Chapter 5 Curriculum Design, Course Design and Syllabus

Design

In this chapter, we will introduce language curriculum design, course design, and syllabus

design. In the first part, some basic concepts are introduced, including curriculum, curriculum

design, course and syllabus. In the second part, three theories pertaining to curriculum design are

presented, namely, Three Stages of language curriculum design, Forward-Central-Backward

approaches to language curriculum design, and Circular Language Curriculum Design Theory. In

the third part, we will introduce the process of course design, namely, a “waterfall” model of

course design, which involving the steps and approaches to course design. In the last part, cases

studies which are concerned with process of course design and syllabus design, respectively, are

carried out to shed light on the application of theories into practical course design and syllabus

design for language teachers or learners.

1. Basic concepts

(1) Curriculum

The term "curriculum" is commonly used in two related senses, namely, broad sense and

narrow sense.

In a broad sense, curriculum is understood as a set of statements, documents, and resources,

typically developed by teams of experts in a ministry of education, university, publisher’s office,

or school that represents a plan for the achievement of specific educational goals, which may be at

the national, regional, school, or institutional level. Curriculum in this sense refers to a product,

and the development of this type of curriculum can be described as a “top-down” expert-driven

process (Long, 2015)1.In a narrow sense, it refers to the course of study or content in a particular

subject, such as the mathematics curriculum or the history curriculum. In this sense, curriculum is

understood as the teacher's plans for his or her own course.

The two-dimension curriculum (i.e., broad and narrow sense) coincide with the

conceptualization or definition of curriculum in the North America. In North America curriculum

1
Long, M.2015.Second language acquisition and task-based language teaching. Malden, MA and Chichester:
Wiley-Blackwell.

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is sometimes used to refer to (a) the total program of courses offered in a school and the

knowledge and skills students are expected to acquire in a program of study, as well as (b) the

specific goals, content, lessons, and materials used to organize and teach a particular course

(Richards，2021)1. This chapter mainly focused on the curriculum in a narrow sense.

(2) Curriculum design

Curriculum design, or course design is largely a “how-to-do-it” activity that involves the

integration of knowledge from many of the areas in the field of Applied Linguistics, such as

language acquisition research, teaching methodology, assessment, language description and

materials production. Combining sound research/theory with state-of-the-art practice, Language

Curriculum Design is widely applicable for ESL/EFL language education courses around the

world (Nation ＆ Macalister, 2010). 2

(3) Examples of curriculum

As is discussed previously, curriculum has two related senses, namely, broad, and narrow

sense. The two dimensions of curriculum are exemplified with different examples in the

following. The following Table 1 and Table 2 are examples of a national curriculum in England,

and Table 3 is a school curriculum. The two examples represent the curriculum in the broad sense.

Table 1. National curriculum subjects in England

National Curriculum Subjects in England

KS1, age KS2, age KS3, age KS4, age

approx. 5-7 approx. 7-11 approx. 11-14 approx. 14-16
Maths    
English    
Science    
History    ×
Geography    ×
Art and    ×
Design
Physical    
Education
Music    ×

1
Richards, Curriculum Development in Language Teaching [M]. Cambridge: Cambridge University Press,2021
2
Nation, I. S. P. & J. Macalister. Language Curriculum Design [M]．New York: Routledge，2010．

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 (Modern) ×   ×
Foreign
Languages
Computing    
Design and    ×
Technology
Citizen × ×  
Education

Table 2. National curriculum key stages in England

National curriculum key stages in England

Age approx. School years
Key stage 1 5 to 7 1 and 2
Key Stage 2 7 to 11 3 to 6
Key Stage3 11 to 14 7 to 9
Key Stage4 14 to 16 10 and 11

Table 3. Curriculum in the school

Subject Number of Classes (General) Number of Classes (Advanced)

Islamic Education 3 3
Arabic 5 5
Social Studies 3 3
English 6 6
Mathematics 7 8
IT 2 2
Science 5(General Science) 4(Physics)

2(Chemistry)
Business Management 2 0
Physical Education 2 2
Health/Life Skills 2 2
Creative Design 2 2
Total 39 39

The following Figure 1 shows three examples representing the curriculum in the narrow

sense. They are content of Advance English and General Linguistics, which can be understood as

examples of curriculum in the narrow sense, that is, teacher’s plan of the course.

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 Figure 1. Curriculum of courses

(4) Course

A course is a structured set of lessons or classes, often with a specific focus or topic, designed

to be taught over a period of time. Courses can be offered in various educational settings, such as

schools, colleges, universities, or online platforms. Courses are typically designed to help learners

acquire knowledge, develop skills, or achieve specific learning objectives. They can vary in

duration, format, and level of complexity, depending on the educational institution or the platform

offering them.

(5) Syllabus

1) Definition of syllabus

A syllabus is a specification of in the classroom, which usually contains the aims and

contents of teaching and sometimes contains suggestions of methodology. Syllabus prescribes the

content to be covered by a given course, form only a small part of the total school program.

Syllabus is often used in the UK, Australia, and some other countries to refer to a description of

the content of a course and the sequencing of content within it. An example of syllabus is

presented in the following. It is a syllabus pertaining to the critical writing, which involves course

objectives, course description, course schedules, materials, and sequencing, etc.

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Table 4 Syllabus for Critical Writing and Research

Syllabus for UWXEN102 Critical Writing and Research

NOTE:This syllabus document contains the basic information of this course.The most current syllabus is
available in the full course.
 Course Description:
 A composition course focusing on researched academic writing that presents
information, ideas, and arguments. Emphasis will be on the writing process, critical
thinking, and critical reading.
 Prerequisites:
 A grade of C or better in College Writing and Critical Reading (English 101) or exemption through
a sufficiently high placement assessment.
 Course Outcomes
 Rhetorical Knowledge: Make appropriate and effective rhetorical choices for producing
academic, source-based texts with varying purposes and audiences
 Critical Reading: Evaluate, synthesize, and analyze arguments in research-based scholarly texts.
 Academic Writing: Write cohesive academic texts for a variety of rhetorical purposes that
support complex arguments with research.
 Research Skills: Independently locate and analyze scholarly source-based texts appropriate for
specific writing tasks and rhetorical purposes.
 Processes: Independently apply effective strategies in the writing and research processes,
including invention, drafting, peer review, revision, and editing.
 Composing in Electronic Environments: Choose appropriate reading, writing, and research tools
to meet the demands of writing tasks, including using scholarly databases.
 Knowledge of Conventions: Make appropriate and effective choices about academic writing
conventions based on the audience and purpose of the assignment, including using a formal
documentation style to attribute and cite sources.
Course Requirements / components
TOPIC ACTIVITIES

College Writing  Reading assignments 1 and 2

Self-Assessment  Unit 1 discussions (2)
Essay  Lesson 2 exercise
 Self-assessment essay draft and peer review
Formal  Unit 2 reading assignments
Research  Free writing and looping exercise
Proposal  Unit 2 discussion
 Preliminary research activity
 Annotated Bibliography
 Research Proposal submission
Rhetorical  Unit 3 reading assignments and discussion
Analysis  “Preparing for Rhetorical Analysis” Activity
 Reading Discussion Journal 1
 Annotated Bibliography

