Re-thinking the writing syllabus: How contextual factors inform curriculum revision

Abstract

Recent studies demonstrate the effectiveness of needs analysis in relation to the language and communication goals of students. In this regard, different stakeholders contribute greatly to revision of curricula. While English language departments play an integral role in meeting the communication needs of learners, a more nuanced integration of stakeholders’ input is crucial. In this reflection, we detail the process of revising a writing syllabus, incorporating different stakeholders’ perspectives, expectations, and experiences. We argue that while needs analysis provides valuable instructional input, considering contextual factors is also essential in developing a sensible and holistic curriculum design that acknowledges ecological relationships between units in the university. Specifically, the interaction of the contextual factors, such as the course’s motivation, the writing and reading expectations of the different academic departments, and the priorities and experiences of teachers and students, led to the realignment of topics, and changes in task design and assessment practices in the revised writing syllabus.