The main purpose of this study was to investigate whether the writing tasks in grade eleven English textbook are designed and organized in line with the current theories of communicative tasks to fit the levels of students writing competence or not. The study employed a descriptive survey design .The data for this study was collected through document analysis, questionnaires, composition writing test, and interviews. The data were collected from grade 11 English textbook 186 students were selected using simple random sampling and 5 EFL teachers using comprehensive sampling techniquesat Addis Zemen Preparatory School. Then, the data were analyzed quantitatively and qualitatively and assessed using the checklist for communicative tasks. The findings of the study indicated that all the evaluated writing taskscontain the three components of a communicative task, but they did not fully meet the criteria set on the checklist. For instance, majority of the objectives did not fulfill most of the criteriaof good objectives. Besides, the inputs of the writing tasks lack adequate authentic materials and enough non-verbal inputs. The activities are inappropriate for pair and group work. Moreover, the activities heavily rely on inauthentic materials, so they lack motivational value. Furthermore, the findings of the respondents’ questionnaire and teachers’ interview revealedmost of the writing tasks of the textbook are beyond the students writing capacity. As a result, they scored below the average or standard during composition writing test. The conclusion made from the study is that the writing tasks in grade 11 textbook do not fully meet the criteria set for communicative tasks and give enough focus to the students’ level of understanding and writing competence. Therefore, it is recommended that textbook writers should consider the three basic components of communicative tasks while designing writing tasksin the textbook in relation to the students’writing capacity and should give special emphasis for the students’ level of understanding and writing competence of this grade level. Besides, teachers should be innovative on modifying and adapting the writing tasks and should play their own roleresponsibly and interestingly and should attempt to improve their students’ level of writing competence.