Teaching writing as a process, not teaching a process of writing

I am not sure how I would use writing What We Teach. I see it as dangerous if presented in the wrong manner or overtly cautious or overtly reckless. I do see the benefits in having a Textual Analysis on hand which corresponds to what we wish our students to produce, but I am not sure I want to show my process to my students. I inherently write in a process which cannot be really reproduced. It changes on the assignment and how well I know the materials. A simple analysis like this, I will write it knowing exactly what I feel about the text and what I want to say about it with final proofreading and logic checking at the end. But the rough draft and final draft are almost identical in nature. Whereas if I have a 20 page marathon paper over the definition and application of the romanticized ideological author in the Post-modern literary world, it may involve some heavy outlining, note taking, revising, and other nuances of a process.

Presenting the assignment is teaching them how to think towards the assignment. They can see some an example of the thinking needed to produce an agreeable text. Whereas presenting a process may in fact run the risk of teaching them a process not their own. If I had multiple examples of multiple processes at work, I would feel highly inclined to utilize it as different methods would be presented. The fear of a dogmatized instructor process would not plague me.

This is not to say I think all processes are good, but a process is something which occurs naturally and appears purely in the academic setting. I do feel teaching writing as a process is a superior method, but I am not comfortable with teaching a process of writing which is what I fear presenting my process to my students will do.

I can already think of multiple comments, negative responses specifically, which could be presented towards this thinking. I will respond as needed..or wanted.