Quarter 3 – Modules 9

Writing and Presenting Concept

Papers in Various Disciplines

Development Team of the Modules

Writer: Joann M. Mendoza; and Carlito L. Mendoza
Editor: Maria Elizabeth M. Morales
Reviewer: Alvin R. Lim

Management Team Zenia G. Mostoles EdD, CESO V, SDS

Leonardo C. Canlas EdD CESE, ASDS Rowena T.
Quiambao CESE, ASDS Celia R. Lacanlale PhD, CID Chief
Arceli S. Lopez PhD, SGOD Chief June D. Cunanan EPS-
English
Ruby M. Jimenez PhD, EPS-LRMDS

Published by: Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando, Pampanga
Telephone No: (045) 435-2728
E-mail Address: pampanga@deped.gov.ph
 English for Academic
and Professional
Purposes
Quarter 3–Module 9:

Concept Papers in Various

Disciplines
Development Team of the Module
Writer: Joann M. Mendoza; and Carlito L. Mendoza
Editor: Maria Elizabeth M. Morales
Reviewer: Alvin R. Lim

Management Team: SDS Zenia G. Mostoles, EdD, CESO V

ASDS Leonardo
C. Canlas, EdD, CESE ASDS Rowena
T. Quiambao, CESE CID Chief, Celia R.
Lacanlale, PhD SGOD Chief, Arceli S.
Lopez, PhD June D. Cunanan, EPS-I,
English
Ruby M. Jimenez, EPS-I, LRMDS

Published by the Department of Education, Schools Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes, City of San Fernando,
Pampanga
Telephone No: (045) 435-2728
E-mail Address: pampanga@deped.gov.ph
 Introductory Message
For the Facilitator:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Concept Papers in Various Disciplines

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the Learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode
(ADM) Module on Concept Papers in Various Disciplines

Concepts may be explained through different modes or patterns. Aside from definition, other
ways such as explication and explanation can be used to elucidate on a concept. These
modes can be effectively used in presenting a concept in various disciplines. However, to
fully do this, you should familiarize yourself with the format and things that need to be
considered in writing a concept paper.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

What I Need to
Know
This module will assist you in encouraging the learners to appreciate the
importance of writing concept papers as one of their tools in developing and
presenting ideas.
Please help the learners in sharing their ideas and knowledge from their
experiences so that there will be collaboration and learning will be easy.
Answers are written at the back of this module. Inculcate to the learners the
value of honesty while answering this module.
For the Learner
Writing concept papers is one of the basic skills needed in presenting one’s
ideas and an innovative attempt in creating new projects and programs in various
fields. The main point of concept papers is the presentation of a short summary of
what project or program is and how it will be carried out. It will also enable the
developer of the concept to spot possible risks and gray areas that might cause fatal
problem during implementation. Thus, being aware and knowledgeable in writing
concept papers is a big advantage when it comes to the pursuit of career and
professional growth.

At the end of this module, you are expected to:

1. Determine the guidelines in writing concept papers.
2. Differentiate the concepts in various disciplines.
3. Construct a concept paper in a chosen discipline.

What I
Know
Copy the LINK chart in your notebook. Answer column L and I before proceeding to
the next part of this module. You will fill up the column N while reading the lesson
and K after accomplishing the assessment.
WRITING CONCEPT PAPER IN YOUR FIELD OF DISCIPLINE
L I N K
List everything Inquire about Now we are What do you
you know what you want to going to take know now?
know note

Lesso
Concept Papers in Various Disciplines
n
 9

Concepts may be explained through different modes or patterns. Aside from

definition, other ways such as explication and explanation can be used to elucidate
on a concept. These modes can be effectively used in presenting a concept in
various disciplines. However, to fully do this, you should familiarize yourself with the
format and things that need to be taken into consideration in writing a concept paper.
Some of those are as follows:
 1. Paper size 8.5” x 11”
2. Spacing: Double-spaced
3. Font: Times New Roman
4. Font size: 12
5. Margins: 1 inch on all sides
6. Footer: Page number (Page of_ )
7. Header: School logo (left side), your name (right side)

What’s
In
Read each situation below then write YES if it calls for developing a concept
paper and NO if not.
1. The teacher asked you to write your point of view about “Should Math be
removed from the College Curriculum?”

2. As a TVL student, you are asked to think of the possible theme and motif of
the upcoming Christmas party.
3. As a GAS student, you want to know the impact of the Best in English
Speaking Student Award on the oral fluency of students.
4. Eisen attended a dance competition with his friend; after the event, he
wanted to discuss how and why the winning team’s performance did
not deserve the award.
5. Riza was asked to write their platforms and their plans for the national
campaign.

