This quasi-experimental research investigates how multiple-intelligence strategies and instructions can be used to improve the writing ability of students. The experimental group was taught the five multiple intelligences related to writing: verbal-linguistic, logical-mathematical, visual-spatial, interpersonal and intrapersonal. Students were also taught the five multiple-intelligence strategies related to writing which were brainstorming, topic-word association, rank ordering, mind-mapping, and metacognition. Both the experimental and the control groups were given two compositions: a narrative and an expository. After two months of training they were given a posttest to find out whether there was any significant difference in the writing ability of students. Writing ability was measured based on the Six-Trait Analytic Writing Rubric. Paired Sample T-Test, ANOVA, and MANOVA were used to analyze the data collected. Significant improvement is seen in the overall writing ability of students and also in the six traits analyzed after two months of training.