This study investigated the effects of the combination of reading-writing, discussion
and lecture methods with packages of linguistic inputs and socio-economic background on the
achievement of Senior Secondary School students in essay writing in Nigeria. Two research questions
and two hypotheses were formulated for the study. The design of the study was Quasi-experimental
pre-test – post-test and control group. The population is the Senior Secondary Schools in Ekiti State
Nigeria. A sample of five hundred and twenty-one students were elected for the study from eight
randomly selected secondary schools. Four different instruments were used for the study. A pre-test
was administered on the students before the treatment. The students were taught for six weeks before
an achievement test was administered on them. The data collected were subjected to statistical
analysis using Analysis of Variance and Analysis of Covariance and Post hoc analysis. The findings
from the study show that the combination of linguistic package with reading-writing was the best
method to enhance students’ performance in essay writing. Also, the result shows that socio-economic
status influence students’ performance in essay writing. It was recommended that teachers should
take the advantages of the reading-writing method combined with linguistic packages to enhance
better teaching of English Language. They should also endeavour to find out the socio-economic
status of their students in order to teach them with suitable methods.