STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Humanities
FREN 100
French I
Three Credit Hours
16 weeks
No Prerequisite(s) Required
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor:
Email:
Phone:
Fax
Office Hours:
Technical Support for APUS Sakai: techsupport@apus.edu, classroomsupport@apus.edu
Technical Support for RosettaStone: click support in the RosettaStone portal or call toll
free 800.788.0822 (US and Canada) or 540.432.6166 (International). They have a remote
access technical assistance service that can be very helpful for resolving any issues you
might be experiencing. Please do give them a call if you experience problems rather than
exasperating yourselves. 
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Table of Contents
Course Description
This course will introduce the student to the fundamentals of the French language using
an online immersion technique developed by RosettaStone. The student will learn basic
vocabulary, verb conjugations, and grammatical usage through online listening, speaking,
reading and writing exercises. The student will also learn about the cultures of French
speaking nations. This course must be completed prior to taking FR101, French II.
To maximize the student experience this course
requires Internet Explorer 6, Firefox 2, Safari 2, or
higher; cookies must be enabled; and Shockwave 8
or higher should be downloaded and installed.
Table of Contents
Course Scope
In this course, students will learn to speak, write, and comprehend basic French
structure as pertains to
1. People, objects and actions; description; numbers; asking
questions;
2. Qualities and comparison; locations and positions; past, present
and future actions;
3. Clothing, colors, animals, body parts, time;
4. Numbers to one hundred; multiple actions; family relationships;
vehicles;
5. Addition and multiplication, possessive forms; classification;
gestures and conditions;
6. Description; neither-nor; both-and; units of things; professions.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Table of Contents
Course Objectives
Build a foundation for comprehension and expression in French by reading,
speaking, writing and listening to essential French structures and fundamental
vocabulary.
Identify, formulate and employ sentences with basic the French structures pertaining to
greetings, singular, plural, present progressive, articles, pronouns, direct objects,
describing people, animals, colors, sizes, professions, questions and answers, numbers 1–
6, Clothing, Quantities, and singular and plural.
Recognize and utilize French structures and vocabulary relating to Family Relationship,
Family Relationships (Part 2), Numbers 7–12, and Ages, Oral Expression, In, On, and
Under, Family at Home, Location and Ownership, Partitive Articles, Greetings,
Introductions, Getting acquainted, Clothing, Colors, Physical Attributes, Physical States,
Conversational Dialogue, and Articles with Prepositions (à, au, à la, aux).
Interpret and construct French structures and phrases concerning: Locations, Times of
Day, When, But, Before, After, Time of Day, Greetings, Numbers 13-20, Calendar
Terms, Polite Conversation, Senses, Seasons, Pronunciation (/ou/ vs. /u), elision, liaison
Speaking Languages, Numbers 21-69, Teaching and Studying Languages, Oral
Expression 2, Waking Up, Washing Up, Why and Because, Grooming Habits, and
Pronunciation of /R/
Assimilate, use and pronounce French structures and vocabulary that express Have and
Need, Buying, Selling, and Shopping, Using Landmarks to Provide Directions, Leisure
and Preferred Activities, Quantity Comparisons, Differentiation, Currency and Cost,
Nasals /in/, /en/, /an/, Materials and Merchandise, Weight and Speed, Young and Old,
Comparing and Contrasting, Size, Preference, and French Culture.
Course Delivery Method
This B.A. in Humanities course, delivered via distance learning, will enable students to complete
academic work in a flexible manner, completely online. Course materials and access to an online
learning management system will be made available to each student. There will be weekly
participation and quizzes that develop and test the French learner’s reading, listening, reading,
and writing skills via the Rosetta Stone system. There will be weekly online, participation
assignments and interactive Forum dialogues in which learners should demonstrate their
comprehension of the material by participating, interpreting, analyzing, and citing the material in
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
response to questions and peers. During a final assessment learners will show their
comprehension of varied course material covered during the course. The learner will be expected
to prepare and record a text in grammatically correct, well pronounced French. The mastery of
the course material will also be demonstrated through a final project and short essay activity. The
instructor will support students throughout the duration of this course in order to grasp the key
concepts and express themselves in basic French and in proper academic style.
Table of Contents
Course Materials
Required Texts:
None
Required Web-based Components of this Course:
***To access to Rosetta Stone, click on Rosetta Stone in the online classroom
in Sakai. All supporting documents dealing with troubleshooting technical details
and set up are under Resources.
