<![CDATA[This study analyzes 326 writing tasks in two Grade VII Indonesian EFL textbooks Bright an English (Chapters 1–8) and English for Nusantara (Chapters 1–5) to evaluate their promotion of Higher-Order Thinking Skills (HOTS) using Bloom’s Revised Taxonomy. Using descriptive content analysis, tasks were coded independently by two raters with an inter-rater check, then tallied and categorized into six cognitive levels. Results show all six levels are present: LOTS (remembering, understanding, applying) 65.38% dominated by grammar exercises, vocabulary tasks, and controlled activities and HOTS (analyzing, evaluating, creating) 34.62%, appearing in authentic project tasks such as sequencing dialogues, judging restaurant names, designing tourist leaflets, family-tree descriptions, and food-video scripts. Both textbooks exceed the 30% HOTS threshold for Phase D and display a structured progression from LOTS to HOTS. Integration of Profil Pelajar Pancasila values and local elements supports holistic objectives. Recommendations: developers should balance cognitive distribution and include Bloom labels, teachers should add HOTS activities and metacognitive guidance, and policymakers should set HOTS percentage requirements and provide professional development.]]>
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