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Flow theory: Conscious experience in expository argumentative writing

Takagi, Naomi Igarashi
http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540

Abstract Details

2009, Doctor of Philosophy, Case Western Reserve University, English.
In composition classrooms, the word “flow” is frequently used as shorthand for good writing in students’ and teachers’ comments alike, but its state of affair rarely draws scholarly attention, leaving it ambiguous and impressionistic. This dissertation makes a preliminary attempt to define flow in written discourse especially from the perspective of consciousness. The relation between consciousness and discourse has already been established by the linguist Wallace Chafe who claims that “language is one of the most obvious products of the human mind” and explains the ways in which the nature of consciousness translates into discourse (1973, p. 261). According to Chafe, “flow” is one of such manifestations, and he describes it in terms of the three principles: topic hierarchy, the light subject constraint, and the one new idea constraint. His discussion of these principles, however, is mostly focused on natural spoken language; hence, this dissertation examines their applicability to expository writing, specifically written argument, a mode of writing widely taught in college composition. To that end, Chafe’s theory will be contextualized in the history of consciousness studies and examined in its connections to the work of William James, Bernard Baars, and Merlin Donald. Then, several modifications will be made to Chafe’s theory, including adoption of the clause as the carrier of a new idea and the Stasis as the organizational framework for argumentative writing. Subsequently, the relevance of flow theory will be explored with the use of a paragon argument by a professional writer as well as arguments composed by ESL students. Some of the key findings include that flow in argumentative writing is at least partially due to coordinated implementation of the three principles and that nonnative speakers of English tend to have difficulty with flow because they lack intuitive understanding of the ways in which consciousness manifests itself in English discourse. Finally, given the importance of flow theory for nonnative speakers of English, implications of adopting flow theory in ESL/EFL classrooms will be discussed. This dissertation will close by proposing future research projects such as expanding the existing flow theory and examining students’ cultural, linguistic, and educational backgrounds.
Todd Oakley (Advisor)
207 p.
Composition
consciousness; intonation units; flow; coherence; cohesion; argument; stasis theory; ESL/EFL writing

Recommended Citations

Citations

  • Takagi, N. I. (2009). Flow theory: Conscious experience in expository argumentative writing [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540

    APA Style (7th edition)

  • Takagi, Naomi. Flow theory: Conscious experience in expository argumentative writing. 2009. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540.

    MLA Style (8th edition)

  • Takagi, Naomi. "Flow theory: Conscious experience in expository argumentative writing." Doctoral dissertation, Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540

    Chicago Manual of Style (17th edition)

case1238170540
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This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.