DR. RAYMOND H. CLINES DEPARTMENT:
(Philosophy and Psychology cum laude) University of Washington
(English) Central Washington University
Teaching Certificate (English) Pacific Lutheran University
(English) University of Rhode Island
Date of Employment: 1987
Tenure Awarded: 1991
Promotion to Associate
Promotion to Professor: 1995
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
Greenwood, South Carolina, Visiting Assistant Professor of English
Community College of Rhode
University of Rhode Island,
Sumner High School, Sumner,
Washington, English Instructor and Writing Specialist
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
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.
of Embedded with Organized Labor:
Journalistic Reflections of the Class War at Home, by Steve Early. Counterpoise August 2010: 21.
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
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).
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
American Poetry Anthology, Travel and
Arts, Suisan Valley Review, Conceptions Southwest, Oregon East, Florida English Journal, Omnibus, and Ellensburg Anthology.
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
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:
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.
Meetings and Presentations (recent)
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.
Co-presenter with JU student Casey Brown. National Association for
Humanities Education. San
Francisco: February 28-March 3, 2007.
Also Session Chair.
Experience into an Objective Resource in the Writing Classroom. Conference on
College Composition and Communication. New York. March 20-23, 2003.
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
“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.
Coordinator of Freshman Composition
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
Adjunct Assessment Coordinator
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.
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
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.
professional organizations, including offices held:
Life Member in the Fulbright
Association: I was chosen through
a national election for the National
Governing Board of the American Culture Association (1999-2003)
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
SIGMA TAU DELTA Sponsor (1994-present)
The Assembly on Expanded
Perspectives on Learning (NCTE) (current)
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
Teachers and Writers
Volunteer for Big
Brother/Big Sister Program (2002-2003)
Chair, Board of Student
Chair, Writing Across the
Chair, Individualized Study
Committee (University Major)
Chair, English Search
Chair, IPISCE Committee:
Review internships and independent study proposals for Humanities Division
Member of Faculty Affairs
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:
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).
taught at J.U.:
of World Literature
Across the Disciplines
Topics: African-American Literature
Topics: Literature of Love
East and West (Study Abroad)
Language 528 Theories of Composition
Language 532 Literature and Composition
an average of one Independent Study a semester, mostly in the areas of
Linguistics/Grammar and Composition/Rhetoric and Creative Writing.
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.
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.
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).
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.
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
for inclusion in Who’s Who Among
America’s Teachers, 2003-2004, 2004-2005, 2005-2006, 2006-2007
for inclusion in Who’s Who Among
Executives and Professionals in Education 2005/2006
Faculty Award for Teaching
Jacksonville University, 2008 Nomination.