It is argued that a functional-notional syllabus is practical and useful for second language instruction at the college level. It constitutes a natural progression from secondary school curricula that emphasize communication in that it uses the same basic organization and similar categories. However, it differs from them in that it pays particular attention to the complexity of speech acts and their organization rather than merely listing individual speech acts and appending a small section on dialogue structures. The notional functional syllabus also focuses on written rather than spoken language, a transition needed by students at this stage. These notions of continuity and progression should be carried through the college language curriculum. The syllabus might be designed in three stages to correspond to a conventional 3-year language sequence in which students progress from organizational to discursive and, finally, argumentative texts. A functional-notional syllabus can also integrate academic German into the regular language instruction program. A bibliography of 65 entries is included, and a list of functions and general and specific notions appropriate for a university German course is appended. (MSE)