Department of Education • Republic of the Philippines

Message
To the Parents:

Greetings of good life!

This learning material is made for your child to learn the needed skills in English. This
is composed of discussions and activities where your child can learn. The Introduction is all
about the knowledge that your child already knows. This part connects what is already known
and what is about to be learned. The Development part provides the needed information and
skills to be learned. Engagement part has activities which will strengthen the mastery of the
lesson. The Assimilation part is an assessment which check if your child acquired the needed
skills.

As a guardian, you have a big role in helping your child to learn. Your guidance and
time is needed so that they can understand the lessons and instructions better. Nevertheless,
you may let them work independently so they can develop their skills fully.

If you have any question or your child needs help about the lesson, please do not
hesitate to call us or message us. We are ready to assist you.

When you return this to school, his/her teacher will check and record your child
responses.

Thank you for always showing love to your child by continuously helping them to learn!

To the Learner:

Greetings!

This learning material is designed especially for you. This is composed of discussions
and activities to further develop your knowledge, understanding and skills in English. The
lesson has five parts: Introduction, Development, Engagement and Assimilation.

You are tasked to answer all the activities in this learning materials. You may ask the
guidance of your parents, guardian, brother and sisters while doing the activities. You are also
expected to attend the follow – up session on the schedule time provided for you. You have
to finish answering the activities before the date set by your teacher.

Your teacher will check all your responses in the activities once your parents/ guardian
have returned this material.

If you have any question about the lesson or you find difficulty in understanding the
lesson or activity, do not hesitate to contact or message your teacher. They are always ready
to assist you.

Happy learning!

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 Contextualized Material 8 EAPP – Q1

Lesson
8
Elucidate a Concept by Definition,
Explication and Clarification

Introduction

In your previous lesson, you were introduced to the reaction paper and you learned
that writing a reaction paper involves considerable thought and deliberation, and is not a
careless comment to an issue. In this lesson, you will be introduced to the concept paper and
how it is similar or different to a reaction paper.

The concept paper defines an idea or a concept and explains its essence in order to
clarify the “whatness” of that idea or concept. A concept paper starts with a definition, either
formal or informal, of the term or the concept and proceeds with an expanded definition and
an analytic description of the aspects of the concept.

After going through this learning material, you are expected to:
1. Determine the ways a writer can elucidate on a concept by definition, explication
and clarification

What you know?

If one points to a book and say that “that is called a BLAH not a BOOK,” would you
believe that person? Most probably, you would not take his/her word for it; you may even
question his/her credibility and maybe, his/her sanity, because you very well know that it is
BOOK not a BLAH

This example shows that words can be slippery because they can be used differently
by people who have specific and distinct experiences, attitudes, and values. These
backgrounds influence the way words are used and interpreted. Language, in this sense is
arbitrary in that it may change from person to person, from culture to culture. Thus, in order
for language to communicate, words must have accepted definitions. (Nadell, Langan, and
Comodromos 2005;432).

TASK 1. WHAT’S ON YOUR MIND?

Try defining the following using three sentences:

1. Table
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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 ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. Smartphone
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3. Love
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Development

Definition is a mode of paragraph development that answers the questions: What is

it? What does it mean? What are its special features? The word to be defined my be an object,
a concept, a person, a place or a phenomenon.

Definition is important because it clarifies the meaning of a word or a concept and it

also limits the scope of that particular word or concept. Limiting the scope controls and avoids
misinterpretations, vague notions, and/or broad ideas, as what was presented in the
introduction to this lesson.

There are different techniques of defining. It can be presented in three ways: informal,
formal or extended.

An informal definition is done through a parenthetical or brief explanation.

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

5
 The most common among the techniques in defining is the formal definition in which
you are given a term to be defined and you define the term by giving the class where the
word/term belongs (the genus) and the characteristics that distinguish the term from other
terms, known as the differentia. For example:

Term Genus Differentia

Definition A mode of paragraph That answers the questions:

development what is it, what does it mean,
or what is its special features

In the example, definition, the term to be defined, belongs to the genus mode of
paragraph development. What distinguishes it from other modes of paragraph development
like narration, description etc. is that is answers the specific questions, what is it, what does it
mean, or what are its special features.

However, not all words or concepts can be defined using the formal definition. For
instance, words like love, equality, democracy cannot be defined by giving their genus and
differentia. You cannot say that love is an emotion that all human beings feel because that
definition would be too vague.

Lastly, an extended definition is needed to define abstract concepts. It allows you to

broaden your definition by using analogy, metaphors, comparison and contrast, descriptions,
analysis, functions, etymology and semantic origin.

Below is a sample definition of democracy. Notice how the formal definition is first used
and expanded with the use of the different techniques of defining.

Democracy is a form of government in which all eligible citizens

participate equally – either directly or through elected representatives
– in the proposal, development, and creation of laws.

It encompasses social, economic and cultural conditions that enable

the free and equal practice of political self-determination.

The term originates from the Greek (dēmokratia) “rule of the people”
which was coined from (demos) “people” and (kratos) “power” or “rule”
in the 5th century BCE to denote the political systems then existing in
Greek city-states, notably Athens.

The term is an antonym to (aristokratia) “rule of an elite.”

While theoretically these definitions are in opposition, in practice, the

distinction has been blurred historically.

The political system of Classical Athens, for example granted

democratic citizenship consisted of an elite class until full
enfranchisement was won for all adult citizens in most modern
democracies through the suffrage movements of the 19th and 20th
centuries.

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 The English word dates to the 16th century, from the older Middle
French and Middle Latin equivalents.

Democracy contrasts with forms of government where power is either

held by one person, as in a monarchy, or where power is held by a
small number of individuals, as in an oligarchy

Nevertheless, these oppositions, inherited from Greek philosophy, are

now ambiguous because contemporary governments have mixed
democratic, oligarchism and monarchic elements.

Karl Popper defined democracy in contrast to dictatorship or tyranny,

thus focusing on opportunities for the people to control their leaders
and to oust them without the need for a revolution.” (Project Gutenberg
Self-Publishing Press)

Let’s take a look at the given example, the term Democracy was first given a formal
definition – a term that belongs to the class, “form of government.” What distinguishes it from
other forms of government is that “all eligible citizens participate equally-either directly or
through elected representatives – in the proposal, development, and creation of laws.” The
definition was further extended using analysis by saying that “democracy encompasses social,
economic and cultural conditions that enable the free and equal practice of political self-
determination.”

To make the definition even clearer, the origin of the word was traced in sentence 3,
this is what you call definition by etymology. In sentences 4 and 5, the word is defined by the
use of opposites also called as definition by contrast. The contrast is further established in
sentences 6 and 7 by giving examples or called definition by example.

Aside from the formal definition, you have added definition by etymology, definition by
analysis, definition by contrast, and definition by example to your reservoir of knowledge.

Other techniques of defining include definition by synonym (using a similar word or

phrase to define a word); definition by function (stating what the term is for); definition by
analogy (comparing the term to another object/concept/idea that shares the same
characteristic as the term being defined; definition by comparison and contrast; and definition
by negation (defining the term by stating what it is not).

