English for Academic and Professional Purposes

Writing a Concept Paper - Quarter 3 Week 3

Name: ___________________________________________ Date: ____________

Year and Strand: ___________________________________ Score: ___________

Background Information
Writing academic text is one of the 21st century skills that a student must develop.
After learning how to write a Review/Critique Paper in the previous module, you will be
introduced to another type of academic text-- the Concept Paper.
This exposes you to the sphere of understanding the nature of a concept paper and
its salient parts and structure. As you go along this module, structured writing activity
will guide you to come up with an effective concept paper. Meaningful learning
experiences will be your tool in developing and presenting a concept paper as your
expected output at the end of the module.
Learning Competency: Presents a Concept Paper
CONCEPT PAPER DEFINED
A concept paper is a summary document of a project proposal that tells what the
project is all about, the reasons for conducting the project and how it will be carried out.
This paper also provides an overview of the project, and help funding agencies eliminate
proposals that are likely to be disapproved.

It has several uses:

• 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.

PARTS OF A CONCEPT PAPER

The parts of a concept paper may also vary depending on the nature of the
project/activity when it is used in a specific discipline. Below are the two outlines of a
concept paper based on the context.
Concept Paper for a Project
 Use the structure below when you want to propose a certain tangible project in
your discipline.
• Cover Page contains
 Proponent’s name
 Proponent’s contact number, email address
 Proponent’s agency
 Date of submission
• Introduction contains
 Short description of proponent’s agency, major accomplishments and
capability to undertake the proposed project.
 Reasons why the funding agency should support the project
• Rationale or Background contains
 State the problem to be solved
 State the project’s significance
• Project Description contains
 Objective of the project
 Methodology (Action Plan)
 Timeline
 Anticipated outcome
 How the outcome will be evaluated

• Project Needs and Cost contains

 Budget, item description and amount
 Personnel or equipment needed
Concept Paper for Academic Research

Use the structure below when you intend to present an idea or concept for a research
you want to pursue.

• Title Page contains

 Research title
 Name and school
 Date of submission

• Background of the Study contains

 State the field you are researching on
  State the problems to be addressed by the research, provide statistics
and previous studies to prove your claim
 Reasons in conducting the research
 Theoretical and practical implications

• Preliminary Literature Review contains

 Provide theoretical framework
 Provide major related literature review at least 5
 Provide brief synthesis of the reviewed literature and studies.

• Statement of the Problem/Objectives contains

 State the general problem in one sentence
 State your specific research questions of objectives.

• Methodology contains
 Context and participants of the study
 Instruments to be used
 Data collection procedures
 Data analysis scheme to be used

• Timeline contains
 Duration of the research (Gantt chart)

• Reference contains
 List of books, journals, and other resources cited in your paper

Three Ways of Elucidating a Concept

Before writing a concept paper, you must first learn how to explain your concept of your
project or research. Basically, there are three ways of explaining a concept.

1. Definition – explaining the concept by answering, “What does it mean?” This makes
of an illustrations, examples, and description to clarify the term. A definition can be
done in three ways:

a. Informal Definition – giving of a parenthetical or brief explanation.

 Example: Tocopherol (Vitamin E) is naturally found in vegetable oil, fish,
and nuts.

b. Formal Definition - giving of the term to be defined, the category, and the quality
that makes the term different from other terms in the same category

Example:
Vitamin E is a light yellow fat-soluble vitamin that acts as anti-oxidant.
(term defined) (category of the term) (quality)

Biology is a branch of science that studies living organisms. (term

defined) (category of the term) (quality)

c. Extended Definition – is a detailed way of defining a term and is usually a one

paragraph. It incorporates various patterns of formal, informal, comparison and
contrasts, narration, description, classification, cause and effect to explain a
concept.

Example:
First described in 1907 by Alos Alzheimer, a German pgysician, Azheimer’s
disease is an adult-onset neurological disorder of unknown etiology (cause)
manifested by loss of memory, impaired thought processes, and abnormal
behavior. When the illness begins before the age of 65, it is termed Alzheimer’s
disease; when onset is after 65, it is referred to as senile dementia of the
Alzheimer’s type.

