Introduction to Academic
One
Texts
Academic Writing refers to a style of expression
that writers use to define the intellectual boundaries of
their disciplines and specific areas of expertise.
 Critical, objective, specialized texts written by
experts or professionals in a given field using
formal language.
o Based on facts with solid basis.
 Clear, concise, focused, structured and backed
up by evidence/s. Its purpose is to aid the
reader’s understanding.
 Formal style of writing used in universities and
scholarly publications.
o Formal tone but not complex.
 Reading material that provides information
which includes concepts, and theories related
to a specific discipline.
o Thesis, concept papers, position papers,
and critique papers, research reports,
review, dissertation, journal articles,
conference papers.
 Also, the process of breaking down ideas and
using deductive reasoning, formal voice and
third person point-of-view.
Why are we reading academic texts
 To persuade
 To locate a main idea
 To scan for information
 To argue a specific point
 To identify gaps in existing studies
 To connect new ideas to existing ones
 To gain more pieces of information
 To support a particular writing assignment
 To deeply understand an existing data
Specific purpose of academic writing
✓ To inform
✓ To argue a specific point
✓ To persuade
Audience of academic writing
✓ Teacher
✓ Peers
✓ Academic community
The knowledge of the writer is assumed to
be greater than that of the readers.
Assumption is the audience is
knowledgeable with the topic, thus the
writer must demonstrate thorough
understanding.
Language of academic writing
✓ Appropriate and formal but not too pretentious.
must abide to the set of rules and practices in writing.
✓ Consider the background and knowledge of your
audience
✓ Back up your statement with a strong and valid
evidence
The purpose of academic writing is to engage the
readers in a conversation by giving them clear
ideas and points to evaluate and question (i.e., to
react to an issue or an event, and to convince
readers to take your side).
Big words have to be used since ultimately
the purpose is to engage the readers.
Importance of Good Academic Writing
The Big Picture - It must be cohesive and possess a
logically organized flow of ideas.
 Unified whole, narrative links between
paragraphs/sentences so the readers is able to
follow your argument.
Tone - Present the arguments of others fairly and with
an appropriate narrative tone.
 When disagreeing, describe the argument with
accuracy and without loaded/biased language.
Author is expected to investigate the research
problem from authoritative POV. Language
should be neutral not confrontal/dismissive.
Diction - Use concrete words [not general] that convey a
specific meaning. If cannot be done without confusing
the reader, explain the meaning within the context of
how that word or phrase is used within a discipline.
 Words that have almost the same def. or
dictionary def. can have different connotations
= Use concrete words.
Language - Unambiguous language. Well-structured
paragraphs and clear topic sentences enable a reader to
follow your line of thinking without difficulty.
 Concise and Formal. No to big expressions that
are not specific to readers to derive meaning.
Punctuation - Punctuation marks are used very
deliberately.
Academic Conventions - Citing sources in the body of
your paper and providing a list of references.
 Other examples include appropriate headings
and subheadings, Full spelling of acronyms
when first mentioned, avoiding slang or
colloquial language and emotive language or
unsupported declarative statements, avoiding
contractions and using first/second person
pronouns when necessary.
Evidence-Based Reasoning - Opinions are based on
evidence-based reasoning. Support your opinion with
evidence from scholarly [i.e., academic or peer-
reviewed] sources.
  Convince the reader of the validity of your
opinion through a well-documented, coherent,
and logically structured piece of writing.
Thesis-Driven - The starting point is a particular
perspective, idea, or position applied to the chosen
topic of investigation, such as, establishing, proving, or
disproving solutions to the research questions posed for
the topic.
 Simply identifying the problem does not
establish for the reader how will one contribute
to solving the problem. Rather it is expected
what you think is most critical and suggest
methodologies to better understand the
problem.
Academic Texts Vs Non-Academic Texts
Academic Texts
 Written by professionals in a given field edited by authors and peers.
Academics
 Often takes years to publish.
 Language is formal and contain terms typical to the field.
 Author's name is present and credentials
 Contains a list of references where the author obtained information.
o Dissertations, journals, thesis, and research papers.
 Serious thought
 Complex sentences with considerable variety in construction.
