings are discussed in light of the prevalent discourse of difference that permeates academic, professional, and political consideration of gender and writing. (Contains 6 tables.)