Claire Jackson
Assistant Professor
Welles 226b
(585)245-5273
cjackson@geneseo.edu
Dr. Claire Jackson directs the Writing Program and the Writing Center. Prior to joining Geneseo in 2024, Claire taught rhetoric, writing, trans studies, and feminist & queer theories at College of the Holy Cross, University of Louisville, and University of Maine. She also previously taught English at two Maine high schools and spent two summers teaching writing for University of Maine at Farmington’s Upward Bound program.
At Geneseo she teaches courses in academic writing, writing pedagogy, and rhetoric.
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 interests informing “AI literacy” curricula.
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). Eloquentia perfecta as antidote to AI: A Lenten reflection. 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’Neill and G. Giaimo (Eds.), Writing Assessment at Small Liberal Arts Colleges (pp. 173-201). Parlor Press.
Jackson, N.C. & Berlew, G.K. (2024). “There is not one shred of evidence that [being trans] is not a divine gift”: Grace and Lace Letter and the rhetorical construction of an evangelical transfeminine identity. Rhetoric Review, 43(3), 187-200.
Jackson, N.C. (2024). Review of Stephanie West-Puckett, Nicole I. Caswell, and William P. Banks’ Failing Sideways: Queer Possibilities for Writing Assessment. Journal of Writing Assessment Reading List.
Jackson, N.C. & Klotz, S. (2023). Drawing on our Jesuit mission to make the case for rhetoric: A profile of the rhetoric and composition minor at Holy Cross. Composition Forum, 51.
Swatek, A.M., Taşkin, Z., & Jackson, N.C. (2022). Revisiting “family matters”: How citation patterns in the Journal of Second Language Writing reveal the changing nature of the second language writing field and the decreasing role of composition & rhetoric in it. Journal of Writing Analytics, 6, 145-165.
Jackson, N.C. & Olinger, A.R. (2021). Preparing graduate students and contingent faculty for online writing instruction: A responsive and strategic approach to designing professional development opportunities. 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). “There is no question about this and there never has been for eight years”: The public reception of Christine Jorgensen. 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). Translingual approaches to writing and its teaching. WPA-CompPile Research Bibliographies, 28. WPA-CompPile.