Aside from definition, you may also explain a concept by explication and clarification.

An explication is a literary technique in criticism and research, used for a close

analysis of an excerpt or text taken from a lengthy piece of work. It originates from the French
word, “explication de texte,” meaning explanation of a text. It is neither a summary, nor a
rewording, nor a paraphrase, but a commentary that reveals the meanings of a literary work.
It usually tells about figures of speech, tone, setting, connotations, points of view, themes,
contrasts and anything else that could add to the meaning of a text.

Example of Explication:

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 I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.

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.

Now that you are familiar on how to explicate a text, let’s now learn how to clarify an
idea.

Clarification is a method of explanation in which the points are organized from a

general abstract idea to specific and concrete examples. It entails the analysis of the concept
by looking at the examples and specifying some of its characteristics to arrive at one working
definition which can be used throughout the paper.

The following signal words will help in writing this kind of text.

After all For instance Namely That is

As an example In other words Put another way To be specific
Consider the following In particular Specifically To clarify
For example, In short Stated differently To illustrate

Sample Clarification Text:

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 contexts. This may come in the form of vigilante justice, in which a
person dissatisfied with the system doles out punishment 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 thief 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

8
 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.

Engagement

TASK 2: TIME TO PONDER

Identify the term/s being defined in the paragraphs below. Determine the different
techniques in defining as used in each sample below. Write your answer on the table after
each paragraph

1. “Mother Tongue-based Multilingual Education (MTB-MLE) is a curriculum and teaching

methodology that enables learners to participate well in education through the use of
the first language. MTB-MLE provides a strong foundation in the learners’ first
language (L1), enabling them to build on the knowledge and experiences they bring to
the classroom. MTB-MLE also provides a good bridge to listening, speaking, reading
and writing the second languages (L2, L3) of the classroom using second educational
principles for building fluency and confidence in using the other languages for lifelong
learning.” (Dekker 2010)

Term/s defined Technique/s used in defining

2. “Another way to grasp the concept of animatism is to differentiate the Cebuano terms
gahum and kusog. Gahum comes closer to the tagalog galing, acquired power or skill
as in the case of politics, while kusog comes closer to the Tagalog lakas, an almost
innate power with connotations of dynamism and energy. Kusog and lakas are also
adjectives that are used in other contexts as in voice projection, where it means ‘loud’
or heavy.’ Lakas or kusog is a closer approximation of a powerful mystical force which
is an important attribute of health itself, as reflected in malakas ang katawan, ‘the body
is strong.’” (Tan 2008)

Term/s defined Technique/s used in defining

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 Congratulations! It is good to know that you know have grasped the techniques in
defining a term, an idea, or a concept. Again, defining is important to make sure that common
understanding is shared and to ensure that communication is effective.

This time, Let’s try to explicate a text.

TASK 3: TIME TO WRITE!

Write your own explication on the poem entitled “Counting the Beats” by Robert Graves.
Counting the Beats
Robert Graves
You, love, and I,
(He whispers) you and I,
And if no more than only you and I
What care you or I?
Counting the bests,
Counting the slow heart beats,
The bleeding to death of time in slow heart beats,
Wakeful they lie.
Cloudless day,
Night, and a cloudless day,
Yet the huge storm will burst upon their heads one day
From a bitter sky.
Where shall we be,
(She whispers) where shall we be,
When death strikes home, O where then shall we be
Who were you and I?
Not there but here,
(He whispers) only here,
As we are, here, together, now and here,
Always you and I.
Counting the beats,
Counting the slow heart beats,
The bleeding to death of time in slow heart beats,
Wakeful they lie.

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Rubrics:
Areas Excellent Good Fair Needs Improvement
1
4 3 2
Content The essay has an The paper has a good The paper has a basic The paper does not
excellent content. The content It explains the content. It explains have a clear and
content explains the poem in competent the poem in basic compelling content
poem in sophisticated terms, demonstrating terms, demonstrating The content does not
terms, demonstrating a good understanding a simplistic explain the poem.
an excellent of the poem and understanding of the
understanding of the advancing original poem.
poem and advancing thought about the
original thought about poem and its
the poem and its meaning.
meaning.
Development and This essay presents This essay presents a This essay presents a This essay does not
Thematic an excellent good understanding basic understanding discuss the major
Discussion understanding of the of the themes of the of the themes in the themes of the poem.
themes of the poem poem and integrates poem and uses these .
and integrates those those themes into the themes as a general
themes into the thesis thesis and the line-by- guide for the line-by-
and the line-by-line line explication, line explication,
explication, demonstrating a good demonstrating a fair
demonstrating an level of mastery over level of mastery over
excellent level of the poem's form, the poem's form,
mastery over the content, and meaning. content, and meaning.
poem's form, content, .
and meaning.
Style Writing is smooth, Sentences are varied Lacks creativity and Writing is confusing,
coherent and and inconsistent with focus. Unrelated word hard to follow.
consistent. Sentences central idea, choice to central idea.
are strong and vocabulary and word Diction is inconsistent.
expressive with varied choice.
structure. Diction is
consistent and words
are well chosen.
Mechanics This essay has been This essay has been This essay has been The essay has so
proofread and is proofread. There are proofread, however, many errors in
flawless. There are no very small errors in there are errors in grammar and
errors in grammar or grammar and grammar and mechanics that it
mechanics. mechanics. mechanics. lacks fluency.
Line-by-line This explication This explication This explication The paper does an
explication demonstrates a good demonstrates a good demonstrates a basic unacceptable job of
understanding of the understanding of the understanding of the discussing the poem.
language of poetry. language of poetry. language of poetry.

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 The paper has an The paper has a good The paper has a fair
excellent explication explication of the explication of the
of the poem, poem, explaining the poem, explaining the
explaining the meaning of the poem meaning of the poem
meaning of the poem in competent terms. in basic terms. This
in sophisticated and This explication is explication lacks
interesting terms. This good overall, but sophistication and
explication is lacks some depth and depth.
sophisticated and sophistication.
deep. .

TASK 4: CLARIFICATION ESSAY

Before answering the next activity, think about this question: Who do you think is more
masculine, your class nerd or your basketball star? After pondering on the questions given,
identify a male celebrity whom you think exudes manhood/manliness. List down at least five
reasons to support your choice. Afterwards, write a clarification essay about your ideas on
manhood/manliness.

