This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's memos, and the students' reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1) the context-model-based instruction has helped students develop their context model; (2) students could learn to configure the four elements of the context model (i.e. "the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation"); and (3) students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved.