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TAYLOR, MARCY

ASSOC DEAN/LIBERAL ARTS & SOCIAL SCIENCE

More About MARCY TAYLOR

  • “Political Polarization, Fiscal Stress, and Financing Public Universities: A Comparative Analysis of the Ontario and Michigan Public Policy Experience.”  In Public Policy, Governance, and Polarization:  Making Governance Work, eds. David K. Jesuit and Russell Alan Williams, 167- 207.  London:  Routledge, 2018.  (With Lawrence Sych)
  • “Four College-Level Writing Assignments: Text Complexity, Close Reading, and the Five-Paragraph Essay.” Teaching/Writing: The Journal of Writing Teacher Education: Vol. 5.1 (Fall 2016): 161-172. (With Elizabeth Brockman). 
  • "What Does College Writing Really Entail? The CCSS Connection to University Writing." Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4. 2 (Fall 2015): 1-18. (With Elizabeth Brockman). 
  •  “What Do Professors Really Say about College Writing?”  English Journal 100.3 (Jan 2011):  75-81.  (With Elizabeth Brockman, MaryAnn Crawford, and Melinda Kreth).
  • “Situated Assessment:  Limitations and Promise.”  Writing Assessment 15 (2010):  40-59.  (With Melinda Kreth, MaryAnn Crawford, and Elizabeth Brockman).
  • “Helping Students Cross the Threshold:  Implications from a University Writing Assessment.”  English Journal 99.3 (Jan 2010):  42-49.  (With Elizabeth Brockman, MaryAnn Crawford, and Melinda Kreth).
  • “Changing the Culture of ‘Test Prep’:  Reclaiming Writing Workshop.”  Language Arts Journal of Michigan 23.2 (Spring/Summer 2008): 23-34.
  • “Teaching Writing with a Capital T:  Rethinking Writing Workshop In the Middle.”  Reprinted in Language Arts Journal of Michigan 22.2 (Fall/Winter 2006):  40-45.  Special issue on “Celebrating Two Decades of LAJM.”
  •  “Exploring Teacher Evaluation within a Community of Truth:  Testing the Ideas of Parker Palmer.”  Innovative Higher Education 28.3 (Spring 2004):  163-185. (With Susan A. Schiller and Pamela S. Gates).
  • “Becoming as Teachers in the Wake of September 11.”  Language Arts Journal of Michigan 18.2 (Fall 2002):  35-42.
  • “’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 (June 1999):  607-25.  (With Jennifer L. Holberg).
  • “Telling Tales (In and Out) of School:  Ethnographies of Schooling and the Preparation of English Teachers.” English Education 30.2 (May 1998):  101-120.
  • “Between You and Me:  Plotting the Contours of the Writing Conference.” Voices and Visions:  Refiguring Ethnography in Composition.  Eds. Cristina Kirklighter, Cloe Vincent, and Joe Moxley.  Portsmouth, NH:  Heinemann, 1997.  95-106.
  • “Beyond Apprenticeship:  Graduate Students, Professional Development, and the Future(s) of English Studies.” WPA:  Writing Program Administration 20.1/2 (Fall/Winter 1996):  66-78. (With Jennifer L. Holberg and Mark C. Long).
  • Professor, Department of English Language and Literature (1996-present)
  • Director of Composition, Department of English Language and Literature (1999-2005)
  • Chair, Department of English Language and Literature (2005-2011)
  • Assistant Dean, College of Humanities and Social and Behavioral Sciences (2012-2016)
  • Inaugural Administrative Fellow (2015-2016)
  • Interim Associate Dean, College of Humanities and Social and Behavioral Sciences (2016-2019)
  • Interim Dean, College of Liberal Arts and Social Sciences (name changed in 2018) (Jan – Aug 2018)
  • Founding Co-Editor, Pedagogy:  Critical Approaches to Teaching Literature, Language Composition and Culture  (1997-present)

Founded a new academic journal, including establishing the editorial offices, securing a publisher (Duke University Press), and securing grants of $75, 000 for start-up.   Currently, I continue the general work of an academic journal editor.   The journal won the Best New Journal Award from the Council of Editors of Learned Journals (December 2001).  We are preparing our 20th anniversary issue (Winter 2020).

  •  Co-PI on National Writing Project grants totaling $111,000
  • Bachelor of Arts in Literature, University of Idaho, 1987 
  • Bachelor of Science in Secondary Education, University of Idaho, 1987
  • Master of Arts in English, University of Idaho, 1991 
  • Doctor of Philosophy in English, University of Washington, 1996
  • Composition and rhetoric
  • Literacy
  • K-12 English education
  • Higher education administration