This study compared the written products of four groups of 26 male students in grades 4-6, including 8 students identified as gifted, 6 learning-disabled/gifted, 6 learning-disabled, and 6 normal. The Test of Written Language-2 was administered and seven subtest scores were compared among the four groups. In general, the speculation that learning-disabled/gifted students would show similarities to both gifted and learning-disabled students was only partially supported. The groups showed differences on four subtests (contextual style, vocabulary, spelling, and style) but did not show differences on thematic maturity, contextual vocabulary, and contextual spelling. (Includes approximately 45 references.) (JDD)