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  Rhetorical Analysis essay draft and peer review
 Midterm conference
 Begin Midterm Portfolio
Midterm  Reading assignment 8
Portfolio and  Revise, edit, and submit Midterm Portfolio and Cover Letter
Self-Assessment
Research  Unit 5 reading assignments and discussion
Review  Connecting Sources Activity
 Research Synthesis Chart
 Annotated Bibliography
 Research Review draft, peer review, and submission
Researched  Unit 6 Reading assignments and discussion
Argument  Meta-commentary Template Activity
 Introduction &Conclusion Activity
 Descriptive Outline Activity
 Reading Discussion Journal 2
 Annotated Bibliography
 Researched Argument draft and peer review
 End-of-semester instructor conference
 Reading assignment 15
Final Portfolio
 Revise, edit, and submit Final Portfolio and Cover Letter
and Self-Assessment

2) Classification of syllabus

A syllabus outlines the content, objectives, and structure of a course. It serves as a roadmap

for both teachers and learners, detailing what will be covered during the course and how it will be

taught and assessed. Language syllabi can vary widely depending on factors such as the target

language, proficiency level of the learners, teaching methodology, and learning objectives. In

general, syllabus can be classified into nine categories, namely, content-based syllabus,

competence-based syllabus, task-based syllabus, text-based syllabus, skill-based syllabus,

functional syllabus, grammatical syllabus, vocabulary syllabus，and situational syllabus, which are

interpreted in the following part.

① Content-based syllabus

It focuses on teaching language skills through the use of subject matter or content. In this

approach, language is not taught in isolation but is integrated into the teaching of various

academic subjects.

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② Competency-based syllabus

It is focuses on the development and mastery of specific competencies or skills. The

emphasis is on what learners can do with the language or skills they acquire, rather than just the

accumulation of knowledge.

③ Task-based syllabus

It is an approach that draws heavily on second language acquisition (SLA) theory and is

based on the view that successful language learning results from engagement with tasks rather

than through a focus on grammar or other aspects of the linguistic system.

④ Text-based syllabus

It is an approach to learn how to understand and use different kinds of spoken and written

texts and to participate in language-based social practices.

⑤ Skilled-based syllabus

It focuses on the different underlying abilities that are involved in using a language for

purposes like reading, writing, listening, or speaking.

⑥ Functional syllabus

It focuses on the communicative functions of language rather than on specific linguistic

structures or content. In other words, it emphasizes teaching language in context and for practical

use in real-life situations.

⑦ Grammatical syllabus

It focuses on that grammar is the main organizing framework used for language courses.

⑧ Vocabulary syllabus

It identifies the situations in which the learner will use the language and typical

communicative acts and language used in that setting.

⑨ Situational syllabus

It identifies the situations in which the learner will use the language and typical

communicative acts and language used in that setting.

3) The Difference between Syllabus and Curriculum

First, a syllabus is a specification of what takes place in the classroom, which usually

contains the aims and contents of teaching and sometimes contains suggestions of methodology. A

curriculum, however, provides 1) general statements about the rationale about language, language

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learning and language teaching, 2) detailed specification of aims, objectives and targets learning

purpose, and 3) implementation of a program. In some sense, a syllabus is part of a curriculum.

Second, another difference worth note is that syllabus is often used to refer to something

similar to a language teaching approach, whereas curriculum refers to a specific document of a

language program developed for a particular country or region.

Third, based on the above distinction, we assume that syllabus design is more of a

pedagogical nature, whereas curriculum development is an educational planning issue ( 胡 壮 麟

2016)1. The distinction between curriculum and syllabus can be further elaborated in the following

Table 5.

Table 5. A comparison between curriculum and syllabus

Curriculum Syllabus

A set of courses, coursework and their content offered at an e A descriptive list of subjects that are to be t
ducational institution aught in a class

Made at state, district or institute level Made by individual teachers

Cannot be easily adjusted Can be adjusted easily

Prescriptive Descriptive

Not accessible to students Accessible to students

2. Theories of Curriculum Design

Curriculum design is a complex process that involves making decisions about what, when,

and how students will learn. Various theories of curriculum design have emerged over time, each

offering different perspectives on how curricula should be developed and implemented. Here are

some key theories of curriculum design: Three Stages of Language Curriculum Design,

Forward/Central/Backward Approaches to Language Curriculum Design, and Circular Language

Curriculum Design Theory.

(1) Three Stages of Language Curriculum Design

According to David Nunan, in relation to language teaching, the key elements for

consideration within the curriculum are as follows: initial planning including needs analysis,

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胡壮麟， 语言学教程 [M]. 北京：北京大学出版社， 2016： 278-280

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grouping learners, goal and objective setting, selection and grading of content, methodology

(which includes materials and learning activities), and finally assessment and evaluation (Nunan,

1988)1

1) Initial planning

Initial planning is the first part in Nunan’s theory of curriculum design, which include need

analysis, grouping students, and setting objectives.

Needs analysis involves identifying the specific language needs of the learners. It could

include considering their linguistic background, proficiency level, and the purposes for which they

are learning the language. Grouping learners is based on similar needs, proficiency levels, or

learning styles can facilitate more targeted and effective instruction. Goal and objective Setting:

Establishing clear goals and objectives helps guide the curriculum. Goals might be broader, while

objectives are specific, measurable outcomes that contribute to achieving the goals.

2) Methodology

Methodology, the second part in Nunan’s theory, is concerned with material selecting &

sequencing and activities design.

Selecting and grading content involves choosing appropriate language content for instruction

and organizing it in a structured manner. Grading refers to sequencing content based on

complexity and difficulty. Materials and learning activities involve selecting suitable materials

(textbooks, multimedia, etc.) and designing engaging learning activities that align with the chosen

methodology. This could involve communicative approaches, task-based learning, or other

pedagogical methods.

3) Assessment and Evaluation

The final part is concerned with assessment and evaluation. Assessment involves measuring

learners' language proficiency and progress. This could include formative assessments (ongoing

assessments during the learning process) and summative assessments (evaluations at the end of a

course or unit). Evaluation is a broader process that considers the overall effectiveness of the

language teaching program. It may involve reviewing the curriculum, teacher performance, and

the impact on learners.

1
Nunan，D. Syllabus Design[M]．Oxford: Oxford University Press, 1988

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(2) Forward/Central/Backward Approaches to Language Curriculum

Design

Richards (2013) classifies language curriculum design into three types by comparing content,

process, and outcomes: forward design, central design, and backward design (Richards, 2013).2

1) Forward design

Forward design starts with content and unfolds linearly, followed by process and outcomes. It

emphasizes language at the center and reflects the role of teachers as knowledge providers and

language usage models. Forward design can be represented by the following figure.

Figure 2. Forward design

The audiolingual method, the audiovisual method and the structural situational method, and

communicative language teaching and content-based teaching/CLIL have already been cited as

examples of forward design methods. The following Table 6 is a reduced situational syllabus, it

can be seen as an example of forward design.