Name of the Celebrity: _____________________________________

Reasons:
1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

Clarification Essay:

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Rubrics:

Areas Excellent Good Fair Needs Improvement

1
4 3 2
Content There is one clear, There is one clear, There is one topic. The topic and main
wellfocused topic. wellfocused topic. Main ideas are ideas are not clear.
Main ideas are clear Main ideas are clear somewhat clear.
and are well but are not well
supported by detailed supported by detailed
and accurate information.
information.
Organization The introduction is The introduction The introduction There is no clear
inviting, states the states the main topic states the main topic. introduction, structure,
main topic, and and provides an A conclusion is or conclusion.
provides an overview overview of the paper. included.
of the paper. A conclusion is
Information is relevant included.
and presented in a
logical order. The
conclusion is strong.
Style Writing is smooth, Sentences are varied Lacks creativity and Writing is confusing,
coherent and and inconsistent with focus. Unrelated word hard to follow.
consistent. Sentences central idea, choice to central idea.
are strong and vocabulary and word Diction is inconsistent.
expressive with varied choice.
structure. Diction is
consistent and words
are well chosen.
Mechanics This essay has been This essay has been This essay has been The essay has so
proofread and is proofread. There are proofread, however, many errors in
flawless. There are no very small errors in there are errors in grammar and
errors in grammar or grammar and grammar and mechanics that it
mechanics. mechanics. mechanics. lacks fluency.

13
 Assimilation

KEY TAKEAWAYS

You have to remember that clear definition of words and ideas is important to make
sense of language and in order to address the differences in the perception of people,
especially in dealing with abstract concepts. Thus, even if the concept paper tends to be
subjective, the writer still has to make sure that concepts are defined, explicated clarified and
explained in such a way that the readers can understand and make sense of the connections.

FORMATIVE ASSESSMENT:

TASK 5: KNOWLEDGE CHECK

Rewrite the following formal definitions to make them clearer. Use the three ways
(Definition, Explication and Clarification) on how to explain the three concepts given.

1. A guitar is a musical instrument that uses strings to produce a sound.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

2. Industrial engineering is a branch of engineering that deals with processes in the

industry.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

3. Ketchup is a condiment consisting of puréed tomatoes, onions, vinegar, sugar,

spices etc.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________________

Reflection

Activity 5: Time to Reflect!

Write your personal insights about the lesson by answering: why do we need to define a
word?

Congratulations! You can now move to the next lesson.

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References:

Books
Saqueton, G. & Uychoco, MT., (2016). English for Academic and Professional Purposes.
Rex Book Store, Inc. (RBSI)
Barrot, J. & Sipacio, PJ., (2016). Communication Today English for Academic and
Professional Purposes for Senior High School. C & E Publishing, Inc.

Other sources:
https://www.scribd.com/document/353878338/DLP-Carol-Concept-Paper
https://www.scribd.com/document/373824337/Week-7-to-10-Writing-the-Concept-Paper
http://www.clt.astate.edu/wnarey/Shakespeare%20files/sample_poetry__explication.htm
https://literarydevices.net/explication/
https://www.softschools.com/examples/literary_terms/explication_examples/602/

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 Contextualized Material 9: EAPP – Q1

Lesson Various Kinds of Concept Paper

Introduction
9

Introduction

The previous lesson provided you with knowledge and skills in explaining a concept.
Concepts and ideas can be explained by means of the following: (1) Definition which is a
method of identifying a given term and making its meaning clearer, (2) Explication which is a
method of explanation in which sentences, verses, quotes or passages are taken away from
a literary or academic work and then interpreted and explained in a detailed way, and (3)
Clarification which entails the analysis of the concept by looking at examples.

However, these skills can only be useful when applied, more specifically in conducting
an academic research or proposing a project for the betterment of our society. When problems
arise, you try to think of an answer or propose a solution that will put an end to it. Thus, the
more you need to be equipped with knowledge and skills about the various kinds of concept
paper, as well as writing an effective concept paper.

After going through this learning material, you are expected to:
1. Compare and contrast the various kinds of concept papers: Home Economics;
Agri Fishery; IA ;ICT

Before you start, let us first check your prior knowledge about the lesson. This will serve
as your guide as to how much you know about the topic. Good Luck!

Task 1 Pre-Assessment
Read each statement carefully and write the letter of your answer on the answer sheet.

1. This is a part of a concept paper which gives the goals, objectives and
methodology of the research.
a. Cover Page
b. Project Description
c. Rationale/Background
d. Preliminary Literature Review

2. Which of the following is not a part of a concept paper for academic research?
a. Title Page

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 b. Project Description
c. Abridged Methodology
d. Background of the Study

3. This is the first section of a concept paper that includes some information
about the funding agency and the types of projects they support.
a. Purpose
b. Introduction
c. Project Description
d. Methodology

4. In writing concept papers, the following should be considered except _____

a. the writer
b. the appearance
c. the number of pages
d. the language to be used

5. The following are parts of concept paper for project proposal except _______
a. Literature Review
b. Research Questions
c. Support Needed and Costs
d. Benefits/Expected Outcomes

6. The following are guidelines in writing a concept paper except ______.

a. Cost and methodology should be reasonable.
b. Funding should be requested for planning the proposal.
c. Language use should depend on the target or intended audience.
d. Be sure that basic format details, such as page numbers, are incorporated.

7. Which of the following is true about methodology?

a. It includes the research question.
b. It describes the broad or abstract intent of the paper.
c. It includes general timeline of what the proponent want to accomplish.
d. It explains how the project will be carried out and any techniques that will be
used.

8. In checking the appearance of the concept paper, which among the following
should not be practiced?
a. Number all the pages.
b. Place the name and date in the footer.
c. Check for spelling errors before submission.
d. Be sure to use a font size and type that is large enough to be read.

9. Which of the following is true about concept paper?

a. It is an academic writing which ranges from 100-200 words.
b. It provides an overview of an academic research or a project proposal.
c. It presents and explains an opinion about an issue by supporting it with
evidences.

18
 d. It is a written communication done on a job especially in the fields of science,
technology and health sciences.

10. The following are several uses of a concept paper except _________.
a. It serves as the foundation of the full proposal.
b. It helps determine whether a certain project is feasible or not.
c. It is used to give critique and evaluation to the book or article read.
d. It is used to obtain informal feedback on the ideas prior to preparing the full
proposal.

You did a great job in answering the pre assessment! Bear in mind that this is just the
first step in acquiring knowledge about the topic. Are you excited to learn more? Let’s make
learning more fun and exciting with the next set of activities.

Task 2 Self-Audit

After assessing your prior knowledge about concept paper, let’s now determine how
often you practice what the following statements say. Do this as objectively as possible. Tick
the column of your response.

Usually Sometimes Seldom Never

1. I choose problems that will be solved by

my research or project.
2. I present the gap in knowledge that my
research or project will address.
3. I make the objective of my research or
project clear and specific.
4. I include the procedure that I will use in
undertaking the research or project in
my concept paper.
5. I state the significance of my proposed
research or project in my concept
paper.
6. I provide a timeline for all projects or
research activities.
7. I specify the cost and justifications for
all possible expenses.
8. I provide facts and statistics to support
my claims.
9. I consider my target audience or
readers in selecting words or language
in my concept paper.
10. I cite all the references I used in my
concept paper.

Scoring:

Usually, 3 points; Sometimes, 2 points; Seldom, 1 point; Never, 0 point.

19
 Score Level of Proficiency
28-30 Advanced
25-27 Proficient
23-24 Approaching Proficiency
21-22 Developing Proficiency
20 and below Beginning Proficiency

Development

Task 3 Picture Me Out

Below are sets of pictures. Let’s see how well you comprehend them by answering
the guide questions that follow.

