Writing

Position Paper

ISO 9001: 2015 CERTIFIED

 OBJECTIVES
At the end of this session, participants are expected
to:
• Understand the content and performance
standards of Writing the Position Paper;
• Comprehend essential concepts in delivering the
learning competencies to their learners; and
• Develop a 16-day plan to teach Writing the
Position Paper (EAPP Budget of Work Part 4 of 5).
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES
STANDARDS STANDARDS
Writing The learner The learner presents The learner…
the understands a convincing position 1. defines what a position paper is
Position the paper based on (2 days);
Paper principles properly cited factual
and uses of a evidence; 2. identifies situations in which a position paper
(Weeks position
11 to 14) paper. produces an may be effectively used in our present society
insightful statement (3 days);
of principles and
reasons for 3. gathers manifestoes and analyzes the
establishing a arguments used by the writer/s (3 days);
student organization,
coming up with a 4. defends a stand on an issue by presenting
group exhibit of
creative works, etc. reasonable arguments supported by properly-
cited factual evidences (4 days);

5. writes various kinds of position papers

(4 days).
 Activity 1
• Look for a partner in the room (your other half) for
this activity.
• Both will prepare seven (7) random questions (like
those given in Tonight with Boy Abunda).
• During the fast talk proper, one must quickly ask
while the other instantly answers each question,
uttering the first choice that comes into his/her mind.
• From each group, a pair shall demo their fast talk to
the class.
#FastTalk
 Analysis 1
• What skill/s are practiced in the
previous activity?
• What is a stand or position?
• Why are firm stands or choices
important?
 Learning Competencies
(Writing the Position Paper)

The learner…

1. defines what a position paper is (2 days);

2. identifies situations in which a position paper may be effectively used in our
present society (3 days);
3. gathers manifestoes and analyzes the arguments used by the writer/s (3 days);
4. defends a stand on an issue by presenting reasonable arguments supported by
properly-cited factual evidences (4 days);
5. writes various kinds of position papers (4 days).
 What is a POSITION PAPER?
• This is an essay that presents a stand/position about
an issue.
• The goal is to convince the audience that your position
is valid and defensible.
• It ranges from simple to complex formats.
• It is an essential tool to solicit support for social
change.
• Position papers are published in academia, in politics,
in law and other domains.
 • It is an essay that presents an opinion about an
issue , typically that of the author or another
specified entity; such as a political party.
• presents one side of an arguable opinion
about an issue.
• is like a debate where arguments are
presented by the writer.

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Reaction Paper
vs.
Other Academic Papers
 REACTION PAPER
Reaction papers are opinion
papers.
The opinion presented can,
on occasion, be supported by
empirical evidence, though
more often the opinion is
supported not by empirical
evidence, but by intellectual
logic and emotional
engagement.  agenda of the writer.
POSITION PAPER
 Position papers are
supported by reasonable
preponderance of empirical
evidence.
Conclusions drawn in the
paper are dictated by the
evidence, though the
interpretation of the evidence
may be skewed by the personal

SOURCE: http://www.genuinewriting.com/opinion_vs_position_papers.html
 CONCEPT PAPER POSITION PAPER
Objective.  Subjective, because you
basically make a stand.
The discussion of the topic The discussion of the topic
is almost complete may only deal with the stand
the writer is trying to defend.

SOURCE: http://www.genuinewriting.com/opinion_vs_position_papers.html
 REPORT SURVEY POSITION PAPER
It follows a strict outline  Its format is flexible.
and must be created with a high
level of professionalism.
The discussion of the topic The discussion of the topic
may delve on almost all parts of may only deal with the stand
it. the writer is trying to defend.

SOURCE: http://www.genuinewriting.com/opinion_vs_position_papers.html
 Processes Involved in Writing
Position Paper
• choosing a topic
• taking a stand
• developing argument
• organizing the paper
 Learning Competencies
(Writing the Position Paper)
The learner…
1. defines what a position paper is (2 days);

2. identifies situations in which a position paper may be

effectively used in our present society (3 days);
3. gathers manifestoes and analyzes the arguments used by
the writer/s (3 days);
4. defends a stand on an issue by presenting reasonable
arguments supported by properly-cited factual evidences
(4 days);
5. writes various kinds of position papers (4 days).
 Activity 2
• Each group will be assigned a particular
topic/issue.
• The group shall agree on their stand, give at
least three reasons and possible sources of
evidences to support their claim.
• All answers shall briefly be presented to the
class.
Group Topic/Issues
1 Do violent video games cause people to act
violently?
2 Fast Food: Feeding or Killing?
3 Is good education a right or a privilege?
4 Do you agree with mandatory drug testing?
5 Technology: A friend or a Foe?
 Activity Sheet
Topic/Issue Stand Reason/s Sources of
Evidences/
Supporting Facts
#StandWithMe
 Analysis 2
• What quality is common among the topics given in
the previous activity?
• Why are “our” opinions on those issues important to
the society?
• What makes it easy/hard for you to develop your
argument?
• How do familiar references or sources of evidences
help you defend your stand?
• Why should references be cited properly in academic
texts like the position paper?
 Choosing a topic (Issue Criteria)
• establish the arguability of a topic that interests you
• ensure that you will be able to present a strong
argument
• Ask yourself the following questions:
– Is it a real issue, 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?
Source: Mercado, Felix (2016), Session Presentation for Mass
Training of Grade 11 Teachers on Content and Pedagogy
 Developing an Argument
• ensure that your position is well-supported
• list the pro and con sides of the topic
• examine your ability to support your
counterclaims, along with a list of supporting
evidence for both sides

