Department of English
College of Humanities and Social Sciences
9:30-11 a.m. Tuesdays/Thursdays, or email for appointment
University of Northern Colorado
Department of English
Greeley, CO 80639
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.
Research/Areas of Interest
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.
- 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
- 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,
- 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
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.