The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern. - Rubin, “Professors, Students, and the Syllabus,” Chronicle of Higher Education

1. Defining a Syllabus
Prepared by Raizza
Corpuz
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2. The syllabus is a small place to start bringing students and
faculty members back together... If students could be
persuaded that we are really interested in their
understanding the materials we offer, that we support
their efforts to master it, and that we take their
intellectual struggles seriously, they might respond by
becoming involved in our courses, by trying to live up to
our expectations, and by appreciating our concern.
- Rubin, “Professors, Students, and the
Syllabus,” Chronicle of Higher Education
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3. ETYMOLOGY
• SYLLABUS and DESIGN
Syllabus:
 Ancient Greek
σιττύβα (sittyba, "parchment label, table of
contents") of unknown origin.
 Medieval Latin, probably alteration
(influenced by Greek sullambanein, to put
together) of Latin sillybus, parchment label,
from Greek sillubos.
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4. ETYMOLOGY
• SYLLABUS and DESIGN
Design:
1540s, from Latin
designare "mark out, devise," from de "out" + signa
re "to mark," from signum "a mark sign.“
1580s, from Middle French desseign "purpose,
project, design," from Italian disegno,
from disegnare "to mark out," from
Latin designare "to mark out" (see design (v.)
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5. Definition According to Context of
Meaning
• an outline or other brief statement of the main
points of a discourse, the subjects of a course
of lectures, the contents of a curriculum, etc.
• A compendium containing the heads of a
discourse, and the like; an abstract.
• an integrated course of academic studies
• a description of the contents of a course of
instruction and the order in which they are to be
taught.
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6. Characteristics of Syllabi
• A syllabus is a document which consists,
essentially, of a list.
• The syllabus generally has explicit
objectives
• it is a public document
• A time schedule
• It consists of a comprehensive list
of content items
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7. • Explicit objectives.
• It is a public document.
• It may indicate a time schedule.
• Preferred methodology/approach.
• It may recommend materials
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8. • Rhodes defined it as” Syllabus is a word
whose etymology from the Latin means
"label on a book." The contemporary
meaning of the word is something to the
effect of "summary outline of a course of
study.
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9. • While Widdowson (1984,p. 26) state that
“the syllabus is simply a framework within
which activities can be carried out: a
teaching device to facilitate learning .
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10. • However, a syllabus can also be seen as
a "summary of the content to which
learners will be exposed" (Yalden.1987:
87).
• White (1988:92) A complete syllabus
specification will include all five aspects :
structure, function, situation, topic,
skills. The difference between syllabuses
will lie in the priority given to each of these
aspects.
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11. DAVID NUNAN: SYLLABUS
DESIGN
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12. • David Nunan (1988, p.159)
defined syllabus “as a
specification of what is to be
taught in a language programme
and the order in which it is to be
taught.
• A syllabus may contain all or any
of the following: phonology,
grammar, functions, notions,
topics, themes, tasks.
• syllabus is often associated with
particular subjects (language,
mathematics, sciences, etc. )
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13. • As for syllabus design there are some
approaches that regard it in a narrower
and broader perspective.
1.Narrow view--connected with ‘selection
and grading of content’: Syllabus Design
2.Broader --is concerned with the selection
of learning tasks and activities’:
Methodology
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14. • Stern (1984) defines syllabus as
connected with content, structure, and
organization.
• Yalden (1984) syllabus is connected with
learner’s needs and aims
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15. • Syllabus is also connected with not only
selection and grading of content but with
specifying and grading learning tasks and
activities. While syllabus design refers to
the ‘what’ of a language programme,
‘methodology is concerned with the ‘how’’
(p. 7).
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16. Three major purposes by
Parkes and Harris, 2002:
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17. Syllabus as a contract—Makes
clear what the rules are
• Sets forth what is expected to happen during the semester
• Delineates the responsibilities of students and of the instructor
• Describes appropriate procedures and course policies
• Content required for a syllabus to serve as a contract
– Clear and accurate course calendar
– Grading policies: components and weights
– Attendance policy
– Late assignment policy, policies on incompletes and revisions
– Academic dishonesty and academic freedom policies
– Accommodation of disabilities policy
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18. Syllabus as a permanent record
—Serves accountability and
documentation functions
• Contains information useful for evaluation of instructors, courses,
and programs
• Documents what was covered in a course, at what level, and for
what kind of credit (useful in course equivalency transfer situations,
accreditation procedures, and articulation)
• Content required for a syllabus to be useful as a permanent record
– Title and semester of course, department offering the course, credit hours
earned, meeting time and place
– Name, title, and rank of instructor(s)
– Pre- or co-requisites
– Required texts and other materials
– Course objectives (linked to professional standards if appropriate)
– Description of course content
– Description of assessment proceduresrpc 2013

