The paper is aimed at presenting several philosophies in teaching academic writing at the university in which three aspects considered to have significant effects on the academic writing involving reading, task-based instruction, and collaborative writing tasks are mainly discussed. It is noted that the reviews of previously studied papers and the teaching experiences acquired by the writer within the process of teaching writing in the current context are displayed in each aspect. The first section introduces the notions of the importance of effective reading-the input to academic writing-the output before language learners initiate to write. In the next part, the philosophy of task-based writing instruction in academic writing is displayed, followed by the philosophy of collaborative writing tasks. The practical activities from the last two philosophies are implemented into writing classes, which benefit language learners. In the last section, conclusion is given to emphasize the advantages of the philosophies regarding reading, task-based instruction, and collaborative writing tasks in teaching academic writing.