DR. RAYMOND H. CLINES                                         DEPARTMENT: ENGLISH

EARNED DEGREES:

            BA (Philosophy and Psychology cum laude) University of Washington

            MA (English) Central Washington University

            Secondary Teaching Certificate (English) Pacific Lutheran University

            PhD (English) University of Rhode Island

Employment

JACKSONVILLE UNIVERSITY                               

Date of Employment: 1987

Tenure Awarded:  1991

Promotion to Associate Professor:  1992

Promotion to Professor:  1995

Previous Employment includes: 

University of Chiang Mai, Thailand, Fulbright Professor in Linguistics

Florida Community College of Jacksonville, contracted author of 24-part telecourse on    freshman composition

Eastern Oregon State University, Assistant Professor of English

Community College of Micronesia, Chuuk Island, Assistant Professor of English

Lander University, Greenwood, South Carolina, Visiting Assistant Professor of English

Community College of Rhode Island

University of Rhode Island, Teaching Fellowship

Sumner High School, Sumner, Washington, English Instructor and Writing Specialist

Central Washington University, Teaching Fellowship                      

Publications  --  Books

The Seventh Edition of the textbook Research Writing Simplified (New York: LongmanPearson 2012)) is used at over 200 universities, including Tulane, Boston College, Northeastern, Purdue, Hofstra, New York University and many of the large state systems.  This text has been in print for eighteen years.

The Third Edition of Guide to Rapid Revision Workbook (New York: Macmillan 1998) a college composition text that I originally co-authored twenty years ago, is still in print and selling, amazingly enough. (See Amazon.com)

The 24-part telecourse, Read, Write, and Research, which I co-authored was broadcast nationally for eleven years (1989-2000) over Public Broadcast Service Adult Learning (PBS).  This telecourse was a regular part of the course offerings at FCCJ: students received credit for second-semester freshman composition, EH 1102.  I was contracted by FCCJ to co-write the telecourse with a professional (Hollywood) script writer.

The First and Second Edition of my textbook Read, Write and Research (Kendall Hunt 1996) sold nationally in conjunction with the PBS Telecourse.

Mindstorm: A Computer Workbook.  One of the very first software systems that provided instruction and practice in grammar and punctuation. I was ahead of all grammar/usage publishers by at least a year.  New York: Elsevier, 1986.

Publications  --  Articles

Rev. of Distrust American Style: Diversity and the Crisis of Public Confidence, by Sheila Suess Kennedy. Counterpoise Jan. 2010: 31-2. Counterpoise is a quarterly journal devoted to socially responsible ideas and publications often overlooked by mainstream media. I work with Charles Willett, founding editor, and serve informally as an advisor to this University of Florida publication.

Rev. of Embedded with Organized Labor: Journalistic Reflections of the Class War at Home, by Steve Early. Counterpoise August 2010: 21.

“Transforming Modern Education through Writing.”  Florida English Journal. 42.2 (2007): 13-17.

“Research at the Intersection of Personal and Public Discourse.” Florida English Journal 39.2 (2003): 49-53.

“Beliefs About Textbooks: Implications for Writing Instruction.” Florida English Journal 30.3 (1995): 28-30.

 “Review.”  An Introduction to Composition Studies by Erika Lindemann and Gary Tate.  The Council Chronicle 1.3 (1993): 7.

“Review.” Loose Canons: Note on the Culture Wars by Henry Louis Gates, Jr.  The Council Chronicle 2.4 (1993): 5.

“The Use of Workbooks, Handbooks, and Manuals in Writing Classes.”  Annotated Bibliographic Citation.  Composition Chronicle 4.1 (February 1991): 7.

“An Evolution of a Collaborative Theory.”  Florida English Journal 24.2 (Fall 1989): 19-23.

“Composition and Capitalism.” Progressive Composition 14 (March 1987): 5-6.

“Seeing into the Future with Student Writing.”  Florida English Journal  24.2 (Fall 1988): 1-8.