Guide Questions:

1. Identify each picture. What do the pictures depict?

2. Are they related in some ways? What similarities do they have?
3. How can you relate the pictures to the current state of our society now?
4. As a student, what solution/s can you propose to help resolve these
problems?

20
 Key Concepts

ü A concept paper is an in-depth analysis of an intangible thought, theory or idea.

ü It is sometimes called a prospectus, preliminary proposal, or pre- proposal, which is a
useful tool for several purposes.
ü It also provides an overview of the project, and usually ranges from 500-2000 words
and is divided into several parts.
ü There are several uses of concept paper. They are as follow:
1. It serves as the foundation of the full proposal.
2. It helps determine whether a certain project is feasible or not.
3. It is used to pique the interest of the potential funding agency.
4. It is used to obtain internal feedback on the ideas prior to preparing
the full proposal.
ü There are also guidelines to follow in writing a concept paper.
1. Cost and methodology should be reasonable.
2. The budget, methodology, and timeline should be clearly aligned.
3. Use statistics and figures when discussing the rationale for the
project.
4. Use no more than five pages excluding cover page.
5. Never request funding for planning the proposal.
6. Adjust your language to the intended readers.
7. Include the overview of the budget if it is required.
8. Be sure that the basic format details, such as page numbers, are
incorporated.
9. Cite your references.

Now that you have been familiar with the definition of concept paper, as well as
Its uses, it’s time to know the kinds of concept paper and their parts.

Task 4 Decode Me

Below are sets of jumbled letters. Arrange them to identify the different parts of a concept
paper.

1. T M I L E N I E

2. R O C V E EGPA

3. O J B E T C I V E S

21
 4. M T L H E D O G O O Y

5. R F R E E E E C N S

6. R T I O L A N A E

7. I T O U T I N R D C O N

8. T T L I E PGEA

9. P O C J T R E CSTO

10. P O J C R T E DCRPTIIESON

Nice try! Now, that you already have an idea regarding the different parts of a
concept paper, let’s have a more thorough discussion of it.

Key Concepts

ü The parts of a concept paper may vary depending on the nature of the project/activity.
Below are two outlines of a concept paper based on the context.
Concept Paper for a Project translates the project needs into clear, consistent
requirements, actions and milestone.
1. Cover Page
• State the name of the proponents and their affiliations.
• State the addresses, contact numbers, and e mail addresses of the
Proponents.
• State the head of the agency and his/her contact information.
• State the date of submission.
2. Introduction
• State the information about the funding agency to show that you understand
its mission.
• State the mission of the agency that the proponents represent. Also, align
it to the funding agency’s mission and state the year of the proponent’s
establishment date, its major accomplishments, and other details that
demonstrate its capability to undertake the proposed project.
3. Rationale or Background
• State the gap in knowledge to be addressed by the project.

22
 • State the problems to be solved.
4. Project Description
• States the goals and objectives of the project.
• Present the methodology ( sometimes termed as Action Plan, Project
Activities, or Approach)
• Present the timeline expressed in months and year.
• State the benefits or anticipated outcomes.
• State how success of outcomes will be evaluated.
5. Project Needs and Cost
• Outline the main budget; include the item description and amount.
• Explain or justify how budget will be used.
• List the personnel or equipment needed for the project.

Concept Paper for Academic Research is the first step in producing a thesis or major
project. Its intent is to convince the research committee that the topic and approach
are sound to gain approval and proceed with the actual research.

1. Title Page
• State your research title.
• State your name and school.
• State the date of submission.
2. Background of the Study
• Provide the current state of the field you are researching on.
• State the gap in knowledge and problems to be addressed by the research.
Provide statistics and previous studies to prove your claims.
• State the reasons why you want to investigate the chosen topic.
• State the theoretical and practical implications of your proposed research.
3. Preliminary Literature Review
• Provide a theoretical framework.
• Provide related literature that supports your topic.
• Provide related studies that will help you in conducting the research or
analyzing and discussing the data.
• Provide a brief synthesis of the reviewed literature and studies.
4. Statement of the Problem/Objectives
• State your general problem in one sentence.
• State your specific research questions or objectives.
5. Abridged Methodology
• Provide the context and participants of the study.
• Provide the instruments to be used.
• Provide the data collection procedure.
• Provide the data analysis scheme to be used.
6. Timeline
• Provide a timeline (e.g.Gantt chart) set in months and year.
7. References
• Provide a list of all books, journals and other resources cited in your paper.

23
Guidelines in Writing a Concept Paper

1. Cost and methodology should be reasonable.

2. The budget, methodology and timeline should be clearly aligned.
3. Use statistics and figures when discussing the rationale of the project.
4. Use no more than five pages (Single-spaced) excluding the cover page. Do not
overwhelm the readers with details.
5. Never request funding for planning the proposal.
6. Adjust yur language to the intended readers.
7. Include the overview of the budget if it is required. If not, then skip the budget section.
In place of this, you may simply include the type of support you may need such as
personnel, travel and communication, and equipment.
8. Be sure that basic format details, such as page numbers, are incorporated.
9. Cite your references.

Did you have a full understanding of the parts of concept paper, as well as the
different guidelines in writing it? Let’s test your understanding by means of the activity below.

Task 5 Knowledge Check

Write A on the blank if the statement shows an effective way of writing a concept paper and B
if not.

________1. Diana forgot to indicate the page number in her concept paper.
________2. Selina included a literature review for the concept paper she made for her term
paper.
________3. Dan made the timeline independent of the budget and methodology.
________4. Gina did not include all the references she used in her concept paper.
________5. Fidel failed to use figures in discussing the rationale of his project.
________6. Dina stated the theoretical framework in the Abridged Methodology.
________7. Gerald always follow the format in writing a concept paper.
________8. Miguel used reliable resources in getting statistics and data for his research.
________9. Khalil considered his target readers in choosing the language he used in his
paper.
________10.Ana clarified the working definition of the concept she is preparing to ensure that
the readers understand it.

You did a great job if your score is at least 8 out of 10!

Since you are now aware of the basic knowledge in writing a concept paper, it’s time
for you to be equipped with the skills in comparing kinds of concept paper. Below is an example
of concept paper.

24
.

TOWARDS THE DEVELOPMENT AND VALIDATION OF A SOCIOCOGNITIVE-

TRANSFORMATIVE MATERIALS DESIGN MODEL FOR ESL LEARNERS

A Concept Paper
Presented to the Faculty of the
College of Languages, Linguistics, and Literature
Philippine Normal University
Taft Avenue, Manila

In Partial Fulfillment of the Requirements for the Degree

Doctor of Philosophy in Linguistics
With Specialization in Applied Linguistics

JESSIE S. BARROT
April 2013

25
 Second Language (L2) theories and praxis have been constantly experiencing
paradigm shifts. In the earlier era of language teaching, grammar translation and
audiolingualism took their domination. However, because of their too behavioristic stance, the
focus shifted to cognitivism which laid down the foundation for the introduction of
communicative language teaching (CLT). CLT has become one of the most influential
approaches since the 1980s and has considerably changed the landscape of language
teaching. Thereafter, more alternative pedagogical approaches were explored. These include
task-based language teaching (Lang& Crookes, 1992) and postmethod pedagogy
(Kumaravadivelu, 1994).

