Jessica Corey

Jessica Corey

Lecturer ofThompson Writing Program


My primary research interests involve feminist rhetorics and feminist activist literacies, rhetorics of silence, multimodal composition, and composition pedagogy. I have taught a variety of lower- and upper-division courses in expository, research, business, argumentative, public, and creative writing, as well as multimodal composing. Check out my website at, where you can find more information about me, a full CV, and teaching materials and resources.

Education & Training

  • Ph.D., Kent State University 2015

Fellowships, Supported Research, & Other Grants

Travel Grant awarded by Kent State University Division of Research and Graduate Studies (2013 to 2014)

Domestic Travel Grant awarded by Kent State University Graduate Senate (2012 to 2014)

Travel Grant awarded by Kent State University Department of English (2012 to 2013)

Summer Teaching Development Grant awarded by Kent State University Teaching Council (2012)

Teaching Fellowship awarded by Kent State University (2011 to 2015)

Corey, J. R. “The female Frankenstein: Naming practices constructing what it means to be a "woman".” Rhetorics of Names and Naming, 2016, pp. 118–31. Scopus, doi:10.4324/9781315693347. Full Text

Corey, Jessica Rose. “Beyond 'Digital': What Women's Activism Reveals about Material Multimodal Composition Pedagogy.” Journal of Multimodal Rhetorics, vol. 1, no. 1, 2017, pp. 58–65.

Corey, J. “Learner-Audience Connections: Using Music to Enhance Rhetorical Understandings of Communication.” The Atrium: A Journal of Academic Voices, 2016.

Corey, Jessica Rose. “'My Sister Went to Steubenville, OH and All I Got Was this Lousy Shirt': Composing Feminist Activism with The Clothesline Project.” Gender Forum: An Internet Journal of Gender Studies, vol. 50, 2014, pp. 4–25.

Corey, J. “Loren Eiseley’s ‘Our Own True Notebook’: Engaging Students in Effective Reflection.” Pupil: A Sourcebook for Teachers of Rhetoric and Composition, 2014.

Corey, J. “Using Cognitive Psychology and Emotion to Inform the Teaching of Writing as Social Practice.” Barnolipi: An International Journal of Humanities and Social Sciences, 2013. Open Access Copy