A review of research on writing textbooks suggests that in general, they do not reflect current theories in either content or instructional approach. Examination of some second language writing textbooks reveals three types: (1) those with a traditional approach emphasizing grammar, form, and models; (2) books acknowledging but not integrating new theories; and (3) texts that attempt to transform new theory into practice. It is suggested that while textbooks can provide some secondary material, good advice, clear grammar explanations, editing principles, and reading selections for analysis, the real focus in writing instruction should be on primary texts: student writing, teacher texts, and authentic texts for supplementary reading and analysis. A course exemplifying a syllabus built on these primary text types is described. The course procedure consisted of freewriting, small group and class discussion of the results, reading of a selection from a primary source, journal responses to the reading selection, the writing of an essay, peer response, and individual revision. Accuracy is emphasized in the context of meaningful communication, not as an exercise in itself, and student writing is treated as authentic, written to be read. Appended materials include textbook samples, a classroom feedback exercise, and notes on research in feedback on composition. (MSE)