 Expected and colloquial expressions are not acceptable
 Clear and well-planned, logical flow
 Likely to become free
 Subject-specific terms and academic language and accurately
Language Used in Academic Texts
Refers to the appropriateness of the vocabulary being
used in academic and professional purposes. It is
different in the vocabulary and structure of everyday-
spoken English language.   people in a specific group or field.
Complexity and Higher-Order Thinking - Addresses
complex issues that require higher-order thinking skills
applied to understanding the research problem [e.g.,
critical, reflective, logical, and creative thinking as
opposed to, for example, descriptive or prescriptive
thinking].
 Main function of academic writing is examining
and explaining the significance of complex ideas
as clearly as possible. One must adapt the role
of teacher by summarizing a lot of complex
information into a well-organized synthesis of
ideas, concepts, and recommendations that
contribute to better understanding of the
research problem.
Non-Academic Texts
 Published for the mass public.
 Published weekly and by anyone.
 Informal, casual and may contain slang.
 Will not have any credentials listed.
 There will be no reference list.
 Magazines, magazine articles, newspaper
articles, and literary texts
 Of general interest or personal
 Mostly simple sentences
A writer must avoid using words that are too informal,
too unsophisticated, and too vague.
• Jargons - Words/terms only understood by
 • Clichés - Words/expressions overused to the
extent it loses its original meaning/novelty.
• Slangs - Simply informal language.
• Abbreviations (if unnecessary)
• Not gender-neutral terms - Use inclusive
language
Mainly it should be:
 Formal
 Objective
 Impersonal
Formal
 The tone should not sound conversational or
casual.
o Replace conversational transitions with
more formal equivalents
 You should particularly avoid colloquial,
idiomatic, slang, or journalistic expressions in
favor of precise vocabulary.
o Informal is imprecise, thus, open to
misinterpretations and inaccessible to
non-native English users.
 No to contractions.
 Third person point of view.
Objective
 Academic text is based on research and not on
the writer’s own opinion about a given topic. =
Have Basis
 It is unbiased – based on facts and evidence and
is not influenced by personal feelings.
o Unbiased, no personal feelings involved,
equivalent to facts, and factual &
verifiable.
 When presenting an argument to the reader, try
to show both sides if you can and avoid making
value judgments.
Impersonal
 Generally, don’t refer to yourself as the
performer of actions.
 This involves avoiding the personal pronouns ‘I’
and ‘we’. The second person, ‘you’, is also to be
avoided. Rather, 'It' constructions can be used.
 Additionally, you can use passive voice, third
POV, and making things the subject of
sentences.
 [Pattern in Passive Voice] Subject + Verb + to be
+ past participle

Academic Writing - Style of writing that is clear, concise,
focused structured, and backed up by evidence.
Conventions - A way in which something is usually done,
especially in a particular area or activity.
Thus, Academic Writing Conventions are rules and
principles of academic writing that are generally
acceptable among scholars giving distinctive
features to academic texts apart from creative
texts.
Formality
Words and expression are chosen to suit the academic
writing setting. Complex terminologies.
 Contractions - All contracted forms need to be
in full forms
 Informal Adjectives - Adjectives that are seen as
informal should be replaced with more formal
synonyms.
 Idioms - Informal and personal.
 No Personal Pronouns- Avoid personal forms.
Ex. There, it, and one
 Use Passive Constructions - Help make writing
less personal.
 Gerunds - Present participle or gerunds help to
create more complex forms.
 Noun Phrases - Long noun subjects or objects
are common in academic writing
 Use Academic Word List
 Use Fixed Academic Phrases - Can be
incorporated easily into your writing
 Colloquial/Informal Words Expressions - Avoid
slangs and general English terms.
 Informal Verbs -replace informal verbs with
more formal alternatives. Ex 'get' = acquire
 Phrasal Verbs/Two Word Verb Forms/Multi-
Word Verbs - A verb + preposition are often
considered informal.
Complexity
Observes the use of more noun-based phrases and
more context or lexical words than function words.
Makes use of more subordinate clauses and complex
words.
