*Writing Instruction; Writing Processes

The process of change and the resistance to change experienced by teachers and students during implementation of a new instructional approach is examined. The specific situation described is implementation of a process-oriented approach to writing in English as a Second Language, as experienced by eight Hong Kong secondary school teachers and their students and reflected in the teachers ' diary entries during three lesson cycles. All teachers participated voluntarily. In writing diary entries, the teachers were guided by a set of questions designed to aid in describing and reflecting critically on what occurred in the classroom. Analysis of the diaries addressed thc following: the topics most frequently addressed (pedagogical, evaluative, subject, or role focus); development of teachers ' critical analysis; and changes over time in teaching or classroom outcomes. Results indicate that: (1) the focus of topics remained consistent over the three lesson cycles, but varied by individual teacher; (2) critical reflection increased for some and not for others; and (3) change over time varied by individual but was evident. Contains 7 references. (MSE) Reproductions supplied by EDRS are the best that can be made from the original document. *******************************************************************P**