This paper attempts to present the process of designing a syllabus that involves two stages: the drafting of the syllabus inventory and the revision and refinement of the syllabus inventory into a syllabus. The need for componentialization with respect to syllabus, gives rise to the accommodation of techno-scientific component, humanistic component and social English component in order to inculcate and foster an interdisciplinary mindset, and a unitive and unified sensibility so that there is no rift between analytical faculties and synthetic faculties. In the teleological hierarchy, the primary purpose of syllabus drafting is to give more impetus to holistic development of the learner, and the secondary concerns are that they would take care of the social needs as well as corporate demands. Trim discusses the aims of Council of Europe in the designing of syllabus of which he recognizes five levels of language proficiency: Threshold (a minimum level of language competence), Basic, General Competence, Advanced, and Full Potential Standard. Van Ek produces another level, a lower level known as Waystage. The five different kinds of syllabi namely, the semantic, functional, procedural, structural, and syncretic or `multidimensional', as Keith Johnson calls it, can be adopted, and the various criteria of unit selection have to be fixed according to the syllabus type.

The process of designing a syllabus involves two stages: the drafting of the syllabus inventory and the revision and refinement of the syllabus inventory into a syllabus. In the first place, an inventory of the items to be accommodated in the syllabus has to be drawn. The list of items is recognized as syllabus inventory. Secondly, various decisions about the presentation of these items should be made in such a way that the purpose of syllabus framing is not thwarted. This culminates in a syllabus which might be considered an `organized syllabus inventory.'

While determining the inventory of the items to frame a syllabus for General English at the undergraduate level, the students' branches of study must be borne in mind. The selection and the grading of inputs in the General English syllabus must be done differently for different syllabi. The need of componentialization with respect to syllabus gives rise to the accommodation of techno-scientific component, humanistic component and social English component in order to inculcate and foster an interdisciplinary mindset, and a unitive and unified sensibility so that there is no rift between analytical and synthetic faculties.

Two contrastive components have to be taken into account when devising the General English syllabus for each of the four types of undergraduates. That is, in the syllabus for students of pure and social sciences, there should be a pronounced emphasis on language and literature, whereas for students of language and literature, the syllabus should have a techno-scientific orientation. The syllabus should thus, be a criss-cross type.

Syllabus Drafting, Omponentialization, Techno-scientific components, Humanistic components, Social English components, Analytical faculties, Synthetic faculties, Organized syllabus inventory, Teleological hierarchy, Literature materials, Diasporic literature, Organizational units.