Marcy Taylor, Ph.D.
  • Position: Professor
  • Department: English Language & Literature
  • Campus Address: Anspach 210
  • Phone: 989-774-3189
  • Email: taylo1mm@cmich.edu

Teaching Expertise

  • Composition and Rhetoric
  • English Education
  • Literacy Studies

Research Interests

  • GA Training
  • Pedagogy
  • Post Process Theory
  • Ethnographic Research Methods

About Dr. Taylor:

Marcy Taylor earned a BA/BS in English and Secondary Education from the University of Idaho (1987); an MA in English from the University of Idaho (1991); and a PhD in English from the University of Washington (1996). Her main areas of research include composition theory and pedagogy; Writing Program Administration; and K-12 literacy studies. She is the founding co-editor of Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. She has taught writing to students ranging from 8th graders to graduate students as well as to K-12 teachers across Michigan. She is currently working with colleagues in English on a grant to bring a National Writing Project site to CMU.

Publications

  • "Editors’ Introduction" Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 7.1 (forthcoming Winter 2007). (Co-authored with Jennifer L. Holberg).Special Issue: "Wayne Booth as Teacher."
  • "Editors’ Introduction" Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 6.3 (Fall 2006): 205-208 (Co-authored with Jennifer L. Holberg).
  • English 101: First-Year Composition. Second Edition. Dubuque, IA: Kendall/Hunt Publishing Company, 2006. (Co-authored with Elizabeth Brockman and Laura Grow).
  • "Editors’ Introduction: The Teaching Self." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 6.2 (Spring 2006): 205-208 (Co-authored with Jennifer L. Holberg).
  • "Editors’ Introduction." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 5.3 (Fall 2005): 367-369. (Co-authored with Jennifer L. Holberg).
  • "Editors’ Introduction: Vision, Excellence, and the Values of Being Difficult." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 5.2 (Spring 2005): 167-174. (Co-authored with Jennifer L. Holberg).
  • "Editors’ Introduction: An Open Letter to our Readers." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 5.1 (Winter 2005): 1-3. (Co-authored with Jennifer L. Holberg).
  • "Editors’ Introduction." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 4.3 (Fall 2004): 353-355. (Co-authored with Jennifer L. Holberg).
  • English 101: First-Year Composition. Dubuque, IA: Kendall/Hunt Publishing Company, 2004. (Co-authored with Elizabeth Brockman).
  • "Exploring Teacher Evaluation within a Community of Truth: Testing the Ideas of Parker Palmer." Innovative Higher Education 28.3 (forthcoming Spring 2004): 163-185. (Co-authored with Susan Schiller and Pamela S. Gates).
  • "Always Beginning": Nancie Atwell's In the Middle and the Ongoing Transformation of the Writing Workshop. English Journal 90.1 (Sept 2000): 46.52.
  • "Teaching Writing with a Capital T: Rethinking Writing Workshop In the Middle." Language Arts Journal of Michigan 15.2 (Fall 1999): 72-76.
  • "'Tales of Neglect and Sadism': Disciplinarity and the Figuring of the Graduate Student in Composition." College Composition and Communication 50.4 (1999): 607 - 25. (Co-authored with Jennifer L. Holberg.)
  • "Telling Tales (in and Out) of School: Ethnographies of Schooling and the Preparation of English Teachers." English Education 30.2 (1998): 101 - 120.

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