This study aims at scrutinizing and re-categorizing theories and researches in the field of writing education in terms of typicality and creativity. Typicality-oriented researches of the writing education include such researches as dealing with strategies for customs and rules of text generation in the domain of academic writing or pragmatic writing. Texttypology and genre-based approach are the ground theories in this typicality-oriented researches. With regard to creativity-oriented researches, I studied researches which specify creativity as an immediate goal. New rhetoric is explored in terms of an indirect support of creativity-oriented researches and of a reaction against typicality-oriented. In this course, three implications are deducted as follows: ① typicality-oriented researches were introduced by internal demands in the writing education practice whereas creativity-oriented couldn`t have those firm internal ground, ② typicality became problematic because of heading for spasticity whereas creativity lacking of the link to practice, ③ writing education theories tend to focus only on either typicality or creativity, not both. Considering the facts mentioned above, typicality and creativity are not antagonism to each other but in interdependent relationship. Therefore we can emphasize on one of the two in a specific context but we need to deeply consider this interdependent feature in the dimension of the theory structure or writing curriculum. This kind of re-categorizing itself has its own value but it has significance in the way that it becomes one of the various criteria scrutinizing writing education researches at the synchronic level. Instead of diachronic and unitary point of view, reorganization of theories at the synchronic and plural level is necessary for both writing researches and writing education researches.