Despite these developments, some perennial issues continue to exist, one oof which
is the divergence between practitioners and theorizers. According to Ellis (1998), while
teachers operate in classroom contexts that require them to make immediate decisions on
what and how to teach, researchers seek to contribute to theoretical understanding of issues.
In short, teachers apply practical knowledge while researchers apply theoretical and more
technical knowledge.

On top of the discord between the focus and aims of researchers and teachers,
language teaching itself posts several issues such as the very limited number of models and
guidelines that are based on theoretical and empirical research findings which will guide the
teachers in employing sound teaching practices (Brandl, 2002). In fact, in a survey conducted
by Richards, Gallo, and Renandya (2001), their findings revealed that research as the source
of change for teachers is at a low level (8.9%).

Teachers’ skills are also an issue. Though teachers are capable of crafting curriculum,
learning experiences, and assessment to diagnose the needs, weaknesses, and strengths of
the students (Wiggins &McTighe, 2005), their skills are sometimes questioned particularly the
nonnative English teachers. As Wat Dat (2008) has postulated, many teachers from Southeast
Asia are known to be incompetent language users and pedagogically unskilled. Similarly, with
the introduction of K-12 curriculum in the Philippines, it is possible that teachers may not be
prepared to handle learners in the context of language teaching.between and among the
intention of teaching, the actual teaching, the learning, and the elarners’ preferences. The
cause of the gap between learning and teaching, according to Nunan (1995), provided some
evidence on these gaps claiming that students had misconceptions on the reason they are
asked to do a particular task.

One way of operationalizing second language teaching and learning concepts and
principles is through materials design and development which is a recognized proessional field
under applied linguistics (Byrd, 1995). Since materials are closely linked to second language
approaches and methods, it can be argued that the latter will be significantly influenced by
changes in second language theories, principles, and concepts. Unfortunately, it is not the
reality in many cases because materials development is still heavily influenced by
commonsense institutions based on practical experience and professional judgment
(Chapelle, 2009; Derwing & Muro, 2005). The situation makes the link between theory and
materials development to fail (Chapelle, 2009). Though institutions are significant in language

26
pedagogy, decisions solely based on intuitions may have some serious drawbacks (Derwing
&Munro, 2005) such as the inaccurate prediction of the future needs of the target students.
Though instructional materials offer a lot of benefits to both the teachers and the
learners, there are many issues as well that have to be addressed. It is a known fact that a
gap exists between the recent teachin-learning principles and materials; and this gap even
becomes wider when materials are put to use in classrooms. Crtics also claim that using
textbooks creates a dependency culture controlling what teachers teach and how they should
teach which potentially leads to their deskilling (Edge &Wharton, 1998). Another major setback
of using textbooks relates to the learners’ individual differences and needs. According to Maley
(1998), published materials tend to treat learning classrooms as if they are generally the same-
same needs, same learning, and same teaching situations-which is contrary to the reality that
learners, teachers, learning classrooms are unique in their own rights. For instance, most
course books favor studial type of learners resulting from an apparent assumption that all
learners benefit from this type of commercial interests and imperialism because these
materials are prepared in native-speaker situation, and then, will be distributed ij ESL
situations around the world. As what Huang (2007) argued, imported materials put more
emphasis on introducing the culture of native speakers of English.

The approach utilized by ELT materials has also been a major concern. According to
Waters (2006), a very limited number of materials are task-oriented and project-based which
are two of the most widely accepted approach both by practitioners and researchers. For
example, in Asian countries, secondary-level materials are reltively mechanical in nature (Cai
cited in Waters, 2006). The study of Tomlison (1995) also revealed that 90 percent of the
coursebooks he analyzed contained controlled practice. He further confirmed that learners in
various parts of the world are just wasting time in performing drills and listened to and
repeating dialogues, a claim supported by by Nunan (1998). Harmer (2001) also contended
that most ELT materials employ PPP (Presentation-Practice-Production) approach and put
too much emphasis on grammar as the organizing principles which eventually makes
materials unengaging. The emphasis that ELT materials give to PPP and mechanical practices
has favored analytic and visual learners instead of balancing the content and activities to
address various types of learners such as experiential, auditory, and tactile learners (Tomlison
1998). Unfortunately, this emphasis is in contrast with the preference of majority of learners
for a more experiential and kinesthetic learning (Oxford & Anderson, 1995).

Materials writing in itself poses some issues. Since material writing is an art, there is
no one formula for its effective writing (Wikman, 2009). It is the intuition and creativity of the
author that shapes the materials. If the aim is to incorporate SLA and applied linguistics studies
in the textbook, more principles are needed to be defined. They further argued that the writers’
way of writing material is heavily influenced by the other books that they refer to. Hence, if the
references they used manifest a framework/design that does not adhere to current principles
in SLA and applied linguistics, it is more likely that the produced material will follow the same
framework. Another issue confronting writers is the pressure from designers and publishers
who direct the writers not to put their ideas into practice just because the publisher’s marketing
manager and conventional beliefs say so (Bell & Gower, 1998).

Aside from the issues confronting second language teaching and materials
development, the rapid growth of technology and the shift to a more knowledge-based and
globalized society also pose a great challenge to the current educational institutions.

27
Workforce and communities in general expect graduates to be prepared to thrive in today’s
society. Unfortunately, they were not because of the skills required for such success are not
yet well defined as well as the learning standards ( North Central Regional Educational
Laboratory, 2003) that would lead to producing 21st Century learners.

To address some of the instructional concerns, several instructional design models

have been proposed. One of the most popular and widely accepted materials design model
was advanced by Hutchinson and Waters (1987). It originally consists of four variables: input,
content, language and tasks. Eventually, it was expanded to incorporate starter, project,
additional input, and students’ knowledge and abilities. The aim of the model is to provide a
coherent framework for the integration of the various aspects of learning,, at the same time
allowing eough room for creativity and variety to flourish. McGrath (2002) concurred that the
strength of Hutchinson and Waters model to materials preparation is its simplicity and
coherence. However, according to McGrath (2002, p. 159), the model has two limitations. The
first is its “lack of any kind of analysis of existing knowledge (content and linguistic). The model
also assumes that the end goal of language learning is productive competence. On top of
these two limitations, it can be argued that the Hutchinson and Waters model is somewhat
limiting as it is primarily intended for the preparation of English for Specific Purposes (ESP)
materials which generally address tertiary learning materials. Thus, looking at all models
presented, it is safe to posit that no model in L2 pedagogy has yet been developed that targets
the 21st century learners.

Theoretical Framework

The theoretical framework that serves as a guide in realizing the study was anchored
on sociocognitive theory in language learning and transformative learning which are both
premised on constructivism.

