Syllabus: The Teacher-Student Contract

For this module, we have been talking about infrastructure choices, course design, and the classroom syllabus. In particular, what stuck out to me was the discussion of syllabi in the online writing class. Scott Warnock, author of Teaching Writing Online: How and Why, says, “For many instructors, the syllabus has become more than simply a list of readings and due dates, and instead is a contract between teacher and student” (38).

The syllabus acts as a contract between the teacher and the students. This is a new idea to me. Before doing the readings, I had never thought about a syllabus in this way. But now that I am thinking about it, the syllabus really does acts like a contract between teacher and student. Warnock also says, “Many teachers are turning to elaborate, detailed syllabi that provide not only the readings, course contact information, and a list of class activities, but also the guidelines for expected class behaviors, department policies, and contact information for campus support services” (38). These added details to a class syllabus seem to flesh out the contract-like nature of the syllabus.

Reading about classroom contracts and syllabi got me thinking about my own online writing course and the sample writing course we will be developing for ENG 725. Eberly, Newton, and Wiggins highlight the importance of the syllabus document by stating that it is the “initial communication tool that students receive as well as being the most formal mechanism for sharing information with students” (qtd. in Warnock 38-9). With this in mind, I want to make a good first impression on my students. Warnock advises, “You’ll want to spend time thinking over what you say and how you say it in the syllabus” (39).

I don’t want my students to get the wrong impression, so I definitely want to make sure that my syllabus is well written, understandable, and free of any grammatical, spelling, or mechanical errors. I also want to get across to my students that I will be available for them. Warnock suggests, “You might want to designate times each week when you will check and quickly respond to email, and other times when students should expect a lag” (40). By letting my students know the times when I am (or expect to be) readily available, students will know when they can expect a quick response from me. I think communication is key to classroom morale, too, especially in the online writing class. It can be very frustrating for students who are unable to get a response from their instructor. I haven't really experienced this too much at MSU, but I can only imagine how frustrating it would be.

Another important aspect of the syllabus is the schedule. I would like my students to be aware of the assignments they will be completing throughout the semester. I think this allows students more time to brainstorm, process, and map out possible ideas for each major project. From a student’s perspective, I like knowing what I’m getting myself into from the get-go of any semester. Even if some students choose not to think about an assignment before the due date approaches, at least they will have the option. I also understand that due dates and schedule do, indeed, change for many different reasons. So, I will have an idea of the overall direction of my course, but I will be organizing my course on a weekly basis, similar to the Moodle used for ENG 725. Warnock says, “In both onsite and online teaching, although you certainly need a clear sense of the overall expectations and the map of the course, you shouldn’t feel that you need to frame out every moment of activity before term begins” (45).

So, what do you think? How important is the syllabus for a classroom? Does this document really function as a contract between teacher and student? What important information will you be putting in your syllabus? Anything unique or unexpected?

Work Cited
Acosta Roa, Ángel Antonito. Correo Electrónico Institucional. 24 Nov. 2012. JPEG file.

Warnock, Scott. Teaching Writing Online: How & Why. Urbana: National Council of Teachers of English, 2009. Print.