 Longer Words
 Lexically Denser
 More Varied Vocabulary
 More Noun-Based Phrases
Features of Complexity in Academic Writing
Noun-Based Phrases
Like all other forms of life, we human beings are
the product of how we have evolved.
Academic Writing Conventions
Like all other forms of life, we human beings are
the product of evolution.
The noun "evolution" is preferred to the verb "evolve"
and the "wh" clause.
Subordinate Clauses
A clause that cannot stand alone as a complete
sentence; it complements a sentence's main clause,
thereby adding to the whole unit of meaning. It is
dependent to the main clause, also known as the
dependent clause
Sequences of Prepositional Phrases
A prepositional phrase is a preposition followed by a
nominal group
Participles
Formal written English uses verbs less than spoken
English. -ed and -ing participles allow verbs to be used
nominally or adjectively.
Passive Verbs
Passive is preferred in academic writing. [Pattern in
Passive Voice] Subject + Verb + to be + past participle
They're installing the new computer system
next month.
The new computer system is being installed
next month. (more formal)
Lexical Density
Defined as a measure of the proportion of content
words in a sentence or text. Content word is any noun,
verb, adjective, or adverb which has a stable and
significant meaning.
Written English generally has a much denser
pattern of words, thus, it is more lexically dense.
If we define lexical density as the number of
content words in a clause, then written Eng has a
higher lexical density than spoken Eng
For example, the written text:
Obviously (adv) the government (n) is frightened
(adj) of union reaction (n) to its move (n) to
impose (v) proper (adj) behavior (n) on unions (n).
is more lexically dense than the spoken version:
Obviously, the government is frightened how the
unions will react if it tries to make them behave
properly.
Nominalization
Formal written English uses nouns more than verbs. For
example, "judgement" rather than "judge",
"development" rather than "develop", "admiration"
rather than "admire". Changing a verb or other word
into a noun is called nominalization.
Instead of:
This information enables us to formulate precise
questions.
we would write:
This information enables the formulation of
precise questions
Attributive Adjectives
Adjectives can be used either attributively (e.g., the big
house) or predicatively/as complements (e.g. the house
is big). Attributive adjectives are common in academic
English.
Objectivity
Emphasis is on the writing, not the writer. Impersonal
rather than personal.
 Written language is in general objective rather
than personal. It, therefore, has fewer words
that refer to the writer or the reader. Emphasis
should be on the information and arguments
rather than the writer.
 Academic writing presents and evaluates issues
and arrives at an objective position; a position
that focuses on and is informed by research and
reasoning rather than personal feelings and
opinions.
 Opinions tend to be based on subjective
judgment rather than an information that can
be verified. Often disputed.
 Academic writing is objective. References are
presented. Information found in relevant
publications, reference, and textbooks. Cite
from scholars and authors who are considered
credible.
 Information should be factual. Facts are
objective concrete bits of information, usually
expressed by precise numbers and in concrete
language. G
 What should be avoided
o Personal Pronouns
o Rhetorical Questions
o Emotive Language
Explicitly
Academic writing should be easy to follow. Ideas are
connected, writer must show the relationship of these
ideas. One way is giving signposts about how your
argument is developing. Explicitly is achieved when
there is a smooth transition in the presentation of ideas
within the text.
Clarity and structure are accomplished through citation
and signposts. Signposts are words/phrases that guide
the reader along. Major signposts and transitional
words.
1. Signposts to introduce something new
One aspect which illustrates …
can be identified as …
2. Continuing an argument with a related point
Furthermore …
In addition …
3. Going into more detail on a point/rephrasing
In particular …
Specifically …
4. Linking to a different point
Having established …,
it is possible to consider ……
is one key issue; another of equal/similar
importance/significance is …
Transitional Devices
These words/phrases create coherence and give the
reader directions by marking transitions between
sentences and paragraphs.
 Being explicit in your writing also means that
you are not vague but rather very specific in the
presentation of ideas, numbers, and years.
Being specific helps add precision to your
writing.
Hedging
 Indispensable feature of academic writing. In
writing you make stance or express the strength
of your claims, the technique of 'hedge' is
common in academic writing.
 Academic writing requires care since knowledge
is built from proven theories and concepts.