Software Requirements:
•
•
•
•
•
Microsoft Office (MS Word, MS Excel, MS PowerPoint)
Adobe Acrobat Reader (Click here for free download)
Shockwave to use the Rosetta Stone Videos (Click here for free download)
Audacity to Record Yourself During this Course. (Click here for free download) Please
be sure and download the “lame encoder” also, so that you can convert the files into
MP3s. Instructions for recording MP3s.
You may also use audioboo.fm, which for many students proves much easier to use.
Tutorials are available on the site. Embed using the instructions on Audioboo.
You will get an error message trying to access Rosetta using Internet
Explorer unless you change your browser settings.
Internet Explorer's privacy options default setting is medium which
prevents first party cookies. Follow these steps to change your Internet
Explorer privacy settings to low, which will enable first party cookies.
1) Click Tools
2) Select Internet Options
3) Select the Privacy Tab
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
4) Move the slider bar to Low
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Or you can switch to the latest Firefox browser. There are no known
Issues using Firefox. Let me know.
Alternatively you can specify which Web sites are always allowed to use
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6) Click Tools
7) Select Internet Options
8) Select the Privacy Tab
9) Push the Sites button
10) In the dialog box that reads, "Address of Web site" enter the
following one at time and click Allow
Apus.edu
Onlinelanguagelearning.com
Recommended Texts:
http://apus.campusguides.com/FREN100
Table of Contents
Evaluation Procedures
Your final grade will be based on the following:
Grade Instruments
Performance in the
Rosetta Stone Program
Weekly Activities:
Forums, Skill- builders,
Worksheets, Oral
Activities
Points Possible
75
% of Final Grade
75%
15
15%
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Final Assessment
Activities
TOTAL
10
10%
100 Points
100%
RosettaStone: Rosetta Stone: Please be advised that this course contains four units of
Rosetta Stone, meaning 16 lessons over the course of 16 weeks. Seventy five percent of
your grade comes from the completion of these four UNITS.
To gain access to Rosetta Stone, click on Course Materials in the online classroom then
French I. You should work through the four units of the program at the pace outlined in
the schedule below. Please be aware that each of the exercises will count towards half of
your final average of this course. I encourage you however to repeat the exercises as
much as you desire. Your last grade recorded in the system will be the one that
determines your average. Repetition is an important element of successful language
acquisition and can greatly improve your average. I will be assigning you a grade four
times during the semester: at the end of week four, at the end of week eight, at the end of
week twelve, and again at the end of week sixteen. I encourage you to keep up, but I also
will consider work submitted late for partial credit. You may do the exercises as many
times as you like so as to improve your average. In order to maximize the learning
experience, I do encourage you however to keep up throughout the term. Once you
complete each UNIT (at the end of each four week period), you should submit the unit
via Assignments and attach a Learner Progress Report as an attachment. Instructions for
pulling Learner Progress Reports are attached to this syllabus section of Sakai. These
reports can give you an excellent indicator of your individual progress. Please note that I
grade for completion. If you complete 100% of the exercises, you will receive 75 out of
75 possible points for Rosetta Stone. I also offer an equivalency option, which is pass or
fail: if you complete the four end of unit milestones with an 80% or better, you will
receive 70% of the 75 possible points (52.5 points) for the Rosetta Stone Portion of your
grade. Do not submit a unit via assignments until it is complete, and you are ready to be
graded.
Other Activities: Besides Rosetta Stone, you will have one classroom activity per week
throughout the term, to include the following:
1. Lessons: Here you will find the course structure and curriculum. This is your
course guide, which will give you the nuts and bolts of the course.
2. Worksheets (under quizzes): Please read the Instructions on the Forum. Then,
please complete these under worksheets.
3. Skill-builders (under quizzes): Please read the Instructions on the Forum. Then,
please complete these under worksheets. Instructions are on the Forum.
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
4. Forum Participation: Contribute to the discussion with your fellow classmates.
Use proper grammar and accentuation. Use a proper heading and double-space
such that I can edit your text and provide you meaningful feedback.
Rubric for Foreign Language Forum Questions
Exceeds (3)
Initial
response to
discussion
question:
Demonstration
of
understanding
Reponses to
others:
Demonstration
of
understanding
Grammar and
sentence
structure
Meets (2)
Emerging (1)
Initial response
demonstrates an
understanding of
the concepts
presented in the
lesson by
providing
evidence of
mastery of the
grammar,
vocabulary and
structures
contained in the
week’s course
material.