Table 6. A situational language teaching method

Week Situations and Themes Language Focus

1-2 Greetings and  Basic greetings
Introductions  Introductions
 Common expressions

 Food and beverage vocabulary

3-4 At the Restaurant  Ordering phrases
 Polite requests

5-6 Shopping  Clothing vocabulary

 Numbers
 Expressions for inquiries and
negotiation

Directions and  Vocabulary for directions

7-8 Transportation  Transportation terms
 Common expressions

2
Richards，J． Curriculum approaches in language teaching: Forward，central，and backward design［J］．RELC
Journal, 2013

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 9-10 At the Doctor's Office  Medical vocabulary
 Describing symptoms
 Making appointments

11-12 Daily Routines  Time expressions

 Daily routine vocabulary
 Discussing daily activities

2) Central design

Central design begins with the process, activating content and prompting outcomes. It is

activity-based and learner-centered, focusing on learning occurrence and highlighting the role of

teachers as facilitators of foreign language learning. Figure 2 represent the process of central

design.

Figure 3. Central design

Task-based Language Teaching (TBLT) is a typical example of central design. Central design

views language learning as a series of creatively problem-solving activities, making it the most

dynamic. Its learner-centered approach and emphasis on learning occurrence allow for

personalized development for students. The following example of task-based syllabus (see Table

7) are design on the basis of the central design.

Table 7. Task-based syllabus for classes

Content Topics and Themes Class activities Tasks

Grammar: Unit 3 Listening 1: Task

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 Making suggestions Reading 1: A discussion about major Asking for the top
Vocabulary: Museum brochures historical finds (History) historical places to
Academic (History) Listening 2: see and asking for a
vocabulary Reading 2: Should A lecture about Sultan popular historical
(e.g. display, document, we teach history? Mehmed II(History) event in their
period) (Education) countries including
Synonyms the reasons of why
(e.g soldiers, warriors, to visit
find, discovery)

Grammar: Unit 4 Listening 1: Task

Comparing things Reading 1: Masdar: A radio program about Describing the traffic
e.g.by far, The future of cities? fear of flying (Psychology) problems in their
considerably (Transport Listening 2: city and outlining
more, definitely management) A focus-group the advantages and
more) Reading 2: Solving discussion about cycling disadvantages of the
Vocabulary: traffic congestion (Sociology) suggested solutions
Collocation (e.g (Urban planning) Note taking
traffic congestion, public
transport, rush hour)
Academic synonyms
(e.g. prevent, select,
consider)

Grammar: Unit 5 Listening 1: Task

Modals to express Reading 1: Our A lecture about Discussing whether
opinions (e.g. might changing planet agriculture (Ecology) a new mall should
be, could, may) (Physical Listening 2: be opened on the
Vocabulary geography) A debate about nuclear island or not
Academic energy (politics)
vocabulary Reading 2: What
(e.g. annual, issue are the causes of

predict) deforestation and

3) Backward design

Back design starts with outcomes, selecting content to generate the desired results. It

emphasizes practice, focuses on abilities, and positions teachers as organizers of students' learning

experiences. Figure 3 metaphorically represents the relationship between process, content and

outcomes underlying the backward design.

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 Figure 4. Backward design

The POA and CEFR (Common European Framework of Reference) are a recent example of

backward design. The following table is the descriptor of Common European Framework of

Reference, which is a typical example of backward design of curriculum.

Table 8. Indicators of Conversation in the Common European Framework of Reference

Level Descriptors of different level of CEFR

C2  Can converse comfortably and appropriately, unhampered by any linguistic

limitations in conducting a full social and personal life.

C1  Can use language flexibly and effectively for social purposes, including
emotional, allusive and joking usage.
B2  Can engage in extended conversation on most general topics in a clearly
participatory fashion, even in a noisy environment.
 Can sustain relationships with native speakers without unintentionally
amusing or irritating them or requiring them to behave other than they
would with a native speaker.
 Can convey degrees of emotion and highlight the personal significance of
events and experiences.
B1  Can enter unprepared into conversations on familiar topics.
 Can follow clearly articulated speech directed at him/her in everyday
conversations, though will sometimes have to ask for repetition of particular
words and phrases.
 Can maintain a conversation or discussion but may sometimes be difficult
to follow when trying to say exactly what he/she would like to.
 Can express and respond to feelings such as surprise, happiness, sadness,
interest and indifference.

(3) Circular Language Curriculum Design Theory

1) Definition

Circular Language Curriculum Design Dynamic Model by Nation & Macalister (2010) is the

latest achievement in current research on language curriculum design. It offers a flexible and

dynamic approach to curriculum design in language education. This model is particularly focused

on language teaching and learning contexts and emphasizes the cyclical nature of curriculum

development. According to Circular Language Curriculum Design Dynamic Model, the process of

curriculum design involves need analysis, environment analysis, principles which is

metaphorically categorized into the outside cycle (see Figure 5) and content and sequencing,

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format and presentation, and monitoring and assessment, which are group into the inner cycle.

The main part of Circular Language Curriculum Design Theory was metaphorically indicated

in the Figure 5 The outer circles (principles, environment, needs) involve practical and theoretical

considerations that will have a major effect in guiding the actual process of course production. The

inner circle has goals as its center, focusing on content and sequencing, format and presentation

and monitoring and assessing(郝春雷, 王鹏, 2020)1

Figure 5. Nation & Macalister’s model of language curriculum design process

2) Main parts of Circular Language Curriculum Design Theory

In this part, we will further interpret the parts of Circular Language Curriculum Design

Theory, namely, need analysis, environment analysis, principles, content and sequencing, format

and presentation, monitoring and assessment, and evaluation.

① Need Analysis

Needs analysis examines what the learners know already and what they need to know. Needs

analysis makes sure that the course will contain relevant and useful things to learn. Good needs

analysis involves asking the right questions and finding the answers in the most effective way.

Need analysis includes:

i) Wants: What do the learners wish to learn?

ii) Lacks: What do the learners lack? For example, are there aspects of writing that were not

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郝春雷, 王鹏.依托项目的大学英语课程设计研究——应用型本科院校视角[J]. 外语电化教学, 2020,(06):99-104+9.

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practiced in their previous learning (L1, L2)?

iii) Necessities: What is necessary in the learners’ use of language? For example, do the learners

have to write answers to exam questions?

② Environment Analysis

Environment analysis involves looking at the factors that will have a strong effect on

decisions about the goals of the course, what to include in the course, and how to teach and assess

it. These factors can arise from the learners, the teachers, and the teaching and learning

situation（e.g., differences in student proficiency, motivation to learn, teacher qualifications, class

schedule, class size, availability of teaching equipment, and adequacy of teaching resources).

