Title: Syllabus design
Headings: 
A. Synthetic vs. Analytic syllabus types
B. Conceptual syllabus vs. conventional curriculum
C. Pedagogical values
D. Competence, proficiency, and performance
Assignment 1:

Content: They involve no artificial pre-selection or arrangement of items and allow objectives to be determined by a process of negotiation between teacher and learners after they meet, as a course evolves. Those syllabuses are thus internal to the learner, negotiated between learners and teacher as joint decision makers, emphasize the process of learning rather than the subject matter, and assess accomplishment in relationship to learner's criteria of success. B. Conceptual syllabus vs. conventional curriculum
Traditionally L2 instruction has been organized in multiple threads representing different levels of L2 analysis as a system of signs and rules. If you look at the contents of a popular commercial handbook, you'll see that lessons are presented in rows and language aspects are given in columns. Thus, Lesson 3 may have a section on pronunciation, Grammar files, vocabulary, a text on some topic, and practice or production activities. This kind of table of contents is traditionally referred to as "curriculum". Novice teachers follow it as their route map, selecting certain lessons for delivery in class, and skipping certain aspects of those lessons, once found boring. There's no conceptual, hierarchical or principled way to organize such syllabus, that are mostly Synthetic or Type A. All kinds of bits and pieces of the L2 as a system of rules and signs are thrown together into one "pot", the book, so the teacher can cook something in class Monday morning and spoon-feed students in lock-step fashion. This "curriculum" is presented or operationalized in terms of goals or objectives that refer to different linguistic aspects or levels. One of the most important characteristics of such "curricula" is that they create practically no difference between teaching and assessment practices.