Area(s) of Expertise: Applied linguistics, ESOL/multilingual pedagogy, grammar/syntax, composition, L2 writing
Miriam Moore has taught English language and linguistics at an intensive English program in South Carolina, community colleges in New Jersey and Virginia, as well as church and employer-based ESL programs. She is co-author of the Real Writing composition textbooks series, published by MacMillan. A native of Birmingham, Alabama, she has been at UNG since 2018, where she teaches composition, grammar, ESOL pedagogy, and introductory linguistics.
Moore, M. (2024). What Counts as Legitimate College Writing? An Exploration of Knowledge Structures in Written Feedback. Journal of Response to Writing, 10(1), pp. 31–61.
Moore, M. (2023). “Cause now I wanna know”: Stance strategies and knowledge construction in undergraduate asynchronous discussions. In To, V., Amundrud, T., & Humphrey, S. (Eds.), Systemic functional linguistics theory and application in global contexts: Selected papers from the 1st international online systemic functional linguistics interest group conference (pp. 139–154). University of Tasmania. https://doi.org/10.25959/MKMC-2C45
Moore, M. (2023). Pondering the quiddities: A lexical analysis of Covid-19 CCCC documentarian notes. In J. Lindquist, B. Halbritter, and B. Strayer-Gannon (Eds.), Recollections from an uncommon time: 4C20 documentarian tales (pp.103–115). National Council of Teachers of English.
Moore, M. (2021a). Asynchronous discussions for first-year writers and beyond: Thinking outside the PPR (prompt, post, reply) box. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 240–259). Utah State University. https://doi.org/10.26079/a516-fb24
Moore, M. (2021b). Grammatical concepts and metalinguistic awareness: A study of reading journals. Journal of College Reading and Learning, 51(3), 178–202. https://doi.org/10.1080/10790195.2020.1867670
Moore, M. (2021c). Lexical analysis of reflection texts in first-year composition. Teaching English in the Two-Year College, 49(1), 20–36.
Moore, M. (2021d). Using “Writing about Writing” pedagogy with multilingual and developmental readers and writers at the community college. In M. Segal and B. Gilliland (Eds.), First year composition at the community college: Empowering the teacher (pp.49–60). University of Michigan Press.
McLaughlin, F. & Moore, M. (2012). Integrating Critical Thinking into the Assessment of College Writing. Teaching English in the Two-Year College 40(2), 145–162.