③ Principles

Each step in curriculum construction must follow the principles of language and the laws of

teaching and learning. Nation & Macalister have proposed 20 fundamental principles related to

teaching methods, teaching materials, and testing based on second or foreign language learning,

first language learning, and general educational research and theory. The principles have been

divided into three groups. These three groups represent the three major divisions of the central

circle in the curriculum design diagram. They are content and sequencing, format and

presentation, and monitoring and assessment.

i) Principles of content and sequencing

First, a language course should provide the best possible coverage of language in use through

the inclusion of items that occur frequently in the language, so that learners get the best return for

their learning effort. Second, a language course should train learners in how to learn a language, so

that they can become effective and independent language learners. Third, learners should have

increasingly spaced, repeated opportunity to give attention to wanted items in a variety of

contexts. Fourth, the language focus of a course needs to be on generalizable features of the

language system. Fifth, a language course should progressively cover useful language items,

skills, and strategies. Sixth, the teaching of language items should take account of the most

favorable sequencing of these items and should take account of when the learners are most ready

to learn them. Seventh, the course should help the learners to make the most effective use of

previous knowledge. Eighth, the items in a language course should be sequenced so that items

which are learned together have a positive effect on each other for learning, and so that

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interference effects are avoided.

ii) Principles of format and presentation

First, as much as possible, the learners should be interested and excited about learning the

language and they should come to value this learning. Second, a course should include a roughly

even balance of the four strands of meaning-focused input, language-focused learning, meaning-

focused output and fluency activities. Third, there should be substantial quantities of interesting

comprehensible receptive activity in both listening and reading. Fourth, a language course should

provide activities aimed at increasing the fluency with which the learners can use the language

they already know, both receptively and productively. Fifth, the learners should be pushed to

produce the language in both speaking and writing over a range of discourse types. Sixth, the

course should include language-focused learning in the sound system, vocabulary, grammar and

discourse areas. Seventh, as much time as possible should be spent using and focusing on the

second language. Eighth, Learners should process the items to be learned as deeply and as

thoughtfully as possible. Ninth, the course should be presented so that the learners have the most

favorable attitudes to the language, users of the language, use of the language, the teacher’s skill in

teaching the language and their chances of success in learning the language. Tenth, there should be

opportunity for learners to work with the learning material in ways that most suit their individual

learning style.

iii) Principles of monitoring and assessment

First, the selection, gradation, presentation and assessment of the material in a language

course should be based on a careful consideration of the learners and their needs, the teaching

conditions, and the time and resources available. Second, learners should receive helpful feedback

which will allow them to improve the quality of their language use.

④ Evaluation

The broadest kind of evaluation looks at all aspects of curriculum design to see if the course

is the best possible. Evaluation requires looking both at the results of the course, and the planning

and running of the course. In reality, most evaluations are more narrowly focused and may be

answering questions like the following:

i) Is the teaching on the course of a suitably high standard?

ii) Is the course preparing the learners properly for their use of English at the end of the course

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(e.g. to pass the TOEFL test, to study in an English-medium university, to work as a tour guide)?

iii) Are the learners satisfied with the course?

iv) Is the course cost effective?

⑤ Goals

The curriculum design model has goals as its center. This is because it is essential to decide

why a course is being taught and what the learners need to get from it. Goals can be expressed in

general terms and be given more details when considering the content of the course.

For example, the aim of communicative teaching is to encourage students to exploit all the

elements of the language that they know in order to make their meanings clear. Students cannot

be expected to master every aspect of the language before they are allowed to use it for

communicative purposes. The detailed goals of communicative competence may be: i) expand

the range of topics they can discuss and comprehend in English; ii) speaking English fluently

(express a wide range of ideas without unnecessary pauses or breakdowns in communication); iii)

speak English accurately (use an acceptable standard of pronunciation and grammar when

communicating).

⑥ Content and Sequencing

The goals of a language lesson can focus on one or more of the following: Language, Ideas,

Skills, or Text (Discourse). The content of language courses consists of the language items, ideas,

skills and strategies that meet the goals of the course. It is possible to plan or evaluate the content

of courses by looking at each of these four areas. Within each of these four areas, choices must be

made regarding the units for planning and checking the course. The lessons or units of a course

can fit together in a variety of ways. There are two approaches to sequence the units of a course: a

linear approach to sequencing and a modular arrangement.

A linear development means that the material in one lesson depends on the learning

that has occurred in previous lessons. Most language courses involve linear development,

beginning with simple frequent items that prepare for later more complex items. A modular

arrangement means that each lesson is separate from the others so that the lessons can be

done in any order and need not all be done. A modular approach breaks a course into independent

non-linear units. These units may be parts of lessons, or groups of lessons. Each unit or module is

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complete in itself and does not usually assume knowledge of previous modules.

⑦ Format and Presentation

The material in a course needs to be presented to learners in a form that will help learning.

This presentation will involve the use of suitable teaching techniques and procedures, and these

need to be put together in lessons. Some lessons might consist of an unpredictable series of

activities, while others might be based on a set format, where the same sequence of activities

occurs in all or most of the lessons.

⑧ Monitoring and Assessment

Monitoring and assessment can provide a teacher and learners with information about the

learners’ present knowledge and progress, and it can also be a means of encouraging involvement

and participation. There are in general six types of assessment, namely, placement assessment,

observation of learning, short-term achievement assessment, diagnostic assessment, achievement

assessment, and proficiency assessment, which are elaborated in the following part.

Placement assessment means that the learners are assessed at the beginning of a course to

see what level of the course they should be in. The aim of this testing is to ensure that the course

is not going to be too easy or too difficult for the learner.

Observation of learning, another type of assessment, means that while the course is running,

the activities that the learners do are carefully monitored to see if each particular activity is likely

to achieve its learning goal. This involves technique analysis and classroom observation.

The third category is short-term achievement assessment. At regular intervals during the

course, the learners may be monitored to see what they are learning from the course. These pieces

of monitoring may take the form of weekly tests, the keeping of achievement records such as

graphs of reading speed, charts of writing improvement and self-assessment records. This short-

term assessment can occur on a daily or weekly basis.

Another typical assessment is diagnostic assessment which tries to diagnose or locate areas

of need. The vocabulary levels test is an example of a diagnostic test. This test helps a teacher

decide whether learners should be focusing on high-frequency vocabulary, academic vocabulary

or low-frequency vocabulary. The aim of diagnostic assessment is to find the gaps and

weaknesses and provide a remedy for them.

Achievement assessment usually used at the end of a course, and perhaps at one or two other

18
points during the course. The learners are assessed on what they have learned from the course.

This may have the purpose of examining the effectiveness of the course as much as testing the

learners.

Proficiency assessment is a test of language proficiency which draws items for the test not

from the course the learners are studying, but from the language itself, independent of any course.

The reason for this is that the purpose of a proficiency test is to show how much the learners

know of the language or a particular part of the language. Proficiency assessment has the goal of

seeing where learners have reached in their knowledge of the language. Sometimes, a proficiency

test, such as the TOEFL or IELTS test, awaits a learner at the end of a course.

The three theories of curriculum design have something in common. For example, they both

pay attention to the content and sequencing and goal setting. But they have own focuses: Nunan

focus on the activities; Richards pay an emphasis on the process, content, and outcome and how

to arrange them based on different goals and context, Nation and Macalister’s theory is more

comprehensive and dynamic. These theories provide implications for language teachers and

curriculum designers in designing a curriculum or a course. The next part, we will introduce the

process of course design, that is, how to apply the theory into practice.

3. The Process of Course Design

In the part, we will introduce the process of course design, which involves the steps and

approach to the course design. Typically, three steps are involved, that is, first, starting points of

course design, second, the process(steps) of course design, and finally, deciding on an approach.

(1) Starting Point of Course Design

Curriculum design begins either with no existing resources or some existing resources. The

design of a completely new course may start from nothing except the knowledge of the

curriculum designer. Most courses however have something more concrete to start from.

