By analyzing the structural type of contents in 2011 revised Korean Language Writing Curriculum, hierarchy difference on contents structure and learning hierarchy difference could be seen through modifying it to different grade levels. The learning hierarchy difference through modifying different grade levels could be categorized by following language comprehensions；rudimental language comprehension, basic language comprehension, core language comprehension, and integrated language comprehension. We have grouped structural type of contents into process and function of writing, the scale of the genre, and the unit of writing. The criteria for process and function of writing was set for each grade level to focus to specific function of writing. The criteria for scale of genre was set as macro genre by language function such as ‘information delivery, persuasion, friendship and emotion expression’ was arranged to each grade level. The criteria for unit of writing has set to specify achievement standard that have ‘letter→sentence→paragraph’ structure. In 2011 revised Korean language writing curriculum, we tried to set grade level by considering student's writing comprehension development phase and with this standard, we categorized it to build logical system for language curriculum. But by setting the standards of language comprehension and giving writing's function and process and the scope of the genre comprehensively, the clarity of achievement standard for professor study activity and assessment has been reduced.