This paper provides a brief historical sketch of L2 Korean writing research from 2005 to May in 2012. A total of 268 papers have been published during that period, and among them 93 articles are journal articles and 175 articles are MA theses and dissertations. One of notable characteristics of them is that MA theses are more than half of them; its total amounts to 166 papers. It is also notable that theoretically genre-based L2 writing research papers have been of great importance and academic writing among its areas accounts for a great part of them. Like in EFL/ESL writing research, researchers in the field of L2 Korean composition studies replicated many of L1 research studies. However, it has been pointed out that the two areas are different in numerous ways. Especially, some research found salient differences between L1 and L2 writing. First, it is found that composing processes and their subprocesses are different with regard to their planning, transcribing, and reviewing. Secondly, it is also noted that features of written texts are different between L1 and L2 writing. Specifically, their discoursal, morphosyntactic, and lexicosemantic features are various and their fluency, accuracy and quality of written texts are different. In addition, other major issues and the relevant findings from six areas of inquiry into L2 Korean writing are presented：1) the L2 writing process, 2) L2 writing feedback, 3) L2 writing instruction, 4) L2 writing curriculum and syllabuses, 5) genre analyses of L1 & L2 writers` texts, and 6) writing assessment. It is found that L2 writing is quite a complex process which involves participation of various factors and that the rising profile of second language writing and particularly of writing for academic purposes has also led to a proliferation of resources aimed at both teachers and students. Finally, new scope for future research is proposed based on the presented inadequacies of the existing L2 Korean writing instruction research.