First, curriculum designers and teachers can start from nothing and gather and write the

material. This most often happens because of copyright issues with courses that are likely to be

published, or where there is no existing course. The curriculum designer or teacher is thus

responsible for all parts of the curriculum design process. Second, curriculum designers and

teachers can draw on a bank of existing materials from which they select the most appropriate

19
 material for the course. Such a bank could include (i) copies of activities prepared by themselves

or other teachers for other courses or for previous deliveries of the course, (ii) published

supplementary materials such as graded readers, grammar activity books, and conversation texts,

speed reading courses and so on, (iii) clippings from newspapers or magazines, recordings from

the radio or TV, or photocopied material from texts or course books. The curriculum designer or

teacher chooses the bits and puts them together to make a course. The curriculum designer or

teacher thus takes most responsibility for content and sequencing, and goals. Third, Some

curriculum statements and some course books deliberately provide only some of the material

needed for a complete course. Curriculum statements usually provide the content and sequencing,

goals, and assessment parts of the course, and leave it to the teacher to decide on the materials to

use to deal with format and presentation. Fourth, the teacher chooses a published course book and

uses that as the only material or the main material for the course. This starting point is the easiest

if a usable course book is available. A usable book is one where at least half of the material in the

book can be used in the course. This makes it worth buying the book and gives the curriculum

designer time to work on extra material.

(2) The Process of course design-----a Waterfall Model

In most approaches, the main parts of the course design process described in the curriculum

design model will be covered, but they may be covered at various times, at various degrees of

thoroughness, in various orders, and by various people. One way of going through the process of

curriculum design are discussed here, namely, the waterfall model.

1) Definition of Waterfall Model

Macalister and Sou draw on a “waterfall" model in their description of a course's design. The

waterfall model is most likely to be applied in the design of the commercial course book, or in a

well-funded curriculum design project. Both situations provide time and resources for systematic

curriculum design, so that designers can do needs analysis, consider the environment and

principles, and prepare a syllabus and lessons in advance of the actual teaching (Macalister and

Sou,2006)1

2) Steps in waterfall model

1
Macalister, J. and Sou, B. 2006. English for science and technology in Cambodia: An exercise in curriculum
design. Guidelines 28, 2: 9–12. [9]

20
 Steps in the waterfall model of curriculum design include goals, content and sequencing,

format and presentation, and monitoring, assessing and evaluating. Table 9 lists a sequence of

steps that could be followed in this way in a variety of orders.

Table 9. Steps in curriculum design

Goals
List the goals and objectives for each lesson and the course
Content and sequencing
 Decide on the number and size of lessons or units.
 Choose the ideas content.
 Choose the language content.
 Start from the learners’ present proficiency and wants.
 Choose regular, frequent language items where possible.
 Check on the proportion of the four strands.
 Check that there is the best coverage of the needed language.
 Sequence the language items.
 Start with the items learners will find most useful and learners will be the most
successful with.
 Separate opposites and other closely related items.
 Space and vary the repetitions.
 Divide the language and ideas content into lesson units.
 Allow for the same items to occur in different units to get repetition
Format and presentation
 Decide on the form in which the material will appear.
 Consider the size and cost.
 Consider how much detail must be provided for the teacher.
 Choose suitable activities.
 Consider the proportions of the four strands.
 Consider adaptability to class size and levels of proficiency.
 Consider learner and teacher training needs.
 Decide on the lesson format.
 Fit the activities to the lesson length.
 Sequence the activities.
 Produce the material.
 Prepare a teachers’ and learners’ guide.
Monitoring, assessing, and evaluating
 Decide how each objective will be observed and/or measured.
 Decide how the goals for the course will be monitored.
 Decide how to evaluate the course and revise it on the basis of the evaluation

3）Deciding on an approach

Deciding on an approach involves two steps, namely, deciding on your starting point, and

21
deciding to what extent the parts are followed through the process of curriculum design. After

looking at a range of starting points and steps through the curriculum design process, the next step

is to decide on to what extend the steps in the curriculum design model (e.g., goals, content and

sequencing, format and presentation, monitoring, assessing and evaluation) are followed

depending on the starting point, the time available for course preparation, the availability of needs

analysis information, the availability of a usable course book. Nevertheless, following a

systematic approach to curriculum design involving all the parts of a model ensures all parts of the

process are not missed out. Poor curriculum design misses important parts and does not deal with

parts in a principled way.

4. Case study of course design

In this part, a case of language course design will be analyzed under the framework of Nation

and Macalister’s Circular Language Curriculum Design Theory and The Waterfall Model. The

case selected will be analyzed from the perspective of need analysis, environmental analysis,

principles, goals, content and sequencing, format and presentation, monitoring and assessment,

and evaluation.

(1) Brief introduction of the course

The course was named as A Survival Language Course For Foreign Travel, which was

designed by Nation and David Crabbe. The course was designed for those who intend to go to

foreign countries for three or so month and those whose English proficiency was poor. Interviews

had been carried out before the course was established. The course was divided into eight sections

on the basis of information revealed during the interviews. The sections had been ranked and

numbered according to the number of interviewees indicating that they used items in the sections

(Macalister and John, 2013)1.

(2) Content of the course

The content of the course A Survival Language Course for Foreign Travel had been selected

considering the situation of someone who is going to stay in another country for somewhere

between one and three months. This is long enough to make it worthwhile learning something of

1
Macalister, John. Case studies in language curriculum design: Concepts and approaches in action around the
world. Taylor & Francis, 2013.

22
the local language and yet not long enough to justify a sustained intensive course. No

consideration has been given to special needs that the visitor may have as a result of the particular

reason for visiting that country, such as to do academic research, to arrange a trade deal, or to get

married. Rather, attention has been focused on survival, travel, and social needs which would be

common to any visitor to another country. This included getting the necessities at a good price and

basic social courtesy. The syllabus thus had two focuses (a) a focus on spoken language on the

assumption that in the mainstream tourist areas of a country communication will be in a spoken

form, and (b) a focus on vocabulary. The content of the language survival course was presented in

the Table 10.

Table 10. Content of A Survival Language Course for Foreign Travel

1. Greetings and Being Polite 2. Buying and Bargaining

Hello/Good morning etc. + reply [there are many I want . . . (4, 6)
cultural variants of these, Do you have . . .? / Is there . . .?
including Where are you going? Have you eaten?] Yes (8)/No (8)
How are you? + reply e.g. Fine, thank you. This (one), That (one) [to use when pointing at goods]
Goodbye There isn’t any...
Thank you + reply e.g. It’s nothing, You’re welcome. How much (cost)? (5, 6)
Please A cheaper one (5)
Excuse me [sorry] NUMBERS (5, 7) (These need to be learned to a high
It doesn’t matter degree of fluency)
Delicious (6) UNITS OF MONEY (5, 6)
Can I take your photo? UNITS OF WEIGHT AND SIZE
How much (quantity)?
Half/All of it/(One) more/(One) less
Excuse me [to get attention] (4)
Too expensive
Can you lower the price? + reply (Some countries do not
use bargaining. In others it is essential.)
NAMES OF IMPORTANT THINGS TO BUY
3. Reading Signs 4. Getting to Places
Gents Excuse me (to get attention) (2)
Ladies Can you help me?
Entrance/In Where is . . .? (5)
Exit/Out Where is . . . street?
Closed What is the name of this place/street/station/town?
Toilet/Bank/Department store/Restaurant/Airport/Train

