 While we plan a writing course we will have to make another important decision which is to draw up a syllabus ok and who will draw up the syllabus. If the syllabus is already there then what the teachers do they go into the classroom and teach according to the teacher's manual. Practic ideally it may be good but practically it may not be good because I would like you to come out of your comfort zone and become syllabus designers on your own. I believe that the language teacher is the syllabus designer. They make decisions on daily basis, they take into account multi-dimensional situations or context of their students because each day is a different day, each day requires different strategies, different decisions, different kind of methodology or techniques or approaches. So drawing up a syllabus is important decision and in this regard it's important to bring in the content which is aligned with the learning experiences of the students. For example it's easy to draw up syllabus for listening and speaking but making that syllabus actually adaptable to that of writing is important. So what I want to say is that while we design syllabus for listening and speaking it should help generate students interest into writing as well. So there are number of decisions which are made while drawing up a syllabus. One of their decisions is the structural syllabus. By structural I mean the grammar, I mean the sentence structures, I mean the sentence patterns, I mean the use of accuracy. So this is how teachers need to decide how many minutes they want their students practice structure in the classroom. Then we have functional syllabus which is, which refers to the rhetorical activities. For example how we can teach our students comparison and contrast, classification, exemplification, illustration, describing, narrating or defining, right, or writing an autobiography or persuading readers into believing what they have written or argumentation. So functional syllabus is the most favorite one and I am in favor of this one but let's not make decisions which compromise the structural part of the syllabus as well. Then we have topical syllabus whether we would like our students read literature and within that literature write about the themes they have explored and apart from literature we can introduce our students, expose our students to the social issues, for example housing, health care, education and other stuff. Then we have situational syllabus which is the transactional one like how to apply for a job, how to book an airplane ticket, how to order meal at McDonald's, how to make complaints, how to write memos or how to write essays to pass a course. So situation syllabus is also important but again my point of view is, my contention is that let's make decisions but our decisions have need to be made in a balanced manner which don't affect the other choice of the syllabus. Then we have got skills and processes which is about generating ideas, then putting those ideas into words, then organizing those words into sentences, then writing an introduction then a conclusion. Then we have task based syllabus which is giving problems to the students and asking them to solve those problems. So in this regard it's important as I said earlier in this module that the teacher role is pivotal, teacher is the syllabus designer although we have so many ready made textbooks or materials available in the market or available in the schools which come up with the manuals but it's the teacher who are actually the syllabus designer.