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Expository writing is often neglected in South Korean EFL classrooms and, as a result, Korean students frequently struggle with this form of academic writing. The inclusion of writing on the National English Ability Test (NEAT) and demographics surrounding Korean students' studying abroad have led to the need for research into effective expository writing instruction with Korean secondary school students. This study examines the effectiveness of an expository writing program that combines direct instruction in rhetoric with traditional composition techniques. It seeks to determine if students' writing exhibits such features, and what elements of the course students found most effective. Further, this study explores how students use comparative language in their essays. Results indicate that 1) direct instruction in rhetoric is effective, 2) students enjoyed interactive elements of traditional composition instruction, and 3) students are able to learn sentence level skills alongside rhetoric and use it in their essays.