This study investigated: 1) the relevance of writing tasks in the "Life Today" textbook with writing activities in Graham and Perin's theory, and 2) the enhancement of writing competence with writing activities in the “Life Today” textbook. The research design of this study is content analysis. The data source is the textbook “Life Today” for twelfth grade Senior High School. This book consists of 244 pages and 4 units. The researcher focused on writing tasks in whole unit of the textbook. The study shown that: 1) 10 writing instructions are relevant with Graham and Perin's theory, including: a) writing strategies with 12 activities (20.3%), b) collaborative writing with 16 activities (27.1%), c) specific product goals with 1 activity (1.6%), d) word processing with 6 activities (10.1%), e) sentence combining with 2 activities (3.3%), f) prewriting with 3 activities (5.08%), g) inquiry activities with 1 activity (1.6%), h) process writing approach with 16 activities (27.1%), i) study of models with 1 activity (1.6%), and j) writing for content learning with 1 activity (1.6%). Meanwhile, summarization is not included in the textbook. 2) The results of the analysis in "Life Today" textbook based on writing indicators found that the writing task in the "Life Today" textbook can cover all writing indicators, including: a) content with 12 activities (21.4%), b) grammar with 14 activities (25%), c) vocabulary with 11 activities (19.6%), d) organization with 13 activities (23.2%), e) and mechanics with 6 activities (10.7%). The study can help the teacher choose, design, and refine writing tasks in textbooks, ensure the tasks align with learning goals, and provide the meaningful feedback and growth.