Therefore, hedging is needed to avoid sweeping
generalizations.
"Government officials are corrupt"
Consider the example. The statement is not
completely true and the impact of the
statement might be misleading. This
statement can be improved through the use
of different hedging devices (Valdez, 2016).
 Also known as cautious language or vague
language. Used to express a a caution and avoid
strong, unqualified statements that may easily
be disproven.
 Way of softening the language by making claims
or conclusions less absolute. Are things we
write and say in order to soften our words, to
make them less direct and to limit our qualified
claims and statements we make.
o In news reports, "allegedly" is
commonly used since it is not proven
and acts as a defense.
Four Reasons to Hedge:
1. Reduce the risk of opposition - Tone down
statements to reduce opposition (scientific
imprecision)
2. Ways of being more precise in reporting results
- Does not claim final word. Stronger claims
would not be justified by data or evidence
presented.
 3. Positive or negative politeness strategies -
Appear humble. Irrational interpersonal
strategy supports writer's position, build
writer/reader relationship, and guarantees a
certain level of acceptability. Once widely
accepted, it is possible to present without the
hedging.
4. Establish writing style in English - Functions to
conform an established style in writing.
Devices in Hedging
 Introductory Phrases - Various verbs that usually
end with the word 'that'. Allows a writer to express
caution rather than certainty. Ex. It appears that, it
can be argued that we can assume that.
 Adverbs of Frequency - Gives information on how
something often happens. Such as regularly, typical,
and generally.
 Modal Adverbs - Express the possibility of
something happening. Ex. Certainty, definitely, and
arguably.
 Modal Verbs - Express uncertainty in place of
stronger or certain modals such as real or rude. Ex.
Can, could, may, might.
 Modal Adjectives - Express caution. Ex. Possible,
probable, likely, definite, clear.
 Modal Nouns - Modal adjectives but in their noun
form. Ex. Assumption, conception, argument,
probability, possibility.
It is likely that overuse of hedging will lead your
reader to wonder where the author of this piece
is, and where do they really stand on these issues.
Should be a conscious choice with a purpose. Use
when needed to toughen what you want to say,
to make it less direct and delineate or qualified
claims or statements you make.
Common Pitfalls for Academic Writers
Subject-Verb Agreement
Subject and verbs must agree with one another in
number (singular/plural).
 Singular subject takes a singular verb while a
plural subject takes a plural verb.
o The child is dancing. The children are
dancing.
 When the subject consists of two or more
pronouns that are connected by "and", the verb
should be plural:
o The dog and the cat are fighting.
 If subject is connected by "or/either" or
"nor/neither" the verb will agree with the
subject that is closest to it.
o My aunt or uncle has written the letter.
My aunt or my parents have sent me
the flowers.
 Be aware of noun phrases with post-modifiers.
An example is phrases that begin with the word
"of"
o The box of donuts is on the table.
 Subject is the word 'box'. It is
easy to be confused by the
plural donuts which is closer to
the verbs.
Words that are easily confused
 Some words may look very similar but may have
varying meaning. This may not be discovered by
spellchecking so consult a dictionary.
Punctuation
If all sentences are very short or very long the reading
becomes somewhat tedious. Make sure there is
variation.
 The research has led to many results. One result
is described here.
o The research has led to many results,
one of which is described here.
Be careful that you do not create run-on sentences.
When two independent clauses are joined without
proper punctuation or connecting words.
The research has led to many results is described
here.
Sentence Fragments
 An incomplete sentence (dependent) and
cannot stand on its own. Complete sentence =
subject & verb of one thought.
Sentence Fragments
• So he went to see the doctor. (Why did he go to
see the doctor?)
o Peter had a sore throat so he went to see the
doctor.
• Such as fruit and vegetables. (What are fruit and
vegetables examples of?)
o Children should eat healthy food, such as fruit
and vegetables.
• Shattered glass all over the floor. (This is a
fragment because there is no main verb)
o Glass was shattered all over the floor.
Dangling Modifiers
Word or phrase that does not connect properly to the
main sentence.
 Having finished the experiments, the results
were analyzed.
o When the experiments were finished,
the results were analyzed.
o Having finished the experiments, we
analyzed the results.
