Undergraduate Courses: Fall 2000
English Department

Fall 2000

  Fall 2000 List of Required Courses






Time for Advisor


Philosophy of Life


English Composition II (A)


English Conversation II (A)


English Composition II (B)


English Conversation II (B)


English Composition II (C)


English Conversation II (C)


English Composition II (D)


English Conversation II (D)


English Composition II (E)


English Conversation II (E)


Introduction of English Linguistics (A)


Introduction of English Linguistics (B)


Public Speaking (A)


Public Speaking (B)


Public Speaking (C)


History of Western Civilization I (A)


History of Western Civilization I (B)


Time for Advisor


English Composition III (A)


English Conversation III (A)


English Composition III (B)


English Conversation III (B)


English Composition III (C)


English Conversation III (C)


English Composition III (D)


English Conversation III (D)


English Composition III (E)


English Conversation III (E)


Fall 2000 List of Elective Courses

Gray: Literature; Yellow: Language; White: Elective; Aqua: Advanced Writing




Literary Criticism I


British Literature I


Romantic/Victorian British Literature




20th Century British Drama


Survey of American Literature


Chinese-American Literature


Teaching English as a Second Language






Vocabulary Development


Teaching Reading


Performing Arts


Computer-Assisted Instruction (CAI)


Professional Ethics


Computer Aided Research and Bibliography


Chinese Literature: Fiction I


Journalistic Writing in English I


Chinese-English Translation I


Business English Writing I


Senior Play


 Course Description: Fall 2000

001. Literary Criticism I: From Self to Subjectivity
2 credits
Dr. Kate Liu
For Sophomores above
Class limit: 45
[See Syllabus]

Questions to Start with:

  • How do we read a text? (Here a "text" is not limited to literature, nor to "books": we can be texts, too.) How do we produce more than one interpretations of it? How do we hold a dialogue with it or challenge it?
  • What does an author actually express in his/her work? What is "the unsaid" of the text?
  • How are the meanings of a text controlled by society? Can a text transcend its society and retain universal values throughout history?

From these questions, you can tell that this is not a course designed for passive reading of long texts. The theoretic texts may be short but difficult. But with the reading/watching of literary and cultural examples, we will be actively engaged in thinking, analyzing, questioning and criticizing what we have read and, by extension, ourselves and our society.


  1. to sharpen your literary sensitivity, we will read and analyze closely a wide selection of literary texts.
  2. to make you think actively and critically, we will use four literary approaches: new criticism, psychoanalysis, feminism and reader response.
  3. to have a sense of focus and continuity, we will have a recurrent topic: different definitions of one's self.
  4. to make the theoretical issues relevant to us, we will also use Taiwanese culture and events as concrete examples.

In other words, the course is designed for you to interpret and analyze literature from various perspectives so that you can understand both literature and you yourselves more. Of the approaches we will cover in the first semester--formalism, psychoanalysis, feminism, and, if possible, reader response--you will find that formalism is not really something new to you (practiced in a lot of literature courses, e.g. introduction to literature). But it will be used as a basic training of our ability to grasp a literary work as a complicated but coherent whole.

The approaches we cover in the first semester are the basic ones in the modern period, and in the second semester we will deal with more contemporary approaches (e.g. poststructuralism, marxism, cultural studies, and, if possible, postcolonialism). These approaches are arranged in such a way that the latter ones will either incorporate or extend the previous ones, so that as you move from one approach to another, you are deepening your perception about the text in the context of its author, readers and society as a whole.

Texts to analyze:

We will use literary texts as our focus, but also some films, music videos, popular songs and animations will also be used as supplements.


Literary Criticism: An Introduction to Theory and Practice + handouts


002. British Literature I
3 credits
Ms. Jennifer Chiu
For Sophomores above
Class limit: 45

This course is to survey the English Literature from the Middle Ages to the Eighteenth Century by sampling the major writers and works in all periods. The authors included are Chaucer, Malory, More, Spenser, Marlowe, Shakespeare, Donne, Jonson, Herrick, Herbert, Marvell, Milton, Dryden;, Swift, Pope, Johnson, Addison & Steele, Gray, Goldsmith, and Cowper. The object is not just to study a succession of writers and works but also to learn a tradition in which each individual author and text plays a part. We cannot, even in a lifetime, read all the works that make up the tradition, but we can learn enough about it from a selection of works to relate these works and their authors to one another and to their common heritage.

