Don’t limit yourself to using student papers as models—articles from professional or trade journals can also serve as effective writing samples.

Providing students with writing models is a time-honored, and often highly effective, teaching technique. In some cases, using models seems almost a necessity: imagine trying to teach someone to write a resume without showing them examples.

But using writing models is not without hazards, one of which came to light in a recent discussion on the W course instructors’ listserv. The exchange was sparked by a question from an instructor who’d used a model but was concerned when students followed it slavishly.

It’s not surprising that students are sometimes reluctant to deviate from a model. With the advent of standardized writing tests, many of today’s students have been encouraged to see models as prescriptive: Here’s what they expect on the test.

Students are also more likely to adhere rigidly to models if they feel intimidated or overwhelmed by writing. When they are unsure of their abilities—or uncertain about their instructor’s expectations—students tend to view a model as a life raft they can cling to. Of course, sometimes it’s perfectly acceptable for students to be less than original in their approach to writing.

In certain academic fields, much of the writing follows specific and unvarying rules. If that’s the case in your discipline, then by all means, give your students a model. Even in disciplines that prize creative expression, though, models can provide students with a necessary foundation. That’s particularly important when the material is unfamiliar or challenging. In such instances, models may be a crutch, but a crutch that students may genuinely need.

But is it possible to incorporate writing models into a course and still encourage critical thinking and creativity? You’ll need to experiment to find what works for your particular situation, but the following guidelines can help:

Offer multiple samples. If you point to only one model, you’re feeding into students’ tendency to want the one and only right answer. Of course, even three or four examples won’t begin to suggest the endless possibilities for how to write something, but they’re at least a start.

Introduce models later not sooner. If you assign a piece of writing and then immediately show students a model, you may limit their ability to interpret the assignment in their own way. If that’s a problem for you, consider sharing sample responses only after students are thoroughly engaged in a large project or have already written several low-stakes pieces. Let them develop both some confidence and some ideas of their own before adding examples into the mix.

Use parts not wholes. Rather than showing students a completed piece, use only a few paragraphs or even individual sentences to help them see how to handle a specific challenge, such as how to introduce a quotation or summarize data. By using only portions of a text, you offer specific help without establishing too many other expectations.

Consider the source. Most instructors use student papers as models. It’s best to use pieces submitted in past semesters, but be sure to get the students’ permission. Some instructors like to present the papers along with the grades and comments, so students can see what it takes to earn an A, B, or C. Be careful, though, if you’re discussing student papers that are less than successful; if your criticism seems too harsh, students may fear they’ll never be able to meet your expectations.

You can, of course, also create a model yourself by producing a response to your own assignment. It’s time-consuming, but you may discover both problems and potentials you hadn’t anticipated in the assignment. You may also feel more empathy toward your students as your fingers hover over the keyboard.

Another option is to share your own professional writing with your class. While probably not immediately relevant to your students’ own work, such examples can give them insight into the writing process. Provide a first draft and subsequent revisions and you’ll be giving students tangible evidence that revision is both routine and necessary for anyone who writes successfully.

Perhaps the best models are professional examples from your discipline. Let students see the kind of writing that will be expected of them in future coursework or in the workplace. Often, the less successful the piece, the more they’ll learn from it.

Talk it up. Whatever models you use, take time to discuss them with students. Ask them to consider the choices the author has made and analyze how those choices affect the reader. In doing so, you’ll be modeling for them how to use a model. After all, your ultimate goal is not only to have them learn how to follow a model, but to know how—and when—to deviate from one, as well.