Sentence Structure - Written in complete thought.
Common errors are fragments, run-on, choppy, and
sprawl sentences

Thesis Statement
 Central idea of a multiple-paragraph
composition.
 Sentence that guides, controls, and unifies ideas
when writing.
 All other ideas present in the essay revolve
around a thesis statement.
 An imperative trait in writing a written text.
Thus, the thesis tells what a text is about and its
purpose…
o You develop a thesis to create focus on
the text main's idea
Having a well-crafted thesis statement help a reader
understand the main idea of the text
Characteristics of a Good Thesis Statement
 It must be on the introduction, and it must be
original
 It makes a sound argument that can be
defended
 It is focused and precise
Examples
 Vaccinations: Because many children are unable
to vaccinate due to illness, we must require that
all healthy and able children be vaccinated in
order to have herd immunity.
 School Uniforms: School uniforms may be an
upfront cost for families, but they eradicate the
visual differences in income between students
and provide a more egalitarian atmosphere at
school.
Example of Explanatory Thesis Statement:
 The life of the typical college student is
characterized by time spent studying, attending
class, and socializing with peers.
Example of Argumentative Thesis Statement:
 High school graduates should be required to
take a year off to pursue community service
projects before entering college in order to
increase their maturity and global awareness.
Thesis Formulation Guide
1. What is your topic?
2. What is your stance of claim?
3. What is your rationale (basis) for this stance?
4. What acknowledgement will you make to
qualify your stance and consider opposition?
5. Qualification + Stance + Rationale = THESIS
OR
 Claim (your position) + Reason (evidence) =
Thesis Statement
Critique Paper
Writing a Critique Paper
 A critique which is mostly written by an expert
in the field with a technical comprehension; and
is objective in nature.
 [Article Review] can be complied by anyone and
can consists of a subjective opinion of work.
 Critique [Verb/Noun] - Refers to evaluating and
analyzing something. Identifying both its good &
bad points. Careful analysis of an argument.
 Critic [Noun] - Person who judges or evaluates
something.
Thus, a critique is a genre of academic writing that
briefly summarizes and critically evaluates a work or
concept.
 Systematic way of objectively reviewing a piece
of research to highlight both its strengths and
weaknesses, and its applicability to practice.
 For a variety of works such as:
o Creative works - novels, exhibits, films,
images
o Research -monographs, journal articles,
reviews
o Media - news reports, feature articles
Why do we Write Critiques?
It helps us to develop:
 Knowledge of the work's subject or related
works
 An understanding of the work's purpose,
intended audience, development of argument,
structure of evidence or creative style, and a
recognition of the strengths and weaknesses of
the work.
Critique Writing helps to develop higher order thinking
skills
Critique writing includes the higher levels of
Bloom’s Taxonomy.
o A critical analysis of a work is an attempt to
contribute positively to the greater body of
research in an area. It is a kind of conversation
that enhances understanding and invites
discussion and further commentary.

How to Write a Critique Paper
 Study the work under discussion.
 Make notes on key parts of the work.
 Develop an understanding of the main
argument or purpose being expressed in the
work.
 Consider how the work relates to a broader
issue or context (e.g., societal, political, racial).
Additionally, critique follows a formal, academic writing
style and has a clear structure, that is, an introduction,
body, and conclusion. However, the body includes a
summary of the work and a detailed evaluation.
The purpose of an evaluation is to gauge the
usefulness or impact of a work in a particular
field.
 Introduction
o Thesis Statement
 Article Summary
 Your Analysis
 Conclusion
Introduction
Short (less than 10% if the word length) and you should
include a complete citation of the article goes at the top
of the page.
 Name the work being reviewed as well as the
name of the creator.
 Describe the main argument or purpose of the
work.
 Explain the context in which the work was
created.
 Have a concluding sentence that signposts what
your evaluation of the work will be. Ex, indicate
whether it is a positive, negative, or mixed
evaluation.
Body: Summary
 Briefly summarize the main points and
objectively describe how the creator portrays
these by using techniques, styles, media,
characters or symbols.
 This summary should not be the focus of the
critique and is usually shorter than the critical
evaluation.
