ACADEMIC RESOURCES CENTER
Bard College is committed to providing academic
support for all students. The faculty and staff associated with the Academic
Resources Center provide assistance to:
v
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;
v
students who need tutoring in subject-specific
fields in the many disciplines offered at Bard;
v
students who have learning deficiencies and who
require remedial education (particularly in areas such as writing and
mathematics);
Services provided include classes, workshops,
assistance in developing new learning strategies, tutorials, and other academic
advice that may be appropriate to the student’s individual needs.
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 758-7812, or by filling out the appointment form at
http://inside.bard.edu/academicresources/form/. The Center is open
Monday-Friday, 9-5, although tutoring sessions may be scheduled with
peer-tutors for others days and times as well. Review sessions and individual
tutoring for math and sciences, and drop-in hours for math and writing help are
also available during the semester.
Call 758-7812 for days and times, or visit the AR website at:
http://inside.bard.edu/academicresources/.
All students at Bard College must take and pass a Q
(quantitative) course before graduation. In order to enroll in a Q course, a
student must take and pass the Q Exam.
For more information about the Q exam, contact Jeff Suzuki, the Director
of Quantitative Support, at
758-7001, or go to http://inside.bard.edu/academicresources/q_exam/.
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. For further information
about services and reasonable accommodations available for self-identified
students who present the appropriate documentation.**, contact David Shein,
Dean of Lower College Studies, at x7045.
* 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
listed below do not satisfy area or division distribution credit.
Later in the
semester we will produce more free style texts that we will examine for
accuracy and naturalness of expression.
Course |
ARC 105 Writing
Essays
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Professor |
Celia Bland |
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CRN |
15349 |
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Schedule |
Tu Th 4:30 – 5:50 pm OLIN 203 |
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(2
credits) Writing
Essays is 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.
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CRN |
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Course
No. |
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Title |
Grammar
for Writers |
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Professor |
Doris Stewart |
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Schedule |
Tu Th
4:30 pm – 5:50 pm OLIN 305 |
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This class is designed to provide native speakers
with the skills necessary for the mastery of conventional academic written
English. The main goal will be the
development of a clear, succinct, and coherent writing style. To this end we will study the structural
patterns of English sentences, shaping and reshaping them to become familiar
with formal possibilities and confident in their use. Special attention will be
paid to standard forms, register, and tone, and to stylistic considerations
such as parallel structure. The intention of the course is to make students
aware that grammatical structure is not imposed on language but intimately
concerned with meaning: that coordination and subordination of clauses reflects
and is determined by relationships among ideas. Early in the semester, students will write a series of short
papers designed to elicit specific grammatical structures. This writing will progress to more free
style, peer reviewed work that will guide students to recognize in their own
writing the structures we have studied, and, through practice and repetition,
to use them correctly and with confidence.
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CRN |
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Course
No. |
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Title |
English
as a Second (or Third) Language |
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Professor |
Doris Stewart |
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Schedule |
Tu Th
7:00 pm – 8:20 pm OLIN 107 |
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The purpose of
this course is to provide non-native speakers with a comprehensive study of the
structural patterns of academic written English. We will systematically cover the syntactic structure of the
language and learn that complex patterns are logical expansions of basic
structural relationships. Additionally,
we will pay particular attention to those language issues that consistently
perplex second language learners, such as the verb tense system, the article
system, prepositions, idiomatic expressions, and word forms. Interactive group
work that encourages students to articulate their questions about the language
will be an integral part of the class.
Students will learn through writing, exploring the possibilities of
written expression by practicing targeted structures in a series of short
assignments. Later in the semester we
will produce more free style texts that we will examine for accuracy and
naturalness of expression.