Signal Words for Definition

The following signal words are useful when explaining a concept by definition.

as defined, for example, for instance, is defined as, means,

such as, to define, to illustrate

1. Explication – is a method of explanation in which sentences, verses, quotes, or

phrases are taken from a literary or academic work then interpreted and explained
in a detailed way. You may begin by analyzing how the text was constructed and
end with a concise conclusion by restating your major arguments. Explication not
 only illuminates a piece of literature, but also serves to remind the readers about
its historical setting and formal properties of style and language.

Example:
In the final stanza of his poem The Road Not Taken, Frost talks about his dilemma
of coming upon two diverging paths, and not knowing which one to choose. The third
line is very important, as it delivers an idea of choosing between the two divergent
paths.

The tone in this stanza shifts from regretful to optimistic. The two roads
symbolically
represent individual choices. The mood is neither depressed nor unhappy, but the
poet sighs because he knows what the complexities our life may have for him.
Whether he has chosen a right or a wrong path, it has a compelling impact on his
life. The phrase “less traveled” suggests the theme of individualism. From: The Road
Not Taken (by Robert Frost

2. Clarification – it is a method of explanation in which the points are organized

from a general abstract idea to specific and concrete examples. The analysis of
the concept is done by looking at the examples and specifying its characteristics.

Signal Words for Clarification

After all instance
for namely that is
As an example in other words put another way to be specific
Consider the following example in particular specifically
To clarify for example in short stated
Example:
differently

Justice is a broad concept which encompasses a wide set of ideas, most of which also
branch out into smaller notions. For instance, it can refer to the sentencing of a criminal
based on due process. When an individual gets what he deserves, even outside the
hands of the law, it is also considered justice in some context. This may come in the
form of vigilante justice, in which a person dissatisfied with the system doles out
punishing to wrong-doers. Poetic justice is also another related concept which is used
in literature to show how the good is always rewarded while bad forces always meet a
grim end. In the context of this paper, justice will be clearly delineated into any instance
in which the law is successfully and fairly applied to an individual, resulting in either an
arrest or a release. To illustrate, if a theft is caught and tried in court through due
process, and is found to be guilty and then sentenced accordingly, it can be said that
justice was served. However, if the same thief is caught in the act by a band of villagers
and was beaten right then and there, it will be considered justice in the context of the
paper, as the process has not undergone due process.
Source: English for Academic & Professional Purposes for SHS page

Various Kinds of Concept Papers’

Explaining a concept is one way of enhancing one’s communication skill. In whatever

fields of discipline you are in, the idea of explaining a concept well is a useful tool in
improving relationship, in the workplace, as a citizen of your country, and across your
lifetime. Below are the samples of concept paper used in the different fields of
discipline. While reading, note also on the format used, how the concept is presented,
and the language use.
Sample 1

Project Overview
L2 pedagogy and research have considerably experienced shifts that continue to bring
about new and perennial concerns, the first of which is the divergence between
practitioners and theorizers. This problem resulted in the struggle of teachers in
accommodating and integrating technical knowledge to their own embedded teaching
framework; hence, they employ various methods and approaches which they feel are
more practical and effective based on their own teaching experiences and classroom
realities. Also, teachers employ eclecticism which seemed to be unsystematic, uncritical,
and unprincipled as it reaches classroom level (Kumaravadivelu, 1994) because “it
offers no criteria according to which we can determine which is the best theory, nor does
it provide any principles by which to include or exclude features which form part of
existing theories or practices” (Stern, 1992, p. 11). Another issue directly linked to the
divergence between the theorizers and the practitioners is the lack of models
consolidating the recent theoretical and empirical research findings which will guide the
teachers in employing sound teaching practices (Brandl, 2002). The lack of such model
may be the factor that prompted language teachers to practice teaching without due
regard for current beliefs in language teaching and learning for the reason that they
teach the way they were taught (Borg, 2003).
 Teacher’s skills are also an issue. Though teachers are capable of creating curriculum,
learning experiences, assessment to diagnose the needs, weaknesses, strengths of the
students (Wiggins and McTighe, 2005), their skills are sometimes questioned
particularly the nonnative English teachers. As what Dat (2008) has pointed out many
teachers from Southeast Asia are incompetent language users and pedagogically
unskilled.
The overwhelming cognitive orientation in contemporary L2 pedagogy has been
criticized by putting much emphasis on the language itself and not L2 in use (Matsuka
& Evans, 2004); in short, developing language proficiency is treated as the ultimate goal
of any language course. This leads to the next issue which is the lack of emphasis on,
along with the difficulty in, developing the learner’s pragmatic and sociocultural
competence in the context of L2 classrooms (Trosborg, 1995).

