ACADEMIC RESOURCE CENTER COURSES
Courses
listed below do not satisfy area or distribution credit.
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91521 |
ARC 150 Algebra Workshop |
Maria Belk |
. T . . . |
7:00 -9:00 pm |
RKC 115 |
|
2 credits This course provides a review of the algebra
used in math, science, and social science courses. It is designed for
students who would like to improve their algebra skills while taking or in
preparation to take an introductory math, science, economics or statistics
course. Topics include linear equations and their graphs, quadratic
equations, fractions, rational expressions, and exponents. This course
meets for the first ten weeks of the semester, and it will be graded
Pass/Fail. No distributional credit is earned.
91522 |
ARC 190 Algebra, Trigonometry and Functions |
Maria Belk |
. . W . . |
7:00 -9:00 pm |
RKC 115 |
|
2 credits
This course is designed for students who have taken
a precalculus course in high school or at Bard, but would like more
computational practice with algebra, trigonometry, logarithms and
exponentials. This course can be taken at the same time as a math,
science, or economics course, or in preparation to take such a course in a
subsequent semester. This course meets for the first ten weeks of the semester,
and will be graded Pass/Fail. No distributional credit is earned.
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91480 |
ARC 107
Intensive ESL |
Scott
Partridge
|
. . W . . M T . Th . |
10:30- 11:30 am 10:30- 11:30 am |
HDR 101 HEG 300 |
|
(4
credits; 2 semester sequence) 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. Permission of the instructor
is required.
91477 |
ARC 205A
Essay and Revision |
Scott
Partridge
|
.T . . . . . . Th . |
3:10 – 4:30pm 3:10 – 4:30pm |
HDR 101A OLIN 309 |
|
(4 credits) In this course, we will sharpen our skills at composing
and revising academic essays. We will consider close reading strategies, the
process of developing an essay—from early invention practices through intensive
revision strategies—and pay special attention to developing and supporting
claims. We’ll also consider audience and discourse communities, as we respond
to complicated issues with clear, convincing arguments. We will seek to do so
not by simplifying our thinking, but, rather, by using the format of the
essay—particularly structure—to capture and convey our ideas in all their
complexity. A total of 25 pages of revised prose will be expected. Permission of the instructor is required.
91481 |
ARC 205B
Essay and Revision |
David
Gruber
|
M .W . . |
11:50 – 1:10pm |
OLIN 304 |
|
See above.
91478 |
ARC 215
Essays and Evidence Modern
Memory
|
David
Gruber
|
M .W . . |
3:10 – 4:30 pm |
OLIN LC 120 |
|
(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 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 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? To develop our ideas, we’ll read not only articles by
memory theorists but also examine a selection of public memorials, museums
and films. A total of 25 pages of revised prose will be
expected. Permission of the instructor
is required.
91325 |
ARC 235 Composition Theory & Pedagogy
|
Phil
Pardi
|
. .W . F |
10:10 – 11:30 am |
OLIN 308 |
|
(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.
Permission of the instructor is required.