Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

David I. Hanauer, Ph.D.

Second Advisor

Patrick A. Bizzaro, Ph.D.

Third Advisor

Lisya Seloni, Ph.D.


This dissertation explores the interaction between academic prose and the effect of writing different text types, focusing on Japanese poetry, haiku. Specifically, this intervention study focuses on a Japanese EFL university as this is the cultural context and investigates the integration of first language (L1) linguistic and cultural knowledge with second language (L2) literacy work from the perspective of looking across the curriculum at different genre writing. This empirical study employed a multiple-methods research design. Participants were 20 college freshmen at a Japanese private university. Data were derived from multiple sources: pre- and post-essays, the books of haiku, weekly journals, self-reflections, and face-to-face interviews. Data analysis involved three different approaches: (1). all the participants’ English written performance, such as the pre-and post-tests were statistically analyzed; (2). the investigation of their books of haiku entailed the analysis of the following three components: analysis of contexts of writing; content analysis; and stylistic analysis of literary and linguistic choices (Hanauer, 2010); and (3). the analysis of their self-reported data, such as weekly journals, self-reflections, and individual interviews which were categorized using the coding system. This empirical study demonstrated that, for the participants, the task of composing English haiku had positive effects on the development of their L2 academic literacy skills and helped them to gain a greater awareness of voice in L2 writing. It also showed that English haiku composition was a valuable task for the participants in L2 learning. This study proposes the potential use of haiku composition for L2 literacy development and addresses ramifications of poetry writing in the L2 composition classroom on both pedagogical and institutional levels.