Initial response
demonstrates an
understanding of
the concepts
presented in the
lesson by
providing
evidence of the
grammar,
vocabulary and
structures
contained in the
week’s course
material
Initial
response
demonstrates
an
understanding
of the
concepts
however does
not provide
evidence of
understanding
of the
grammar,
vocabulary
and structures
contained in
the week’s
course
material.
Responses to
others advance
the learning by
including least
two of the
following
components:
Responses to
others advance
the learning by
including least
one of the
following
components:
• offering
advice,
• posing a
question,
• providing an
alternative
point-of-view,
• acknowledging
similar
experiences
• offering
advice,
• posing a
question,
• providing an
alternative
point-of-view,
• acknowledging
similar
experiences
All responses
are
grammatically
correct with no
All responses
include no more
than two unique
grammatical,
Poor or did
not attempt
(0)
Does not
post initial
response or
does not
answer the
question.
Responds to
others but
does not
advance the
learning in a
substantive
way.
Does not
reply to
others.
All responses
include no
more than
four unique
There were
no
submissions
OR the
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Following
directions
spelling,
punctuation,
accent errors.
spelling, accent,
or punctuation
errors.
The learner does
more than is
required as
demonstrated by
the total number
of times
responding to
peers and the
timing of the
submissions.
All directions
are followed,
including
responding to
the assigned
number of
learners and
responding on
time.
grammatical,
spelling,
accent, or
punctuation
errors.
The number
of responses
is fewer than
required OR
submissions
are not
completed on
time.
responses
included five
or more
unique
grammatical,
spelling,
accent, or
punctuation
errors.
There are no
submissions
OR there
were fewer
than the
number
required and
the
submissions
were not
completed
on time.
Total points
5. Essay Assignment: You will have one short essay to complete this term. I would
like it to be at least a page and a half long. You should RESEARCH any subject
concerning French culture, history or language that interests you. Ex. Napoleon,
Charles de Gaulle, French Sauces, Wine Production, a particular region of France,
etc. You should use proper MLA form, to include a heading and a Works Cited
page with three sources minimum. I would like to do it first in English then try to
translate it also into French.
APUS Assignment
Rubric, for Essays
Lower Level U/G
100-200 Courses
Purpose/Audience
EXEMPLARY
LEVEL 4
(A-/A, 90100%)
ACCOMPLISHED
LEVEL 3
(B-,B, B+, 80-89%)
DEVELOPING
LEVEL 2
(C-,C, C+, 7079%)
BEGINNING
LEVEL 1
(D-,D, D+, 6069%)
The writing
engages the
reader with an
original
approach to the
subject. It may
encompass
conflicting ideas
The writing clearly
goes beyond the
minimum
requirements of the
assignment. It
attempts to engage
the reader through
originality and
The writing meets
the minimum
requirements of the
assignment. It
offers insight into
the subject through
basic logic and the
presentation of
The writing fails
to meet the
minimum
requirements of
the assignment. It
offers little
insight into the
subject and has
TOTAL
POINTS
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
and inspires the
reader to
contemplate the
relationship of
complex ideas.
Within word
count.
The writing has
a clearly
articulated
original thesis
and subordinate
ideas supported
by reliable and
relevant
evidence based
on original
research.
presentation of
complex ideas.
ideas based on
some evidence.
serious flaws in
logic and
omissions in
evidence.
The writing has a
clearly articulated
thesis supported by
appropriate
evidence and sound
logic. Minor gaps in
logic and argument
may appear.
The writing has a
clear thesis and
related subordinate
ideas supported by
clear thinking and
appropriate
evidence. Logical
arguments may be
one-sided or
incomplete.
Organization
The writing
flows smoothly
and logically
from a welldefined thesis. It
contains an
appropriate
introduction,
conclusion, and
smooth
transitions.
The writing is
organized logically
and flows well. An
introduction and
conclusion are
evident, but
transitions may be
smoother.
The writing
demonstrates
rudimentary
organization and
logical structure,
but ideas may be
more fully
developed and
supported by more
appropriate
evidence.
Style
The writing
engages the
reader through
an original prose
style appropriate
to the subject.
Language is
precise.
Sentences are
varied but not
noticeably so.
The active voice
is apparent.
The writing is
free of
grammatical,
proofreading,
and stylistic
errors. All
The writing keeps
the reader’s
attention through a
carefully crafted
prose style.
Language chosen is
appropriate to the
subject, but may call
attention to itself in
minor ways.
The writing is clear
but could be
expressed in a style
more appropriate to
the subject. It is
jargon-free but may
require a more
complete
explanation of
some terms used or
ideas expressed.
