Claire Jackson
Assistant Professor
Welles 226b
(585)245-5273
cjackson@geneseo.edu
Dr. Claire Jackson directs the Writing Program聽and the Writing Center and teaches courses in academic writing, rhetoric, and writing pedagogy. Prior to joining 黑料传送门 in 2024, she was a visiting faculty member at College of the Holy Cross, where she participated in the development of the college’s first general education writing outcomes and co-designed a new intro course for the rhetoric and composition minor. While a PhD candidate at the University of Louisville, she served as Assistant Director of Composition and developed a certificate course in online writing instruction for graduate students and contingent faculty.
Before her PhD, she was a high school English teacher in rural Maine and also taught writing for the University of Maine at Farmington’s Upward Bound program. These experiences shaped her commitments to increasing educational access for all students. She also taught first-year writing and women’s, gender, and sexuality studies courses at the University of Maine (Orono).
Claire researches writing program administration, writing assessment, language and literacy ideologies, and trans rhetorics. In her current work, she is examining how ideologies about writing and writers are (re)produced through the circulation of institutional documents, trans and disability studies informed approaches to writing assessment, and the political-economic aspects of “AI literacy” initiatives.
While she’s learning to appreciate Lake Ontario, Claire misses the Atlantic Ocean.
Office Hours
Curriculum Vitae
Education
Ph.D., Rhetoric & Composition, University of Louisville
M.A., English and Women’s, Gender, & Sexuality Studies, University of Maine
B.A., English and Secondary Education, University of New England
Courses
WRTG 105: Writing Seminar
WRTG 406: Writing Center Theory & Practice
WRTG 407: Writing for Teachers
Publications
Jackson, N.C. (2026, February 23). . Refusing Generative AI in Writing Studies.
Jackson, N.C. (2025). Navigating competing values at public liberal arts colleges: WPA work and mission alignment. WPA: Writing Program Administration, 48(2), 61-80.
Jackson, N.C., Morrison, G., & Stefan, H.C. (2025). Subverting elitism with equitable assessment at a New England SLAC. In M. O鈥橬eill and G. Giaimo (Eds.), Writing Assessment at Small Liberal Arts Colleges (pp. 173-201). Parlor Press.
Jackson, N.C. & Berlew, G.K. (2024). 鈥淭here is not one shred of evidence that [being trans] is not a divine gift鈥�: Grace and Lace Letter and the rhetorical construction of an evangelical transfeminine identity. Rhetoric Review, 43(3), 187-200.
Jackson, N.C. (2024). . Journal of Writing Assessment Reading List.
Jackson, N.C.听& Klotz, S. (2023). . Composition Forum, 51.
Swatek, A.M., Ta艧kin, Z., &聽Jackson, N.C. (2022). . Journal of Writing Analytics, 6, 145-165.
Jackson, N.C.听& Olinger, A.R. (2021). . In J. Borgman and C. McArdle (Eds.), PARS in Practice: More Resources and Strategies for Online Writing Instructors (pp. 225-242). The WAC Clearinghouse.
Jackson, N.C. (2020). . Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, 22(4).
Horner, B., Cousins, E.Y., Hilberg, J., Jackson, N.C., Rodriguez, R., & Way, A. (2019). .听WPA-CompPile Research Bibliographies, 28. WPA-CompPile.