Sociocognitive Approach to Language Learning

Originating from L2 writing research, the concept of sociocognitive view is a new

perspective that integrates the cognitive, social, and cultural influences in language pedagogy
(Sperling & Freedman, 2001) and claims that interdependence between social and cognitive
aspects of language (Atkinson, 2002). As how Atkinson (2002,p.13) puts it, sociocognitive
approach to SLA is both “fundamentally cognitive and fundamentally social”. It also puts
greater emphasis on using language in authentic social contexts.

The sociocognitive approach primarily takes a functional-interactional view of language

in which language is treated as a medium for expressing meaning, at the same time, as a
medium for building and realizing interpersonal relations and social transactions between
interlocutors (Richards & Rodgers, 1986). Further, language, which reflects its functional and
communicative purposes, is regarded as a system used to communicate, to express meaning,
and to interact. Language is also a tool that builds a community and society as a whole. In
short, language and society co-exist. And since humans are essentially social beings, it would
be impossible to not use language to communicate with the outside world (Matsuoko & Evans,
2004). Atkinson (2002) further asserts that language is not exclusively cognitive but relates to
other realms of inquiry and practice, such as culture, politics, identity, power, ideology,
discourse, and social context or ecology.

28
Transformative Learning

While sociocognitive approach relates to how language is learned and should be

treated, transformative learning relates to actual behavior that learners should manifest in
order to contribute and participate in the community where they live in. it is from this context
that transformative learning (TL) is used as another major framework of this study.

Jack Mezirow introduced the concept of TL in adult education in 1978. He defined Tl

as a theory of promoting change and crirically questioning the truthfulness of one’s deeply
held assumptions (p. xi). It also involves personal and critical relection about an assumption
and sources, validating transformative insights, and finally incorporating transformed insights
in one’s life. In short, TL involves two elements: critical reflection and full and free participation
in daialogues to validate judgments based on reflections (Monteiro, Gomes, & Herculano,
2010). Further, Jacobs and Goatly (2000) assorted that the best way to realize a social
transformative pedagogy (i.e., language learning as a tool for participating in social issues) is
by linking the classroom with the students’ realities beyond school. Further, TL implies change
(Costelli, 2011) that does not only involve doing something differently but also changing one’s
awareness. It is neither immediate nor complete in an instant. Some ven have closures and
some do not (Freeman cited in Richards et al, 2001)

TL is a multi-faceted learning theory that links to reflective learning and critical

pedagogy. Critical pedagogy aims to allow and encourage learners to participate and
transform themselves and the society (Carkin, 2005). In oother words, it emphasizes social
transformation and justice through education (Akbari, 2008). According to Belcher (2006), one
way to realize critical pedagogy is through community-based service learning or participatory
learning communities in which learners have the power and control, through their active
participation, to make their lives and world better.

STATEMENT OF OBJECTIVES

This study aimed to develop and validate a sociocognitive-transformative materials

design model for English as a second language (ESL). Specifically, the paper aimed the
following objectives:
1. Extract established principles from the recent studies and literature related to
sociocognitive-transformative perspective that will contribute to the development of the
preliminary sociocognitive-transformative materials design model;
2. Design the sociocognitive-transformative materials design model that incorporates the
stipulated principles; and
3. Validate the sociocognitive-transformative materials design model using the three-
pronged approach: theorizer-researchers’ perspective, practitioners’ perspective, and
materials preparation.

METHODOLOGY

This study primarily used qualitative research combined with some quantitative
measures. As a descriptive type of research, it involved the review and analysis of research

29
studies and literature to extract SLLT principles for generalization purposes. Further,
description of data was done during the collection and processing of the information obtained
from the three-pronged validation of the model. Specifically, the model building approach was
anchored on grounded theory. In the context of the present study, the preliminary model was
generated through logical deduction from current available studies and knowledge in the field
and theorizer-researchers. Both should be ESL speakers who have studied and taught in ESL
of applied linguistics and language teaching.

The validation phase used a three-pronged approach which included the following
instruments; rating scale for theorizer-researchers’ validation, interview schedule for
practitioners’ (teacher-writers) validation, and rating scale for materials preparation. As
regards model validation, the principles and beliefs of both the theorizer-researchers and
experienced practitioners regarding language teaching-learning principles and procedures
were synthesized to link theory and practice, resulting in optimal benefits to materials
developers and teachers themselves. However, the set of principles compiled should be
deemed as informative more than prescriptive. Consequently, the results of the three-pronged
validation were used for the possible revisions needed for the improvement of the model and
its eventual finalization.

The main validators of the present study included ten (10) experts who were tasked to
validate the model and the materials. They were streamed into practitioners and theorizer-
researchers. Both should be ESL speakers who have studied and taught in ESL context. The
theorizer-researchers were chosen based on the following criteria: (1) holder of doctoral
degree in Applied Linguistics or any related course; (2) have published at least two research
articles an applied linguistics and/or TESOL in refereed or indexed/abstracted journals; and
(3) with at least 10 years of teaching experience.

The study followed a post facto, naturalistic case study methodology divided into three
phases; the factor search, the model development, and the evaluation and revision of the
developed model.

REFERENCES

Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652.

Atkinson, D. (2002). Toward a sociocognitive spproach to second language acquisition,

Modern Language Journal, 86(4), 525-545.

Belcher, D. (2006). English for specific purposes: Teaching to perceived needs and imagined
futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133-156.

Bell, J., & Gower, R. (1998). Writing course materials for the world: A great compromise. In B.
Tomlison (Ed.) Materials Development in Language Teaching (pp. 117-129). Cambridge:
Cambridge University Press

Brandl, K. (2002). Integrating internet-based reading materials into the foreign language
curriculum: From teacher- to student-centered approaches. Language Learning &
Technology, 6(3), 87-107.

30
Byrd, P. (1995). Writing and publishing textbooks. In P. Byrd (Ed.), Materials writer’s guide
(pp. 3-9). Boston, MA: Heinle and Heinle.

Carkin, S. (2005). English for Academic Purposes. In E. Hinkel (Ed.). Handbook of research
in second language teaching and learning (pp. 85-98). Mahwah, NJ: Lawrence.

Castelli, P. (2011). Reflective learning in practice. Transforming experiences in a graduate

global leadership curriculum. A paper presentation in Academic and Business Research
Institute Conference 2011. Nashville, Tennessee.

Chapelle, C. (2009). The relationship between second language acquisition theory and
computer-assisted language learning. Modern Language Journal, 93 (focus issue), 741-753.

Dat, B. (2008). ELT materials used in Southeast Asia. In B, Tomlison 9Ed.), English language
learning materials (pp. 263-280). London: Continuum International Publishing.

Derwing, T., & Munro, M. (2005). Second language accent and pronunciation teaching: A
research-based approach. TESOL Quarterly, 39(3), 379-395.

Edge, J., & Wharton, F. (1998). Autonomy and Development: Living in the materials world. In
B. Tomlison (Ed.), Materials development in language teaching (pp. 295-310). Cambridge:
Cambridge University Press.

Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly. 32,
(1) 39-60.