With the introduction of new pedagogical concepts, learning process, and information
and communication technology, it is imperative to develop a teaching framework that
would reflect the most current and generally accepted second language learning
principles and integrate them with practical knowledge. Since current trends in language
teaching and materials design are evolutionary rather than revolutionary (Nunan, 1999),
this paper does not intend to reject previously-held, tried, and tested practices but to add
value to what is already existing by consolidating the most recent and established
principles and communicate them clearly for practical use particularly in materials
preparation. As Omagio-Hadley (1993) has pointed out, the mere proliferation of L2
research which is sometimes contradictory would just lead to confusion unless the
results are integrated and well communicated.

And since the study will be conducted in the context of a developing country, the findings
of the study will potentially contribute to the field of language teaching in the Southeast
Asian region by offering a framework that integrates both the sociocognitive and
transformative aspect of language teaching and learning. This paper, through the
developed framework will help teachers expand their repertoire of techniques and best
practices to effectively deal with the learners’ individual differences; consequently
reskilling them.
Design and Methodology
This study will primarily use qualitative research combined with some quantitative
measures (Tashakkori &
Teddlie, 2002). Such method will provide the best opportunites for generating new and
creative ideas
(Jaccard & Jacoby, 2010). Specifically, the development of the teaching framework will
be anchored in the grounded theory (Glaser, 1922; Glaser & Strauss, 1967) through
analysis of recent literature and studies from the top TESOL and applied linguistics
journal. Consequently, the framework that will be developed will be validated from both
theoretical (researcher-theorizers) and practical perspectives (practitioners) to ensure
utmost applicability and usability.
The following instruments will be used for validation of the framework: rating scale for
researcher-theorizers validation, semi-structured interview for experienced teachers’
(practitioners) validation, and actual classroom teaching with observation. There will be
five experienced teachers and five researcher-theorizers who will validate the
framework. Moreover, such triangulation will be used to obtain a full picture of what is
being investigated (Mackey & Gass, 2006).

Draft Budget

Materials, Reproduction, Data Collection PhP 100,000.00

• Digital Recorder w/ rechargeable battery

• Bond paper (short)
• Bond paper (long)
• Computer ink (BCI 830, black)
• Miscellaneous (Pens, Pencil, Folder, CDs rewritable) USB flashdrive
Validator’s Token (in kind) PhP 50,000.00
Transcriber’s Fee PhP 50,000.00

Personnel
This paper will only involve one research proponent who will undertake the project.
However, other personnel will be involved not as researchers but as framework
validators, instrument validators, and transcribers.
Timetable for Completion
Date Activities

2013 Surveying and analysis

2013 Preparing research instruments
Validating research instruments
2013 Pilot testing of interview guide
Revising research instruments
2013 Validating the framework by practitioners via interview
Transcribing and encoding of interview
 2013 Revising the framework
Preparing lesson
Preparing observation checklist
2013 Using framework in classroom setting (i.e., actual teaching using the
framework)
2014 Writing on paper

Activity I. Venn Diagram

I.Direction: Using the Venn diagram, provide similarities and differences between the
two structure or format of a Concept Paper for a Project and the Concept Paper for an

Concept Paper Concept Paper

for an Academic
Research

II.

Academic Research. Do this in your notebook.

Imagine that you are the SK Chairman in your barangay during this time of COVID-19
pandemic. You want to propose a hand washing area to be installed in the local terminal
in your barangay as one of the prescribed protocols. However, your SK funds for this
year cannot suffice the project’s completion. Present a short description of this
project to a private institution in order to obtain funds for this noble cause. Write
your answers in your notebook following the format below.

