Some Suggestions for Syllabus Planning

       Syllabus design is based essentially on a decision about the “units” of classroom activity, and the “sequence” in which they are to be performed. The syllabus thus formalizes the content to be learned in a domain of knowledge or behavior, and “arranges this content in a succession of interim objectives” (Widdowson, 1990 , p. 127).

       As in other areas of instruction (Reigeluth, 1999) there are options in, and differing theoretical rationales for, the units to be adopted in specifying and sequencing pedagogic content for second language (L2) learners. Theoretical rationales, of course, should be concerned with issues of how the L2 is internalized and learned, and also accessed and acted upon, since it is the cognitive processes leading to learning and successful performance, as they take place in specific pedagogic contexts, that the syllabus is intended to promote.

     Individual differences between learners in the cognitive and other abilities contributing to their “aptitudes” for learning and performing in the L2 will also modulate, and contribute to variance in, the effectiveness of specific pedagogic contexts and sequencing decisions at the group or program level (Robinson, 2002, 2005a, 2007a).

Here are:

1- Try to keep in mind what you expect students to do with the content that you have chosen rather than thinking about the amount of content you expect to cover. Let the pace be determined by what you can reasonably expect from students as they work through the material.

2- Be realistic about the amount of student work (reading, writing, oral, revisions, research, etc.) that can be accomplished in the course of a single semester. Map it out carefully on your syllabus draft before you decide how much content to cover, and especially before you decide on what books to cover.

3- For each day’s reading assignment, indicate what student work is expected (either as in-class activity or to be handed in). Try to draw up two syllabi in tandem — one for what will be covered, the other for how it will be covered.

4- Try to remember what happens at certain times of the semester and take into account things like: time for individual conferences with students (on writing or oral work, for example, or for preregistration); peak times for mid-semester exams and papers, religious holidays, your absence for conferences, etc.

5- Try to coordinate oral and written assignments (i.e., alternate or assign an oral report in advance of a written project). Help students to appreciate how a thesis statement works for both, as well as the importance of the introduction and conclusion, supporting evidence, and logical development of thought.

6- Select assignments that move from the simple to the more complex, and place them at appropriate intervals. Be sure to allow enough time for progress to be made. Think about your own schedule in terms of time for grading of student work or meeting with students before the next assignment. Try to get a piece of writing from them in the first week and no later than the second week.

7- If you think you would like to have one of the librarians talk during class about library resources either at the library or in your classroom, allow time for that in your syllabus.

8- Allow time for your tutorial to discuss and do the honesty exercises.