How can the implementation of a teaching-learning cycle based on Genre Based Approach enhance students' written texts in a group of 11th graders at Institución Educativa CEFA?

The following paper relates the experience a pupil-teacher had at her practicum site with tenth graders at a public school, the school is located at the heart of Medellín. In this place, she discovered through class observations and conversations with her students that a teaching-learning cycle strategy along with a genre based approach helped her students engage in the writing of texts by connecting the aforementioned teaching approaches with the business area of the school. Strategies such as deconstruction, joint construction, and independent construction along with student independent work and the teacher’s role as knowledge mediator proved to have a positive impact on the students’ language learning performance and attitudes towards English learning