ACADEMIC RESOURCES CENTER

Bard College is committed to providing academic support for all students. The faculty and staff associated with the Academic Services Center provide assistance to:

· students who possess basic academic skills but who experience difficulties with the demands of college level work, including such issues as time management, study skills, and the writing of research papers;

· students who need tutoring in subject-specific fields in the many disciplines offered at Bard;

· students who have learning deficiencies and who require remedial education (particularly in areas such as writing and mathematics);

· students with learning or psychological disabilities.

Services provided may include workshops, assistance in developing new learning strategies, tutorials, and other academic advice that may be appropriate to the student’s individual needs.

tutoring

Individual tutoring in writing and in other subjects can be arranged by contacting the Academic Resources Center, located in the Old Bookstore, or by calling Director of College Writing, Celia Bland, at 758-7811. The Center is open Monday-Friday, 9-5, though tutoring sessions may be scheduled for others days and times as well. There is some drop-in service available when the Center is open, but it is recommended that students seeking assistance make appointments in advance.

services for disabled students

In compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, Bard College is committed to providing otherwise qualified disabled* individuals with equal access to the College’s academic courses, programs, and activities. In support of this mission, the Academic Services Center provides services and reasonable accommodations to self-identified students who present the appropriate documentation.**

Further information can be obtained by contacting the Dean of Lower College Studies, David Shein at 758-7454 or the Associate Dean.

* Disabilities may include: visual, hearing, orthopedic, or motor impairments; chronic illness; drug or alcohol addiction; mental retardation; and specific learning or psychological disabilities.

** Documentation must be no more than three years old and should include the following: name, title, and credentials of the evaluator; a summary of a comprehensive diagnostic interview; a diagnostic summary based on a comprehensive assessment battery; and specific recommendations for accommodation, including explanations why each requested accommodation is needed. If documentation is inadequate in content or scope, re-evaluation may be required before services and accommodations are provided.

COURSES

Courses listed below do not satisfy area or division distribution credit.

CRN	14444
Course No.	ASC 105
Title	Writing Essays
Professor	Susan Rogers
Schedule	Mon 3:00 pm – 4:20 OLIN 303 Wed 3:00 pm – 4:20 ROSE 113

(2 credits) Writing Essays will be an intensive writing course in which you will learn how to construct a strong analytical thesis, how to organize your thinking and how to develop your ideas through textual evidence. During the first half of the semester we will read and analyze contemporary essays to see how arguments are developed. In the second half we will read short fiction and write essays in response to these works. You will write short responses for every class, as well as three longer essays, including one that requires some research into secondary sources. Betsy Cawley, resource librarian, will introduce you to the most efficient means of researching on-line and in the library. In small and large groups, we will work through the writing process – from invention through intensive revision. In the end, you’ll understand your writing process more clearly and leave with strategies to produce more effective academic essays.

CRN	14445
Course No.	ASC 110
Title	Grammar for Writers
Professor	Doris Stewart
Schedule	Tu Th 4:30 pm – 5:50 pm

(2 credits) This class is designed to accommodate anyone who wishes to solidify their grasp of the mechanics of the language, including, but not specifically targeting, students for whom English is a second language. We will examine the structure of the English language by first studying the way that words are grouped together by their meanings to form phrases, clauses, and sentences, before progressing to the analysis of how words interrelate, and extend their meanings to form sentences that convey recognizable thoughts. From the sentence we will expand the idea of structure to the paragraph and to the essay, with students writing short pieces that reflect specific structures. We will also work with syllabification, spelling rules, and of course, the subtleties of punctuation. Students will write short essays that reflect specific structures.