19. Syllabus as a learning tool—
Helps students become more
effective learners in the course
• Inform students of the instructor’s beliefs about
teaching, learning, and the content area
• Focuses on students and what they need to be
effective learners
• Places the course in context (how it fits in the
curriculum, how it relates to students’ lives)
• Content required for a syllabus that serves as a
learning tool for students
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20. – Instructor’s philosophy about the course content,
teaching and learning
– Relevance and importance of the course to students
– Information on how to plan for the semester including
self-management skills, guidance on time to spend
outside of class, tips on how to do well on
assessments, common misconceptions or mistakes,
and specific study strategies
– Prerequisite courses or skills
– Availability of instructor(s) and teaching assistants
– Campus resources for assistance and offices that aid
students with disabilities
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21. • A syllabus is often thought of as “that apparently benign
document instructors assemble and distribute to
students at the start of the semester.” Whether it is
intended or not, the quality of the syllabus is a fairly
reliable indicator of the quality of teaching and learning
that will take place in a course (Woolcock, 2003).
Therefore, it behooves instructors to make the effort
to construct a high-quality syllabus. The results of that
effort can benefit the instructor as well as his or her
students.
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22. SYLLABUS According to
different Scholars in the
field…..
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23. The syllabus is, thus, both a professional
document and a personal document, one
that reflects the instructor’s feelings,
attitudes, and beliefs about the subject
matter, teaching, learning, and students,
as well as setting out the “nuts and bolts”
of the course. When so constructed, the
syllabus can serve as a guide to the
instructor as much as a guide to the class
(Parkes & Harris, 2002).
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24. A syllabus lets students know what the
course is about, why the course is taught,
where it is going, and what will be required
for them to be successful in the course
(Altman & Cashin, 2003).
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25. THUS,
• The well-designed syllabus provides a
solid beginning to the semester, sets the
tone for the course, provides a conceptual
framework for the course, serves as a
“virtual handshake” between the instructor
and students, and becomes a resource
that is referred to over the course of the
semester. It also shows students that you
take teaching seriously (Davis, 1993).
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26. Your syllabus is a
living, creative
document.
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27. RESOURCES:
• Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college
courses. San Francisco: Jossey-Bass.
McKeachie, W. J., & Svinicki, M. 2005. Teaching tips: Strategies, research, and theory for college and university
teachers. Boston: Houghton Mifflin.
• Altman, H. B., & Cashin, W. E. (2003, May). Writing a syllabus.
Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass.
Eberly, M. B., Newton, S. E., & Wiggins, R. (2001). The syllabus as a tool for student-centered
learning. Journal of General Education 50 (1), 56-74.
Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.
Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50 (2), 55-61.
Woolcock, M. J. V. (2003, May). Constructing a syllabus.
• http://www.members.tripod.com/zouzou_dodgy/id10.html: Accessed: 04-24-2013
• http://scottthornbury.wordpress.com/2010/06/ : Accessed: 04-24-2013
• http://www.lac2000.revolta.com/library/syllabus.htm: Accessed: 04-24-2013
• http://cte.illinois.edu/resources/topics/syllabus/purpose.html: accessed 04-/24/2013
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28. Thank you!
Have a NICE
day!

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