Cognitive Task Analysis (CTA) methods were used to capture the knowledge and skills, represented by action and decision steps, of expert English teachers when they recall and describe how they provide expository writing instruction at the eleventh-grade level. Three semi-structured CTA interviews were conducted to elicit and capture the declarative and procedural knowledge in the form of action and decision steps. The data was then coded, analyzed, and aggregated into a gold standard protocol (GSP) that was verified by a fourth expert. This study also sought to identify and quantify the number and percentage of expert knowledge and skills omissions when expert teachers recall how they teach expository writing. The results confirmed previous studies that suggested experts may omit up to 70% of critical information, and that 3-4 experts are optimal for reversing the 70% omission effect of knowledge automaticity. Lastly, this study along with a concurrent study (Jury, 2015) compared the efficiency of two methods of CTA. Both studies operationalized efficiency in terms of which knowledge elicitation method captures more action and decision steps from the experts for less cost and time. The results of the comparison yielded rich data, however there was no definitive answer as to which method is more efficient. The expert knowledge and skills captured by CTA methods may be used to train pre-service and in-service teachers in performing the complex task of instructing eleventh-grade students to write expository essays. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]