Abstract
This study aims to provide an introductory of the codification of the objectives and components of teaching writing within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The method is a qualitative analysis of the contents. The data includes the Persian Language curriculum in Iranian upper secondary schools (version 2007) and American core curriculum for Language Arts (in New Jersey, 2004) collected through library study and note taking from Iran and foreign documents. In the present research, objectives and components of teaching writing within the curriculums in countries cited are analyzed and perused based on Autonomous and Ideological approaches to literacy; suggesting that objectives and components of American curriculum for teaching writing are formularized and influenced by Ideological approach, whereas Iranian writing curriculum possess properties of Autonomous Approach(consciously or unconsciously)and characteristics concerned with Ideological approach are marginal in Iran. After discussing features of curriculums in America (New Jersey), impressed by the Ideological approach to literacy, we proceed to bring forward the advantages and drawbacks of objectives and components of Iranian curriculum for teaching writing and some suggestions to improve are mentioned
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