The paper analyses how the textbook series Interchange, third edition, conceptualizes writing, writing instruction and if the latter changes as the series moves along. The exercises of the book were classified into five categories and it was possible to conclude that overall writing was conceived as a mere opportunity for grammar and vocabulary practice, as a mechanical decontextualized practice of language, not based on models or samples. The writing instruction adopts a worse procedure than the traditional perspective and the material seeks theoretical and market update through the insertion of process writing techniques and through labeling texts with genre names.
textbook; writing instruction; genre
