This book is an attempt to provide the teachers with the knowledge which may help them to play an active and valuable role in helping their students to become successful writers and learners of the target language. It may also help students to know the strategies they need in order to improve their FL writings. The purpose of this book is to investigate the variation in the use of English writing strategies due to gender at Jordanian public schools. It focuses on examining the variation among eleventh graders enrolled in the scientific stream. Data necessary for the purpose of the study were elicited from a sample of 100 male and female students by a questionnaire, writing tasks, think-aloud protocol, and interviews. The data analysis has shown that there was a clear variation between the two genders in the use of socioaffecetive strategies which were used by females more than males and in the use of metacognitive strategies in which males surpassed females in the use of planning, selective attention, and directed attention strategies. However, there was a slight variation between them in the use of cognitive strategies.