Blog #3: How to use models?

Lindemann writes on models "Third, in discussing any model, the focus should be primarily on how the writer solves problems. Of course, we also have some responsibility for helping students understand what the writer says, for teaching student to read critically and carefully" (127) and "Fourth most writing teachers introduce writing models prematurely. The best time to discuss a model is after students have already completed some prewriting and perhaps an early draft" (127). While Lindemann brings up good points, oftentimes I've encountered classes wherein models are merely posted on a "Blackboard" equivalent site for to use at the student's discretion. My question is this, is this merely laziness not to go over why these student samples were deemed models or is there some strategy involved? If, there is a strategy what could it be? And if it isn't then why put up models in the first place if what Lindemann says the focus of models should be to discuss and pinpoint how these writers choose to overcome these obstacles? I am a proponent of examples, but I want to know how and when to use examples more effectively. Should I like Lindemann suggest spend time discussing models or only offer them after the fact? Also, in her point about journals/commonplace journals, she warns against using these entries as busywork and give students opportunities to further develop their work (116). What are examples of assignments that expand on journal entries? Also, how do you account for journals in your grading so it does not become the equivalent of an attendance percentage (come, sit, take notes=10 % of your grade)?