This study analyzes the writing activities included in the first and second year middle school English textbooks based on the 2015 revised national curriculum in order to investigate the scope and contents of the writing activities present in each textbook and to help to improve the English writing ability of middle school students. Furthermore, the present study attempted to compare the characteristics of the writing activities by grade. For this purpose, nine middle school English textbooks from each grade were selected. The writing activities in each book was analyzed according to the following criteria: First, the diversity of the writing activities in terms of genre was examined. Second, the diversity of the writing activities with regard to the pre-writing phase and post-writing phase was examined. Third, the diversity of the writing activities in terms of readers was examined. The results of the study are as follows: First, with regard to genre, social writing activities are presented the most in English textbooks of the first and second grade. The proportion of personal writing, public writing, and creative writing is increased in the second-grade English textbooks compared to the first-grade English textbooks. Second, when it comes to the pre-writing phrase, the activities for outlining and understanding presented texts show the highest proportion in the first and second grade English textbooks. The writing activities such as brainstorming, listing, free writing, looping, clustering are presented more in the second-grade English textbooks than the first-grade English textbooks. Third, in terms of the post-writing phase activities, revising and editing show the highest proportion in English textbooks of the first and second grade. On the other hand, the proportion of publishing is the lowest. The number of presenting writing activities of the second-grade English textbooks are similar to that of the first-grade English textbooks. Fourth, as for readers, the writing for general public in the English textbooks of the first and second grade show the highest proportion, the proportion of writing for unspecified readers is not also low. There are two differences of writing activities for readers between the first-grade English textbooks and the second-grade English textbooks: One is that writing activities for learners in the second-grade English textbooks are more presented than those of the first-grade English textbooks. The other is that writing activities for one known individual and one unknown individual in the second-grade English textbooks are more decreased than those of the first-grade English textbooks. Based on the analysis results, the suggestions are as follows: First, writing activities are presented with familiar subjects and different situations and purposes to learners, considering the writing skill of learners, which is consistent with writing objectives specified in the 2015 revised national curriculum. Second, as learner's grade goes higher, writing activities are presented more variously than those of the previous grade. Opportunities to apply real-life situations is limited to learners, so it should be complemented in the following curriculum. Also, readers are specified cleary because they can miss for whom they write if only writing activities are presented.