Ferszt 1
Elizabeth Ferszt, Ph.D.
607 W 19th Street #19
Tempe, AZ 85281
elizabethferszt@yahoo.com
602-531-2039
Current positions:
Faculty Associate, Writing Programs, English Dept., Arizona State University, Tempe
Campus, Aug. 2012 to present. Classes taught: English 101 First-year
Composition; English 102 Composition II; English 301 Professional Writing. Using
Blackboard as CMS; ASU Common Textbook Committee: Readings editor.
Editor, proof page editor, Technical Communication: A Reader Centered Approach, 8th
edition (Cengage) by Paul Anderson, since Dec. 2012. Text used in ENG 301.
Recent Positions:
Visiting Assistant Professor, Ferris State University, Big Rapids, Michigan, 2005-2009.
Course load 4/4, but normally assigned overload and summer classes; taught
equivalent of five years. Typical preps included Advanced Composition, Justice in
Literature, and Spanish; also taught LITR 311 American Lit I; taught many
sections of Advanced Comp fully on-line via WebCt; founding faculty advisor to
FSU Book Club 2007-09.
English Faculty, BASIS Scottsdale charter school, since August 2011. Teaching
assignment includes: five sections of 7th grade Rhetoric; two sections of 9th grade
World Lit; one section of 12th grade Capstone English (using CourseSites as CMS);
supervisor of 5th/6th grade lunch periods; second reader and recommender for
Common Application
Adjunct Instructor, Oakland Community College, Auburn Hills & Highland Lakes
Campuses; six total years of service: since winter 1988 through May 2011,
teaching all levels of composition and literature. Currently assigned to teach
English 1060: Academic Literacy II, and English 1520: Composition II (Level C
Instructor rank); utilizing Blackboard as CMS for content, grades
Current Professional Development:
Author, three YA novels and one non-fiction book available at Amazon.com
(Historical fiction based on colonial 17th c. and trans-Atlantic New England)
Mistress Muse
https://www.createspace.com/3585271
The Martyr’s Mirror https://www.createspace.com/4030947
The Fifth Monarchy https://tsw.createspace.com/title/4030992
Essays 2000-2012
https://www.createspace.com/4120069
Ferszt 2
Guest Editor, Women’s Studies: Special Issue on Anne Bradstreet, (Jan. 2014)
Co-edited with Ivy Schweitzer of Dartmouth, at the request of Wendy Martin,
Provost and Dean, Claremont Graduate School, CA.
Panel Organizer and co-chair, ‘Anne Bradstreet at 400,’ Society of Early Americanists,
Savannah, GA Feb. 2013 Conference, in collaboration with Ivy Schweitzer of
Dartmouth College http://www.cla.auburn.edu/sea/call-for-panelspapers/openpanels/anne-bradstreet-at-400/
AP Reader, Exam in English Literature, June 2010, 2011, 2012, 2013 Louisville, KY.
Certified to earn 52 Professional Development hours, or 5.2 CE units. Educational
Testing Service (ETS). AP Workshop materials available.
Amazon Breakthrough Novel Award Contest, Semi-finalist, Feb. 2012, Young Adult
fiction category 5000 entries; 1000 chosen; book title: Mistress Muse, the First
Passage www.amazon.com/abna
Paper submissions:
‘Writing the Fifth Monarchy: Using Fiction to Perform Literary Analysis’ to EAL, fall 2012
‘A Death in the Vocation’ to James Dickey Review, fall 2012
‘Teaching Heart of Darkness’ to the Joseph Conrad Society (UK), July 2012
Nomination, Auburn Hills Outstanding Adjunct Faculty Award, Oakland Community
College (OCC) Auburn Hills Campus, Michigan, 2011-12.
Composition Seminar participant; John Mauk, author of Everyday Composition,
facilitator. Northwestern Michigan College, Traverse City, MI Aug 2009.
Paper Presenter, Blood Works Conference, May 5-7, 2011, University of Maryland,
College Park, MD: “Bradstreet’s Blood: The Best Humor.”
Paper Presenter, Society of Early Americanists Conference, March 3-6, 2011,
Philadelphia: “Modest Mysticism: The Divine Meditations of Anne Bradstreet.”
MTTC, [Michigan Test for Teacher Certification] subject area test in English, Oct. 2010,
PASSED with four stars in all sub-areas (perfect score).