What’s
New

Examine the sample concept paper. Answer the questions in your notebook using 2-
3 sentences only.
 Department of Education
Region III
DIVISION OF PAMPANGA
TELACSAN NATIONAL HIGH SCHOOL
Macabebe

I. Title: Best English Speaking Student (BESS) and Best English

Speaking Teacher (BEST) Award

II. Rationale: English is considered as lingua franca or international language used to

communicate with other people speaking different mother tongues. Thus, this
indirectly required all the countries including those non-native speakers like
the Philippines the need to be equipped with the use of the English language in
both oral and written communication. This is because the international arena
of the present days is constantly gravitating towards English for a reason that
it is the common used language in business, technology, scholarly journals and
publications, international relations and laws. Therefore, this scenario
strengthens the called for developing English proficiency among people in
which BESS and BEST Award will be used as one of the stepping stones to
achieve the desired communicative competencies.
III. Objective: BESS and BEST Award will aim to achieve the following objectives;
1. To encourage the students and teachers of TNHS to use the English
language as medium of communication.

2. To enhance the English language fluency and proficiency of the TNHS

community.
3. To develop the language competencies of both students and teachers
towards becoming globally competitive.
IV. Managing Team:
English Department Teachers

E-Lite Club Officers and Members

V. Participants:

Teaching and Non-Teaching Personnel

Students
VI. Budgetary Requirements:

A. Source of Fund: PTA Funds

B. Needed Materials:
a. 12 Pins P 400.00
 b. Special Papers for Certificates P 600.00
Total P
1000.00

VII. Procedure

1. The BESS and BEST Award is open for all the bona fide students from all year levels
and teaching and non-teaching personnel except for the English teachers.
2. The BESS and BEST Award shall be given to the students and teachers who use
English as medium of communication inside and outside the classroom (focusing on
the fluency and not on the proficiency).
3. The nomination for BESS will come from the students and English teachers; the
nomination for BEST will come from the students.
4. There nominees will be evaluated by selected teachers and students.
5. The awarding will be done every second Monday of the month. One student per grade
level and one from the personnel will receive the award.
6. The awardees of the award shall wear the pin of BESS/BEST and receive a certificate
of recognition.
7. The BESS/BEST pin shall be taken care by the awardees and wear it every day. If in
case of loss, the awardee will be disregarded in any nomination for the said award.
8. The BESS/BEST pins shall be passed from the last month awardees to the new
awardees.
9. An evaluation tool will be given to both students and teachers at the end of the school
year to assess the effectivity and procedure of the program.

VII. Timeline:

Da Activiti
te es
July Collaboration and Planning of the Award
August 8 Second English Department Meeting
Review of the Program Proposal
August 22 Submission of the Program Proposal
August 23-25 Collecting Entries for BESS/BEST Logo
August 29-30 Choosing BESS/BEST Logo
September 4-8 Preparation for the Program Launching
September 11 Launching of the Program
 1st Week of the Month (October) Nomination of Awardees
2nd Monday of the Month (November) Awarding of the 1st Batch of BESS and
BEST
2nd Monday of December-March Awarding of BESS and BEST

Prepared by:
JoAnn SP. Manabat
English Subject Coordinator

Approved by:
Nieves C. Guevarra

OIC-HT III

1. What is the problem presented in the rationale?

2. What is the concept given to resolve the problem?

3. How will the program be implemented?
4. Is the estimated fund requirement reasonable? Why or why not?

5. If you are a part of the approving body, will you accept the concept presented in
the proposal? Explain your answer.

What is
It
Discussion of Activity 1

Concept paper is about a particular project with its purpose and outcomes. It
is usually created to get funding from potential sponsors. The main goal of writing a
concept paper is to explain why the project matters and who its beneficiaries will be.
To create a successful one, you must use clear, passionate language that will show
your target sponsors that the goal of your project matches up with the kinds of
initiatives that they want to support. Here are some guidelines in writing concept
papers for initiating projects or programs:
A. Establish your purpose
1. Grab your reader’s attention. Concept papers are meant to persuade
sponsors, convincing them to fund or adopt your idea. This means it’s critical
to “hook” them right at the beginning.
For instance, you could start off your paper with an attention-grabbing statistic
related to your project: “Every year, 10.5 million pounds of food go to waste
due to one common pest: Rats.”
Giving your concept paper a descriptive title, like “Lock the Rat Box: Humane,
Hands-Free Rodent Control,” is another good way to grab their attention.
2. Explain why you are approaching this sponsor. After getting your reader’s
attention, the introduction to your concept paper should then describe how
your goals and the sponsor’s mission mesh. This tells the sponsor that you’ve
done your homework and are serious about approaching them.
Example: “The Savco Foundation has long been committed to funding
projects that foster healthy communities. We have developed Lock the Rat
Box as an easy, cost-effective means to lower illness rates and sanitation
costs in municipalities, and are seeking your support for the project.”
3. Describe the problem your project addresses. The next section of a
concept paper will devote a few sentences or short paragraphs to the specific
purpose of your project. Describe the problem you want to solve, and illustrate
how you know it exists
4. Put the problem in context to explain why it matters. Show how your
project relates to current issues, questions, or problems. Statistics and other
numerical data can help build a convincing case for why your problem
matters. Some readers might also be moved by narratives or personal stories,
so consider including those as well.

