Syllabus DesignandLesson PlanningBased onSecond LanguageWritingby Ken Hyland (2003)
This chapterexaminesbasicprinciplesandtechniquesofsyllabus designand identifies thecentral componentsof anintegratedwriting course.
It is a coherent planfor a course ofstudy, providing amap for bothteachers andlearners whichspecifies the workto be accomplishedby students basedon explicit
It is acoherentplanfor a courseof study, providinga mapfor bothteachers andlearners whichspecifiesthework to beaccomplished bystudents based on
0104Which aspect of writing should be the mainorganizing principle for the course?0302How much time should be given to writing asopposed to discussion, feedback, languagework, and so on?What kinds of writing will students do?How can the development of writing skillsand target genres be integrated?
05What role should grammar play?06What will constitute progress?
INFLUENTIAL FACTORS IN DESIGNINGA SYLLABUS:LearnersTeachersCurriculum
Why arethesestudentslearning towrite?
0104What are learners’ goals, backgrounds andabilities?0302What are their language proficiencies?Why are they taking this course?What kinds of teaching do they prefer?
WHAT ARE “NEEDS”?KNOWDON’TKNOWWANTTOKNOW
NEEDSANALYSISIt is used to refer tothe techniques forcollecting andassessing students’needs: the meansof establishing thehow and what of acourse.
NEEDSANALYSISIt is used to refer tothe techniques forcollectingandassessingstudents’needs: the meansof establishing thehow and what
DIFFERENT KINDS OF NEEDSANALYSIS(cf. Dudley-Evansand St. John, 1998)01PRESENT SITUATION ANALYSIS02TARGET SITUATION ANALYSIScurrent abilities,familiarity with thewriting processfuture goals in thetarget writingcontext