Graduate Student, Sts. Cyril and Methodius Seminary, Orchard Lake, Michigan. M.A. in
Theology program. Course work included: ST 851 Ecumenism and Inter-religious
Dialogue: ST 752 Sacramental Theology
Nominee, Adjunct Faculty Excellence in Teaching Award, Northwestern Michigan
College, Fall 2009 semester: teaching load included three sections of
Ferszt 3
composition and one section of Children’s Literature. Nomination by students
and received by V. P. for Academics.
Doctor of Philosophy, (Ph.D.) Wayne State University, Detroit, Michigan; defended June
2006. Dissertation title: “Rejecting a New English Aesthetic: the Early Poems of
Anne Bradstreet.” Principle areas of research included: Anne Bradstreet; 17 th
century transatlantic texts; Puritanism; the Contact Period; Captivity Narrations;
colonial ethnography and print culture. Cognate: Spanish. Committee: Jerry
Herron, Arthur Marotti, Janet Langlois, Francisco Higuero, Hillary Ratner
Education:
University of Michigan, Ann Arbor, B.A. English, Dec. 1983, cum laude
University of South Carolina, Columbia, M.A. English, May 1986, cum laude
Wayne State University, Detroit, Ph.D. English; Spanish-cognate, June 2006
Teaching Experience:
English teacher, BASIS Scottsdale, full-time MS/US faculty, August 2011to May 2012
Adjunct instructor, Oakland Community College, Highland Lakes campus, winter 2011
Adjunct instructor, Oakland Community College, Auburn Hills campus, fall 2010-winter 2011
Adjunct Instructor, Northwestern Michigan College, Traverse City, MI fall 2009
On-line instructor, Texas Women’s University, Denton, TX fall 2009
Visiting Assistant Professor: Ferris State University, Big Rapids, Aug. 2005 –May 2009
Adjunct Professor, LACC (Los Angeles City College), fall semester, 2008
Adjunct Instructor: Oakland Community College, OR, HL, RO campuses: Jan. 1988-90, 2000-05
Adjunct Instructor: Wayne State University, Detroit, 2001-2003
Instructor: Francis Marion University, Florence, SC, Aug. 2003-May 2004
Graduate Teaching Assistant, University of South Carolina, Columbia, 1984-1986
Adjunct Instructor: Midlands Technical College, Columbia, SC 1986-87
Adjunct Instructor: Trident Technical College, N. Charleston, SC 1993-94
Adjunct Instructor: Low Country Technical College, Beaufort, SC 1997-98
Adjunct Instructor: Charleston Southern University, SC 1994-1997
Academic Coordinator: Registrar, Charleston Southern University, SC 1996-1998
Adjunct Instructor: Henry Ford Community College, Dearborn 1989-90
Director of Testing/Developmental Programs: Davenport University 1999-2000
Adjunct Instructor, Detroit College of Business, Warren, fall-winter 1989-90
Substitute teacher, (long-term post), Cranbrook-Kingswood Schools, 1989-90
English & Spanish teacher: East Catholic High School, Detroit, 2002-2003
English & Spanish teacher: Sea Island Academy, Johns Island, SC 1992-93
Courses taught at FSU:
 English 150: Composition I
 English 250: Composition II
 English 321: Advanced Composition
 English 325: Advanced Business Writing
 Literature 286: Justice & Literature
Ferszt 4



Literature 311: American Literature I
Spanish 102: Beginning Spanish II
Fully on-line sections of Eng 321 and 325; Lit 311 mixed delivery since 2005
Courses taught elsewhere:
 English 101: First year Composition, ASU 2012-13
 English 301: Professional Writing, ASU 2012-13
 Rhetoric/Public Speaking; Honors World Literature; Capstone Lit., BASIS 2011-12
 English 1060: Academic Literacy II at OCC-AH, fall 2010 (6 credits)
 English 3293: American Literature since 1865 at TWU, fall 2009
 English 210: Children’s Literature at NMC, fall 2009
 English 111: English Composition at NMC (3 sections) fall 2009
 English 21: Fundamentals of English at LACC (in ESL sequence)
 English 105/106 Developmental Writing and Reading (6 credits) at OCC
 English 151 at OCC Composition I: rhetoric
 English 152 at OCC Composition II: research
 English 112 at FMU Composition I with lab (4 credits)
 English 200 at FMU Advanced Composition
 ENGL 1020 Intro to Composition at Wayne State University
 ENGL 3010 Advanced Composition at Wayne State University
 Intro. to Lit. at OCC and Davenport University/DCB
 Developmental English and Developmental Math at Davenport U.