B. Explaining how your concept works

1. Share the basics of your method. Even if readers are convinced you have
identified an issue that matters, they’ll still want to know that you have an idea
for how to solve or investigate it. Spend some time in your concept paper
describing the methods you will use.
2. Emphasize what makes your methods unique. Remember that sponsors
may be looking at numerous requests for funding. To ensure that yours is
successful, you have to explain what sets your project apart. Ask yourself the
question: “What is my project doing that no one has done or tried before?”
3. Include a timeline. You can’t expect a donor or foundation to be willing to
fund a completely open-ended project. Part of your concept paper should
explain the projected timeline for implementing your project.
4. Give concrete examples of how you will assess your project. Sponsors
want to fund projects that are likely to succeed, and part of your job in the
concept paper is to explain how to measure your project’s outcomes. If you
are developing a product, for example, that success can be measured in units
 produced and/or sold. Other assessment tools could include things like
surveys to gauge customer satisfaction, community involvement, or other
metrics
5. Provide a preliminary budget. Sponsors will be interested to see a general
overview of how much your project is expected to cost. This explains the need
for funding and helps the sponsor determine if the project’s scope is
appropriate. A concept paper is a preliminary proposal, so not every detail
needs to be spelled out, but give info on the basics of costs that may include
things like:
● Personnel, including any assistants
● Equipment and supplies
● Travel
● Consultants you may need to bring in
● Space (rent, for example)
6. End with a project summary. Wrap things up with a short paragraph at the
end of your paper, reiterating your project’s purpose, basic plan of action, and
needs. Focus on the essential points you want to stick in the sponsor’s mind.

C. Reviewing the draft

1. Keep it short and neat. Concept papers are typically short documents of 3-5
double-spaced pages. Sponsors may have many applications to read, and a
concept paper that drags on or is poorly formatted might get rejected outright.
If the application requests a particular format, follow the directions exactly.
Otherwise, type your paper in a standard font at a readable size (12 point is
good), number your pages, and use reasonable margins (1 inch all around is
fine).
2. Check that the language of your concept paper is action-oriented.
Sponsors are looking for projects that are well-thought out and doable. Avoid
hedging your proposal or doing anything that sounds like you aren’t
completely confident in your project.
3. Use vocabulary that your reader will understand.
4. Include contact info. Make sure the sponsor knows how to reach you by
mail, email, and phone. Even if you’ve included this information elsewhere in
a project application, it’s a good idea to include it in the concept paper so the
sponsor won’t have to hunt for it.
5. Proofread your final draft.
 What’s
More
Independent Activity 1

True or False: Write T if the statement describes a good concept paper and F if not.
1. Writing concept paper should follow a specific format.
2. The main goal of writing a concept paper is to look for funds in implementing a
project or program.
3. The concepts should only be the content of your paper.
4. Timeline gives an idea to the sponsors on how long the project will run.
5. Concept papers and business plans are the same.
6. Budget should be hidden unless asked by the sponsors.
7. Method of implementation should not only explain the procedure but also the
uniqueness of your concept.
8. You can propose any concept as long as it is feasible.
9. You can propose your concept paper to any funding organization.
10. Your concept goal should match with the funding organization’s goal.

Independent Assessment 1
Read the excerpt from “Finding Pleasure in the Right Things”: A Concept Paper on
Arts, School-to-Career, Service Learning, and Community Revitalization”. Identify the
concept discussed in the text and outline the main ideas given to explain the
concept. Write your answer in your notebook.

