Courses
listed below do not satisfy area or division distribution credit.
|
98471 |
ARC 107
Intensive ESL |
Scott Partridge
|
. T W Th F |
10:30-
11:50 am |
OLIN
LC LAB |
|
(2
semester sequence – course earns 2 credits in each semester) A Liberal Arts education
is designed to engage people across a variety of disciplines in order to teach
thinking skills and associative skills; however, if students have never
encountered this type of educational environment before, this broad definition
can hinder meaningful engagement in academic courses. This yearlong class is
designed to give incoming international students an overview of the Liberal
Arts experience through exploring some of the fields of study Bard has to
offer. Through this investigation, students will develop the academic and study
skills needed to survive this challenging academic environment. An emphasis on
reading and writing will provide opportunities for students to develop vocabulary,
improve grammar and strengthen their grasp of the written language.
|
98467 |
ARC 110
Writing on Texts and Images |
Scott Partridge
|
.
. W . . . . . .
. F |
1:30-
2:50 pm 1:30-
2:50 pm |
HDR
101A OLIN
309 |
|
This 2-credit course is designed to improve reading
and writing skills by drawing on talents most of us already possess: the
ability to react to visual media. This
semester, we will focus on film.
Particular attention will be paid to the different registers of writing,
from informal writing that enables us to grapple with a text or image, to
revised and finished drafts that meet the expectations of particular
audiences. This class will specifically
address the challenges faced by non-native speakers of English when reading and
writing academic work. Projects will
include summaries, short writing assignments, and essays.
|
98470 |
ARC 205
Essay and Revision |
Scott Partridge
|
.
T . Th . |
1:00-
2:20 pm |
OLIN
LC LAB |
|
4
credits In
this writing-intensive course, we will sharpen our skills at writing and revising
academic essays. By breaking down the
writing process into its component parts, considering what each step needs in
order to be useful, and anticipating the experience of a reader, this class
allows students to hone their skills at producing successful academic
writing. Along the way, we’ll consider
such things as question framing, using outside sources, editing, and other
skills necessary to write effectively.
This semester, we will read and write about the relationship between
language and identity. Students should
expect to produce 25 pages of finished writing, through various assignments
with multiple revisions.
|
98469 |
ARC 212A
Grammar, Rhetoric and Style |
Peg Peoples
|
M
. W . . |
10:30-
11:50 am |
HEG
106 |
|
4
Credits This
writing-intensive course explores the strategies and tools available to writers
seeking to capture complex ideas in clear and concise prose. As we write and revise essays, we will
consider how we, as writers, can control the reader’s experience of the text by
writing sentences that are not only correct but also powerful and precise. As we expand our range of rhetorical
devices, we’ll consider such questions as, How does grammar relate to content?
At what point in the writing process should I worry about grammar? When is it okay to break the rules? If you’d like to gain greater control over
your writing from the sentence up—from basic grammar to more complex sentence
structures and rhetorical moves—come join us as we write our way into more
forceful, assertive prose. A total of
25 pages of revised prose will be expected.
|
98469 |
ARC 212B
Grammar, Rhetoric and Style |
Peg Peoples
|
T. Th . |
4:00-5:20
pm |
OLIN
LC 206 |
|
See above.
|
98468 |
ARC 215A
Essays and Evidence |
Peg Peoples
|
M
. W . . |
12:00-
1:20 pm |
OLIN
304 |
|
4
credits This writing intensive course will sharpen
students’ skills in writing persuasive analytic essays. Paying particular
attention to the variety of ways we use other people's voices in our own
work—to support, qualify, or broaden the scope of our argument; to get at the
underlying assumptions of another writer's claims; or to acknowledge and offer
alternate viewpoints—we will examine and practice the rhetorical devices
available to us as we use textual evidence to convey complex ideas. Our topic
this semester will be Modern Memory: we’ll consider the nature and meaning of
memory in the modern world and ask such questions as, How does personal memory
differ from collective memory? What constitutes an ethical relationship with
the past? And what is the role of forgetting in remembering? A total of 25
pages of revised prose will be expected.
|
98884 |
ARC 215B
Essays and Evidence |
David Gruber
|
.
T . Th . |
1:00-
2:20 pm |
ALBEE
106 |
|
4 credits This writing intensive course will sharpen
students’ skills in writing persuasive analytic essays. Paying particular
attention to the variety of ways we use other people's voices in our own
work—to support, qualify, or broaden the scope of our argument; to get at the
underlying assumptions of another writer's claims; or to acknowledge and offer
alternate viewpoints—we will examine and practice the rhetorical devices
available to us as we use textual evidence to convey complex ideas. During this semester, our theme will be “The
Ethos of Political Rhetoric.” We will
read and analyze speeches, documents, and memoirs by both John McCain (Faith
of My Fathers) and Barack Obama (Dreams from My Father). By tracing rhetorical moves and concepts in
the context of the ongoing election, we will attempt to understand the
influence that key rhetorical ideas have on our politics, and consider how to
employ rhetorical moves effectively and ethically in our own writing. A total of 25 pages of revised prose will be
expected.
|
98466 |
ARC 235
Composition Theory and Pedagogy |
Philip Pardi
|
.
T . Th . |
1:00-
2:20 pm |
ALBEE
106 |
|
4
credits
This writing-intensive course is designed for advanced writers who want
to deepen their understanding of composition, rhetoric, and grammar. Topics will include composition theory,
grammar and its role in the service of meaning and rhetoric, and revision in
both theory and practice. We will
address questions of composition pedagogy to see how successful models of
teaching (and tutoring) writing can inform our understanding of the genre
itself, not in theoretical isolation but as a live and critical practice. Students will write and revise essays,
provide feedback to fellow writers, and complete an independent project.