“Expressive Writing in the Content Areas.”  Oregon English  9.1 (Spring 1987): 22-27.

“Moving Beyond the Asocial Context of Current Paradigm Composition Theory.”  Writing and Social Discourse 1 (April 1987): 1-2.

Collaboration and the Inadequacy of Current Models of Composition Instruction.”  Resources in Education (Oct 1986).  ERIC Reports ED 269 789.

“Chaim Perelman Re-examined: An Application to Classroom Methodology.”  Resources in Education. (May 1985).  ERIC Reports, ED 251 846.

“Composition and Capitalism,” an article I published in Progressive Composition and subsequently discussed by James Berlin in his College English article, “Rhetoric And Ideology In The Writing Class,” has been cited in two recent composition theory anthologies: Teaching Composition: Background Readings (Bedford/St. Matins, 2006) and Cross Talk in Comp Theory (National Council of Teachers of English 2007).

Publications -- Poetry

Clines, Raymond. “High Flying Geese.” Dryland Fish: An Anthology of Contemporary Poets. Ed. Matthew MacLeod. New York: Holt, 2003. 34.  This anthology received the Chelson Award for Poetry, which is awarded annually to the most distinguished literary talent of the year by the Association for Literary Arts.

Additionally, about thirty of my poems have appeared in academic, small press, and commercial publications including The American Poetry Anthology, Travel and Arts, Suisan Valley Review, Conceptions Southwest, Oregon East, Florida English Journal, Omnibus, and Ellensburg Anthology.

Publications -- Editorial

I was hired by Collegiate Press to serve on its Editorial Advisory Board and to review The Collegiate English Handbook.  My name and university affiliation appears in the 2010 edition.

I was hired by Beford/St. Martins to review Literature: The Human Experience. My name and university affiliation appears in the 2008 edition.

I was hired by Longman Publishers to review a proposal for a new developmental writing textbook, Writing the College Essay.

Owensby, Jacob. Dilthey and the Narrative of History. Cornell University Press: 1994. 

I assisted Dr. Owensby, former philosophy professor at JU, on the revision of several drafts of this scholarly work.   My contribution is acknowledged in the preface.

Professional Meetings and Presentations (recent)

“Kenneth Burke and the Consubstantiality of Graphic Novels.” National Council of Teachers of English Conference. Philadelphia: November 24-27, 2009.

“The Hidden Agenda of Writing Across the Curriculum.”  National Association for Humanities Education.  San Francisco: February 28-March 3, 2007.

“Celebrating Beat Literature: 1955-Present.”  Co-presenter with JU student Casey Brown. National Association for Humanities Education.  San Francisco: February 28-March 3, 2007.  Also Session Chair.

“Turning Subjective Experience into an Objective Resource in the Writing Classroom. Conference on College Composition and Communication. New York.  March 20-23, 2003.

International Program Chair.  International Popular Culture Conference.  Trinity College, Dublin, August 1-7, 2003.

“Managing the Paper Load in Writing-Intensive Courses.”  National Council of Teachers of English Annual Conference, Nov 20-25, 2003, San Francisco.  Presented in absentia due to restricted travel funds.

“Creative Non-fiction: Turning the Subjective into Objective Resource.”  Conference on College Composition and Communication, March 19-22, 2003,New York.

“Teaching Research from the Inside Out.”  Florida College English Association, Oct 18-19, 2001, Orlando, FL.

“Research on Bringing Students’ Lives into the Classroom.”  Conference on College Composition and Communication. Phoenix, Arizona. March 12-15, 1997.

National Area Chair for “Writing, Rhetoric, and Social Discourse” for the American Culture Association Conference for fifteen years (1985-2002).  Solicited, selected, and organized panels for this annual conference.

Popular/ American Culture Association:  Chosen by national election to the National Governing Board of the American Culture Association (1999-2003).

