Writing is one of the most useful skills in helping people to express their feelings and let them communicate with others. This skill not only emerges later than listening, speaking and reading but also needs more attention to master in the phrase of L2 acquisition such as it needs in the phase of L1. Therefore, many learners indicate that they have more difficulty in learning writing than the other skills. No one can deny the importance of writing in the field of teaching Turkish as a foreign language. It is a must for teachers to teach the spelling rules, punctuation and other rules of Turkish to those students and learners who want to learn it. While accomplishing this task, the books should be prepared according to the needs of the students. Yeni Hitit Turkish for Foreign Learners Course Book 1, which is mostly used to teach Turkish to foreigners who are beginners, was examined in this study. The number of the writing activities in this coursebook, the percentage of them, the writing techniques which were used in these activities and the convenience of these techniques for learner needs were examined by using document analysis, which can be counted among qualitative research methods and the results were put into charts. Forty writing activities have been found in the coursebook, and controlled, and guided writing activities are mostly preferred, but writing by choosing from a concept pool, guessing, text completion, and creative writing activities have also been used. It is revealed that writing activities are underestimated in Yeni Hitit Turkish for Foreign Learners Course Book 1. The percentage of writing activities in the book is less than required (%11.33), and the directions that are given for those activities are insufficient.