Implications of changes in the Hong Kong secondary school curriculum are examined, focusing on the syllabus leading to a new school-leaving examination in English literature. The new curriculum, based on developments in composition theory and practice and departing from the traditional, narrowly-focused syllabus, emphasizes the process of writing and requires student diary-writing and a project. These changes imply more active participation in learning, small-group interaction, and individual work by students. The teacher's role will change from that of information-provider to counselor, supervisor, and facilitator of student work. Guidelines for teachers, currently in development, will emphasize new methods of classroom management to implement the curriculum. It is also suggested that students will have to come to higher education with a new set of study skills and learning strategies. These skills are likely to be in line with the process approach to writing and will also affect the professor's relationship with the student, removing much of the traditional prescriptive role. A 33-item bibliography is included. (MSE)