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 are interventionist. Someone pre-selects and predigests the L2 to be taught, dividing it up into small pieces, and determining learning objectives in advance of any consideration of who the learners may be or of how L2s are learned. This type of syllabuses are external to the learner, other-directed, determined by authority, set the course designer or teacher as decision maker, treat the subject matter of instruction as important, and assess success and failure in terms of achievement or mastery. Type B syllabuses focus on HOW the L2 is to be learned. They are non-interventionist. 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.