____________________________

Project Title

Short Description:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________ Cost
Estimates:

Activity 2 Hate Me Not!

I. Read the paragraph below and answer the questions that follow.

Anger is having a feeling of hatred toward someone or something. It is one of

our basic emotions and can be most dangerous if it is not carefully controlled. A
person can become angry when he cannot fulfill some basic needs or desire that is
important to him. For example, a child may become angry when he cannot play
outside with his friends. An adult may become angry when he does not receive a raise
in pay that he expected. Mentally, anger can interfere with our thoughts, making it
difficult to think clearly. Physically, it may cause violent reactions in our muscles and
in the nervous system. This causes an angry person to flush and tremble and to show
other signs of disturbance. A person can be dangerous if he is in an angry mood
because he can develop feelings of hostility and hatred toward another person, which
can then often turn violent.
Source:
https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/075sa
m ple_paragraph_definition.pdf

Questions:

1. What concept is being explained in the above paragraph?

2. What examples are given to explain the concept?
3. Do these examples reflect realities in life?
4. In what way is the concept of the paragraph being explained?

Write a formal definition of the following terms:

1. Internet
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Social media
__________________________________________________________
__________________________________________________________
__________________________________________________________

II. Concept Building

Think of any topic of your interest. Explain your idea or concept using one of these
ways: by definition, explication or clarification. Provide an illustration or drawing
of that concept you want to expound. Your concept presentation will be rated
using the rubric below.
Rubrics for Rating Your Concept Presentation

Partially
Evident
Features of the Concept Presentation Evident
5 pts.
2 pts.
The introduction covers the background for the concept and
the thesis statement.
The paragraphs of the body explain, explicate, or define the
concepts.
Each paragraph uses at least two supporting details to
clarify the concept.
The conclusion presents the summary of the concept paper
and restates the thesis.
Adequate transitions make sure that paragraphs and ideas in
the sentences are connected and organized.
Uses simple language in order for the reader to easily
understand the piece.
The essay is free of grammatical errors and all sources
were listed in the reference.
The illustration presented enhances the
concept explanation.
(Adapted from: EAPP ADM)

Activity 3
A. Choose only the letter of the correct answer. Write your answer in your
notebook.
1. What academic writing that tells what the project is all about, the reasons of
conducting the project as well the process of carrying it out?
A. Research Paper C. Concept Paper
B. Critique Paper D. Position Paper
2. Another name of concept paper is
A. Summary document C. Review
B. Document D. Report
3. Why is a concept paper necessary?
A. It gives opportunity for fund sources C. It explains ideas clearly.
B. It documents the steps clearly. D. It brings societal change.
4. Which is NOT an important part of a concept paper for academic research?
A. Statement of the Problem C. Rationale
B. Timeliness D. Budget
5. What detail should you include in writing the project description part?
A. Review of Related Studies C. Expected Outcome
B. Proponent’s agency D. Budget
6. This way of presenting the concept uses examples to develop the ideas in the
paragraph.
A. Explanation C. Clarification
B. Explication D. Definition
7. Why do you need to include the distinguishing feature in formal sentence
definition? A. To present the unique qualities of a term.
B. To recognize it from the other terms.
C. To be different in some terms.
D. To be specific in meaning.
8. Which of the following is a purpose of writing a concept paper?
A. To present a feasible project worth future funding
B. To show ones skill in conceptualizing ideas
C. To get possible source of income
D. To communicate ones intention
9. Which of the format should you use if you are planning to conduct a study on the
“Effectivity of Online Learning on Physics Subject to Grade 12 Students?”
A. Concept Paper for Academic Research C. Book Review format
B. Concept Paper for Project D. Thesis format
10. This type of definition makes use of a parenthetical explanation.
A. Informal definition C. Clarification
B. Formal definition D. Explication
B. In your paper, write E if the statement shows an effective way of writing a
concept paper; and N if otherwise.

1. Rino fails to indicate the page number in his concept paper.

2. Andrew included a literature review for his term paper.
3. Geryl includes in the references all journals he used but excludes the books he cited.
4. Maxine sticks to one format every time she submits concept paper to various
agencies. 5. Dally uses different style and approach in presenting the ideas in a
concept paper which is fit to the context of discipline.