The writing may
need a more
clearly articulated
thesis and/or
appropriate
related
subordinate ideas.
Fuzzy logic may
be evident and
adequate
supporting
evidence is
lacking.
The writing is
noticeably
lacking in
organization.
There is no clear
introduction or
conclusion and
ideas are neither
carefully or fully
developed.
Supporting
evidence is
clearly lacking.
The writing lacks
clarity and is
sometimes
confusing. The
language chosen
is not appropriate
to the subject or
the assignment.
The writing may
exhibit a few minor
errors in grammar
or style, but do not
impair the flow of
the reading. Most
The writing could
benefit from
additional
proofreading, as
some errors impede
the flow of the
Thesis and
Support
Mechanics
The writing
exhibits
substantial errors
in grammar and
style so that the
basic ideas are
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Syntax/Grammar
quoted material
is properly
documented and
cited.
quoted material is
properly
documented and
cited.
The writing
contains
sentences that
are always
complete and
grammatically
correct, and free
of confusion and
ambiguity. Main
ideas are not lost
in surrounding
supporting
evidence.
The writing contains
sentences that are
complete or which
imply unstated
connections and/or
conclusions. Main
ideas can be
distinguished from
supporting evidence
with some effort.
reading. Sources
are documented
and cited but need
to show greater
consistency.
The writing
contains some
grammatical errors
easily corrected by
adherence to a
uniform style
throughout.
Additional
proofreading would
help eliminate
errors.
lost. Sources are
overly quoted and
not adequately
documented or
cited.
The writing is
confusing and
ambiguous owing
to substantial
errors of grammar
and syntax. There
is no evidence of
proofreading,
editing, or
rewriting.
6. Oral Exercises: I ask that you do some listening activities and some recording to
help you with comprehension and pronunciation. Please make sure to upload
these exercises not only on the Forum but also under Assignments. When you
transcribe text, please submit it as a doc, docx, or rtf file. You will be required to
record yourself with Audacity, or audioboo.fm, and to upload these recordings
into Sakai.
Rubric for Oral
Activities (4/4)
Exemplary
Two Points
Developing
One point
Answering the
Question
Clear
communication
attention to task.
Integration of
material from
Learning Objectives
for this week.
Response
demonstrates the
student’s effort.
Response shows
little evidence of
reading, little
integration of LOs,
little critical
thinking, and little
support via
analysis specific
examples from the
reading. Response
demonstrates little
student effort.
Some interaction
with classmates
throughout the
week.
Responding to
Interactively with
Classmates
One thoughtful well
supported response
before Wednesday
and required
responses to other
Total Points
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
classmates before
Sunday at midnight.
Within word count.
7. Final Assessment Activity: Your final assessment activity is composed of
exercises similar to those you encountered on the Rosetta Stone system. If you
have practiced these structures on Rosetta Stone, your assessment will fairly
reflect your comprehension. There is a multiple choice and an essay activity. Only
after you have completed all other coursework, should you open the activity and
begin. It is the last element in the completion of this course. You can find the
Final Assessment Activity under the Final Assessment Multiple Choice Activity
and Essay Assessment Activity tabs in your Sakai classroom. Make sure you
complete both assessments.
Table of Contents
General Course Outline
16 Week Course
Week/ Topic
1: Singular,
Plural, Present
Progressive,
Articles, and
Pronouns
Major
Learning
Outcomes
Identify,
formulate and
employ
sentences with
basic the
French
structures:
greetings,
singular, plural,
present
progressive,
articles, and
pronouns.
Rosetta
Stone Work
Classroom
Assignment(s)/Deliverables
Unit One—
Language
Basics,
Lesson One
Forum 1
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
2: Direct
Objects, People
and Animals
Identify,
formulate and
employ French
articles, direct
objects and
describe people
and animals.
Unit One—
Language
Basics,
Lesson Two
3: Colors,
Sizes,
Pronouns,
Professions,
Questions and
Answers
Identify,
formulate and
employ French
colors, sizes,
pronouns,
professions,
questions and
answers.
Unit One—
Language
Basics,
Lesson Three
4: Numbers 1–
6, Clothing and
Quantities,
Singular and
Plural
Identify,
formulate and
employ French
singular and
plural forms,
Numbers 1–6,
Clothing and
Quantities.