 Technical Writing and World Literature at Henry Ford CC
 Spanish I & II at high school level
 Study Skills/Freshman Transition course at CSU
 Writing Center staff at FMU and USC
 Critical Reading at Florence-Darlington Tech., Florence, SC
 SAT Prep class at Trident Tech, N. Charleston, SC
Presentations, publications, service, training, professional development 2002-2010:
 CFP writer and organizer: Anne Bradstreet at 400 conference, June 2012, Salem State
University (conference cancelled; CFP became SEA panel)
 Paper presenter: “The Early Poems of Anne Bradstreet” at the Society of Early
Americanists Conference, Alexandria, Va. April 2005
 Publication: “Nathaniel Ward”: Greenwood Encyclopedia of Poetry, 2004
 Publication: “Charleston.” The Michigan Daily, Spring-break feature, 2004
 Dissertation publicly defended, Wayne State U, Detroit, June 2006
 Political Engagement Project, faculty member, FSU, fall 2006
 Paper presenter: “Bradstreet’s ‘Four Humours’ as 17th c. Science.” at NEASECS, 2006
 DVD produced: “Bradstreet’s ‘Four Humours’ as 17th c. Science.” (FSU-FCTL)
 Paper presenter: “Bunyan, Dudley, and Bradstreet: Weary Pilgrims in the New World” at
5th/3rd Meeting of the International John Bunyan Society, Aug. 2007 Dartmouth College
 Publication: “Richard Rodriguez and the Puritans”; EAL 43.2, Spring 2008
 Website: Anne Bradstreet Archive
http://www.ferris.edu/htmls/colleges/artsands/langandlit/bradstreet/
 Faculty Advisor: FSU Book Club, founding member, since January 2008
Ferszt 5







Modern Languages Association (MLA) member since 2006
Society of Early Americanists (SEA) member, since 2002
“TCLC Celebrates 130 Years” feature article Beaufort Low Country magazine, 4-15-97
“Dog Days” article published in The Bark magazine, August 2008
http://www.thebark.com/ezine/features_specialFeatures/Dog-Days.html
NMLA peer review/reader: article for submission on Bradstreet, April 2009
“Teaching Oscar Wao” article, April 2009; Pulitzer Prize winning author Junot Diaz
Articles: “Dollar Store Books”; “Typos in Michael Crichton’s Pirate Latitudes” (2010)
Credentials and Endorsements:
 Michigan Test for Teacher Certification (MTTC): Secondary Spanish, 2003
 Clemson University, Moncks Corner, Master Gardener Certification, Nov. 1995
 Michigan Dept. of Agriculture, Nursery Stock Dealer license, 2009-2010
 Michigan Test for Teacher Certification (MTTC): Secondary English, Oct. 2010
Biographical Information and Awards:
 Born 1963, Detroit, Michigan
 Independent parent of three children, ages 26, 22, 18
 Hopwood Award, Summer 1985; poetry, U-Michigan, Ann Arbor
 John Clare, American Academy of Poets, first prize, 2002 Wayne S U, Detroit
 Graduate Professional Scholarship (full) 2001-02, Wayne State University
 Gilder-Lehrman Travel Grant, Society of Early Americanists (2003, 2005, 2013)
 James Dickey, M.A.-thesis advisor/professor, 1984-1986 U-South Carolina
 Grant (full tuition), SSCMS, lay-person program, M.A. in Theology, Jan. 2011
 St. Mary Student Parish/Newman Catholic Center at ASU member
Ferszt 6
References for:
Elizabeth Ferszt, Ph.D.
elizabethferszt@yahoo.com
602-531-2039
Current supervisors:
Demetria Baker or Shirley Rose
Writing Programs, English Dept.
Arizona State University
P.O. Box 870302
Tempe, AZ 85287
480-965-2582/3168
dlb@asu.edu
Genevieve West, Ph.D.
