@article{oai:air.repo.nii.ac.jp:00002898,
 author = {GRAFSTRÖM, Ben and グラフストロム, ベン},
 journal = {秋田大学教養基礎教育研究年報, "ANNUAL RESEARCH REPORT ON GENERAL EDUCATION},
 month = {Mar},
 note = {Honka-dori is the practice of a poet borrowing the language and/or imagery of earlier well-known poems, and using it to compose contemporary, original poems of their own. Honka-dori has been a well-documented practice of Japanese poets from the very earliest stages of Japan’s poetic tradition. This paper describes a modern adaption of the practice of honka-dori as a creative writing exercise and its application to teaching creative writing to English language learners. The creative writing exercise is referred to as “One Line Provided” and is meant to help students write original poetry on their own. The students whom this paper describes were university level English language learners who performed this exercise as part of a content-based English class on haiku and haiku composition. Educators have extolled the benefits of creative writing in the classroom for decades, noting the benefit it has onstudents’ overall individual learning experience, regardless of the discipline being taught. In recent years, foreign language education programs and applied linguistics programs in particular have been (re-) examining the effects of creative writing activities with respect to L2 learning. Such programs and research claim that creative-writing aids L2 learners find their own voice, helps them gain autonomy as language learners, and motivates them to becomemore active in producing language. It is with these outcomes in mind that I designed this activity and presented it to students in a university seminar course titled “Journey to the Interior.” Throughout the semester, students read an English translation of the master haiku-poet Matsuo Bashō’s Oku no hosomichi, which is a pre-modern  Japanese prose travel-writing text interspersed with haiku. Students then performed a series of poetry writing exercises using language and imagery from the text to compose their own original poems. The following is a description of a writing exercise called “One-line Provided” that the students performed, followed by examples of students ’ original writing resulting from this exercise, and commentary on the perceived benefits and hindrances to students’ English language learning.},
 pages = {19--27},
 title = {Teaching Haiku Composition to English Language Learners through Honka-dori},
 volume = {19},
 year = {2017}
}