Body: Critical Evaluation
 Systematic and detailed assessment of the
different elements of the work, evaluating how
well the creator was able to achieve the
purpose through these.
 Does not simply highlight negative impressions.
Should deconstruct the work and identify both
strengths and weaknesses. Should examine the
work and evaluate its success, in light of its
purpose. Not personal, no opinions.
 Samples Qs:
a. Who is the creator? Who are the target
audience?
b. What are the aims of the work? Were the
aims achieved?
c. What techniques, styles, media were
used in the work? Are they effective in
portraying the purpose?
d. What types of evidence or persuasion are
used? Has evidence been interpreted fairly?
e. How is the work structured? Does it favor
a particular interpretation or point of view?
Is it effective?
f. Does the work enhance understanding of
a certain context?
Conclusion
Usually a brief paragraph, which includes:
 Statement indicating the overall evaluation of
the work.
 Summary of the key reasons, identified during
the critical evaluation, why this evaluation was
formed.
 In some circumstances, recommendations for
improvement on the work may be appropriate.
Reference List
Include all resources cited in your critique at the last
page of your paper. This includes the video material
used the output.
Guidelines
✓ Review the given material
✓ Be objective and realistic.
✓Comment on strengths and weaknesses.
✓Give specific examples.
✓Suggest alternatives
✓Use positive terms whenever possible and state
the positive points first.
 ✓Be sensitive in handling negative comments.
WRITING A CRITIQUE PAPER
Always start your critique paper with a complete
acknowledgement of the text. Like any essays, it
consists the ff. parts:
 Introduction – 10% of the paper only
 Body – 75 – 80% of the entire paper
 Conclusion – 10 – 15% of the paper
However, the body of a critique includes a summary of
the work and a detailed evaluation. The purpose of an
evaluation is to gauge the usefulness or impact of a
work in a particular field.

Writing a Concept Paper

Concept
 A plan or general idea. Concept + Paper = something that would explain a specific topic. For academic purposes.
A prelude to the research paper.
Ways on Elucidating a Concept
Definition
Focuses on the meaning of a concept
 Helpful when you are explaining an unfamiliar vocabulary to a reader.
o Informal Definition - Parenthetical of brief explanation.
o Formal Definition - Gives the term to be defined, the category, and the quality that makes the term
different from other terms in the same category.
o Extended Definition - Detailed way of defining a term, usually one paragraph. Incorporates various
patterns of formal, informal, comparison, contrasts, narration, description, classification, cause, and
effect to explain a concept.
Signal Words for Definition
o As defined, for example, for instance, is defined as, means, such as, to define, to illustrate.
Explication  Comparing/Contrasting - How different/same
 Method of explanation in which sentences, the concepts with the concepts they are familiar
verses, quotes, or phrases are taken from a with [the reader].
literary or academic work then interpreted and  Narrating a Process - This details how a concept
explained in a detailed way. is used in practice.
 You may begin by analyzing how the text was  Illustrating - Using examples, anecdotes, and
constructed and end with a concise conclusion other concepts which might enlighten your
by restating your major arguments. readers.
 Not only illuminates a piece of literature, but  Reporting Cause/Effect - How particular events
also serves tore mind the readers about its lead to another thus explaining the relationship
historical setting and formal properties of style of concepts.
and language. Direct Quotation
Clarification Using direct quotes improves your work and shows
 Points are organized from a general abstract evidence of research and ideas.
idea to specific and concrete examples.  Always use disciplinary experts when defining
 The analysis of the concept is done by looking at concepts in assignments. Often this means using
the examples and specifying its characteristics. unit sources.
Signal Words for Clarification  Use to provide a precise and exact statement
o After all, for instance, namely, that is, as an about the nature and limits of the concept.
example, in other words, put another way, to  Always accurately reference direct quotations
be specific, consider the following example, in to acknowledge you are using others’ words
particular, specifically, to clarify, for example, in and ideas.
short, stated, differently.  If using a quote to define a concept try to
Other Ways of Elucidating a Concept introduce the quote (e.g., name the author, use
 Classifying/Dividing - break downs a concept to a reporting verb such as ‘defines’) and unpack
a particular category to see how the concept fits the quote (e.g., explain the definition in your
in the "big picture" own words).