TEXTBOOK: The Norton Anthology of English Literature. 6th ed. Vol. I.

Midterm & final exams 60%
Discussions, reports, quizzes & participation 40%

***If you want to prepare your reading during the summer vacation, you may start with the longer works Beowulf, The Tragical History of Doctor Faustus, Paradise Lost, Gullivers Travels, and Rasselassome of which we may only have selections in our class.


003. Romantic/Victorian British Literature
2 credits
Ms. Leonora Yang
For Juniors above
Class limit: 45

This course aims to acquaint students with the major literary genres and figures of the Romantic and Victorian periods, and to provide students with an understanding of some major issues (evolution, industrialism, the woman question, etc.) and intellectual movements (the Romantics and their circles, the pre-Raphaelite movement) of these periods, both as reflected and as constructed by the literature of the time.


Heavy reading (50-100 pages a week, depending on genre) is required. Regular, consistent participation in in-class activities (including assigned group or individual presentations and responses as well as general discussion) will be expected from every student. There will be occasional quizzes, a midterm and a final exam.


  1. Norton Anthology of English Literature, 6th ed. Vol. II. New York: W.W. Norton & Company, 1993.
  2. Jane Eyre by Charlotte Bronte
  3. Hard Times by Charles Dickens


004. Shakespeare
2 credits
Dr. Raphael Schulte
For Juniors & Seniors
Class limit: 45
[See Syllabus]

This course will focus on seven of Shakespeare's plays written and performed in the Elizabethan/Jacobean world of Renaissance England. This world differs from our contemporary situation here in Taiwan, so we will at times need to address the social, political, and cultural contexts in which William Shakespeare lived and wrote. Our reading list for this course is a set of scriptstexts not meant to be primarily read (though that is what we will do), but rather performed for an audience.  Accordingly, this course will go beyond an emphasis on texts alone, so you can expect to be called upon to read aloud, offer opinions, and move around at a moments notice. This class, then, will give you a set of techniques for reading and considering Shakespeare's plays in their literary and theatrical contexts.

Because you need to know the basic facts of Shakespeare's life and times, each of you will be required to read a general introduction to Shakespeare and write a brief summary/response to it. We will be reading seven plays in chronological order, including examples of his comedies, tragedies, a history play, and a late romance. Each play must be read carefully because the mid-term and final exams will test your memory of the plays' texts. Our textbook will be The Riverside Shakespeare (second edition). Your final grade for the semester will be based on the quizzes, assigned writings, participation, attendance, the mid-term exam, and the final exam. One of the assigned writings is a typed summary/response to an article about one of the plays we read this semester.

Our class will be internet-assisted so that we can go beyond the walls and boundaries of the traditional classroom. By using the internet, you will have access to many helpful sites about Shakespeare and his writings on the World Wide Web; you will be able to discuss freely with your classmates and me the texts that we will read for class; and you will receive specific and helpful instructions and materials that relate to the plays and poems we will read.


005. 20th Century British Drama
2 credits
Ms. Cecilia Liu
For Juniors above
Class limit: 45

In the wonderful world of 20th CENTURY BRITISH DRAMA, we will experience and enjoy the variety and richness of the art of drama in our time. Modern British drama begins with the witty drawing-room comedies of Oscar Wilde, while Bernard Shaw brings another kind of wit into drama--the provocative paradox that was meant to tease and disturb, to challenge the complacency of the audience. With Beckett and Pinter, the theatre of the absurd manifests a theatrical revolution, challenging the traditional verbal and scenic design, exploring the significance of human existence. And of course, we will read some plays by the well-known contemporary playwrights, such as Stoppard, Shaffer, Ayckbourn, and Churchill (finally, a female playwright). In order to establish a clear picture of British drama in the 20th century, in the first part of the semester, we will study the plays of 1900-1950 by Wilde, Shaw, Eliot, Yeats, Synge, O'Casey, and Osborne; we will read the plays of 1950-1990 by Beckett, Pinter, Stoppard, Shaffer, Ayckbourn, and Churchill in the second half of the semester. Some films of the plays are available for viewing.

