Definitions of syllabus:

Merriam-Webster Dictionary: A syllabus is "a summary outline of a

discourse, treatise, or course of study or of examination requirements".
WordReference.com: A syllabus is "an outline of the main points of a
speech, the contents of a course or class at school, etc.".
Oxford Languages: A syllabus is "an outline of the subjects in a course of
study or teaching".
Cambridge Dictionary: A syllabus is "a plan showing the subjects or books
to be studied in a particular course, especially a course that leads to an
exam".
Collins Dictionary: A syllabus is "a plan showing the subjects or books to
be studied in a particular course, especially a course that leads to an exam".

General Definition:
A syllabus is a document that outlines the structure, content, and requirements of
a course, including topics to be covered, assignments, exams, and grading criteria.
Educational Context:
In an educational context, a syllabus serves as a contract between the instructor
and students, detailing the expectations, policies, and schedule for the course.
Legal Perspective:
Legally, a syllabus can be considered a binding agreement that specifies the
obligations of both the instructor and the students, ensuring transparency and
accountability.
Historical Definition:
Historically, the term “syllabus” originates from the Greek word “sittybos,”
which referred to a label or table of contents, evolving over time to its current
educational usage.
Pedagogical Tool:
Pedagogically, a syllabus is a critical tool for course planning and delivery,
helping instructors organize their teaching and providing students with a clear
roadmap of what to expect.
“A syllabus can be described as a statement of what is to be learnt. It reflects of
language and linguistic performance”. (Hutchinson & Waters, 1987:80).
“It is seen as an approximation of what will be taught and that it cannot accurately
predict what will be learnt”. (Yalden,1987,87).
“It is the description of the contents of a course of instruction and the order in
which they are to be taught”. (Richards et al, 1992, p.368).
“The syllabus is simply a framework within which activities can be carried out: a
teaching device to facilitate learning”. (Widdowson,1984).
“The single most important instrument of structure in a course is the syllabus,
which outlines the goals and objectives of a course, prerequisites, the grading or
evaluation scheme, materials to be used, topics to be covered, a schedule, and a
bibliography. Each of these components defines the nature of the learning
experience”. ( Kearsley & Lynch,1966).
“A syllabus is a specification of the content and aims of a course of language
instruction, and provides a framework for teaching and testing”. (Wilkins, 1976).
“A syllabus is a detailed outline of the objectives, content, and procedures for a
course of instruction, including evaluation criteria”. (Carrol, 1966).
“A syllabus is a plan for language learning, incorporating goals, content, methods,
and evaluation procedures, and serving as a contract between teacher and
learner”. (Stern, 1992).
“A syllabus is a document that describes the goals, content, and assessment of a
course, and provides a framework for teaching, learning, and evaluation”. (Nation
& Macalister, 2010).

“A syllabus is a blueprint for instructional design, outlining what is to be taught,

how it is to be taught, and how it will be assessed”. (Nunan,1988).

“Popham defines the syllabus as a planning tool for teacher that outlines learning
goals and assessment methods. It provides clarity for both instruction and student
expectations”. (Popham, 2003).
“Suskie describes the syllabus as a key component in course design that clarifies
objectives, policies, and assessments. An effective syllabus fosters transparency
in the learning process”. (Suskie, 2010).

“Danielson sees the syllabus as a tool for fostering student engagement and
accountability. A well-designed syllabus encourages students to take ownership
of their learning”. (Danielson, C.2007).

“Jacobs views the syllabus as a living document that evolves with educational
practices and needs. It should reflect current trends and adapt to the needs of
learners”. (Jacobs, H.H, 2010).

“A syllabus can be seen as a detailed guide to the course content and expectations,
acting as a roadmap for student learning”. (Weimer, M.2013).

“A syllabus functions as an organizational tool that provides students with clear

expectations for their academic performance throughout the course”. (Brookfield,
1995).

“The syllabus is a written document that details the course plan, including
learning outcomes, teaching methods, and assessment strategies”. (Nilson, L.B,
2016).

“A syllabus is a written document that lays out the course goals, policies, and
schedule, serving as an essential communication tool between instructors and
students”. (Reynolds, M.2011).

“A syllabus provides a framework for learning, clarifying what is expected of

students and what they can expect from the course”. (Hernandez, L.2009).

“A syllabus outlines the planned experiences, content, and objectives of an

educational program or course”. (Taba, H.1962).
“The syllabus is a summary of topics to be covered in an educational course,
including timelines and assessment methods”. (Kelly, A.V.2009).

A syllabus (syllabuses or syllabi) or specification is

“A summary of the content to which learners will be exposed.” (Yalden, 1987, p.
87)

“The principles of choosing and orchestrating the textbook content.” (Richard &
Platt, 1992)

“A detailed plan outlining the content, organization, and teaching strategies for a
course.” (Taba, 1962)

“A detailed course description with topics to be covered, required reading, and

completion dates.” (NTNC, 2002)

“That subpart of curriculum which is concerned with a specification of what units

will be taught.” (Allen, 1984, p. 61)

“A general plan of activities that can be applied in a class to facilitate the learning
process.” (Widdowson, 1984, p. 26)

“A roadmap for the course that outlines the materials, topics, and timeline
students will follow throughout the term.” (Davis, 2009)

“The description of the contents of a course of instruction and the order in which
they are to be taught.” (Richards, et al., 1992, p. 368)

“A focus of what should be studied, along with a rationale for how that content
should be selected and ordered.” (Brown, 1995, p.7)
“A university document that serves as a contract between students and their
respective instructors and institution”. (Parkes & Harris, 2002)

Robertson defines syllabus as;

“A statement of the plan for any part of the curriculum, excluding the element of
curriculum evaluation itself.” (As cited in Yalden, 1987, p. 18)

“A guide for students that provides essential information about the structure,
content, and expectations of a course.” (Slattery & Carlson, 2005)

“A critical document that communicates course information, learning objectives,

and assessment strategies to students.” (Smith, 2017, p. 7)

“A document that outlines the essential information about a course, including its
goals, content, and assessment methods.” (Wiggins & McTighe, 1998)

Mc Kay (1978) says that

“A syllabus provides a focus for what should be studied, along with a rationale
for how that content should be selected and ordered.” (cited in Brown, 1995)

“A document that outlines the structure and content of a course, including

learning objectives, assessment methods, and course policies.” (Roberts, 2020, p.
5)

“An outline or brief description of the topics covered in an academic course. It

typically includes a schedule of assignments, readings, and exams.” (Hartman,
2011)

”An expression of opinion on the nature of language and learning; it acts as a

guide for both teacher and learner by providing some goals to be attained."
(Rabbini, 2002)
“A document that communicates information about an academic course or class
and defines expectations and responsibilities. It is generally an overview or
summary of the curriculum.” (Catholic Church, 1864 & 1907)

“A living document that outlines the learning objectives, assessment strategies,

and instructional activities for a course, while also establishing a tone and
expectations for the learning environment.” (Bain, 2004)

“The aims, objectives or projected outcomes, content, mode of delivery,

chronology and form and weighting of assessment of a course or unit of study
and as such makes the learning process transparent to the student.”(Harvey, 2004-
24)

“A more detailed and operational statement of teaching and learning which

translates the philosophy of the curriculum into a series of planned steps leading
towards more narrowly defined objectives at each level.” (Dublin & Olshtain,
1986, p. 35)