Prepared by:

LEINEL M. MALAZZAB
SHS TII
APARRI WEST NATIONAL HIGH SCHOOL

Checked and Approved:

EVELYN P. RAPACON
School Principal I
 English for Academic and Professional Purposes
Writing a Report - Quarter 3 Week 4
Name: ___________________________________________ Date: _____________
Year and Strand: ___________________________________ Score: ____________
LEARNING ACTIVITY SHEET
Background Information
Reports are essential to keep an updated account of an event, situation, and
organization. These are documents that wish to inform, analyze, or recommend.
Reports are often expressed through oral presentations or written. The common
mediums of these reports are speeches, televisions, radios, and films.
Report writing is making a detailed statement about the company, an event, a
situation, and/or an occurrence which is based on an observation, investigations, and
inquiries.

TYPES AND CHARACTERISTICS OF VARIOUS REPORTS

Formal Report – is a complex account either written or oral that uses formal and
structured language and is usually applied in major projects and
organizations.

• Informational - presents result, information, and updates and

explains Examples:
 attendance reports
 annual budget reports
 monthly financial reports

• Analytical - presents, analyzes, and draws conclusions from

reports and shows the why and the how of an occurrence
Examples:
 scientific research
 feasibility reports,
 employee appraisals

• Recommendatory- presents recommendation based on the

results and conclusions Example:
 recommendation report
 Informal Report – communicates, updates information using free-flowing, casual
and short formats usually about routines and everyday business

Examples:
 progress reports
 feasibility report
 literature review
 personnel evaluation
 report on sales

BASIC STRUCTURES OF REPORTS

I. Title page
II. Abstract
III. List of Figures and Tables
IV. Introduction
V. Body (varies according to type of report)
VI. Conclusions
VII. Recommendations
VIII. References
IX. Appendices

1. Decide on the 'Terms of reference'

To decide on the terms of reference for your report, read your

instructions and any other information you've been given about the report, and
think about the purpose of the report:

• What is it about?
• What exactly is needed?
• Why is it needed?
• When do I need to do it?
• Who is it for, or who is it aimed at?

2. Decide on the procedure

This means planning your investigation or research, and how you'll write
the report. Ask yourself:
 • What information do I need?
• Do I need to do any background reading?
• What articles or documents do I need?
• Do I need to contact the library for assistance?
• Do I need to interview or observe people?
• Do I have to record data?
• How will I go about this?
3. Find the information

Make sure the information you find is relevant and appropriate. Check
the assessment requirements and guidelines and the marking schedule to
make sure you're on the right track. If you're not sure how the marks will be
assigned, contact your teacher.

What you will find out will form the basis, or main body, of your report –
the findings. You have already done this in the previous lessons.

4. Decide on the structure

Reports generally have a similar structure, but some details may differ.
How they differ usually depends on:

• The type of report – if it is a research report, laboratory report, business

report, investigative report, etc.
• How formal the report has to be.
• The length of the report.

Depending on the type of report, the structure can include:

• A title page
• Executive summary
• Contents
• An introduction
• Terms of reference
• Procedure
• Findings
• Conclusions
• Recommendations
• References/Bibliography
• Appendices
 • The sections, of a report usually have headings and subheadings, which
are usually numbered

5. Draft the first part of your report

Once you have your structure, write down the headings and start to fill
these in with the information you have gathered so far. By now you should be
able to draft the terms of reference, procedures and findings, and start to work
out what will go in the report’s appendix.
As you are writing your draft decide what information will go in the
appendix. These are used for information that:

• is too long to include in the body of the report, or

• supplements or complements the information in the report. For example,
brochures, spreadsheets or large tables.

6. Analyze your findings and draw conclusions

The conclusion is where you analyze your findings and interpret what you have
found.
To do this, read through your findings and ask yourself:

• What have I found?

• What's significant or important about my findings?
• What do my findings suggest?

