This study aims to explore ways to improve expressive writing education by analyzing curriculum and textbook contents that are related to expressive writing. To this end, all curricula related to expressive writing, from the 5th to the 2015 curriculum, were examined. The problems and improvement measures of expressive writing education were explored by examining the aspects of expressive writing in the 2015 curriculum speech and writing textbooks. As a result, it was found that the terms and systems that are related to expressive writing need to be clearly established. Moreover, learning activities on the process and method of expressive writing also need to be specifically presented. In order to present the process or method of expressive writing on a step-by-step basis, the learning element of expressive writing was restructured according to the type of knowledge used by Jones et al. (1987). Based on this, a teaching and learning model (ODWH) was devised that consists of the following steps: observation → discovery of meaning → expression → habit of recording. It was designed so that the result of writing made of habit of recording can be returned to the object of observation.