This paper describes a format developed to confront those things that are taken for granted (TFGs) by inservice teachers of grades 2 through 5 as they struggled with learning to improve the teaching of writing in their school through the use of focused, rule-governed reflection on artifacts of practice. In addition to reflection, the participants in this study were involved in in-class modeling, teach teaching, and planning. The study took place in a school district in rural Texas, and all six participating teachers lived nearby. Teachers were engaged in the writing improvement project in response to the performance of students in the writing portion of the Texas Assessment of Academic Skills. The researcher modeled the T-I-P Writing Process for teachers focusing on "Teach" writing strategies, "Introduce" rhetorical and mechanical skills, and allow time for "Practice." Reflective Practice Discussion Group (RDPG) meetings were held about once a month. Data were collected through teacher interviews and transcripts of RDGP meetings. Findings show that the dominant cultural narrative of U.S. education tends to discount students, but they also indicate that it is possible to develop processes to transform that narrative to that it complies more closely with what is known about teaching and learning and student responsibility and engagement. The study confirms that transformative change occurs slowly, but that there are stages that allow teachers to confront the TFGs . Implications for instruction are discussed. (Contains 54 references.) (SLD)