Professor and Chair
Department of English, Speech and Foreign
Languages
Texas Woman's University
P.O. Box 425829
Denton, TX 76204-5829
940.898.2324
MWest2@mail.twu.edu
Former supervisor(s):
John Hillis, Head of School
BASIS Scottsdale
11440 N. 136th St.
Scottsdale, AZ 85259
480-451-7500
john.hillis@basisscottsdale.org
Suba Subbarao or Bonita Myrand
English Department
Oakland Community College
2900 Featherstone Rd.
Auburn Hills, MI 48236
248-232-4100
SXSUBBAR@oaklandcc.edu
BKMYRAND@oaklandcc.edu
Reinhold Hill, Dean
(fka Chair + Dean at Ferris State U)
College of Arts and Sciences
Governor’s State University
1 University Parkway, University Park,
Illinois 60484-0975
708.534.5000
hill5@govst.edu
Colleagues:
Tracy N. Busch
Visiting Assistant Professor of History
Ferris State U
Big Rapids, MI 49307
Phone: (231) 591-5846
E-mail Address: TracyBusch@ferris.edu
Rev. Mateusz Rudzik, Catholic priest
3535 Indian Trail
Orchard Lake, MI 48324
248-464-4014
matt.rudzik@yahoo.com
Ivy Schweitzer
Professor of English
Women's and Gender Studies
Dartmouth College
ivy.schweitzer@dartmouth.edu
Personal reference:
Julie D. Richland
2121 Chelsea Rd.
Palos Verdes, CA 90274
310-924-7889
julie.richland@gmail.com
Ferszt 7
Teaching Philosophy
A few years ago, I was reading an article in the Chronicle, entitled “Feeling
Different.”1 The piece was about receiving tenure. The author, James Lang, explains, “I’m on that
summit now, and it feels pretty climactic – both good and different.” He goes on to explain his
feelings of “relief” then “relaxation” at knowing he has achieved tenure. He makes small lifestyle
changes, such as riding his bike to work instead of driving; losing ten minutes of prep time or office
time seems to him a benefit of status. “’That’s tenure talking,’” one of his colleagues says. Lang
continues:
Tenure’s talking to me in the classroom, too. I’m more relaxed in there
this semester, less inclined to plot out every minute of every session.
I find myself winging it a little bit more, . . . Some classes worked,
but some were stinkers. The same goes for my writing.
I mention this article for two reasons: one, that it makes me hemlock green with envy, as a person
who has never had tenure, nor a tenure-track position, but who has been, as a student, at the mercy
of many tenured professors whose absence of classroom time management skills and instructional
content preparation have caused there to be great gaps in my learning, forcing me, like many other
typical undergraduate and graduate students, to become a self-sufficient learner.
The second reason is more specific to this job application, [in that this position is advertised
as tenure track.] Having never had the job security of tenure track, indeed having done most of my
twenty-five years of professional teaching as a perennial adjunct at the junior college level, or as a
one-year instructor, I have always had to “plot out every little minute of every session,” mostly
because all I had with my students were contact hours, as most adjuncts or instructors don’t have
traditional office hours because most adjuncts don’t even have offices, desks, computers, or even
campus telephone numbers.
Unlike James Lang, being non-tenured has influenced my teaching style. It has caused me
never to take for granted, for instance, any technical support or physical work space that I have been
offered, or the opportunity to offer a class website via Blackborad or other CMS.
It has caused me to focus solely on my students, never having the opportunity to get
involved in departmental intrigue or politics.
It has caused me to see teaching at the college level as really just another sort of job, not any
better or different than the hours I worked in retail at Target or as a Master Gardener for my small
company, First Gardens, or as ‘service provider’ for MaidPro, as a supplement to my meager adjunct
paychecks.
1
Lang, James M. “Feeling Different.” The Chronicle of Higher Education (April 28, 2006): C-1. Print.
Ferszt 8
It has created solidarity, and not separation, between me and my students; we all come from
the same lower middle class kind of place, and have no special status that might divide us as elite vs.
un-enfranchised.
My teaching philosophy does not come from a place of privilege. Although having graduated
from the University of Michigan, I did get my dose of academic elitism. (Our students assume that
just because we are educated, we are well-off!). Teaching to me is not about being better than your
students, but rather, it’s about flexibility of delivery, personal service and individual instruction, and
fidelity to the content area.
