The teaching learning cycle

Teaching Learning Cycle

I hadn’t seen the teaching learning cycle till yesterday when I quickly flicked through a handout that OUP sent out for a webinar they’d organized last week on Genre-based Writing Instruction. It’s such a simple but elegant way of framing a writing lesson. This is essentially what I do in most of my writing lessons. I’ve never been too comfortable with all that cumbersome staging that’s generally expected when teaching writing.

Some of the suggested tasks for each stage include:


  • Analyse the genre of the model (What type of text is it? Who is the audience? What are the features of this genre?)
  • Analyse organization (How are paragraphs structured? How are ideas logically connected? How is cohesion achieved?)
  • Analyse language (How are clauses combined? What types of nouns or verbs are used? Has the writer used hedging devices?)
  • Analyse how language might differ across the sections of the text and vary by purpose.
  • Analyse vocabulary and word choice.

Joint construction 

  • Write a short text in pairs or groups
  • Rewrite a poorly written paragraph
  • Order jumbled sentences
  • Write a text from notes
  • Complete an information gap exercise
  • Participate in whole-class joint construction

Independent construction 

  • The tasks suggested here largely conform to the stages of a process writing lesson – brainstorm, plan, draft, peer review, revise etc.


  • The original source of the image is Martin, J.R. Genre and Language Learning: A Social Semiotic Perspective in Linguistics and Education, Vol. 20, Issue 1, 2009. However, I got the image and the classroom tasks from the OUP webinar handout on Genre-Based Writing Instruction, Oct 24, 2014.

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