Unit One—
Language
Basics,
Lesson Four
5: Family
Relationship,
Family
Relationships
(Part 2),
Numbers 7–12,
and Ages, Oral
Expression
Recognize and
utilize French
structures and
vocabulary
relating to
Family
Relationship,
Family
Relationships
(Part 2),
Numbers 7–12,
and Ages, Oral
Expression
Unit Two—
Greetings and
Introductions,
Lesson One
6: In, On, and
Under, Family
at Home,
Location and
Ownership,
Partitive
Recognize and
utilize French
structures and
vocabulary: In,
On, and Under,
Family at
Unit Two—
Greetings and
Introductions, Skill-builder 3: du, de la,
Lesson Two des, de
Skill-builder 1: le, les, la
Worksheet 1
Skill-builder 2: singular and
plural
Submit Unit One Rosetta via
Assignments
Oral Activity 1
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Articles
Home,
Location and
Ownership
7: Greetings,
Introductions,
and Getting
acquainted
Recognize and
utilize French
structures and
vocabulary:
Greetings,
Introductions,
and Getting
acquainted.
Unit Two—
Greetings and
Introductions,
Lesson Three
8: Clothing,
Colors, and
Physical
Attributes,
Physical States,
Conversational
Dialogue,
Articles with
Prepositions (à,
au, à la, aux)
Recognize and
utilize French
structures and
vocabulary:
Clothing,
Colors, and
Physical
Attributes,
Physical States,
Conversational
Dialogue
Unit Two—
Greetings and
Introduction,
Lesson Four
9: Locations,
Times of Day,
When, But,
Before, After,
Time of Day,
Greetings and
Numbers 13-20
Interpret and
construct
French
structures and
phrases
concerning:
Locations,
Times of Day,
When, But,
Before, After,
Time of Day,
Greetings and
Numbers 13-20
Unit Three—
Work and
School,
Lesson One
10: Calendar
Terms, Polite
Conversation,
Senses and
Seasons, and
Pronunciation
(/ou/ vs. /u),
Interpret and
construct
French
structures and
phrases
concerning:
Calendar
Unit Three—
Work and
School,
Lesson Two
Forum 2
Skill-builder 4: à, au, à la,
aux
Submit Unit Two Rosetta
via Assignments
Worksheet 2
Skill-builder 5: and
Pronunciation of /ou/ vs. /u/,
elision, liaison
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
elision, liaison
Terms, Polite
Conversation,
Senses and
Seasons
11: Speaking
Languages,
Numbers 2169, Teaching
and Studying
Languages,
Oral Expression
2
Interpret and
construct
French
structures and
phrases
concerning:
Speaking
Languages,
Numbers 2169, Teaching
and Studying
Languages
Unit Three—
Work and
School,
Lesson Three
12: Waking Up
and Washing
Up, Why and
Because,
Grooming
Habits,
Pronunciation
of /R/
Interpret and
construct
French
structures and
phrases
concerning:
Waking Up and
Washing Up,
Why and
Because,
Grooming
Habits
Unit Three—
Work and
School,
Lesson Four
Unit Four—
Shopping,
Lesson One
13: Have and
Need, Buying,
Selling, and
Shopping,
Using
Landmarks to
Provide
Directions
Assimilate, use
and pronounce
French
structures and
vocabulary that
express Have
and Need,
Buying,
Selling, and
Shopping,
Using
Landmarks to
Provide
Directions
Oral Activity 2
Skill-builder 6:
Pronunciation of /R/
Submit Unit Three Rosetta
via Assignments
Forum 3
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
14: Leisure and
Preferred
Activities,
Quantity
Comparisons
and
Differentiation.:
Currency and
Cost, Nasals
/in/, /en/, /an/
Assimilate, use
and pronounce
French
structures and
vocabulary that
express Leisure
and Preferred
Activities,
Quantity
Comparisons
and
Differentiation.:
Currency and
Cost
Unit Four—
Shopping,
Lesson Two
15: Materials
and
Merchandise,
Weight and
Speed, Young
and Old, French
Culture
Assimilate, use
and pronounce
French
structures and
vocabulary that
express
Materials and
Merchandise,
Weight and
Speed, Young
and Old
Unit Four—
Shopping,
Lesson Three
16: Comparing
and
Contrasting,
Size,
Preference,
Final
Assessment
Activities
Assimilate, use
and pronounce
French
structures and
vocabulary that
express
Comparing and
Contrasting,
Size,
Preference
Unit Four—
Shopping,
Lesson Four
Skill-builder 7: Nasals /in/,
/en/, /an/
Mini-Essay on French an
Aspect of Culture
Multiple Choice and Essay
Assessment Activities
Submit Unit Four Rosetta
via Assignments
Table of Contents
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
Policies
Please see the Student Handbook to reference all University policies. In addition to other
important policies, the Student Handbook will cover the:
Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
Disability Accommodations
CITATION AND REFERENCE STYLE
Assignments completed in a narrative essay or composition format must follow the accepted
guidelines of the Modern Language Association, which is the MLA Handbook for Writers of
Research Papers. This course will require students to use the citation and reference style
established by Joseph Gibaldi in the MLA Handbook for Writers of Research Papers, 6th ed. (NY:
The Modern Language Association of America, 2003), which is the most readily available
distillation of the MLA Handbook.
