Writing is one of the two major productive skills in language learning; and just like its oral equivalent ‘speaking’, it involves text production. Considering the development of writing skill from an educational point of view, it can be said that producing written text is generally based on the regular writing assignments given to students in language classes. While studying on the assignments, one of the most important responsibilities of the students is to avoid copy-paste and therefore plagiarism. However, in some cases students may tend to copy-paste availing themselves of the vast opportunities offered by Google. This all-knowing database appears as one of the most ground-breaking innovations of the late 20th and early 21st century and has recently been the number-one destination for people with any kind of question in their minds. Nevertheless, asking everything to Google and using the readily available answer directly in writings is not something desirable in terms of developing writing skill, let alone concerns about copyright and ethics. Therefore, the assigned topic should orient students to employ their imagination, creativity, and critical thinking skills at utmost level while leaving them an acceptable amount of space to consult Google. Under this framework, this study aims to compare googleable and non-googleable writing topics with a focus on their pros and cons. To this end, sample writing topics covered in writing books taught at university level in Turkey will be investigated in terms of the extent to which they appear googleable or non-googleable.