23
 station/Underground/Bus station/Hospital/Doctor
Police/Post office/Telephone/Market/
I want . . . (2, 5, 6)
How far? /Is it near?
How long (to get to . . .)?
Left/Right
Straight ahead
Slow down (directions for a taxi)
Stop here
Wait/Ticket/When
5. Finding Accommodation 6. Ordering Food
Where is . . .? (4) How much (cost)? (2, 5)
Hotel The bill, please
How much (cost)? (2, 6) I want . . . (2, 5, 9)
A cheaper one (2) NAMES OF A FEW DISHES AND DRINKS
I want . . . (2,4,6) A FEW COOKING TERMS
Leave at what time? Delicious (1)
NUMBERS (2, 7)
Today
Tomorrow
7. Talking About Yourself and Talking to Children 8. Controlling and Learning Language
I am (name) Do you understand?
Where do you come from? I (don’t) understand
I am (a New Zealander)/I come from (New Zealand) Do you speak English? (7)
What do you do? Yes (2)
I am a (teacher)/tourist No (2)
You speak (Chinese)! Repeat
A little/very little Please speak slowly
What is your name? (Especially for talking to children) I speak only a little (Thai)
How old are you? + reply What do you call this in (Japanese)?
NUMBERS (2, 5)
I have been here . . . days/weeks/months
I am sick

(3) Analysis of the course

In this part, we will analyze the case of language survival course based upon Nation and

Macalister’s Circular Language Curriculum Design Dynamic Theories. The case will be analyzed

in terms of environment analysis, need analysis, principles, goals, monitoring and assessment,

content and sequencing, format and presentation, and evaluation.

24
1) Environment analysis

Course learners have limited time to invest in learning. Therefore, the course should focus on

immediate needs and have very limited goals, namely, vocabulary and only spoken use. Besides,

the course should be useful for a wide range of people and countries, so the course must include

only generally useful items.

2) Need analysis

The first needs analysis the course conducted was interviewing ten people who had recently

returned from a visit to another country. Each interview took approximately three-quarters of an

hour and required the interviewees to recall who they used the language with, in what situations,

and what was said. After this open-ended interview each interviewee was asked to look through a

list of words and phrases and to indicate whether they used any of the items in the list. This list

was made by one of the researchers and was added to after each interview. This provided a good

check on the information gained from the interview. All the people interviewed were at a low level

of proficiency in the language. Some had done a course before going to the foreign country; others

had picked up what they could from phrasebooks and dictionaries. The countries visited included

China, Italy, Japan, and Turkey.

The second needs analysis was done by surveying ten guidebooks which included lists of

useful words and phrases. The guidebooks included some from the Lonely Planet series, and a

range of other guides. Several guidebooks in the same series used the same list. In such cases the

list was surveyed only once. Guidebooks were used because it was assumed that each one

represented the experience of at least one well-traveled person. The information from the

guidebooks was tabulated separately from the interview material, because guidebook lists can also

contain items to consult in an emergency rather than to learn for everyday use.

The third needs analysis involved one of the designer’s using syllabus of the course on

extended visits to three different countries – Finland, Greece, and Thailand. During the visits (each

longer than a month), a careful record was kept of what was used from the syllabus of the course

and what needed to be added.

3) Principles

The suggestions that were given by the course were based in part on studies of the good

25
language learner and research on vocabulary learning. First, one effective suggestion to learn the

words and phrases in the list is to write them on small cards with a first-language translation on

the other side. These are then carried in bundles of fifty or so and are looked through whenever

there is a spare moment. The learner looks at each foreign word and phrase and tries to recall the

translation, looking on the back of the card to see if the recall is correct. When this is easily done

for a bundle, then the first-language items are looked at while trying to recall the foreign word or

phrase. Some care needs to be taken in grouping the items to be learned. Opposites like

exit/entrance, men/women, far/near, left/right should not be learned together. This means that one

of the items, say exit, should be learned first. When this has been learned satisfactorily the other

item in the pair, entrance, can be studied. Similarly, words that are free associates or synonyms

should not be learned together. Possible free associates in the Survival Syllabus include

bus/train, names of foods, numbers, today/tomorrow, and street/town. This means it is

more efficient to learn the numbers, for example, one by one and to group them in a series after

they have been learned. This design of the course in this respect applied principle of vocabulary

learning. Research has shown that items which have loose indirect connections with each other

(indirect free associates) are learned more effectively if they are learned at the same time. Items

which have strong meaning relationships (opposites, near synonyms, free associates) interfere

with each other and thus make learning more difficult (Nation, 2000).

Second, the second principle the course applied was learning forms for meanings rather than

meanings for forms. A basic principle behind all learning is that the quantity of learning depends

on the quality of mental activity in the brain at the moment that learning occurs. This means that

the more thoughtful and deep the learning activity, the faster and more secure the learning will be.

The technique of using cards is one way of making learning deep because it encourages the learner

to make an effort to recall the translation equivalent of each item. Another way to do this is to use

the keyword technique or some variation of it. The research supporting these suggestions is

reviewed in Nation (1982, 1990). In learning words and phrases, it is particularly important to

focus on meaning and visualize it in some way. Say the form as you do this. For example you may

be learning how to say “too expensive.”Imagine yourself in a market holding a piece of local

cloth, looking at the trader and wanting to pay less than the price suggested. With that image in

26
your mind, say the words “too expensive.”

Third, the course attached importance to the practice and fluency. To develop fluency,

practice is needed. The essential element of fluency practice is that the learner should focus on the

meaning of the message and that there should be several repetitions of the activity. This principle

actually reflected one of Nation and Macalister’s 20 principles of language curriculum design, that

is, activities designed in the curriculum should aim at increasing the fluency, both receptively and

productively.

4) Goals

The goal of the course of language survival for foreign travel was to quickly learn a survival

vocabulary.

5) Content and sequencing

The content included approximately 120 words and phrases classified according to topic,

which were clarified in the Table 10. With regards to the sequencing of content, the learner can

decide on the sequence of learning. The sections of the list are in order of usefulness.

6) Format and presentation

In terms of the format and presentation of the course, suggestions are provided for self-study,

such as using vocabulary cards, using deep processing and practice.

7) Monitoring and assessment

Monitoring and assessment were not dealt with in the course.

8) Evaluation

The checking list against personal experience is one kind of evaluation.

In a word, the survival language course for foreign travelers met almost all the steps

mentioned in the “waterfall” model, including clear goals, content and sequencing, format and

presentation. Monitoring and assessment were not dealt with which is in part attributed to the

immediate and short duration of the course. Besides, the course carried out thorough need analysis

and environment analysis and apply principles in applied linguistics and language education into

the practice of course design.

5．Cases study of syllabus design

Two cases of syllabus design which is concerned with the academic writing are introduced in

27
this part. The basic introduction including title, sources, and course description are presented.

