This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students' pieces of writing and a teachers' survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private EFL school in Bogota, Colombia was gauged before and after the model implementation. The results suggest that the proposed model is somewhat effective for the teaching of factual EFL writing and that it has a seemingly positive effect on the writing performance of EFL students in terms of cohesion and coherence at the paragraph level.