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MSU Faculty Authors

Author

Richard Carl Raymond

Professor and Head, English

E-mail address: rraymond@english.msstate.edu
Website: http://www2.msstate.edu/~rr165


Rich Raymond earned his BA and MA degrees in English at the University of Wyoming and his PhD in English literature at Miami University. He has taught composition, rhetoric, technical writing, and a range of literature courses in American and English literature at Armstrong Atlantic University (1983-1995) and the University of Arkansas at Little Rock (1995-2004).

Raymond came to MSU in 2004 to head the Department of English and to teach courses in writing and literature. He also received a Fulbright scholarship to the University of Pristina in Kosovo (2012). The results of his teaching and research at the University of Pristina can be found in Writing Visions of Hope: Teaching Twentieth-Century American Literature and Research. Additionally, Raymond has served as chair of the Institutional Effectiveness Committee and directed the Maroon Institute for Writing Excellence, a professional development program supporting MSU's Quality Enhancement Plan.


Writing Visions of Hope: Teaching Twentieth-Century American Literature and Research

Raymond, Richard Carl
Publisher: Information Age Publishing
2013
ISBN: 1623962625

This nine-chapter book narrates a writing-centered approach to the teaching of literature and literary research. As the title suggests, the book also embraces a thematic approach to reading and writing about twentieth-century American literature, focusing on the grounds for hope in an age of despair. The first five chapters explore in detail the teaching of the twentieth-century American literature course at the University of Pristina in Kosovo, where the author served as Fulbright Professor of American Literature in the spring semester of 2012. Throughout, these chapters narrate students' in-class interactions to illustrate writing-to-learn strategies for teaching the literature. Chapter six then follows the same cohort of 22 students as they learned to ground their literary research in their own questions about American and Balkans narratives of oppression and liberty, of despair and hope. The last three chapters document the responses of students and their professors to this American theme of liberty and hope as seen through the Balkans lenses of ethnic violence and emerging republican government. Specifically, chapter seven focuses on students' participation in a blog featuring Balkans literature that explores the same issues of liberty and justice examined in the American literature they have read. Chapter eight then celebrates student writing, the fruit of the writing-to-learn strategies narrated in earlier chapters. Finally, chapter nine narrates professors' and students' responses, gathered through surveys and interviewing, to questions about their country's violent past and the value of literary study in preparing citizens to shape a new republic.



Reading in Writing Courses: Re-placing LIterature in Composition

Raymond, Richard Carl
Publisher: Information Age Publishing
2011
ISBN: 1617351415

As the title suggests, this six-chapter book responds to a question which, in Western culture, goes back to Plato, Aristotle, Cicero, and Quintilian, namely, What should rhetoric teachers ask their students to read? Primarily historical, the first two chapters trace conflicting answers to the question above, focusing on two constructive results of the debate: the re-invention of rhetoric and writing as a discipline, a coherent and growing body of knowledge; and, as a result, the emergence of independent departments of writing, free from departments of English, free, therefore, to develop their own curriculum and to manage their own budgets. Additionally, the second chapter examines two destructive consequences of this debate: the ban of literature from writing courses, where students might profitably study both; and, as a result, the often painful departmental splits, which not only separate former colleagues but also cramp the pedagogy of those trained to teach both writing and literature. More than a survey of key publications, this chapter encourages readers to honor the discipline of rhetoric but to make a place for literature on their composition syllabi. The next four chapters provide pedagogical support for these chief claims: that literature can and should be taught in writing courses, and that such readings need not distract students from the primary text, their own writing. On the contrary, these readings motivate serious writing when students feel invited into a conversation on issues that touch their lives. These pedagogical chapters, then, move entering professionals from the theoretical debate to the application of theory; therefore, the book would serve well professors of courses in composition theory, particularly those who enjoy 'teaching the conflicts' and preparing their graduate students to design assignments and courses that apply theories of learning, reading, and composing.



Questioning: Literary and Rhetorical Analysis for Writers

Raymond, Richard Carl
Publisher: Fountainhead Press
2007
ISBN: 9781598710939

Chapter 1. Finding the right questions : critical reading and the importance of telling our own stories. "Once upon a time"---Asking questions, telling stories ; Writing your own narrative essay -- Chapter 2. Finding your audience in your purpose : reading fiction, writing exposition. Identifying your audience and purpose : Why read? Why write? And for whom? ; Writing the expository essay ; Writing a second expository essay -- Chapter 3. Serving the needs of your audiences : invention and arrangement ; Understanding the aims of discourse ; Invention and arranging ; Writing a second expository essay on diversity -- Chapter 4. Reasoning and mediating. Recognizing the overlapping aims of discourse ; Understanding the elements of persuasion ; Writing an editorial essay : a case for mediation -- Chapter 5. Finding answers to your questions : research and documentation ; Understanding the research process ; Analyzing Richard Giannone's scholarly article -- Chapter 6. Revising and proofing. Understanding style ; Reading more about parents and children ; Writing a rhetorical analysis essay -- Chapter 7. Writing about poetry. Learning to read poetry ; Writing on poetry -- Chapter 8. Growing as a writer : portfolios and reflective writing. Practicing reflective vision ; Creating a portfolio -- Glossary.



Teaching American Literature at an East European University: Explicating the Rhetoric of Liberty

Raymond, Richard Carl
Publisher: Edwin Mellen Press
2006
ISBN: 0773456414

The book responds to literary and composition theorists who have called for reinventing English studies, uniting the study of literature and the study of writing in liberatory rhetoric. The first chapter situates this response in the Department of English and American Studies at the University of Shkoder, Albania, a place where liberty has long been denied. The second chapter narrates efforts to teach American literature by using writing-centered strategies focused on theme of liberty; the third chapter does likewise, focusing on the teaching of Research Strategies to students previously trained not to ask questions. The fourth chapter explores collaborative work with the EAS faculty, who exchanged scholarship, developed interactive pedagogies, and shaped democratic principles for departmental governance and curricular change. Finally, the fifth chapter describes the partnership between the EAS Department in Shkoder and the University of Graz, the Austrian institution that has supported its Albanian partner for over a decade and provided a powerful model for rhetoricizing English studies, a concept explored in the last two sections of the chapter, which relate this microcosm to departments of English studies




Raymond, Richard C. "Considering Claims and Finding One's Place: Teaching Students to Read Twentieth-Century American Poetry" Pedagogy 14.3 (2014):
Raymond, Richard C. "Teaching Johnson's Sermons: The Nexus of Rhetoric and Literature" The CEA Critic 74.1 (2011): 1-19.
Raymond, Richard C. "Replacing Lit in Comp II: Pragmatic/Humanistic Benefits" Teaching English in the Two-Year College 37.4 (2010): 384-396.
Raymond, Richard C. "When Writing Professors Teach Literature: Shaping Questions, Finding Answers, Effecting Change" College Composition and Communication 59.3 (2008): 473-502.
Raymond, Richard C. "Albania Immured: Rozafa, Kadare, and the Sacrifice of Truth" South Atlantic Review 71.4 (2006): 62-77.
Raymond, Richard C. "Shaping Consensus through Collaboration" The Department Chair 15.4 (2005): 7-9.
Raymond, Richard C. "Rhetorcizing English Studies: Students' Ways of Reading Oleanna" Pedegogy 3.1 (2003): 53-71.