 If there is more than one definition for the
concept, or disagreement about the definition,
 note this, and then offer the definition you will
use in the assignment. If you are studying an
advanced unit, you will likely need to also
identify similarities/differences between the
different definitions and justify the definition
you have chosen to use (e.g., give reasons for
Concept Paper
Commonly written to propose Research Topics prior to
conducting them. The purpose of this paper is to
present essential information that a certain research
topic has.
 A document giving an overview of a proposal, a
project, or a research output. Serves as a
prelude to the full paper.
 An embodiment of ideas on a certain topic or
item of interest.
 Saves time and effort because there is a
possibility that the full paper is not worth
pursuing. Ideas for revisions can instantly be
given upon checking the concept paper.
 Also, a summary document of a project
proposal that tells what the project is all about
and how it will be carried out
 Provides an overview of the project and helps
funding agencies eliminate proposals that are
likely to be disapproved (Pablico, 2020).
Purposes of Concept Paper
 Serves a foundation of the full proposal
 Determines whether the project is feasible or
not
 Piques the interest of the potential funding
agencies
 Obtains informal feedback on the ideas prior to
preparing the full proposal
 Helps in addressing social issues which plague
our society
Common Uses of Concept Paper according to Grant
(2012)
1. To provide possible solutions to problems;
2. To determine whether a project is worthy of
sponsorship or funding;
3. To interest potential sponsors;
4. To serve as a foundation for a full proposal.
Five Common Elements of a Concept Paper
Introduction
Background. Needs to be concise and must
describe the development issue that the project
intends to address.
o Spell out the capacity assets, needs and
priorities of the program relevant for the
project.
why). Doing this helps demonstrate your
understanding to the marker.
o Attribution Phrase > The Quote Itself >
Interpret the quote, reflect on what it
means, and connect to your thesis.
o Highlight which capacity gaps of the project
beneficiaries would be addressed by the
project.
o Explain how the project fits into the specific or
overall normative and analytical work of the
author’s entity
Purpose or Rationale
The objective is the overall intended goal of the
project. The project will contribute to achieving
the objective through expected accomplishments.
o A well-formulated objective should answer the
question, “what does the project intend to
achieve?”
o It should be concise, not longer than one
sentence.
o It should include the beneficiaries and the
geographical scope and should not attempt to
explain how the implementing entity intends to
go about achieving the goal.
Project Description
This includes the topics to be covered, target
groups/ participants, venue, and plan of activities.
Budget
 The paper must liquidate all the expenses
needed for the program since this may also
reflect its feasibility.
Documentation
Includes the organizers contact information, copy
of the program, letter of invitation and list of set
of speakers for the program if applicable.
Structure of Concept Paper (In Research)
1. Cover Page/Title Page
2. Background of the Study
3. Preliminary Literature Review
4. Problem Statements/Objectives
5. Methodology
6. Timeline
7. References
Structure of Concept Paper (For a project)
1. Cover Page
2. Introduction
3. Rationale or Background
4. Project Description
5. Project Needs and Cost

 Also known as point-of-view paper
 Presents one side of an arguable opinion about
an issue
 Based on facts that provides a solid foundation
for your argument.
Why do we write a position paper
 Convince the audience your opinion is valid,
worth listening to, and defensible
 A Position paper is also considered to be an
argumentative essay, given its quality to
persuade its readers to accept a certain position
or point. Thus, the importance of establishing
the arguability of the topic of interest.
 You must recognize that you have a problem to
solve and decisions to make, Problem solving is
often the reason for the arguments you raise in
your paper; a process in which situations,
issues, and questions are analyzed and debated
or decisions arrived at.
a. Define and analyze the problem.
Examine all available information to
identify the problem precisely.
b. Interpret the facts and review
alternative approaches.
c. Make a claim or decision-- that is, assert
the best course of action.
d. Implement the decision to persuade or
convince your audience that the
problem has been addressed and
solved.
e. Evaluate the outcome in follow-up
documents
Guide questions to ensure the arguability of your topic
 Is it real, with genuine controversy and
uncertainty?
