Matt Seymour

Matt Seymour is an Assistant Professor of English Education at the University of Northern Colorado. He served as a field-research associate for the Argumentative Writing Project at The Ohio State University where he earned his PhD in education. Following his graduation, he worked at University of Wisconsin Eau Claire as an Assistant Professor, where he served as Chair of the English Language Arts Teaching emphasis. In 2014, through a grant from the National Endowment for the Humanities he was a Fellow at the Folger Shakespeare library and helped develop lessons that integrated digital technology with teaching Shakespeare.

Matt’s current research interests include literature curriculum development, argumentative writing, and dialogic approaches to literature instruction. He is the principal author of Teaching Literature Using Dialogic Literary Argumentation.

Books

• Seymour, M., Newell, G., Bloome, D., & Thanos, T. (2020) Teaching Literature with Dialogic Literary Argumentation. New York: Routledge
• Newell, G., Bloome, D., Hirvela, A. & Lin, T. with Brady, J., Ha, S., Kwak, S. Seymour, M., Shanahan, E., Thanos, T., VanDerHeide, J., Wynhoff Olsen, A. (2019) Dialogic Literary Argumentation in High School Language Arts Classrooms: A Social Perspective for Teaching, Learning, and Reading Literature. New York: Routledge

Journal Articles

• Seymour, M. (2023). Teaching Shakespeare Using Dialogic Literary Argumentation. CEA Critic85(2), 192-195. Johns Hopkins University Press
• Seymour, M. (2021). Rethinking Argumentative Writing: Moving Beyond Teaching Structure to Engage Students in Critical Conversations. CEA Critic83(2), 195-202. Johns Hopkins University Press.
• Newell, G., Thanos, T., & Seymour, M. (2021) “Composing Literary Arguments in an 11th Grade International Baccalaureate Classroom: How Classroom Instructional Conversations Shape Modes of Participation.” Literacy in Composition Studies: “Against Autonomous Literacies: Extending the Work of Brian V. Street.” Volume 8, Issue 2, 78-102.
• Seymour, M. (2018) Complexity, Contradiction, and Carnival: Microethnographic Research on Student Disruption in a High School English Language Arts Classroom. Acta Paedagogica Vilnensia, 40, 70-93.
• Seymour, M. (2016). “The Rise, Fall, and Misfortune of Romeo and Juliet: A Lesson in Moral Complexity”. The CEA Critic, (78.3). Johns Hopkins University Press

Book Chapters

Bloome, D., Kalman, J., & Seymour, M. (2018) Fashioning Literacy as Social; in Re-Theorizing Literacy Practices in and Across Complex Social and Cultural Contexts. New York: Routledge.