Harmer, J. (2001). Coursebooks: A human, cultural and linguistic disaster? MET, 8(4), 5-10.

Huang, H. (2007). Vocabulary learning in an automated graded reading program. Language

Learning & Technology, 11(3), 64-82.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered
approach. Cambridge: Cambridge University Press.

Jacobs, G., & Goatly, A. (2000). The treatment and ecological issues in ELT coursebooks.
ELT Journal, 54(3), 256-264.

Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/

foreign language teaching. TESOL Quarterly, 28, 27-47.

Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL
Quarterly, 26, 27-56.

Maley, A. (1998). Squaring the circle-reconciling materials as constraint with materials

empowerment. In B. Tomlison (Ed.) Materials Development in Language Teaching (pp. 279-
294). Cambridge: Cambridge University Press.

31
Matsuoka, R., & Evans, D. (2004). Socio-cognitive approach in second language acquisition
research. Journal of Nursing Studies, 3 (1), 2-10.

McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburg: Edinburg
University Press.

Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28(2), 1001-109.

Monteiro, A., Gomes, I., & Herculano, D. (2010). The reflective learning portfolio as a
transformative tool for local development. A paper presentation in 4th International Seminar of
the ESREA Network: “Between Local and Global: Adult Learning and Development.’ Seville,
Spain.

North Central Regional Educational Laboratory (2003). enGauge 21st century skills: literacy in
the digital age. Naperville, Ill: North Central Regional Educational Laboratory, Metiri Group.

Nunan, D. (1995). Closing the gap between learning and instruction, TESOL Quarterly, 29(1)
133-158.

Task 6 Look Around

Problems continue to arise in our society, may it be in the field of science, governance
and politics, environment, education, health, and a lot more. These concerns are the reasons
why concept papers are useful. They help provide solutions to these, as research and project
proposals aim to give relevant remedy based on conducted studies and validated data.

From these, think of one situation or context related to your track/strand. Then, try to
make a topic out of this concept/

Situation: _____________________________________

Topic:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

32
 Engagement

Task 7 Write It Right

Based on the situation and topic you provided in Task 6, start to write your concept
paper.

1. Background of the Study

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Preliminary Literature Review

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Statement of the Problem/Objectives

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Abridged Methodology
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Timeline
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. References
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

33
 Assimilation

Task 8

It’s now time to check if the objective of this module has been achieved. Compare
and contrast the kinds of concept paper by writing their similarities and differences inside the
Venn diagram.

Concept Paper
for
Project
Proposal

Task 9

Now that you’re done with the lesson, let’s see how much you have learned. Answer the
following essay questions comprehensively. You will be graded using the rubric below.

1. What is the importance of concept paper in your personal and professional growth?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How can concept paper/s help improve our society? Cite a specific example.

34
 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Compare and contrast the various kinds of concept paper by providing sample titles
for each. Explain each briefly.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Rubric for Essay Writing

Areas Excellent Good Fair Needs Improvement

4 3 2

Content Essay has a specific Central idea is vague; Unable to find specific Essay had no central
central idea that is clearly somewhat sketchy and supporting details idea or supporting
stated; appropriate, non supportive to the details.
concrete details support topic; lacks focus.
the central idea and
show originality and
focus.

Organization Essay is logically Essay somewhat Central point and flow of Ideas were unorganized
organized and well- digresses from the essay is lost; lacks and vague; no particular
structured displaying a central idea; ideas do not organization and flow was followed.
beginning, body, and logically follow each continuity.
conclusion. Critical other.
thinking skills are
evident.

Style Writing is smooth, Sentences are varied Lacks creativity and Writing is confusing, hard
coherent and consistent. and inconsistent with focus. Unrelated word to follow.
Sentences are strong central idea, vocabulary choice to central idea.
and expressive with and word choice. Diction is inconsistent.
varied structure. Diction
is consistent and words
are well chosen.

Mechanics Written work has no error Written work is relatively Written work has several Written work has serious
in word selection and free of errors in word errors in word selection and persistent errors in
use, sentence structure, selection and use, and use, sentence word selection, use,
spelling, punctuation and sentence structure, structure, spelling, sentence structure,
capitalization spelling, punctuation and punctuation and spelling, punctuation and
capitalization (1-2 errors) capitalization.(3-4 errors) capitalization.

Timeliness Completed the task on or Completed task within 24 Completed after 24 hours Completed task 48 hours
before the deadline hours after deadline. past deadline. past deadline.

Reflection

Task 10

Reflect on all the things and lessons you have learned by completing the chart below.

35
 What I Know What I Wonder What I Learned

Post Assessment

Read the each statement carefully. Choose the letter of the correct answer and write it on
your answer sheet.

1. This is a part of a concept paper which gives the goals, objectives and methodology
of the research.
a. Cover Page
b. Project Description
c. Rationale/Background
d. Preliminary Literature Review

2. Which of the following is not a part of a concept paper for academic research?
a. Title Page
b. Project Description
c. Abridged Methodology
d. Background of the Study

3. This is the first section of a concept paper that includes some information
about the funding agency and the types of projects they support.
a. Purpose
b. Introduction
c. Project Description
d. Methodology

4. In writing concept papers, the following should be considered except _____

a. the writer
b. the appearance
c. the number of pages
d. the language to be used

5. The following are parts of concept paper for project proposal except _______
a. Literature Review
b. Research Questions

36
 c. Support Needed and Costs
d. Benefits/Expected Outcomes

6. The following are guidelines in writing a concept paper except ______.

a. Cost and methodology should be reasonable.
b. Funding should be requested for planning the proposal.
c. Language use should depend on the target or intended audience.
d. Be sure that basic format details, such as page numbers, are incorporated.

7. Which of the following is true about methodology?

a. It includes the research question.
b. It describes the broad or abstract intent of the paper.
c. It includes general timeline of what the proponent want to accomplish.
d. It explains how the project will be carried out and any techniques that will be
used.

8. In checking the appearance of the concept paper, which among the following should
not be practiced?
a. Number all the pages.
b. Place the name and date in the footer.
c. Check for spelling errors before submission.
d. Be sure to use a font size and type that is large enough to be read.

9. Which of the following is true about concept paper?

a. It is an academic writing which ranges from 100-200 words.
b. It provides an overview of an academic research or a project proposal.
c. It presents and explains an opinion about an issue by supporting it with
evidences.
d. It is a written communication done on a job especially in the fields of science,
technology and health sciences.

10. The following are several uses of a concept paper except _________.
a. It serves as the foundation of the full proposal.
b. It helps determine whether a certain project is feasible or not.
c. It is used to give critique and evaluation to the book or article read.
d. It is used to obtain informal feedback on the ideas prior to preparing the full
proposal.

Congratulations! You can now move to the next lesson.

