Courses
listed below do not satisfy area or distribution credit.
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11580 |
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.
11581 |
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.
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11499 |
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.
11497 |
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.
11431 |
ARC 212
Grammar, Rhetoric and Style |
Phil
Pardi
|
. T . Th . |
2:30-3:50 pm |
OLIN LC 208 |
(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.
11360 |
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.