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Developing an Argument
Supporting evidence includes the following:
Type of Type of Source  How to find
 

Information these sources

introductory directories,
Use the Library
information and encyclopedias,
catalogue
overviews handbooks
Library catalogue,
books, government
in-depth studies Government web
reports
sites
Scholarly articles academic journals  Article indexes

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Supporting evidence
Type of Type of Source  How to find
 

Information these sources

newspapers,
current issues Article indexes
magazines 

government
journal articles,
statistics agencies and
statistics offices
associations

position papers and association and Library catalogue,

analyses institute reports web sites

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Considering your audience
and determining your viewpoint
Criteria:
• Is your topic interesting?
• Can you manage the material within the
specifications set by the instructor?
• Does your topic assert something specific, prove
it, and where applicable, propose a plan of action?
• Do you have enough material or proof to support
your opinion?
 Organization 
of a Position Paper
I. Introduction 
II. Body
A. Counter Argument
B. Your Argument 
III. Conclusion
 Introduction 
A. Introduce the topic.
 
B. Provide background on the topic to explain
why it is important.

C. Assert the thesis (your view of the issue). 

 Counter Argument 
A. Summarize the counterclaims.
B. Provide supporting information for
counterclaims.
C. Refute the counterclaims.
D. Give evidence for argument.
 Your Argument 
A. Assert point #1 of your claims 
1. Give your educated and informed opinion 
2. Provide support/proof using more than one source
(preferably three)
B. Assert point #2 of your claims 
1. Give your educated and informed opinion 
2. Provide support/proof using more than one source
(preferably three)
C. Assert point #3 of your claims 
1. Give your educated and informed opinion 
2. Provide support/proof using more than one source
(preferably three)
 Conclusion 
A. Restate your argument/thesis statement and
discuss its implication

B. Provide a plan of action but do not introduce

new information

Remember:
The simplest and most basic conclusion is one that restates the thesis in different
words and then discusses its implications.

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Citation and Referencing
American Psychological Association (APA) 6th Edition
 Plagiarism and Academic Honesty
To avoid plagiarism, you must give credit whenever you use:
• another person's idea, opinion, or theory;
• any facts, statistics, graphs, drawings--any pieces of
information--that are not common knowledge;
• quotations of another person's actual spoken or
written words; or
• paraphrase of another person's spoken or written
words.

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Learning Competencies
(Writing the Position Paper)
The learner…

1. defines what a position paper is (2 days);

2. identifies situations in which a position paper may be effectively used in our
present society (3 days);
3. gathers manifestoes and analyzes the arguments used by the writer/s (3 days);
4. defends a stand on an issue by presenting reasonable arguments supported by
properly-cited factual evidences (4 days);

5. writes various kinds of position papers (4 days).

 Activity 3
Identify which of the following paper titles are samples
of position paper:
1. Doubts about Double Speak
2. Mercury Pollution
3. The other Side of e-mail
4. With these Words, I can Sell you Anything
5. Four Values in Filipino Drama
6. The Hazards of Industrial Agriculture
 Analysis 3
• What have you noticed about position paper
titles?
• Where do we usually use position papers?
• Are all position papers legal papers?
#DifferentPositions
Sample Forms of POSITION PAPER
• Letter to the Editor
• Manifesto
• Persuasive essay
• Complex Position papers for academe, business,
etc.
 Assessment
Criteria in Evaluating a Position Paper
• Argumentation
• Persuasion
• Language
• Organization
• Mechanics
 References
Guilford, C.(2001). Occasions for Argumentative Essays. Writing argumentative
essays. Retrieved August 26, 2002 from the World Wide
Web: http://www.powa.org/argufrms.htm Previously adapted from: Hairston,
M. (1982) A Contemporary Rhetoric (3rd ed.). Boston: Houghton Mifflin.

Fleming, G. (2017). How to Write a Position Paper. Retrieved April 2016 from
https://www.thoughtco.com

Mercado, Felix (2016), Session Presentation for Mass Training of Grade 11 Teachers on
Content and Pedagogy

Swales, J.M. & Feak, C. B. (2009). Academic writing for graduate students, 2nd ed.
Michigan, USA: The University of Michigan Press.

Saraza-Barrot, J. & Sipacio, P.J. (2015) Communicate Today: English for Academic &
Professional Purposes for Senior High School Retrieved from
http://www.studygs.net/wrtstr9.htm
 Application

• Complete the Budget of Work (Part 4 of 5)

Competency Codes Target/ Performance Pedagogies/Activities Assessment
Standards
 Competency Objectives Pedagogies/Activities Assessment
The learner Day 1 (1 hour) Motivation: Formative
defines what a Fast talk Assessment
position paper is Objective: This can be in a
(2 days) At the end of the lesson, Lesson Proper form of a recap
the learners are expected Defining the position through a quiz.
to define what a position TRUE or FALSE group activity.
paper is. (you can further elaborate on it)

Day 2 (1 hour) Motivation: Formative

Buy Me Assessment
Objective: This can be in a
At the end of the lesson, Lesson Proper form of a recap
the learners are expected Show the different academic texts quiz.
to differentiate position among the learners & give them 5
paper from other minutes to scan each. Afterwards,
academic texts. the teacher calls for volunteers to
give the differences.
Thank you!

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