 Can you identify at least two distinctive
positions?
 Are you personally interested in advocating one
of these positions?
 Is the scope of the issue narrow enough to be
manageable?
 Ensure your topic is well-supported. Will help
examine our ability to support your
counterclaims.
Guide questions about evidence
Opinions must be distinguished from mere personal
opinions from opinions based on solid evidence,
examined from the perspective of logic or sound
reasoning. Determines if the evidence and assumptions
surrounding the evidence are valid.
Writing a Position Paper
a. Is the evidence typical and representative?
must fairly represent the condition/situation if
claim is valid.
b. Is the evidence relevant? The evidence should
speak directly to the claim.
c. Is the evidence specific and detailed? Avoid
trusting broad, odd statements presented as
"evidence".
d. Is the evidence accurate and reliable? A claim is
only valid as the data supporting it.
e. Is the evidence sufficient? There must be
enough evidence to support claims and reasons.
Moreover, it should provide a clear, logical link between
the writer's claim, assertion, generalization, or
conclusion and the evidence. Thus, delivering of claims
should be;
 Appeals to reason - encourages the use of
logical reasoning as the primary instrument of
the argument
 Appeals to emotion - arguments should avoid
the manipulation of emotion, instead, provide a
human context for rational ideas and evidence--
ideas that might otherwise be cold and
uninteresting to the readers
 Appeals to Ethics - presenting yourself as a well-
informed, fair-minded, and honest person;
creating an image of someone trustworthy and
sound
What must be done prior to writing your research
paper?
 Do some research on the subject matter.
 List down the pros and cons of the topic.
 Look for the supporting evidence for both sides.
 Compare the information side by side.
 Choose the position you will take.
Parts of a Position Paper
Introduction
 Dual Purpose: indicate both the topic and your
approach to it and to arouse your reader's
interest in what you have to say.
 It should clearly identify the issue and state the
author's position. Should be written in a way
that catches readers attention.
Body
 Main part of your paper. Usually has three or
more paragraphs.
 Each paragraph should present an idea or main
concept that clarifies a portion of the position
statement and is supported by evidence or
facts.
What kinds of evidence should you consider in your Body
position paper? Presenting your Argument
Factual Knowledge - Information that is verifiable and  Assert point #1 of your claims
agreed upon by almost everyone. o Give your opinion
Statistical Inferences - Interpretation and examples of o Provide Support
an accumulation of facts.  Assert point # 2 of your claims
Informed Opinion - Developed through research and/or o Give your opinion
expertise of claim. o Provide support
Personal Testimony - Personal experience related by  You can have more than 3 overall points to your
knowledgeable party. argument, but you should not have fewer.
Conclusion Conclusion
 Summarizes the main concepts and ideas and  Summarizes the main concepts and ideas and
reinforce, without repeating, the introduction reinforce, without repeating, the introduction
or body of paper. or body of the paper.
 Could include suggested courses of action and  It could include suggested courses of action and
possible solutions. possible solutions.
How to Write a Position Paper Do's and Don’ts in Writing a position paper
Position Paper Heading  be clear and explicit
 Committee - the affiliation of the writer,  write in the present tense
 Country - setting of the issue's context  avoid first person pronoun
 Delegate - Author's name  avoid superlatives
 Topic - The overall subject of the position paper.  
Introduction
 Introduce the topic
 Provide background on the topic
 Assert the thesis (your view of the issue)
Stating the Thesis
 One-sentence statement about your topic
 Your claim on the topic synthesized in a
sentence.
o Refer over to your materials
o Think about what you believe to be true
o Central idea of your paper
Generate Counterarguments
 Summarize the counterclaims
 Provide Supporting information for
counterclaims
 Refute the counterclaims
 Give evidence for argument.
o Ensure that you are addressing all sides
of the issue and presenting it in a
manner that is easy for your audience
to understand.
o Refute the counterclaims to show you
are informed from both sides.
o  Present each argument fairly and
objectively
o Consider one or two serious
counterarguments in some depth,
rather than to give a long superficial list.
o Be sure that your reply is consistent
with your original argument.