More importantly, the main parts in the syllabus design are outlined in this part, ranging from,

course materials, assessment, content and sequencing, to course schedules/calendar. The

description and analysis of the two cases of syllabus of academic writing provided implication for

language teachers to design a syllabus of a course.

(1) The introduction of case 1

The first syllabus is titled as Academic Reading/Writing Course Syllabus, published by English

Language Institute, Texas A&M University–Commerce. The course is for intermediate ESL

students. It is designed to build writing skills through authentic readings and a multi-drafting

process approach to writing, in order to prepare for academic work in English. Reading exercises

in this course focus on comprehension, vocabulary development, and study skills. Writing

exercises review paragraph organization and focus on essay construction as well as the use of

formal English grammar. The outline of the syllabus are indicated in the Table 11.

Table 11. Outline of Academic Reading/Writing Course Syllabus

Academic Reading/Writing Course Syllabus

Course Objectives
 Analyze an author’s point of view by  Write compositions with a clear
making inferences. introduction, supporting details, and
 Determine meaning of increasingly conclusion.
complex passages by using contextual  Edit own and peers’ writing for grammatical
clues. form, word choice, spelling, mechanics,
 Use background knowledge and sentence variety and organization.
linguistic and contextual clues to infer  Write summaries and paraphrases of
the meaning of unknown words. reading passages.
 Draw general conclusions from specific  Take notes from full-length formal
details in a passage. presentations using graphic organizers.
Recommended Course materials
 Cohen, R. F., & Miller, J. L. (2014). Longman Academic Reading Series 4. White Plains, NY:
Pearson Education.
 Swales, J. M., & Feak, C. B. (2012). Academic Writing for Grad Tasks Students: Essential and
Skills (3rd ed.). Ann Arbor, MI: University of Michigan.
Assessment
 Quizzes, daily assignments, and  Participation
homework  Final Exam and Final Paper
 Mid-term exam

28
 Content and sequencing
 Introduction to classmates, icebreaker, e. Qualification and Strength of Claim
syllabus, Plagiarism, Research paper & f. Organization
essay writing, textbooks. g. Concluding a Commentary
 An Approach to Academic Writing h. Dealing with Graphs
a. Audience, Purpose and Strategy, Dealing with Chronological Data
Organization, Style, Flow, Presentation,  Case study: Writing a cause and effect essay
Positioning  Writing Summaries
 Writing General Specific Texts a. Paraphrasing
a. Sentence definitions b. Synonyms
b. Extended definitions c. Identify the source
c. Generalization d. Summary reminder phrases
d. Contrastive Definitions e. Comparative Summaries
e. Comparative Definitions  Writing Critique
 Problem, Process, and Solution  Academic Ethics
 Data Commentary  Constructing a Research paper
a. Strength of Claim
b. Structure of Data Commentary
c. Location Element Summaries
d. Highlighting Statements

Syllabus calendar is also an important part in the syllabus design. A syllabus calendar is a

schedule or timeline that outlines the key dates, topics, assignments, assessments, and other

important events throughout a course or academic term. It serves as a road map for both

instructors and students, providing a clear overview of what will be covered and when it will be

covered during the course. Typically, a syllabus calendar includes the content and sequencing of

material, events or activities. The following Table 12 is a syllabus calendar of the first case of

academic writing.

Table 12. Course Calendar

Week Topic Class Assignment/tests

Week 2 Week 1: August Introduction to:
September 5-8 31-September 2 classmates, ice breaker,
Intro &Unit 1 syllabus, Plagiarism,
Research paper & essay
writing, textbooks.

Final project topic:

overview of writing a
research paper,

29
 brainstorming research
ideas and narrowing down
a topic.

(September 5th Labor Unit 1: Unit 1 Due September 6th:

Day UNIVERSITY COSED) W: An Approach to Audience, Purpose, and Submit 3 ideas for your
Academic Writing Strategy, Organization, research paper.
R: Unit 1: Style, Flow, Presentation,
Sociology Positioning
1: Home and Travel
2: Homeless
3: Helping and hating the
Homeless

Final project topic: Learn

how to make an outline.
What is a thesis
statement?
Paragraphs, main ideas,
topic sentences,
conclusions and concluding
statements

Week 3 W: Unit 2: Unit 2: Due September 12 –

September 12-15 Writing General- - Sentence definitions Longman Writing
Specific Texts - Extended definitions activity page 23.
- Generalization Pick a topic for your
R: Unit 2: - Contrastive Definitions research paper.
History - Comparative Definitions
1．The Robber Barons
2. The Politics of
Progressivism
3. Message to Wall Street
Writing descriptive essays
Final project topic: How to
Write a Research Proposal

Week 4 W: Finish Units 1: One Hundred Years if Due September 19 –

September 19-22 1 and 2 Cinema Descriptive essay
Unit 3 R: Unit 3: Film studies 2: A Conversation with Leo
Tolstoy on Film Final project proposal
3；An interview with James due September 20th.
Cameron

30
 Writing a narrative essay

Final project topic: How do

make an annotated
bibliography, and what
valid sources are.

Week 5 W: Unit 3: Unit 3: Due September 26:

September 26-29 Problem, Process, and - The structure of Problem Narrative essay
Unit 4 Solution Solution Texts September 29th:
- Problem Statements Library day. We will not
R: Unit 4: - Introducing Solutions meet in the classroom.
Media Studies 1．Mind Control and the You will use your class
Internet time to find three to five
2．The Positive Effects of sources for your
Social Networking Sites research paper. You
3．The Use of social media must sign in and sign out
in the Arab Spring with the library desk for
class participation
Final project topic: Expand credit.
your outline and taking
notes. Writing an
introductory paragraph
and thesis statement.

Week 6 W: Unit 4: Data -Strength of Claim Due October 3 Longman

October 3- 6 Commentary -Structure of Data writing assignment page
Commentary 108.
R: Unit 5: Neuroscience -Location Element
Summaries Due October 4:
- Language focus Annotated bibliography
-Highlighting Statements
- Qualification and
Strength of Claim
- Organization
- Concluding a
Commentary
- Dealing with Graphs
-Dealing with
Chronological Data

Writing a compare

31
 essay
1: In Search of Memory
2: The Brain and human
Memory
3: Music and the Brain

Week 7 W: Finish units 3 and 4 Writing a cause-and-effect Due October 10:

October 10-13 essay Compare and contrast
R: Unit 6 1. Bridges to Human essay due for peer
Zoology Language review
2. Speaking to the
Relatives Due October 11:
3. Language and Morality introductory paragraph
due for peer review

Homework assignment
for next week:
go through the first six
chapters and make note
of any topics that are
confusing for you or that
you don’t understand.
Be ready to ask these
questions in class next
week.

