ABSTRACT
Writers and readers yearn for flow; instructors sense its presence or absence—but they lack a coherent definition of it and the elements that create or disrupt flow. This gap is due, at least in part, to the often-nebulous ways it is conceptualized and operationalized in writing pedagogy. A Multidisciplinary Exploration into Flow in Writing addresses this critical gap. Working toward an inclusive, coherent, and pedagogically useful description of flow, this text considers these questions about flow from multiple perspectives: What are the elements of flow? What elements have been identified by different disciplines? What elements do writing instructors, researchers, and students identify when they talk about flow?
