Assistant Professor of English
Ph.D., 2006, English with concentration in Composition and Rhetoric
University of Massachusetts-Amherst
360 Huntington Avenue,
Boston, MA 02115
- ENG 1410 Introduction to Writing Studies
- ENG 2760 Writing in Global Contexts
- ENGW 3307 Advanced Scientific Writing
- ENGW 3315 Interdisciplinary Advanced Writing in the Disciplines
- ENG 7395 Genres and Identities in Action
- ENG 7395 What is Good Writing?
Resume / CV
Mya Poe’s research focuses on issues of writing assessment, writing development, and diversity. In order to structure equal opportunities for students, evidence must be collected on (1) the complex factors that constitute the measurement of writing and (2) the development of academic writing ability so that classroom learning can support lingusitically and culturally diverse writers.
Her scholarship includes 11 peer-reviewed journal articles, 10 book chapters, three invited non-peer reviewed articles, and four book reviews. Her articles have appeared in the top peer-reviewed journals in composition and rhetoric, including College Composition and Communication, Research in the Teaching of English, College English, the Journal of Business and Technical Communication, the Journal of Writing Assessment, and Across the Disciplines. Her co-authored book Learning to Communicate in Science and Engineering: Case Studies from MIT won the CCCC 2012 Advancement of Knowledge Award for the publication that most advances research in writing studies.
Her scholarship also includes extensive editorial work: two invited guest-edited special issues of flagship journals, two assessment handbooks, and a six-book series with Oxford University Press. Her co-edited collection, Race and Writing Assessment, won the 2014 CCCC Outstanding Book of the Year. As series co-editor of the Oxford Brief Guides to Writing in the Disciplines, she works with faculty in the disciplines to develop accessible, savvy writing guides in subjects such as biology, engineering, nursing, political science, anthropology, and sociology.
Her current book project—a monograph entitled Intended Consequences: What Students and Statistics Can tell Us About Writing Assessment (under contract at the Utah State University Press)—is the first book to look at student writing development through the lens of writing assessment. In a forthcoming collection entitled Writing Assessment and Social Justice: History and Practice (under contract at the University Press of Colorado), Poe and her co-editors bring together threads of writing assessment scholarship as related to ethics, anti-racism, fairness, and social justice from a range of perspectives and sites.
Her teaching excellence has been recognized with the Northeastern University Teaching Excellence Award in 2016 and the College of Social Sciences and Humanities Outstanding Teaching Award in 2015. Her research and teaching has received funding from the National Science Foundation, MIT’s School of Humanities and Social Sciences, and Penn State’s Institute for the Arts and Humanities. She is a board member of the Journal of Writing Analytics, Assessing Writing, Research in the Teaching of English, and The WAC Journal. She and serves on the NCTE College Steering Committee and has twice chaired the Ohmann Award committee.
Selected articles since 2013
- Poe, M. & Inoue, A. B. (2016). Social justice and writing assessment: An idea whose time has come. [Guest editor introduction to special issue on writing assessment and social justice]. College English, 79(2), 115-122.
- Poe, M. & Cogan, J. (2016). Civil rights and writing assessment: Using the disparate impact approach as a fairness methodology to determine social impact. Journal of Writing Assessment, 9(1).
- Poe, M. (2015). Affirming the range and value of composition research. Symposium on “Critical Retrospections on the 1987 CCCC Position Statement ‘Scholarship in Composition: Guidelines for Faculty, Deans, and Department Chairs.’” College Composition and Communication, 66(3), 506-511.
- Poe, M., Elliot, N., Cogan, J., & Nurudeen, T. (2014). The legal and the local: Using disparate impact analysis to understand the consequences of writing assessment. College Composition and Communication, 65(5), 588-611.
- Poe, M. (2014). The consequences of writing assessment. [Guest editor introduction to special issue on diversity and international writing assessment]. Research in the Teaching of English, 48(3), 271-275.
- Lerner, N. & Poe, M. (2014). Writing and becoming a scientist: A longitudinal, qualitative study of three science undergraduates. In M. J. Curry and D. I. Hanauer (Eds.) Language, Literacy, and Learning in STEM Education: Research Methods and Perspectives from Applied Linguistics. (pp. 43-64) John Benjamins Publishing Company.
- Poe, M. (2013). Re-framing race in teaching writing across the curriculum, Across the Disciplines, 10(3). Available at http://wac.colostate.edu/atd/race/poe.cfm. Special issue on Anti-Racist Activism: Teaching Rhetoric and Writing. Reprinted in (2016) V. Young and F. Condon (Eds.), Performing anti-racist pedagogy in rhetoric, writing, and communication. (pp. 87-105). Boulder, CO: WAC Clearinghouse and University Press of Colorado.
- Poe, M. (2013). Fairness and race in digital writing assessment. In D. DeVoss and H. McKee (Eds.) Digital Writing Assessment and Evaluation. Logan, UT: Utah State UP (Computers and Composition Digital Press). Available at http://www.digitalwriting.org/dwae/01_poe.html.
- Poe, M. (2013). Research on multilingual writers in the disciplines: The case of biomedical engineering. In S. Canagarajah (Ed.) Literacy as Translingual Practice: Between Communities and Classrooms. (pp. 170-181). London: Routledge.
Awards and Honors
- Teaching Excellence Award, Northeastern University, 2015-2016.
- Outstanding Teaching Award, Northeastern University, College of Social Sciences and Humanities, 2015-2016.
- Outstanding Book Award in the Edited Collection, Conference on College Composition and Communication. Received for Race and Writing Assessment, 2014.
- Best of the Independent Rhetoric & Composition Journals 2013. Received for “Re-Framing Race in Teaching Writing Across the Curriculum,” published in Across the Disciplines, 10(3).
- Advancement of Knowledge Award, Conference on College Composition and Communication. Received for Learning to communicate in science and engineering: Case studies from MIT, 2012.
- “Writing in the disciplines.” In Kelly-Riley, D. & Elliot, N. Improving outcomes across disciplines: Fairness, evidence-Based assessment, and writing.
- “What is fair writing assessment?”
- “Lessons from the Department of Education’s Office for Civil Rights: A review of cases from 2008-2017.”
- Conference on College Composition and Communication (CCCC)
- Council of Writing Program Administrators (CWPA)
- National Council of Teachers of English (NCTE)
- American Educational Research Association (AERA)