JACYLN FISCUS-CANNADAY, Assistant Professor, holds a MA and PhD in English (with a specialty in Rhetoric, Composition, and Language) from the University of Washington - Seattle, as well as a BA in both English and Linguistics from the University of Michigan - Ann Arbor. Her research, teaching, and service are situated at the intersection of composition studies, feminism, and critical race theory. She broadly explores how learning writing works, how people think it should work—and how we might foster and/or learn from classrooms, communities, and writing programs that support and welcome all writers. Dr. Fiscus-Cannaday teaches courses in composition history, theory, and practice—along with professional writing and inclusive document design courses. Her research broadly contributes to areas of inquiry in composition, feminist theories and pedagogies, anti-racist pedagogies, and sociolinguistics-informed teaching. Her current book project, A Feminist's Perspective on Reflection in the Writing Classroom, engages with data from three MSIs, using feminist methodologies to explore the rhetorical nature of reflection in various writing classrooms. Throughout the book, she demonstrates how practitioners of reflection have so many dynamic and multimodal reflective practices, with various rhetorical effects. She hopes the book will help teachers and administrators incorporate reflection in the writing classroom—especially the under-practiced (and often under-valued) role of negotiating differences in language, identity, and ideology in the writing classroom.
- Fiscus-Cannaday, J. & Hutchinson, A. (forthcoming). Ethically Honoring Graduate Student Labor Through Joy Projects. In Tessa Brown (Ed.) What Graduate Students Do: Ethics, Exploitation, and Expertise. University of Kansas Press.
- Fiscus-Cannaday, J., Osorio, R., & Hutchinson, A. (forthcoming). “Transforming GSI Labor Practices with Feminist Research.” In Holly Hassel and Kristi Cole (Eds.) Transformations: Change Work Across Writing Programs, Pedagogies, and Practices. Utah State University Press.
- Fiscus-Cannaday, J. (2021). Recoveries and Reconsiderations: Feminist Coworking Spaces as New Sites for Feminist Rhetorical Inquiry. Peitho.
- Campbell, L. & Fiscus-Cannaday, J. (2021). Multi-modal Analysis and the Composition TAship: Exploring Embodied Teaching in the Writing Classroom. In William J. Macauley Jr., Leslie R. Anglesey, Brady Edwards, Kathryn M. Lambrecht & Phillip Lovas (Eds.) Standing at the Threshold: Working Through Liminality in the Composition and Rhetoric TAship (pp. 31-59). Utah State University Press.
- Fiscus-Cannaday, J. & Watson, S. (2019). English 382: Course Description.” Composition Studies, 47.2, pp. 181-192. https://compositionstudiesjournal.files.wordpress.com/2020/01/engl382_47.2.pdf
- Fiscus, J. (2017). Genre, Reflection, and Multimodality: Capturing Uptake in the Making. Composition Forum, vol. 37. http://www.compositionforum.com/issue/37/genre.php
- Fiscus, J. (2017). “Chapter 4: Tools for Metacognition and Reflective Practice.” (2017). In AJ Burgin, Stephanie Hakinson, and Candice Rai (Eds) Writer/Thinker/Maker: Approaches to Composition, Rhetoric, and Research, (pp. 79-90). Bedford/St. Martin’s.
- Fiscus, J. (2017). Chapter 15: Rethinking Revision.” In AJ Burgin, Stephanie Hakinson, and Candice Rai (Eds) Writer/Thinker/Maker: Approaches to Composition, Rhetoric, and Research, (pp. 353-370). Bedford/St. Martin’s.
- Fiscus, J. (2015 July 26). A Review of C2: Gonzales and DeVoss, ‘Remixing the Canon: Rhetorical Tools for 21st Century Composition.’” (2015 July 26). Digital Rhetoric Collaborative. Ann Arbor, MI.
- Fiscus, J. Transmodal/Translingual Projects: A Case Study. (2014 Dec 5). Digital Rhetoric Collaborative. Ann Arbor, MI.
- First Year Assistant Professor (FYAP) grant, a competitive grant for first-year professors at FSU that totals $20,000.
- University Teaching Award: Inclusive Graduate Mentorship and Teaching, Florida State University, 2022