The words you select to use in your syllabus affect how your students relate to your course. Using language that is welcoming and hopeful can encourage and motivate learners; this is particularly important in courses where students face academic difficulty. The following research-based guidance is provided in the Syllabus Review Guide by the Center for Urban Education (CUE).

Unlike an instructor’s class comments that may or may not ‘stick’ with learners, the syllabus is a physical document that students can access over the course of the semester. Therefore, it is important that faculty carefully choose language that encourages and motivates students. Language in syllabi often shapes students’ first impressions of instructors and helps learners determine faculty’s attitude toward teaching and learning (Harnish et al., 2011).
When students believe language in the syllabus is friendly, they view instructors as warm and approachable and believe they are highly motivated to teach (Harnish et al., 2011).
Syllabus tone sets the mood for the class and can range from pleasant and welcoming to formal and disciplinary or even condescending and demeaning (Slattery et al., 2014).

Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education , 14 (3), 319-330.

Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53 (4), 159-164.