Developing Voice by Composing Haiku

            According to Iida (2010), in English as a Foreing Language (EFL) settings, the focus seems to be on grammar rules, error reduction and memorization of forms, which leaves students at a disadvantage when they have to use English in real situations.  Iida (2010) asserts that “the social-expressivist approach can facilitate EFL university students’ development of voice and audience in the L2 writing context” (p.29). According to Iida (2010), learners are able to “express their voice in a social context that presumes an audience” (p.28).

            Iida (2010) affirms that “poetry, in particular, offers special challenges, but one type of poem that is manageable for the EFL classroom is haiku, a short, three-line Japanese poem with a specific number of syllables in each line” (p.28).Therefore, haiku helps learners write fluently because its form requires the selection of the appropriate words to communicate their inner feelings or ideas to other people.

            During the composition of the poem, learners are expected to describe situations and express their attitudes, ideas, and experiences. Matsuda (2001) affirms that “individuals acquire voice by using language over time in a variety of social encounters” (as cited in Iida, 2010, p.29). According to Bishop (2003), “writing is an ongoing process of negotiation to make meaning” (as cited in Iida, 2010, p. 29).

With regard to its structure, Iida (2010) describes haiku as “a Japanese poem that contains 17 syllables in a three-line 5-7-5 syllable pattern” (p. 28). It has a seasonal reference and a cutting word, which can be an actual word or a punctuation mark. Reader-centeredness is a fundamental concept in haiku, therefore there exist multiple interpretations.  Haiku is not simply a means for self-expression, but a communicative act that favors writer-reader interaction.  

            Various approaches to teaching the writing of haiku can be applied in class. The process consists of the following five steps. The first step consists in reviewing the concept of haiku. Then, after collecting material and impressions, the composition of haiku follows. The fourth step consists in peer reading, which lets learners see how an audience interprets and reacts to their voice and intent. The publication of haiku is the last step, which increases the awareness of audience.

            In conclusion, composing haiku enables learners to develop an identifiable voice with a high sense of writer-reader interaction. It structures learning around communicative contexts where students articulate their personal needs or interests in a social environment.

References

Iida, A. (2010). Developing voice by composing haiku: A social-expressive approach for teaching haiku writing in EFL contexts. English Teaching Forum (1): pp. 28-34.