This thesis uses empirical research in order to understand effective strategies for successfully teaching of the expository essay to ninth grade students. Five focal areas are studied for targeted intervention in order to discover best practices for maximizing student learning of the essay format. The study hypothesizes that in order for ninth grade students to gain mastery of the expository essay they must: tap into prior knowledge, attain metacognitive awareness while writing, have a thorough understanding of essay structure, and display the confidence as well as the language mastery necessary to respond fluidly to expository writing prompts. Results indicate that prior to teaching the expository essay to ninth graders, educators must intentionally take the time to plan and model the following five learning activities: (1) allow students to monitor their thinking as they are undergoing the writing task; (2) create specific avenues for students to access prior knowledge that is relevant to the writing task; (3) explicitly help students organize their information into expository essay structure-introduction, body, and conclusion; (4) appeal to students' interest; and (5) utilize and increase variety in student academic vocabulary. Five appendices are included: (1) Exposing the Essay: A Study of Ninth Graders and Expository Writing; (2) Informed Consent Form; (3) Consent for Adolescent to Participate; (4) Risk Level Determination; and (5) Student Writing Evaluation Questionnaire. (Contains 17 tables.)