A study examined the role of individual differences in the journal writing of adult students of English as a second language (ESL). Subjects were nine students from six countries enrolled in two university ESL writing classes. The primary writing activity was personal journal writing that required description and examination of the students' past experiences. Data were drawn from two questionnaires, notes and audiotapes of classroom observations, teacher and student interviews, and teacher and student journal writing. Writing samples were analyzed for five features: functions (representational and reflective), content, audience, organizational form, and linguistic form. Although the subjects were treated as case studies, writing samples were compared for different treatments or combinations of the five features. Overall, the findings indicated that individual differences such as past writing experience and personality had a greater influence than cultural background on students' approaches to the journal writing task. Teachers are cautioned against over-reliance on cultural values and customs to explain student behavior and learning. (Author/MSE)