The purpose of this paper is to analyze the college writing text books by an objective analysis criteria divided into format and content dimension category. For this purpose, the writing text books of 8 universities which had renewed the writing lectures and wrote a writing text books newly were chosen. As Analysis criteria in formats dimension category, this study chose the professionalism of authors, being pertinent of text size and quantity, propriety of title of text books and the detail contents lists. And as analysis criteria in contents dimension category, this study also chose whether text books include or not education goals, being pertinent and propriety of teaching lists, being pertinent of unit composition and arrangement and being pertinent of methods of teaching and learning. With the diversity of authors’ majoring area, the field and contents of college writing textbooks became more diversified than before. But quantity of text books is excessive compare to lecture time and the tables of contents tend to so simple. The teaching lists can be composed centers on the text-base factors, process-base factors, and discourse community or context-base factors. The majority of the current college writing textbooks take the pattern based on text unit or format of writing, and then process factors are partly tied together. Text-base factors is oriented by result and suppliers, but process-base factors is oriented by users. It is relevant that college text books should be composed of process and subject- base writing to maximized problem solving ability. Most of the reviewed texts were composed deduction methods which explain the principles and concepts first and then offer example questions. But escaping from the concept or principle centered on explaining methods; the texts makes the students understand principals through researching activity by themselves. New text books make students motivated and lead to deep thinking process. Because of this, the reviewed texts can be called an step forward.