The purpose of this study is to analyze the notion of authority in writing education and to suggest directions for writing education based on authority education. Authority refers to the role assumed by the writer and to the relationship he/she establishes with society in his/her writing activities. Authority is also present through an own voice and unity in the text. This study investigated texts of undergraduate students and categorized them into four levels of authority: (1) texts without an own voice, (2) texts with only an own voice, (3) texts that revealed an own voice on par with many other voices, and (4) texts that raise an own voice in response to various voices. The results revealed that, from level 1 to level 4, authority was strengthened and the process and regulatory aspects became more prominent in the perspective of writing education. If the ultimate goal of authority education is to train writers to conduct the dialogue process in writing through the recognition of authority, its most important strategy is to help writers recognize, monitor, regulate, and practice authority. The exploration of authority consists of a practical search for the incorporation of belief in the author's growth in the writing process.