This study aims to investigate the contents of the Writing to Learn education in 2015 Language Arts curriculum and to explore alternative ways to overcome those problems. Conceptualizing “Writing to Learn” is on the basis of the social voice to meet the need of changing secondary school writing class as well as the theoretical issues and discussions about First-Year Composition(FYC) in college. Based on the theoretical backgrounds of Writing from Sources such as Multiple text comprehension, Discourse synthesis, Argument, and Rhetorical reading, this study purposed the educational contents for Writing to Learn as follows: ⒜ Cognitive response to multiple text, ⒝ Reconstructing information, ⒞ Argument as a social communication skill, ⒟ Critical understanding and rational decision making based on the writer`s own rhetorical perspective.