First, a teacher has to be flexible, and a syllabus has to be mutable, as the tenor of the class
requires it. For instance, a paper assignment might be calibrated down if it appears that it is too
rigorous per the first set of drafts. Skills need to be re-taught; foundational knowledge can’t be
assumed; lectures need to be modified, either in sophistication or level of challenge, or in
developmental strategies. Flexibility also involves reasonable accommodations for students with
special needs, emergencies, diversity issues, and/or urgent family situations.
Next, a teacher needs to provide personal attention to all students, even in a large lecture
section. A teacher has to be accessible and available, both in keeping office hours and responding
promptly to email. An on-line or mixed-delivery teacher must be especially accessible and vigilant of
student questions and concerns. Papers need to be read. Grades need to be posted.
Last, a teacher needs to be faithful to the content area. For instance, if the subject taught is
American Literature, (or my specific field, Colonial, Contact Period, or Trans-Atlantic Literature), the
teacher must know her material, and know it exhaustively. She should be an expert in the field, and
should prep for each class according to the texts being covered, (i.e. not just “wing it”). She should
also know the proper databases to research in that field, as well as MLA style, document format, and
local hard resources, like museums.
In summary, I have been extremely lucky to have been able to persist in my vocation, with a
few detours and/or “dual enrollments” along the way (i.e. avocational jobs, most recently working for
the 2010 U.S. Census in Traverse City, MI). I am always eager to build lesson plans and lectures, to
see my students, and to read their papers. Written assignments are the key to assessment in an
English class.
At this point in my career, having seen the rise of composition/rhetoric, which is now
privileged over literature in terms of ‘General Education’ requirements at most colleges or universities,
and as a result having taught almost entirely in the composition field, I do feel that I am qualified to
apply for and receive a full-time position. I would bring both sides (writing and reading) to the
composition classroom, and my students would benefit from both content and theory. I would also
look forward to contributing to the Program, the Department, and the College.
Ferszt 9
Ferszt 10
Ferszt 11
Ferszt 12
Ferszt 13
Ferszt 14
Ferszt 15
Ferszt 16
Ferszt 17
Ferszt 18
Ferszt 19
Ferszt 20
Provisional Faculty and Newer Adjunct Course Evaluations for Communications -Fall
2009
Instructor Code 251 Course Code 2010
-
E !J 6. / J
J
TR
Mean
Valid N
lOIS -12 I
.S-
1. Used a variety of teaching methods to help the
student to learn
2. Encouraged and was available for out-of-classroom
interaction
3_ Explained and orgamzed course material clearly and
in a way that was eas11y understood
4. Demonstrated a caring attitude toward student
learning
5_ Explained the importance and significance of the
subject matter
4_69
16
4.47
15
4.69
16
4.88
16
4.75
16
4.88
16
4.81
4.81
6. Stimulated students' thinking on the subjed matter
7 Encouraged student discussion and questions
4 60
4.81
8 Used technology effectively in the classroom when
appropriate (computer, web, calculator, etc_)
9. Tested students on the most relevant parts of the
course material
10_ Gave valuable and effedive feedback on graded
assignments so that students could improve their work
11_ Challenged students to reach their highest potential
in the course.
12 I had a strong desire
to ta .e this course
Strongly disagree
Moderately disagree
Neutral
Moderately agree
Strongly agree
13 I am more
Strongly disagree
appreciative of th1s
subject area after taking
this course
Moderately disagree
Neutral
Moderately agree
Strongly agree
14 I would rate the
quality of instrudion m this
course as excellent
Strongly disagree
Moderately disagree
Neutral
Moderately agree
Strongly agree
15_ I would rate the
overall quality of this
course very high
Strongly disagree
Moderately disagree
Neutral
Moderately agree
Strongly agree
16 How seriously d1d you take this course evaluation?
4.81
2.81
16
16
Count
Layer N%
0
0%
0
0%
10
62 5%
31.3%
5
6.3%
1
0
0
0
6
iO
15
16
16
0
0
0
4
16
12
0
0
0
6
10
0%
0%
0%
37.5%
62.5%
0%
0%
0%
25.0%
75.0%
0%
0%
0%
37.5%
62.5%
Ferszt 21
Ferszt 22
Mid-semester Course Evaluation
Results
NMC Communications- Fall 2009
Instructor: Liz Ferszt
2010 ENG 111
1.
Please name and discuss some of the
most important things you are learning in the class this semester.
