When composition teachers use their own essays as models for students' writing, they provide a process for students to learn and a product for their imitation. The models can be both readable and related to the mode currently being studied while also being vehicles for making the teacher more "vulnerable" to the students. The process described by one teacher includes the creation and production of the model essay; the distribution of the model essay; written and oral evaluation of the model essay; and the production, presentation, and critique of students' essays. The oral critique is especially important in this process and includes general orientation and instructions, analysis in very small groups of a specific topic related to the essay, and presentations of conclusions to the entire class followed by class discussion. The teacher participates in each group as facilitator, consultant, or motivator. This process has proven successful in providing resource material for students and in motivating students as they see the instructor go through the same writing and evaluation process that they must follow. (TJ)