Requirements: Regular attendance with preparation and class participation; Reading journals; Quizzes; group presentation; midterm/final

Grading system:
Reading journals before class
Quizzes & group presentation 20%
Midterm and Final Exams @ 30%


006. Survey of American Literature
3 credits
Dr. Joseph Murphy
For Juniors above
Class limit: 45

In this course we will read some representative works of American literature from the seventeenth century to the present, including fiction, poetry, essays, and autobiography. The longer texts this semester are Hawthorne's The Scarlet Letter, Douglass's Narrative of the Life of an American Slave, Chopin's The Awakening, and Faulkner's As I Lay Dying.   Our discussions will focus on close analysis of texts while lectures will introduce individual authors and survey relevant historical issues (for example, the American Revolution, slavery, the Civil War) and cultural movements (like Puritanism, Transcendentalism, modernism). The course offers students knowledge of an important body of literature, an understanding of American culture and identity, skills in literary analysis, and a framework for future reading.


007. Chinese-American Literature
2 credits
Bro. Nicholas Koss
For Juniors above
Class limit: 45

This course is a study of novels and plays written by four generals of Chinese-American authors. The first generation is composed of Chinese who moved to the United States in the first of the 20th century and began to write fiction in English about the experiences of Chinese in America. Representative authors include Lin Yu-tang (Chinatown Family) and Louis Chu (Eat a Bowl of Tea). The second-generation of Chinese-American authors are writers who were born in America to Chinese parents and went through the American educational system of the 1930s and 1940s. These writers usually adopted the values of mainstream America. Jade Snow Wong (Fifth-Chinese Daughter) and Pardee Lowe (Father and Glorious Descendant) are the leading writers of this generation. Writers such as Maxine Hong Kingston (Woman Warrior), Frank Chin (The Year of the Dragon), who matured during the 1960s, represent the third generation of Chinese-American authors. They try to understand what it means to be Chinese-American, a person who is neither just Chinese nor just American. As for the fourth generation, it includes new and younger writers, such as Amy Tan and David Henry Hwang, who appear entirely comfortable with a Chinese American identity.

As a preface to looking at these four generations of writers, we will first spend the opening weeks of this course reading 19th and early 20th century American literature dealing with Chinese in the United States. Authors to be read include Mark Twain, Brete Harte, and Jack London. These authors will enable us to put Chinese-American literature in context.

A weekly one-page paper will be required as well as two longer papers (8-10 pages each). The mid-term and final examinations will be an opportunity to practice taking an essay examination. If possible, this course will be an internet class.


008. Teaching English as a Second Language (TESL)
2 credits
Ms. Tina Kuo
For Juniors above
Class limit: 35

* This tentative course description is proposed for your reference and is subject to change.

Course Descriptions
TEFL Methodology is a survey course to provide prospective English teachers an overview of both traditional and innovative language teaching methods for learners of diverse learning background. In this course, we will not only learn principles guiding language learning and teaching, but also incorporate techniques to be applied in the real classroom setting.

As long as you believe that you enjoy teaching English, capable of using goodEnglish, patient and enthusiastic enough to find solutions for difficulties encountered in class, you may join the world of ET(English teachers).

These are topics we might explore and have in-depth discussions for:

  • Theoretical & Empirical Perspectives on Language Competence
  • Traditional & Innovative Approaches/methods in Language Teaching
    • The Grammar-Translation Method
    • The Direct Method
    • The Audio-Lingual Method
    • The Silent Way
    • The Total Physical Response Method
    • Suggestopedia
    • Community Language Learning
    • The Communicative Approach
  • Motivation & the Affective Filters
  • Curriculum Design & Lesson Plans
  • Evaluation of teaching materials
  • Innovative Ideas in Teaching Aids
  • Designs & Implementation of Activities for Four-skill Instruction
    • Oral Communication: Speaking & Pronunciation
    • Activities for Listening Comprehension
    • Teaching & Learning Grammar
    • Reading & Writing in a Second Language
  • Error Correction Strategies and Techniques in Asking Questions
  • Classroom Management
  • Practicum

Course Requirements and Evaluation
Readings, Pop-up Quizzes & Discussions-At times you will be divided into groups discussing topics such as innovative ideas for designing teaching aids, or materials evaluation. Since each group will have a chance to present, please familiarize yourselves with assigned readings for each theme beforehand. Expect to have some pop-up quizzes to
estimatehow much you learn. (20 %)

