If writing teachers want to use modality effectively, they first have to deal with three problems: identification of markers of modality in English; representation (the use of models for modality); and correlation (pedagogical usefulness, and writing strategies for students). Two models of modality address the problems which writing teachers should deal with before actually developing strategies to be given to the student. The first task is to construct a two-state model of the "core" markers of modality in English: the first state, the "actual" one uses nonmodal expressions; and the second state, the "alternate" one, is always expressed by core modals like "can" or "must". A two-dimensional matrix puts flesh on the model. Next, another model displays typical kinds of "character" an author or reader gives, or can give, to each state. "Character" can be divided into the personal and the collective. In developing and representing a strategy, writing teachers must also try to be aware of what conditions control its use. With this in mind, writing teachers should consider: (1) expanding information about the subject (essentially a prewriting or revising activity); (2) representing rhetorical intention; and (3) representing stylistic variation. Modality should be used chiefly in the context of peer review and only then as an optional procedure. (Three figures representing the models are included; 21 references are attached.) (RS)