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: a designated group of faculty may be commissioned to provide this type of testing in the beginning and the end of semester. In fact, teachers don't even have to give students a classroom grade, knowing that the only goal is increased test score at the end of the semester. It stimulates teacher's creativity, PD, genuine exchange of ideas. Implementation of the conceptual syllabus allows for decisions to be made hierarchically at three levels: the highest level: what progress score we can promise students next semester; lower level: what types of classroom activities we should use to push students to higher scores on the standardized test scale; and finally the lowest level when students, teacher, and an activity interact in real time in class. Conceptual syllabus, being mostly analytic and Type B, offers clear differentiation between activities used to propel students' L2 learning (proficiency) and performance higher and ways of assessing this proficiency.