Abstarct: Having reviewed previously conducted researches, a paucity of research was evident on the account of studying texture, precisely baxsed on Halliday and Hasans’(1976) perspective on expository essays written by students. Besides, no pervious study had focused on modality use in students’ writing baxsed on Systemic Functional Grammar (henceforth SFG) view for educational purposes. Hence, this study aimed at investigating the frequency and functional use of linguistic devices associated with texture and modality in texts written by students to find out about students’ awareness as well as their mastery over employing such devices. The ultimate goal is to help the stakeholders, such as language learners and language instructors realize the importance of texture and modality in essay writings, in addition to revealing the areas that need more consideration. For the purpose of the study, twenty essays written by TEFL masters students at Shahrood University of Technology were randomly selected. Then, the samples were analyzed baxsed on their texture and modality use. To analyze texture, the use of linguistic resources known as cohesive devices that are further categorized by Halliday and Hasan (1976) into grammatical and lexical cohesive devices, were explored in expository essays written by participants. And, for exploring modality they were analyzed on the account of modality type, commitment, and orientation as suggested in SFG by Halliday and Matthiessen (2014). The results of the study showed that the students used both lexical and grammatical cohesive devices while writing a text. However, the majority of sentences were connected through the use of very common forms of lexical cohesive devices such as repetition and synonymy rather than grammatical cohesive devices. They also hardly ever used grammatical cohesive ties that seemed more complex, such as ellipsis and comparative references. In addition, The participants’ lack of variation in using linguistic resources related to modality while expressing their uncertainties and doubts revealed their insufficient knowledge over ‘modality’. It was also evident that the students tended to express their opinions as implicit and as objective as possible.