ABSTRACT
This chapter aims to investigate how one L2 Taiwanese STEM student, Andrew, responded to the teaching of writing poetic autoethnography as a research approach. The study was conducted in a one-semester elective English course, Academic Writing, in a STEM-oriented university in Taiwan. Through Hanauer's analytical lens on poetic identity, the author analyzed all three of Andrew's poems in his poetic autoethnography to explore how he constructed his voice. His weekly entries were also included to examine how he viewed this poetry writing experience as a research approach. Not only does the study provide a poetry writing curriculum designed in an academic writing course for L2 STEM students, but also indicate that teaching writing poetic autoethnography as a research approach helps L2 STEM students achieve a meaningful literacy learning.