Creativity, Craft, and Conscience

School-to-career, arts education, and service learning each can lay claim to its own unique and
innovative ways to contribute to youth development and community development. Arts education, for example,
fosters creativity in young people and helps to build a vibrant community in which adolescents are active
producers as well as consumers of the arts. By fostering craftsmanship and the skills of high-performance
workplaces, school-to-work contributes to the economic stability and productivity of the community and sets
young people on a path towards high-skill employment. Service learning fosters conscience, providing
opportunities for active civic membership by giving young people ways to make contributions to their
community.

It is tempting to focus on what is special about each of these fields. After all, each appeal to a
somewhat different constituency and, survives, at least in part, by making a case for its unique contribution.
Yet many of the best initiatives in each of these fields incorporate aspects of the others. It is not unusual for
arts education or service learning programs to focus on the very competencies, such as teamwork and
problem-solving skills that employers have identified as most important in the workplace; by the same token,
some school-to-career initiatives emphasize the importance of making a contribution to one's community, as
well as being productive on the job.

While arts education, school-to-career, and service learning national movements are quite different, in
practice—or “on the ground”—the three fields have many shared elements. One reason for the common
programmatic strategies is that all three fields share an approach to education that promotes authentic, active,
 ● Students learn through relationships: with peers, teachers, and a community of adults who use
knowledge in realms beyond school.
● Students learn when they are engaged, and engagement is most likely when students see a
personal and social value to what they are learning.
● Students learn through active, in-depth investigation and exploration.
● Students learn in multiple contexts, through opportunities to address and reflect on authentic
problems, using the kinds of materials and approaches employed by experts.
● Students become life-long active learners through developing habits of mind and work such as
searching for connections, persistence, and striving for accuracy.

These principles build on emerging knowledge about the power of contextualized and situated learning
and on theories of adolescent development. In the throes of developing their sense of who they are and who
they might become, adolescents become engaged when their efforts are directed at a real problem or need,
or allow them to express their ideas, beliefs and creativity to an audience. Each of these fields offers youth
multiple opportunities to test out their own ideas, dreams, and emerging identity in the company of adults who
both push and support them to do their best work.

One of the central problems adolescents have with school is their impatience about learning concepts or
doing exercises that appear to only have value as gateways to more of the same. They simply do not get
excited about accumulating points (or grades) toward some still hazy future goal. Although participating in
arts, school- to-work, and service helps young people learn skills that will be useful in the future, they are
doing so in the context of learning and producing things that matter in the present.

The shared core principles point to another way in which these three fields of practice contribute
powerfully to students' growth and development. For many young people it is through participating in the arts,
school-to- work and/or service that they first develop notions about what constitutes high quality work. These
fields allow them to encounter real world as well as school standards. By observing and emulating adult
expertise and producing work for real audiences, students come to understand the importance of setting and
meeting high standards and begin the process of developing their own personal standards of mastery.
Source:https://jfforg-prod-prime.s3.amazonaws.com/media/documents/RightThings.pdf

Independent Activity 2

Identify whether the concept is covered by the discipline of Arts or Business.

Write Picasso for Arts and Henry Sy for Business.

1. Athalia proposes her ideas on how to make a Filipino adaptation of the

classical stage play entitled “Les Miserables” by Victor Hugo.
2. Jaycee and his proponents want to advertise their buko syrup product in the
market.
3. Sheryl thinks that opening a branch in Macabebe will be beneficial in
expanding their company’s market place.
4. The Culture and Heritage Foundation is looking for brilliant ideas on how to
introduce the Filipino paintings among youth.
5. HUMSS students are asked to facilitate an exhibit featuring the local
products of Pampanga.
6. Mayjoy found out in her research that franchising Jollibee in her community
can be a good start towards economic progress.
7. The SSG organization is asked to prepare a historical program as part of the
Araling Panlipunan Month celebration.
 8. Mr. Mendoza demonstrates how his software can assist teachers and
students during online and offline learning.
9. Mhiro is looking for private individuals to produce his film.
10. Jherald proposes to conduct a thorough study on Da Vinci’s paintings
to decode their hidden message.

Independent Assessment 2

A professional organization tapped you as a resource speaker to present a paper on

a concept in Law, Philosophy, Politics or Religion. The paper should delve on the
history, development and impact of the concept in the discipline being covered. The
paper should employ the academic writing style and should not exceed 1,500 words.
Source:

Valdez, P. N. (2016). English fo the Globalized Classroom Series: English for Academic and
Professional Purposes. Quezon City: Phoenix Publishing House Inc.

