Teaching Turkish to foreigners has gained momentum in the first quarter of the 21st century with its deep historical roots. Turkey has taken in recent years with political and social causes of migration and has increased markedly in the number of people who learn Turkish in this context. This positive mobility and change naturally affected the number and quality of the materials used in teaching Turkish as a foreign language. In this context, the variety of textbooks in teaching Turkish as a foreign language has increased; digital and printed materials have become the engine of the process. The quality of the activities for basic language skills in these materials is of great importance for the efficiency of the process. In terms of foreign language education, language skills for understanding develop more easily than language skills for expression. The narrative writing skill is considered to be the most difficult skill to develop among basic language skills. The activities in the course materials should aim to accelerate and structure the development of basic language skills. In this study, the writing activities included in the Yunus Emre Institute Turkish Teaching B1 textbook were examined on the axis of 52 writing skill acquisitions in the teacher's guide book and CEFR B1 level writing skills content. In this context, the achievements of writing skills activities were emphasized. In this context, the achievements of writing skills activities were emphasized; It was determined that the achievements and contents regarding expressive power stand out.