Courses listed below do not satisfy area or distribution credit.




ARC 150  Algebra Workshop

Maria Belk

M . . . .

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.



ARC 190   Algebra, Trigonometry 

and Functions

Maria Belk

. T . . .

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.



ARC 107  Intensive ESL

Scott Partridge

.  . W . .

.  . . . F

10:30- 11:50 am

10:30- 11:50 am

HDR 101

LC 206

(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. 



ARC 205  Essay and Revision

Scott Partridge

. . W .  F

1:30- – 2:50pm

OLIN 306

(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.



ARC 212  Grammar, Rhetoric and Style

Phil Pardi

 . T . Th .

2:30-3:50 pm


(4 credit) 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?  Through careful attention to our own work, we will gain greater control over our writing from the sentence up—from basic grammar to more complex sentence structures and rhetorical moves—to write more forceful, assertive prose.  A total of 25 pages of revised prose will be expected.



ARC 215  Essays and Evidence

Modern Memory

Peg Peoples

. T . Th .

10:30-11:50 am

OLIN 306

(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.