In the first two sections of this book, we have looked at the principles and practices that lie behind ESP course design. In this section we will be concerned with the detailed implementation of the design into a syllabus, materials, a methodology and evaluation procedures. First a word of caution. Books and courses must proceed in a linear fashion: one page must follow another; one lesson must follow another. Knowledge has to be segmented for presentation somehow. But this does not carry any implications for importance or procedure. In dealing with the syllabus before materials writing, we are not suggesting that the syllabus is more important than the materials, nor that the syllabus must be written before the materials. Indeed it would be perfectly possible to deal with them the other way around, just as it is perfectly possible to write the materials before the syllabus. The teaching/learning process is a complex and dynamic process, with all the various factors influencing each other (see figure 21 p. 74).