This study investigated the effects of reading-writing, discussion and lecture methods combined with packages of linguistic inputs on secondary school students’ academic achievements and attitudes in essay writing. Three research questions were generated and three hypotheses were raised from the research questions. The study was informed by the problem of mass failure in English Language by Nigerian Students as reported by many renowned scholars and parents. The hypotheses generated sought to test the effects of methods combined with packages of linguistic inputs on secondary school students’ achievements in expression, attitude to essay writing and gender influence on students’ performance in essay writing. Five hundred and twenty one students were selected from the one hundred and sixty three Senior Secondary Schools in Ekiti State. The students were taught for six weeks during which they were given pre-test and post-tests. The data generated were subjected to Analyses of Covariance. The findings from the study show that, students taught with a package of linguistic inputs had the best result in expression in essay writing. It was recommended that teachers should take the advantages provided by reading-writing method and use them in teaching essay writing in the secondary schools.