The purpose of this study was to examine the differential effects of computer conferencing on expository writing for undergraduate students (n=109) of seven intelligence types (linguistic, logical/mathematical, spatial, bodily/kinesthetic, musical, interpersonal, and intrapersonal). Students were assigned to four treatment groups that provided controlled exposure to a writing-prompt: i.e., unstructured exposure, computer conferencing, face-to-face discussion, and computer conferencing combined with face-to-face discussion. Following treatment, all students wrote an essay on the writing-prompt. MANOVA (multivariate analysis of variance) indicated that participation in computer conferencing did not significantly improve scores on essays. However, some interactions between treatments and intelligence type were significant. Results indicated that intelligence type is an important instructional variable when implementing computer conferencing. Four tables present data on: activity in computer conferences by groups; mean scores on multiple intelligence inventory by groups; scores on content, organization, and composition by groups; and MANOVA of scores on content, organization, and overall composition by multiple intelligence. (Author/DLS)