This paper attempts to provide guidelines for writers who are preparing new materials as well as to offer suggestions to language teachers who must use prescribed texts. The basic assumption is that scientific grammars only describe the production of language by native speakers, while pedagogical grammars are sets of rules ordered in such a way as to most efficiently teach a non-native speaker to produce grammatical utterances in the target language. The paper deals with considerations that must be taken into account in sequencing the grammatical items and patterns chosen to be included in the pedagogical grammar. Frequency of use as well as difficulty for the learner will determine placement in the rule sequence. Several aspects of the problem of defining difficulty are presented along with information provided by contrastive analysis and error analysis. Additional considerations such as logical ordering, variety, re-entry (cycling), symmetry, and others are also discussed. (Author/AM)