Writing is a process of using symbols and signs to convey information, thoughts and emotions. In early foreign language teaching, writing is commonly used as a tool for student learning in other areas. It should be developed into an individual skill by evolving the writing process from a passive to an active (creative) form. In early foreign language teaching, writing proficiency is closely connected to reading, and is often developed in combined activities. The aim of this study is to assess the writing tasks and writing task types in the textbook sets for learning English as a foreign language in primary school. Materials used in the study are the Croatian National Curriculum and four textbook sets, two for the 2nd grade students, and two for the 6th grade students. It is expected that all of the analysed textbook sets provide multiple relevant tasks for each aim prescribed by the curriculum in the area of writing. Additional hypotheses are that there is little difference in the number of writing tasks provided between textbook sets for each grade; that there is a considerable difference in the number of writing activities between textbooks for 2nd- graders and those for 6th-graders; and that some similar tasks appear as the most numerous in both textbooks for the 2nd and 6th grade The textbooks have been analysed, with focus on writing tasks, and all of the initial expectations but the first have been confirmed in the research.