The MLA Style Manual for book-length works and the MLA Handbook offshoot for research
papers have long been the standard across the humanities, including much of the publishing
industry. These texts cover the layout and production gamut--including rules for chapter headings
and subheadings, abbreviations, alphabetizing non-English names, and table design/designation.
1. Front matter--e.g., title page, copyright statement, dedication, table of contents, lists of
illustrations or tables, acknowledgements, abstract.
2. Narrative with scholarly attributions.
3. Back matter--bibliography, appendices.
NETIQUETTE
Online universities promote the advance of knowledge through positive and constructive debate-both inside and outside the classroom. Discussions on the Internet, however, can occasionally
degenerate into needless insults and “flaming.” Such activity and the loss of good manners are not
acceptable in a university setting--basic academic rules of good behavior and proper “Netiquette”
must persist. Remember that you are in a place for the fun and excitement of learning that does
not include descent to personal attacks, or student attempts to stifle the discussion of others.
STUDENT HANDBOOK
The staff at American Public University System (APUS) knows how hard it is for students to
balance work and other commitments while pursuing a college education. We created the APUS
Student Handbook as the ultimate reference for answers to questions about administrative and
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
academic policies and procedures. APUS students do not have to wait for our offices to be open
in order to find the information they need to succeed. No matter what location or time zone our
students are in, they can consult the online Student Handbook with any questions about financial
aid, tuition assistance and refunds, registration, drop/withdrawal or extensions, the University
System's grading system, and the electronic classroom. The handbook also covers issues related
to various student services, academic guidance, and each student’s rights and responsibilities. Of
course, there may be a unique question that requires additional information outside that which is
covered in the handbook. APUS students should use the contact information listed online inside
their campus to contact the APUS staff with any additional questions. See Student Handbook.
DISCLAIMER STATEMENT
Course content may vary from the outline to meet the needs of this particular group.
Table of Contents
Online Library
The Online Library is available to enrolled students and faculty from inside the electronic
campus. This is your starting point for access to online books, subscription periodicals, and Web
resources that are designed to support your classes and generally not available through search
engines on the open Web. In addition, the Online Library provides access to special learning
resources, which the University has contracted to assist with your studies. Questions can be
directed to librarian@apus.edu.
•
•
•
•
Charles Town Library and Inter Library Loan: The University maintains a special
library with a limited number of supporting volumes, collection of our professors’
publication, and services to search and borrow research books and articles from other
libraries.
Electronic Books: You can use the online library to uncover and download over 50,000
titles, which have been scanned and made available in electronic format.
Electronic Journals: The University provides access to over 12,000 journals, which are
available in electronic form and only through limited subscription services.
Smarthinking: Students have access to ten free hours of tutoring service per year
through Smarthinking. Tutoring is available in the following subjects: math (basic math
through advanced calculus), science (biology, chemistry, and physics), accounting,
statistics, economics, Spanish, writing, grammar, and more. Additional information is
located in the Online Library. From the Online Library home page, click on either the
“Writing Center” or “Tutoring Center” and then click “Smarthinking.” All login
information is available.
Request a Library Guide for your course (http://apus.libguides.com/index.php)
The AMU/APU Library Guides provide access to collections of trusted sites on the Open
Web and licensed resources on the Deep Web. These are specially tailored for academic
research at APUS:
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a
preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and
you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on
this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet
started. If you need to verify course textbooks, please refer to the online course description through your student
portal. This syllabus is proprietary material of APUS.
•
•
Program Portals contain topical and methodological resources to help launch general
research in the degree program. To locate, search by department name or navigate by
school.
Course Lib-Guides narrow the focus to relevant resources for the corresponding
course. To locate, search by class code (e.g., SOCI111) or class name.
If a guide you need isn't available yet, let us know by emailing the APUS Library:
librarian@apus.edu
Table of Contents