Practicum- Students in groups are required to prepare a 10 - 15 minute presentation on teaching a specific topic which demonstrate your understanding of the principles of a teaching method and explain the designs and rationale of your lesson plan. A written lesson plan should be submitted in accordance with your teaching. (20 %)

Observation Report - students are required to make at least two observations at a language schools where English is taught and write a five-page report. Its a team project and should be completely collaboratively with 4 to 5 students in a group, with an emphasis on evaluating curriculum design, teaching methods and the teaching process. (20 %)

"What's New" & Attendance (10 %)
- If time allows, we might be lucky to enjoy speeches given by guest speakers.
- On November 10 - 12, students are invited to participate in any session of workshops or seminars held by the Ninth International Symposium and book Fair on English Teaching in Taipei.
- Absence more than three times are considered failing this course.

Mid-term and final Exams (15 % each)
Details and test format will be announced in class.

Recommended Texts

  1. D. L. Freeman (1986). Techniques and principles in language teaching. Oxford: Oxford University Press. ISBN 0-19-434133-X.
  2. H. D.Brown (1994). Teaching by principles. An interactive approach to language pedagogy. Prentice Hall Regents. Englewood Cliffs, N.J. ISBN 0-13-328220-1.


009. Sociolinguistics
2 credits
Mr. Thomas Nash
For Juniors above
Class limit: 45

This course will examine the relationships between language and society on the three levels of multilingual speech communities, language users, and uses of language, looking at such topics as: language choice, language maintenance and shift, multilingual nations, regional and social dialects, gender and age, ethnicity and social networks, language change, style and register, speech functions, and politeness. The textbook will serve to give general concepts, background, and examples involving various languages; in class we will attempt to relate everything to the studentsexperiences, especially through class exercises, discussions and small-group projects. Some examples of possible project topics include: language in popular music; insults; the language of good guys and bad guys in TV cartoons; women and mens speech in Taiwanese in a soap opera; code-mixing in radio broadcasts; features of womens speech in Mandarin; language varieties in literature; language taboos; language in politics; language planning in Taiwan; language in food product advertisements/in cosmetics advertisements; language change and how people feel about it; gender stereotypes in conversation; geographical and social language maps.

Requirements will include class participation (20%), review of a journal article (20%), take-home exam (25%), and written project report (very small group) (35%).

Text: Holmes, Janet. An Introduction to Sociolinguistics. London: Longman, 1992.


010. Bilingualism
2 credits
Mr. Thomas Nash
For Juniors above
Class limit: 45

Where more than one language exists in a community, they are rarely equal in status. Languages and language varieties are always in competition, and at times in conflict(Romaine xiv). Every student in the English Department is bilingual or multilingual. Taiwan and the other societies from which students come are all bilingual or multilingual. Perhaps, then, we should learn more about bilingualism.

This is a new course which will look into sociolinguistic and psycholinguistic aspects of bilingualism: bilingual speech communities, the bilingual brain, code-switching and communicative competence, the bilingual child, bilingualism and education, and attitudes towards bilingualism. There will be some overlap with the course Sociolinguistics, , though this course will naturally go much deeper into bilingualism, providing an excellent opportunity for students to consolidate their knowledge and become more familiar with concepts, terminology, and research in linguistics, sociolinguistics, psycholinguistics, and education. It will also be an unprecedented chance for students to examine both their own language use and the language situation of their own society. Requirements will include class participation (20%), review of a journal article (25%), quizzes (20%), and report (observation and analysis of bilingualism with regard to your self and your society) (35%).

Text: Romaine, Suzanne. Bilingualism. 2nd ed. Oxford: Blackwell.


011. Vocabulary Development
2 credits
Dr. Yun-pi Yuan
For Juniors above
Class limit: 40

Most learners feel that vocabulary is the most important aspect of language learning, but in research and teaching it has not received the same amount of attention as syntax, especially. This course will investigate both how vocabulary is learned, and ways of helping learners learn it better. Vocabulary acquisition will be covered in lectures and reading, and vocabulary teaching will be demonstrated and practiced through in-class exercises and outside assignments.

Participation (including in-class exercises): 20%
Take-home Exam (on vocabulary acquisition): 30%
Project (on vocabulary learning exercises): 25%
Article Review: 25%

Tentative Textbook:
Gairns, Ruth, and Stuart Redman. Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge UP, 1986.


