The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Three Key Elements of Process-Genre Based Approach
    2.2. Analysis of L2 Writing Tasks in EFL Context
3. METHOD
    3.1. Writing Task Analysis
    3.2. Analytical Scheme
4. RESULTS AND DISCUSSIONS
    4.1. Process Knowledge
    4.2. Genre Knowledge
    4.3. Context Knowledge
5. CONCLUSION
    5.1. Summary of the Major Findings
    5.2. Pedagogical Implications
    5.3. Limitations and Suggestions
REFERENCES

• Hye-won Lee(Cambridge Assessment English) Corresponding Author
• Eon-sung Na(Baekseok Middle School)