This paper initially presents the results of several studies concerning the kind of writing assigned by social studies teachers and the kind of writing assigned by social studies textbooks. The second part of this paper describes several things social studies teachers using textbook writing assignments might do to clarify for students what is expected of them. These include making students aware of the different types of writing (reporting, exposition, narration, and argumentation) and the degree of original effort that is expected when performing each type, helping students to see through the descriptive wording in the text assignments, helping students learn how thinking affects paragraph structure, and teaching paraphrasing. (TS)