012. Teaching Reading
2 credits
Ms. Daphne Lin
For Junior above
Class limit: 45



  1. 名家散文閱讀技巧
  2. 新聞體散文與閱讀技巧之應用
  3. 閱讀教學方法(著重於散文閱讀分析與教學法)
  4. 網路輔助閱讀教學方法
  5. 製作網路輔助散文閱讀教材(與電腦輔助教學、多媒體教學等課程做交流)
  6. 網路輔助閱讀教學法實習(學員將被安排至各系大一英文閱讀課實習)


  1. 網路輔助閱讀教學(學生在家自行研究網路輔助散文閱讀教材後,再到課堂上討論)。
  2. 小組合作學習
  3. 模擬學習遊戲
  4. 角色扮演


  1. 散文導讀作業20%
  2. 課堂參與(包括小組討論、口頭簡報等)20%
  3. 期中考30%
  4. 期末考30%


013. Performing Arts
2 credits
Dr. Lyn Scott
For Junior above

Text: The Art of Acting, Carlton Colyer

This course introduces students to the fundamentals of acting: sensory awareness, observation and analysis of human behavior, imaginative improvisation, and characterization. Students will learn to think of themselves as creative, artistic instruments through exercises in dance movement, pantomime, monologues and scene duets. Practical stagecraft necessary for the actor will be taught: stage acting areas, actors body positions, types of stages, styles of acting, stage make-up and the actors publicity dead shot with resume and audition piece. Class activities include video tapes of famous performances and demonstrations of modern and cross-cultural innovations to the art of western acting practice.


014. Computer-Assisted Instruction (CAI)
2 credits
Dr. Rebecca Yeh
For Juniors above

This course is designed for those interested in the design, development and evaluation of computer-assisted instruction (CAI) for English teaching. It introduces a systematic design and evaluation process that produces successful CAI courseware. It also emphasizes knowledge from educational research that is fundamental to CALL (Computer-Assisted Language Learning) design and evaluation. To provide teamwork experiences, students will design projects in co-operation with students from the Department of Electronic Engineering of Fu-Jen University. Each project team will include people for instructional design and the subject matter (English teaching), and people for programming and technical support. Details for the collaborative projects will be provided as the semester progresses.


015. Professional Ethics
2 credits
Fr. Daniel Bauer
For Juniors above
Class limit: 40

Ethics is the study of various understandings about "right" and "wrong" human behavior. Ethics does not necessarily relate to any specific religious or philosophical tradition, but usually is considered part of the family of philosophy-psychology studies. This course aims to give students a broad overview so that they can apply their personal values and beliefs to a wide variety of thoughts, customs, and personal behavior. We will begin with the ethics of gender-stereotyping, and move on to topics such as medicine and ethics, friendship ethics, business ethics, and the ethics of journalism, academia, and publication. Students will offer two personal reflection journals, and one oral journal (in a team of three classmates), as well as an ethics case folder, which each will summarize in a class presentation.


016. Computer Aided Research and Bibliography
2 credits
Dr. Rebecca Yeh
For Sophomores above

See the instructor for further information.


017. Chinese Literature: Fiction I (中國傳統小說:上古至明嘉靖)
2 credits
Ms. Hsieh
For Sophomores above


  1. 從發展的說明及代表作的鑑賞中,了解中國傳統小說的發展與特色,作前瞻比較之參考。
  2. 藉小說學習如何反省自己、社會、傳統,並匯入現代文明的處境中,做個有自覺、有尊嚴的現代人。
  3. 配合民主教育的精神,從過程、方法的鍛鍊中培養合理處事的態度與能力。










課程說明、敘論 2
.1 古代神話傳說 0.5
2 先秦寓言故事 0.5 5 人情小說系()金瓶梅
3 先秦兩漢史傳文學 2
4 魏晉南北朝志怪、志人小說 0.5 6 短篇白話小說(三言-鼎文、里仁,二拍-世界) 1.5
.1 唐宋傳奇 2
2 敦煌俗文學說唱故事類作品   7 短篇文言小說 聊齋(里仁) 0.5
.1 宋元話本 1.5 8 諷刺小說系、儒林外史(華正) 3
2 三國演義(華正版) 3 9 人情小說系() 才子佳人 0.5
3 水滸傳(華正、里仁120回版) 3 10 人情小說系()紅樓夢(里仁) 4.5
4 西遊記(華正、里仁版) ? 近代小說 1