As a result of my long-standing work with the Popular/American Culture Association, I was elected to serve as one of four program chairs for the International Popular Culture Association Conference held at Trinity College in Dublin (2003).

I was invited to serve as one of the founding members of the Southeastern Writing Project.  I have worked closely with fellow committee members that include Ben Nelms, former President of  the National Council of Teachers of English (NCTE)(now at UF), and Dan Kirby, author of the best selling textbook composition textbook Inside Out (formerly at UCF), and Mary Baron (UNF).

I have made over twenty additional  professional presentations at Oxford University, England, Cambridge University, England, the Penn State Conference on Rhetoric and Composition, Wyoming Conference on Writing, Conference on College Composition and Communication, Florida Philosophical Association, Pacific Northwest Writers Conference (with Peter Elbow), Florida Council of Teachers of English, Florida College English Association, International Conference on Applied Linguistics (Bangkok, Thailand) and the Popular/ American Culture Association. 

Current JU Administrative/Supervisory Activities:

Coordinator of Freshman Composition and ADP

I coordinate the hiring, scheduling, and book ordering of adjunct composition instructors. There are usually more than 35 sections of composition and ADP courses in a term.  I work closely with both full-time and adjunct faculty helping to resolve problems, organizing and presenting workshops on the teaching of writing, ordering and circulating instructional materials, and scheduling courses.  I also oversee the composition courses in ADP and work with the registrar to determine appropriate transfer credits for regular undergraduates.  I work with Academic Advising and the College Honors Program, administering and reading placement and exemption essays, and assisting with the placement of our students in the composition program.

Adjunct Assessment Coordinator

            Coordinate classroom visitation and assessment for all adjunct composition instructors (coordinating full-time and adjunct visitation) and collect sample essays, course syllabi, and assessment reports for adjunct composition instructors; review information and SIRs; submit final Adjunct Assessment Report.

Coordinator of Riverside School Summer Composition Program

            I worked closely with the Provost in planning, administering, and assessing this unique college summer program: coordinated the hiring and scheduling of composition instructors, ordered books, and attended bi-weekly meetings.

BISK Nursing Program

This special project involved working with the Nursing BISK Program so that online students would be able to take freshman composition placement exams at distant sites. The program I developed allowed the nursing students to receive credit for first-semester freshman composition if they passed the CLEP test with an essay.  A second written exam which I created and which was administered by proctor allowed students to receive credit for second-semester freshman composition.

Membership in professional organizations, including offices held:

Life Member in the Fulbright Organization

Popular/American Culture Association:  I was chosen through a national election for the National Governing Board of the American Culture Association (1999-2003)

Popular/American Culture Association: National Chair of “Writing, Rhetoric, and Social Discourse” for eighteen years (1985-2002)

Program Chair for the International Popular Culture Association Conferences held in Dublin (2003)

National Council of Teachers of English (NCTE):  Former State Leader for Literary Magazine Program (1988-1995)

SIGMA TAU DELTA Sponsor (1994-present)

The Assembly on Expanded Perspectives on Learning (NCTE) (current)

Southeast Writing Project:  Founding Member

Florida Council of Teachers of English:  Former Executive Board Member (1990-1995)

Duval County Council of Teachers of English:  Founding Member

Florida College English Association (current)

Teachers and Writers Collaborative (current)

Volunteer for Big Brother/Big Sister Program (2002-2003)

University Service

Chair, Board of Student Media

Chair, Writing Across the Curriculum

Chair, Individualized Study Committee (University Major)

Chair, English Search Committees (4)

Chair, IPISCE Committee: Review internships and independent study proposals for Humanities Division

Retention Committee

Member of Faculty Affairs Committee

Subject Area Coordinator for Education Program (current)

Volunteer for First Year Student Admission Program (current)

Writing Across the Curriculum Committee (current)

Parking Appeals Committee

English Search Committee (current)

Continue to encourage academic excellence through my work with SIGMA TAU DELTA, the college honors program, and Scholarship Day activities.

