ABSTRACT
Chapter 3 presents instructors’ reflections on flow garnered from surveys and interviews and conveys a nuanced, even contradictory, story about the way it is articulated and taught in the classroom. This story suggests that while flow does seem to occupy great conceptual currency within the realm of composition, it has not always played a formative role in classroom instruction. Although the group of contemporary composition teachers represented in this chapter have remedied this myopia through some form of pedagogical practice relating to flow, oftentimes their instructional approaches are decentered from their own writing practices around flow. The chapter concludes that instructional practices related to flow might benefit from explicit connection to larger matters of coherence and macrocosmic meaning (Booth & Gregory, 1987; Williams, 1981, 2003).