Week 8 Review W Units Review Units: What to October 19:

October 17-20 1-4 expect on your exam. Cause and effect essay
Review R: Units Midterm October 18th due.
1-6 Final project topic: APA
formatting your paper

Week 9 Resumes and Writing resumes and cover October 24th

October 24-27 cover letters letters Body paragraph 1 due
Review & Mid-term Final project topic: Peer for peer review
review body paragraph 1. October 27th Resumes
Check for APA format. and cover letters due

Week 10 W: Unit 5: Some Notes on plagiarism October 31st

October 31- Writing Paraphrasing body paragraph 2 due

32
November 3 Summaries Synonyms for peer review
R: Unit 7: Identify the source
Political Science Summary reminder
phrases
- Comparative Summaries

1: The Morals of the Prince

2: The Declaration of
Independence
3: Two Cheers for
Democracy

Final project topic:

Developing the next main
body paragraphs

Week 11 W: Unit 6: - Requirement for Writing Due November 7 – Unit

November 7-10 Writing Critiques 7 Writing Assignment
Critique - Critical Reading page 193
-Writing Critiques
R: Unit 8: -Reaction papers Due November 10:
Psychology - Reviews Body Paragraph 3 for
peer review
1: Civilization and Its
Discontents
2: Reflections on Natural
History
3: Neuroscientist Uncovers
a Dark

Writing an opinion essay

Final project topic:
Developing the conclusion
Week 12 W: Finish Units 5 and 6 1: The Ghosts of Mrs. Due November14:
November 14-17 Gandhi Opinion essay
R: Unit 9: 2: Denmark in World War II
Ethics 3: Three Ways to Meet Due November15:
Oppression Conclusion for peer
Final project topic: review
Transitions, connecting
ideas, and the flow of the
essay.

33
 Week 13 R: Unit 10: 1: The Declaration of Due November 21 –
November 21-22 Women’s Sentiments Longman Unit 9
(November 23-24 NO Studies (1848) Writing activity page
CLASS Happy 2: Speech on Women’s 250
Thanksgiving) Rights
(1888) Due November 22 –
3: The Day the Women Got First draft of paper for
the Vote peer review

Week 14 Unit 7: -- Overview of the Due November 30th

November 28- December Constructing a Research Paper -Longman Unit 10
1 Research paper I -Methods -Writing Activity page
-Writing Up a Methods 280
Section
- Methods Sections across December 1st – Final
Disciplines paper due to instructor
- Results
- Commentary in Results
Sections
Final project topic:
Finish writing paper, ask
any questions

Week 15 Unit 8: - Introductions Persuasive essay due

December 5-8 Constructing a - Titles AND
Research paper II - Abstracts December 8th:
-Acknowledgement Optional revised paper

Week 16 Class presentations and December 12th and 13th, Final Exam
December 12-15 final exam all class presentations
Review& Finals Final exam: December 14th

(2) The introduction of case 2

The second case is titled as Academic & Professional Writing Skills, which come from the

website of University of Southern California (USC). This course has been designed to give you

the academic writing skills needed to succeed in an American university and be prepared for an

academic or professional world. Readings and assignments cover major components of academic

writing, including genre-specific rhetorical organization and styles, data commentaries,

paraphrasing, summarization, and citation. These units also cover specific language issues

34
(grammar, vocabulary, academic and professional register) that can be difficult for non-native

speakers of English. The main parts of the syllabus are shown in the Table 13.

Table 13. Outline of Academic & Professional Writing Skills

Academic & Professional Writing Skills

Course objectives
 Craft texts in different genres (e.g.,  Provide constructive feedback to peers on
summary, problem statement, their written work, and address issues
annotations, etc.). identified by the instructor and peers
 Produce an original academic research when revising one’s own written work.
paper in your field of studies.  Correctly use the preferred citation style
 Practice analysis in written form through (e.g., IEEE, MLA) in your field of studies.
synthesis of academic papers.  Use standard written English’s conventions
or grammar, spelling, and punctuation.
Recommended course materials
 Frodesen, Jan & Wald, Margi. (2016). Exploring options in academic writing: Effective
vocabulary and grammar use. Ann Arbor: The University of Michigan Press.
(ISBN: 978-0-472-03426-0)
 Swales, John M., & Feak, Christine B. (2012) Academic writing for graduate students:
Essential tasks and skills (3rd ed.). Ann Arbor: The University of Michigan Press.
(ISBN: 978-0-472-03475-8)
Course assignment and exams
 Selected writing assignments  Writing Assessment
 Midterm Exam  Final Research paper
 Content and sequencing
 Diagnostic Course Introduction
 Professional Writing (Bio Statements, Resume, Cover Letter, Email)
 Cont. Professional Writing (vocab development)
 Summary/Paraphrasing Skills
 Approach to Academic Writing
 Database Research
 Problem-Solution Text
 Problem Statement/Outlining
 Data Commentary
 Grammar & Writing Workshop

Table 14. is the schedule or calendar of the course of Academic & Professional Writing

Skills, which involves times of each lesson, the content and sequencing of the material, and

assignments and tests.

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Table 14. Course Calendar of Academic & Professional Writing Skills

WEEK TASK HOMEWORK

1 Diagnostic Course Introduction Response Writing to
selected article
2 Professional Writing Bio Statement, Email
(Bio Statements, Resume, Cover Letter, Email)
3 Cont. Professional Writing Resume/CV, cover
EOAW, ch. 1 (vocab development) letter Ch. 10, TBD

4 Summary/Paraphrasing Skills, EOAW, ch. 10 Summary Writing

Academic Integrity & Citation Cont. revising prof writings

5 Approach to Academic Writing Unit 1, TBD

Unit 1, pp. 4-49 (available via ARES)

6 EOAW, ch. 2 (verbs) Term Definitions

General-Specific Text Ch 2-3, TBD

7 EOAW, ch. 3 (verbs, cont.) Take-home Practice
Midterm
Midterm Exam Review
8 Summary Writing
MIDTERM EXAM

Library Orientation
9 Database Research Topic Proposal
Final Research Paper Outline & References

10 Problem-Solution Text Chs 4-5, TBD

EOAW, chs. 4-5 (causal relationships)

11 Problem Statement/Outlining Chs. 7-8, TBD

EOAW, chs. 7-8 (cohesion)

12 Ch. 9, TBD
Data Commentary, EOAW, ch. 9
Writing Final Paper
Hedging/Qualification
13 Grammar & Writing Workshop Writing Final Paper

Consultations
14 Writing Day / Consultations Writing Final Paper
15 Writing Assessment
*Subject to change at instructor’s discretion

(3) Analysis of the two cases

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 The two cases of syllabus (i.e., Academic & Professional Writing Skills and

Academic Reading/Writing course syllabus) are concerned with academic writing. The two

syllabi share something in common. They both specify learning objectives, assessment,

recommend course materials, content and sequence. For example, in the first case, the syllabus

makes a list of what should be learned, including approach to academic writing, writing general

specific texts, structure of text（problem-process-solution），data commentary, writing summaries,

writing critique, constructing a research paper. The content is sequenced in a linear approach,

which means that the material in one lesson depends on the learning that has occurred in previous

lessons.

Summary

In conclusion, in this chapter, we specify some basic concepts of curriculum, course, and

syllabus and introduce some key theories of curriculum design and present the process of course

design and look into the examples of course and syllabus to have a detailed understanding of how

to design a course and syllabus.

Questions:

1. How do you understand curriculum in two senses, and what is the distinction between syllabus

and curriculum?

2. What is the Richards’s three approaches to language curriculum design?

3. What is your understanding of Nation and Macalister’s theory of curriculum design and what is

the main parts of the theories?

4. Could you design a course which is concerned with vocabulary based on a waterfall model?

5. What are primary parts of a syllabus?

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