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 the Geneseo faculty in 2024, she was a visiting assistant professor at College of the Holy Cross, where she participated in the development of the college’s first general education writing outcomes, and an Assistant Director of Composition at the University of Louisville.
As the only writing studies faculty member at Geneseo, Claire teaches courses in academic writing, writing pedagogy, and rhetoric. In previous positions she also developed and taught courses in feminist and queer theories, trans studies, and professional and public writing.
Claire primarily uses qualitative and archival methods to research the political economy of writing programs and ideologies of literacy, language, gender, and technology. Specifically, she is interested in how dominant ideologies and political-economic structures shape and are shaped by institutional texts in ways that constrain human behavior, as well as the literate activities individuals and marginalized communities engage in to assert agency as they navigate those constraints. She is currently focused on how students with moral and ethical oppositions to AI respond to institutional “AI literacy” initiatives which center AI use, thus reifying functionalist understandings of literacy in conflict with these students’ critical literacy practices.
In addition to her scholarship and teaching, Claire is also an active musician, and her primary instrument is the bass guitar. She grew up on the coast of Maine, and while she is learning to appreciate Lake Ontario, she 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 Taught
WRTG 105: Writing Seminar
WRTG 406: Writing Center Theory & Practice
WRTG 407: Writing for Teachers
Journal Articles
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. & 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. & 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. (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).
Chapters in Edited Collections
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. & 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/University Press of Colorado.
Other Publications
Jackson, N.C. (2026, Feb. 23). Eloquentia perfecta as antidote to AI: A Lenten reflection. Refusing Generative AI in Writing Studies.
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.
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.
