The purpose of this study is to explain the essence of knowledge influencing overall writing education by explaining how the knowledge is converted when the teacher teaches the writing strategy to his or her students. The logical characteristics of education, where the teacher and student communicate, must be appropriately understood or comprehended in order to correctly analyze how the idea contained in the curriculum, the most fundamental frame consisting of educational contents, is influenced in the circumstance known as the instruction. In other words, the problem of knowledge, media where the teacher and student communicate, must be solved because the quality of instruction entirely depends on the logical characteristics of subject matter. The conversion of writing education is evidentially shown in the conversation between teacher and student. Because the textbook approaches the contents of educational process as the generalized concept when it is classified to accomplish the targets of class, it shows the tendency to approach the procedural knowledge as the declaratory one. Therefore, the interaction between teacher and student is unilaterally or conceptually conducted in the actual instruction. However, if this phenomenon is deepened, the teacher will ask the correct answer only instead of pursuing the desirable learning. If this phenomenon frequently seen in instruction is not logically identified, writing instruction will keep away from what the knowledge contained in the curriculum intends. The learning activity must be conducted focused on the attempt of systematic knowledge instead of learning a lot.