Independent Activity 3
Choose a situation below and fill up the chart with information needed to construct
your concept paper.
Situation 1: One of the local festivals in Pampanga is the Santero Festival in
Macabebe. This festival features how locals started to craft exquisite sculptures of
saints. You are asked to be the organizer of this year festival thus requiring you to
come up with a concept proposal for the event.
Situation 2: You have an idea on how to create a software that can effectively assist
teachers and students in teaching and learning in the new normal set up. This can
be a good start for your small business so you should come with a good proposal to
attract possible sponsors and clients.
Project/ Program name:
Description:
Target Sponsor:
Timeline:
Method:
Budget plan:
Assessment:
 Independent Assessment 3

After accomplishing the chart under Independent Activity 3, you are now ready to
work on your concept paper. Write a well-written concept paper to convince your
target sponsors to support your project/program. To evaluate the concept paper, the
criteria below will be used.

Content 30
%
Organization 30
%
Style 15
%
Grammar and Mechanics 15
%
Documentation and Sources 10
%
Total 100
%

What I Have
Learned
Reflect on what you have learned after taking up this lesson by completing the chart below in 2-3
sentences

I thought…
What were your thoughts or ideas
about statement of the problem?

I learned that…

What new or additional ideas

did you learn after taking up this
lesson?

I applied that…..
How did you apply the things
you have learned about
formulating a statement of the
problem?
 What I Can
Do
Answer the following questions using 2-3 sentences only.

1. What is the main goal of a concept paper?

_

2. What is the initial step in writing a concept paper?

3. How do you explain the feasibility of your concept?

4. Why is proofreading important in writing a concept paper?

Assessmen
t
Read and answer each item. Write the letter of the best answer on your
answer sheet.
1. It is the first step in writing a concept paper in arts and business.
A. Explain your concept procedure
B. Establish you purpose
C. Know your target sponsors
D. Review your draft
2. This contains the estimated expenses of your project or program.
A. Timeline
B. Preliminary Budget
C. Rationale
D. Method
3. It explains how your concept works.
A. Purpose
B. Rationale
C. Timeline
D. Method
4. It suggests that you need to hook your audience in your concept paper.
A. Explain your purpose
 B. Grab your reader’s attention
C. Share basic methods
D. Include timeline.
E. None of the above
5. The statements refer to reviewing your draft except _.
A. Emphasizing your methods
B. Keeping your paper short and neat
C. Recheck your language
D. Finalize your format.
6. Providing examples on how your concept works can attract more your audience.
A. True
B. False
C. Both A and B
D. None of the above
7. This section of a concept paper will devote a few sentences or short paragraphs to
the specific purpose of your project.
A. Describe the problem your project addresses
B. Explain why you are approaching this sponsor
C. Put the problem in context to explain why it matters
D. None of the above
8. Concept paper may differ in format depending on the desire of your target
funding organization.
A. True
B. False
C. Both A and B
D. None of the above
9. It is the standard font size in writing concept paper.
A. 11
B. 12
C. 13
D. 14
10. Concept paper should feature the uniqueness of your method.
A. True
B. False
C. Both A and B
D. None of the above
 Additional
Activities
Answer the column K in the LINK chart.

L I N K
List everything Inquire about Now we are What do you
you know what you want to going to take know now?
know note
 Answer
Key

Assessment Independent What’s New

B Assessment 1 Answers may vary
B Answers may vary
D
B What’s More
A Independent Independent
A Activity 2 Activity 1
A Picasso T

Y5
A Henry Sy T

N4
B Henry Sy F
A
Picasso T

N3
Picasso F

Y2
Henry Sy F

N1
Picasso T

W
Henry Sy T
F
Picasso
T
Picasso

References
Debusk, B. (2016, January). Developing a concept paper and contacting a program officer.
Retrieved May 20, 2020, from Hanover research:
https://twu.edu/media/documents/orsp/concept-paper.pdf
Fero, J., et. al. (2019, July 23). Planet lean. Retrieved from Benefits and difficulties of using
a Concept Paper: https://planet-lean.com/lean-product-development-tfmc/
Mendoza, J. M. (2017). Best English Speaking Student (BESS) and Best English Speaking
Teacher (BEST) Award. Telacsan National High School.
Ukexpertswriting. (2014, June 28). Retrieved from
https://www.ukwritingexperts.co.uk/blog/what-are-the-benefits-of-research-
writing/
Valdez, P. N. (2016). English fo the Globalized Classroom Series: English for Academic and
Professional Purposes. Quezon City: Phoenix Publishing House Inc.
Writing a Concept Paper. (n.d.). Retrieved from
https://www.aub.edu.lb/ogc/Documents/Writing_Concept_Paper.pdf
https://www.freepik.com/free-vector/mind-map-concept-illustration_10812708.htm