Using Models 

Most courses ask students to produce writing that is different in form, style, content and audience from the reading that they are assigned in the class. Students also come to courses often without any prior experience in the forms of writing particular to disciplines, such as the lab report. At the same time, students are working to improve their fluency as writers who are encountering more difficult content. All of these reasons argue for the use of models to introduce students to disciplinary forms and to allow them to practice their writing skills. Research shows that students need the "scaffolding" of a model to provide them with a framework in which to write while they develop the skills they need. As their fluency and competency increases, the scaffolding gradually falls away. More class time may be given to modeling at the beginning of a semester, with less needed at the end. Time spent on modeling often reduces the time spent marking papers for conventions and format.

Here's what we have learned about using models by studying classes at City College and research from other schools:

Collecting Model Essays

•  Provide students with a range of voices, from student writing to professional pieces. However, when you model student essays, use mostly real student work; do not attempt to write an assignment as a student would. Avoid presenting models as "ideal" texts.

•  For student models, get students' written permission.

•  Remove the student's name and any identifying information from each page before copying.

•  Choose a range of papers from high to low.

•  Choose a model on a similar assignment, but not the exact topic, so that students are not able simply to copy the model verbatim.

Using Model Essays in Class

•  Annotate models, pointing students to places where they are successful or where they use a particular skill.

•  Discuss the models with students as you would analyze the other class texts. They should be integrated meaningfully into the content of the class.

•  Use models to teach the conventions of your field (on style or citation for example) or to demonstrate the "house rules" of style or presentation for your class.

•  Give students a variety of models and ask them to identify the strengths and weaknesses of the models, individually or as a group activity. Students can see that there are many ways to write a successful paper.

•  Use models to illustrate the writing process. Show a first and second draft of the same paper and ask students to find changes or to identify how the thesis has changed during revision.