For example, your conclusion may describe how the information you
collected explains why the situation occurred, what this means for the
organization, and what will happen if the situation continues (or doesn't
continue).
Don’t include any new information in the conclusion.

7. Make recommendations

Recommendations are what you think the solution to the problem is

and/or what you think should happen next. To help you decide what to
recommend: • Reread your findings and conclusions.
• Think about what you want the person who asked for the report should
to do or not do; what actions should they carry out?
• Check that your recommendations are practical and are based logically
on your conclusions.
 • Ensure you include enough detail for the reader to know what needs to
be done and who should do it.

Your recommendations should be written as a numbered list, and

ordered from most to least important.

8. Draft the executive summary and table of contents

Some reports require an executive summary and/or list of contents.

Even though these two sections come near the beginning of the report you
won't be able to do them until you have finished it, and have your structure and
recommendations finalized.
An executive summary is usually about 100 words long. It tells the
readers what the report is about, and summarize the recommendations.

9. Compile a reference list

This is a list of all the sources you've referred to in the report and uses APA
referencing.

10. Revise your draft report

It is always important to revise your work. Things you need to check

include:

• If you have done what you were asked to do. Check the assignment
question, the instructions/guidelines and the marking schedule to make
sure.
• That the required sections are included, and are in the correct order.
• That your information is accurate, with no gaps.
• If your argument is logical. Does the information you present support
your conclusions and recommendations?
• That all terms, symbols and abbreviations used have been explained.
• That any diagrams, tables, graphs and illustrations are numbered and
labelled.
• That the formatting is correct, including your numbering and headings
are consistent throughout the report.
• That the report reads well, and your writing is as clear and effective as
possible.

Activity 1
 Answer the following in your paper/notebook. Check the numbers if the statements
about writing reports are TRUE. If not, leave that number unmarked. 1. There are
many types of reports but the basic steps in writing them are the same.
2. Reports have the same structure so their details may not differ.
3. The findings form the basis of your report.
4. Appendices are used for information that may be too long to be included in
your report.
5. The recommendation part is where you analyze your findings.
6. Conclusions are what you think are solutions to the problem.
7. The executive summary tells what the report is about.
8. You need only one draft before you finalize your report.
9. The reference list is no longer needed.
10. You can include any new information in your conclusion.

Activity 2. ARRANGE THE PARTS

How should the parts be arranged? Rewrite the parts in proper sequence. Write your
answer in your notebook.
• Title page • Findings
• Terms of reference • Procedure
• Contents • Conclusions
• Appendices • Recommendations
• An introduction • References/Bibliography
• Executive summary

ACTIVITY 3. REPORT IT
Take a look at these data on the Covid-19 Cases. Make a report about this. Use your
notebook for your answers.
______________________________________________________________________
________________
______________________________________________________________________
________________
______________________________________________________________________
________________
______________________________________________________________________
________________
______________________________________________________________________
________________
______________________________________________________________________
________________ Prepared by:

LEINEL M. MALAZZAB
SHS TII
APARRI WEST NATIONAL HIGH SCHOOL

Checked and Approved:

EVELYN P. RAPACON
School Principal I
References Books
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Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Learner’s Material. Quezon City. Department of
Education. 2016
Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and Professional
Purposes Reader Teacher’s Guide. Quezon City. Department of Education. 2016
Gabelo, Nerissa, and Geron, Cristina. Reading-Writing Connection for the 21st Century Learners for
Senior High School. Malabon City. Mutya Publishing House, Inc. 2016.
Valdez, P. English for the globalized classroom series. English for Academic & Professional Purposes.
The Phoenix Publishing House Inc. 2016
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https://www.sequimwa.gov/DocumentCenter/View/9574/Item-4-Art-House-
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h&q=https:
//www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/075sample_paragraph_definition.
pdf&sa=X&ved=2ahUKEwjrvJSV4JDqAhVNVN4KHZHRBi4QsAR6BAgDEAE&biw=1366&bih=657
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0
sometimes%20called%20simply,to%20users%20at%20other%20computers).
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https://www.investopedia.com/terms/s/socialmedia.asp#:~:text=Social%20media%20is%20comp
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https://www.prismnet.com/~hcexres/textbook/def.html