  1. 全套目錄,內列各單元重要書目、作品。
  2. 唐以前有完整講義;唐以後用書,重要作品、版本見目錄,並參右欄。


  1. 同學預習、繳作業;教師帶討論、解說。
  2. 同學分組同步或分題處理、講論一個作品、人物、問題,一學期兩次。



  1. 預選人數確定,會發通知開「課程說明會」,為分組及工作預做準備,並交代假期作業,以排除一些障礙(壓力)
  2. 本系本課程三年只開一次,請把握機會;但為尊重並實踐自己的承諾,請想清楚、安排好再選。
  3. 有疑難可來談。SF843 TEL: 29031111-2446(O); 2363-1607(H)


018. Journalistic Writing in English I (Advanced writing)
2 credits
Ms. Tzi-yu Lin
For Seniors Only
Class limit: 25

This course will aim to familiarize students with English newswriting through reading and discussing selected newspaper articles. Students will be taught the fundamental principles in translating news articles from English into Chinese and vice versa.

Students are required to translate news articles from English newspaper and magazines and participate in class discussion about the presentation of their fellow students.

A type-written copy of their translated pieces should be handed in to the instructor at the end of the semester.


019. Chinese-English Translation I (Advanced writing)
2 credits
Mr. Daniel Wang
For Seniors Only
Class limit: 25



This course offers practical techniques and experience in Chinese-English translation in a variety of styles and subjects. The emphases will be on (1) the structural differences between Chinese and English, (2) word choice, (3) grammatical correctness, (4) stylistic propriety.


There is no textbook for this course. Teaching materials and Chinese texts will be prepared by the instructor.


There will be five written assignments and one oral presentation during the semester. The Chinese texts to be translated for the written assignments will be provided by the instructor; the materials for the oral presentation may be chosen by students themselves but will have to be approved first by the instructor.


Since discussion in class is important, regular attendance will be expected.


There will be no mid-term or final exams. Grades will be based on (1) the evaluations of the written assignments, (2) the evaluation of the oral presentation, (3) class attendance and participation.


020. Business English Writing I (Advanced writing)
2 credits
Mr. Brian Reynolds
For Seniors Only
Class limit: 25

This course is designed for students who would like to work in the business world after graduation and is also useful for those who intend to apply for a business related graduate school. The emphasis will be on the practical skills that you will need on a day-to-day basis if you are lucky enough to land a job that requires a good working knowledge of English, although we shall also be looking at some global economic issues in the first semester.

During this semester, we shall deal with various forms of paper correspondence (i.e. not electronic). Writing letters in a correct style of English is a skill that even native speakers have to learn. Nobody expects non-native speakers to be word perfect, but it is essential to understand how the profound cultural differences between people from Chinese and English speaking backgrounds affect the style and tone of business correspondence. Therefore, we shall be discussing questions of interpersonal relationships, hierarchy and ways of showing respect through the use of different language registers and levels of formality. You will also learn about the structure and presentation of business letters as well as how to vary content and style. Specifically, in the first semester we will look at requests for information, complaints, sales letters and how to reply both negatively and positively to the same. We shall also deal with in-company communications such as memos minute of meetings and reports to head office

We will also cover other types of business documents such as banking protocols, orders, invoices, statements and receipts. Finally, we shall cover some of the jargon and conventions of commercial correspondence.

The principal method we shall be using to help you to acquire these skills will be through the use of "real life" situations. You will be presented with a variety of scenarios that you would be likely to come across in the Taiwanese business world. You will be expected to work effectively in a group as well as making individual presentations.

In the era of globalization and the information revolution, it is essential for business people to be aware world economic issues and trends. Inasmuch as time permits, we shall deal with matters such as the local and world economic scene, the stock market and international trade.

No one book could cover all the areas we shall be dealing with, so we shall be relying mainly on handouts. However, it is strongly recommended that you acquire a copy of: Ashley, A. (1992), A Handbook of Commercial Correspondence (Oxford, OUP).

I hope those of you who choose this course will find it useful and stimulating. I will also welcome any ideas that you might have on course content.


021. Senior Play
1 credit
Dr. Lyn Scott
For Seniors Only

All the seniors involved in the senior play should take this course.

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