Continue to serve as a resource for the PEACE CORPS and the FULBRIGHT organizations.

Objectives for Teaching:

This year marks the beginning of my twentieth-fifth year as a professor at Jacksonville University.  At the time I began teaching at J.U. (summer 1987), I had an established record of excellence through more than a decade of teaching experience: three years full time at the university level (two years as Assistant Professor at Eastern Oregon University; one year as Visiting Assistant Professor at Lander University, South Carolina), two years full time at the high school level, five years as graduate teaching assistant and community college instructor (including the Community College of Micronesia in the Caroline Islands in conjunction with the Peace Corps).

Classes taught at J.U.:

English 100N              Basic English

English 101                 Elements of Composition

English 103                 Freshman Composition

English 111                 English Composition I

English 112                 English Composition II

English 203                 Classics of World Literature

English 212                 The Short Story

English 214                 Writing Across the Disciplines

English 302WI            Expository Writing

English 304WI            Argumentative Writing

English 314                 Approaches to Literature

English 316                 Readings in Drama

English 378                 Special Topics: African-American Literature

English 378                 Special Topics: Literature of Love

English 400G              Linguistics

English 402G              English Grammar

English 430G              Theories of Composition

English 432G              Composition and Literature

English 478                 Literature East and West (Study Abroad)

English 495WI            Senior Capstone

Foreign Language 528 Theories of Composition

Foreign Language 532 Literature and Composition

Plus an average of one Independent Study a semester, mostly in the areas of Linguistics/Grammar and Composition/Rhetoric and Creative Writing.

Teaching and teaching methodology have always been the top priority in my professional development. My SIRS are at or above the college average for most of the items, in spite of my reputation for being one of the most demanding professors in the department. For example, it is a departmental expectation that students write at least 6000 words in EH 103; students in my classes can expect to write 15,000 to 25,000 words.  I am commitment to my students’ growth as writers and learners; I have good rapport with students; and I believe that writing is essential to the development of critical thinking skills.

As a teacher who has come up through the ranks of public school teaching, I am aware that methodology is at least as important as content expertise in a discipline, and my courses are carefully designed to reflect current teaching methods—an area with which I am familiar and current because I teach methods courses at the upper divison level (and formerly graduate level) (EH 430 Approaches to Literature, and EH 432 Literature and Composition).  I humanize my teaching through individual and small group conferences, an approach that allows me to address the individual needs of each student.

I insure that my classrooms are student centered and student active, in line with current research, which demonstrates that students learn and retain more when they are active learners, not merely passive observers in an environment dominated by teacher-as-authority.  I am committed to the objectives inherent in Writing-Across-the-Curriculum programs, which specify that learning is maximized when students become “discourse producers” (writers, speakers) rather than “discourse consumers” (listeners, readers).

I require at least one significant writing assignment per week from each student in every class I teach, including courses that do not fall into the category of writing or writing-intensive, e.g., EH 400 Linguistics, EH 432 Literature and Composition, EH 414 Literary Criticism. 

My writing assignments typically include all genres: expressive, expository, argumentative, research papers, and even creative fiction, including poetry and short dramatic works.  Because of all the writing, students see the workload in my classes as heavier than in other classes across campus.  Students who have had me before know that while I require a lot of writing, I use it as a way to encourage learning, and they come to welcome the opportunity to assimilate, synthesize, and evaluate the course material (the higher levels of Bloom’s cognitive domain) while improving their writing skills.  They respond favorably to my teaching, despite its greater demands, because they know they learn more with it.

Selected for inclusion in Who’s Who Among America’s Teachers, 2003-2004, 2004-2005, 2005-2006, 2006-2007

Selected for inclusion in Who’s Who Among Executives and Professionals in Education 2005/2006 

Faculty Award for Teaching Excellence, Jacksonville University, 2008 Nomination.

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