the importance of writing as a complex skill in applied linguistics has drawn the attention of many researchers to evaluate textbooks in order to help learners gain self-sufficiency and autonomy in the field of language use and communication. investigations have shown that developments in textbooks evaluation can promote the quality of pedagogies and consequently the learning. this study attempted to analyze, first the content of junior and senior high school farsi textbooks and the efl writing textbooks taught at universities, as well as compare them with each other following three directions viz. subject matter frequencies, subject matter order, and teaching approach to writing; then it tended to analyze the narratives of twenty one university professors perceptions of l1/l2 writing to extract the themes on the influences they received from english system of writing on their performance in farsi one as they compared the two systems of writing. the results of this study showed the percentage and frequency of subject matters related to writing in farsi textbooks were high, yet they were limited to a form of shortcut notice at junior high school, and to an expanded lesson frame at high school, but still maintained in the form of definitions or outlines to exam purpose. the results also revealed discontinuity in the order of lessons and that how faint the process-based approach in farsi textbooks was. in addition, the results of the themes extracted from professors confirmed an urgent reconsideration of farsi textbooks as they verified their writing skills in farsi have been influenced by english writing expertise.