Something that I have learned a lot more about is writing my papers in correct MLA format, and
have learned really good ways to invent better ideas in my writing and find deeper meanings
We are learning about inventions and how to invent. Also how to observe and the
different relationships
Invention. I am learning how to be more inventive. I am asking myself more questions to answer
to write more.
I learned how cite things.
We are doing different projects that makes us think outside the box. We are learning how to take
a deeper look on things.
MLA format; going in depth when making an observation
That everything has deeper meaning
The most important thing I am learning is how to invent new & deeper thoughts.
I think that the invention questions have improved my writing 110%. It helps me organize
my brainstorming.
Learning how to use English properly and to learn how to think even deeper than you usually
would. Proper MLA format; critical thinking on social issues
One thing I have learned so far that I feel is important is how to take a topic that you are writing about
and instead of just writing what you already know, you find a new plane on the topic and create
new ideas about it. This really has expanded my level of writing.
The ability to go in depth in writing "squeeze as much water out as
possible" MLA format, writing essays, invention/critical thinking
Invention writing; learning the steps to good writing
I have learned how to write different styles of writing. The writing inventions projects are new and
kind of interesting.
I'm actually learning how to write by putting my own opinions into my writing. When in high school,
it felt like I was just writing what the teacher wanted to hear.
Ferszt 23
3.
Which features of the course and my
teaching seem to work well? Why?
Invention workshops from the book, because the questions asked for us help us explore more ideas
The use of Moodie, there is constant access to our agenda, data, and deadlines.
The message post seems to work well, because it gets everyone involved in one subject, which
produces more thinking.
Explaining what the papers are supposed to be about.
I really enjoy how we use invention questions to go in more depth about our topics. I also really
enjoy having time in class to work on our projects, with a full schedule it helps a lot.
The description of what we are to be doing in class & the discussion of it seems to be going ok
The way the book gives examples of all the invention questions so we have a starting point for
our answers
Having different steps of the paper due before the final paper & using the computer lab; putting
everything on Moodie; all of this makes it easier for me to get things done & know what I need to
fix before the final due date
The process of the paper, invention discussions, peer review, paper outlines
Writing, then rewriting. It really helps you form an essay when you put a suggested guideline on
Moodie for essay writing & the project descriptions are helpful
Reviewing papers; discussions on Moodie
Just telling me what I should do to improve in an easy, simple way
Invention questions & examples from book, it helps me see what my paper should look like
Being nice and understanding works well. I feel very comfortable and
supported. Most of them. The way you teach and how you guide us through it.
Interaction and one-on-one help. What we're going right and wrong, guiding us in the right direction
The fact that you give us a good explanation, rubric, and guidelines to follow help me
The ability to relate to a teenager's life style
Moodie is amazing! I always need or else I get confused on what to do.
She gives us many opinions and helps us try and think more and pushes us to go a little deeper
in thought.
Watch more movies? Because they are very
educational
Ferszt 24
I wouldn't have anything changed. Do everything the
same.
The syllabus so it will be consistent and the same so all know what their
doing. Nothing!
Following the book more than doing what we would like to
do
Reading passages out of the book is really
boring.
More descriptive on Moodie pages, hard to understand
sometimes
Nothing, I enjoy the style in which you
teach. Nothing. I like everything how it is.
The relationship project. I think a lot of people are struggling with it, maybe a little more
explanation? I would ask you to revise the agenda so people have more time to work on projects
less reading aloud. I just don't like
reading
Nothing, but more Moodie the better. So far everything is
amazing.
Nothing maybe getting more lab time because I think we can do so much in
lab.
6.
If I were to teach this course again
next semester, what one thing would you advise me to definitely NOT change?
Why?
Keep pushing the correct MLA
format!
The way you work with us and if we ask things you usually will work with us. It keeps the class
enjoyable and stress free.
Moodi
e
Your approach to teaching the subject; it like your teaching
style
Don't change your rubrics or guidelines, they are very
helpful
Ferszt 25
Teaching style. Your helpful and that in return helps me get good
grades
The way you
teach
The layout of the classes and what is affected because everything is organized and
structured Invention questions are much better than brainstorming. It organizes thoughts
much better. Keep doing the same thing.
It's a good class. Have fun.
Don't waste time but have fun.
It's a fast-paced course, but you get to learn how to write in different
ways. Get Dr. Ferszt, she's really good.
YES©
That you are a good teacher, and it's an enjoyable class.
Ferszt 26
Ferszt 27
Ferszt 28