In Hong Kong, students learning English as a second language are indoctrinated by the outcome-based, if not outcome-obsessed, curriculum. Much emphasis has been put on accuracy and proficiency, which implies that there is singularly one model of the English language to be learned. According to my own experience of teaching poetry writing in EduHK, I have observed that students always believe in the existence of the best advice and practices at the beginning of the creative writing class. It is therefore the job of the instructor to destabilize the approach of submitting to the English language in a colonial way and advocate any other possible ways to subvert both the language and approach. As a poet using English (my L2) as the creative medium, I also find responding to existing found language is more fruitful in my writing process. To recontextualize and appropriate found language that is by origin poetic or not, the gap between the closed meaning and the urge to dis-close what is possible has always been a useful strategy.