37
References:

Aspiras, L. (2016) English for Academic and Professional Purposes. St. Andrew Publishing
House

Barrot, J., et al (2016) Communicate Today English for Academic and Professional
Purposes for Senior High School. C& E Publishing, Inc.

facebook.com/emglishforacademicandprofessionalpurposes/photos/pcb.1255812504530685
/1255812331197369

researchgate.net/publication/336150591_How_to_write_a_concept_paper_with_practical_sa
mple_by_Dr_Lango

slideshare.net/Concept-Paper/step-by-step-guide-on-how-to-write-a-concept-paper-for-
research

slideshare.net/JhoannaPaulineMamans/concept-paper-70823001

38
 Contextualized Material 10: EAPP – Q1

Lesson Presenting a Novel Concept Paper or Project with

10 Accompanying Visuals/Graphic Aids

Introduction

The previous lesson provided you with knowledge and skills in writing a concept paper,
its parts, uses, and various kinds. However, these skills can only be useful if a person is also
equipped with knowledge and skills in presenting a novel concept paper or project with
accompanying visuals and graphic aids. This will make the concept paper more convincing,
effective and interesting to the learners.

After going through this learning material, you are expected to:

1. Present a novel concept or project with accompanying visuals/graphic aids

Are you excited to learn how to make your concept paper more compelling and effective?

Task 1 What’s On Your Mind?

Let’s first tap your prior knowledge about the topic. Write all related ideas you have in mind to
the words in the center.

Visuals/
Graphic
Aids

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 Good job! Now it’s time to learn the essential key concepts about this topic. Below are
activities that will further enhance your understanding of the lesson. Answer them the best as
you can.

Development

Task 2

Below are sets of pictures. Identify each of them and write their functions and uses.

Answer: _____________________

Function/Use:
____________________________
____________________________
____________________________

Answer: _____________________

Function/Use:
____________________________
____________________________
____________________________

Answer: _____________________

Function/Use:
____________________________
____________________________
____________________________

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 Read the essential key concepts below to further understand the different kinds and
uses of graphic aids that you can use in presenting your concept paper in a more effective
and interesting way.

Key Concepts

ü A visual graphic or graphic aid is any image that assists you, the reader in understanding
the text which accompanies the visual aid.
ü They are designed to summarize information as sometimes the amount of data is so large
that and aid is the only practical way of making the information accessible.
ü Visual aids allow the writer to explain complex ideas more concretely, and the reader to
visualize abstract concepts.
ü Visual aids can even present new or additional information to the written text.

KINDS OF VISUALS/ GRAPHIC AIDS

1. Table

Tables are a concise and effective way to present large amounts of data. You should
design them carefully so that you clearly communicate your results to busy researchers.
The following are characteristics of a well-designed table:

a. Clear and concise legend/caption

b. Data divided into categories for clarity
c. Sufficient spacing between columns and rows
d. Units are provided
e. Font type and size are legible

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 2. Charts and Graphs

Charts are often used to ease understanding of large quantities of data and the
relationships between parts of the data. Charts can usually be read more quickly than the raw
data. They are used in a wide variety of fields, and can be created by hand (often
on graph paper) or by computer using a charting application.

Uses of Charts and Graphs

ü show each data category in a frequency distribution.

ü display relative numbers or proportions of multiple categories.
ü summarize a large data set in visual form.
ü clarify trends better than do tables.
ü estimate key values at a glance.
ü permit a visual check of the accuracy and reasonableness of calculations.

Types of Charts and Graphs

Column charts are very useful for the comparison of at least one set of data points.
The vertical axis, which is also known as the Y axis, is often shown in numeric values. The X
axis on the horizontal line shows a period of time.

42
 Bar charts are for comparing concepts and percentages among factors or sets of data.
Users can set different distinct choice for your respondents, for example, annually or quarterly
sales. You can see bar charts are similar to what column charts lying on its X axis.

Pie charts are good for illustrating and showing sample break down in an individual
dimension. It is in the shape of a pie to show the relationship between the main and sub-
categories of your data. It is good to use when you are dealing with categorized groups of
data, or if you want to show differences among data based on a single variable.

Line chart is normally used for explaining trends over periods. The vertical axis always
displays numeric amount, while the X axis indicates some other related factors. Line charts
can be shown with markers in the shape of circles, squares or other formats.

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 Tips in Using Charts and Graphs

Data Values

You should remove any excess details such as colors, text or lines from your charts.
Try to simplify a single chart, or you can separate into two or more charts. The variables in
your chart should be directly connected to the numerical units of your data groups. You should
also consider about inflation when switching between different currencies.

Structure

Make sure that your charts present clear and easy-to-read comparisons. Therefore,
you should structure your datasets in clear order based on your selected values.

Indicators

Indicators are also important for highlighting your projects. Correctly insert labels on
your lines, bar or pies in your charts so as to avoid indirect look-ups.

Colors and Axes

Try to simplify your color categories of your charts. Use the same color in a different
intensity within same categories. Make your charts have a same color pattern for same axes
or labels. If you cannot see colors in your printed charts clearly, you should change existing
colors.

3. Diagram

A diagram is a symbolic representation of information using visualization techniques.

Sometimes, the technique uses a three-dimensional visualization which is then projected onto
a two-dimensional surface.

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 Engagement

Task 3
Now that you’re done with the lesson, it’s time to present your concept paper using
visual/graphic aids by means of PowerPoint or video presentation. Below is the rubric that
will be used in scoring your output.

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 Assimilation

Let’s now check your understanding of the lesson. Answer the activities below. Are
you ready?

Task 4 True or False

Read the following statements carefully. Write T if the statement is true and F if false.

____1. Visual and graphic aids can present new or additional information to the written text.
____2. Concept papers without graphic or visual aids can still be compelling.
____3. The purpose of visual and graphic aids is to make the concept paper more effective
and interesting.
____4. The readers can visualize even abstract concepts using visual and graphic aids.
____5. The use of tables in presenting data of your concept paper is helpful when the data is
too large.
____6. Bar charts are good for illustrating and showing sample break down of individual
dimension.
____7. In using charts and graphs, you should structure the data sets in clear order based on
selected values.
____8. In making charts and graphs, you should use different intensity within same categories.
____9. A table is a symbolic representation of information using visualization techniques.
____10. Column charts are useful for comparison of at least one set of data points.

Reflection

Reflect on all the things you have learned by completing the charts below.

Before taking up this lesson, _________________________________________________

________________________________________________________________________
________________________________________________________________________

I learned
I that _____________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 I know I can use the knowledge I gained in ______________________________________
_______________________________________________________________________
________________________________________________________________________

Congratulations! You can now move to the next lesson.

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References:

Aspiras, L. (2016) English for Academic and Professional Purposes. St. Andrew Publishing
House

Nuran, A. Understanding Graphic and Visual Aids

Online References

media.neliti.com/media/publications/78407-EN-understanding-graphic-and-visual-aids

https://www.edrawsoft.com/chart-types-uses.html

https://www.google.com/search?sxsrf=ALeKk03D2we9xyFdu3HTpHthgEFXhSOstw%3A15947373430
38&ei=v8INX9-
CAu6Jr7wPpuKxwA4&q=charts+meaning+and+uses&oq=charts+meaning+and+uses&gs_lcp=CgZwc3
ktYWIQAzIECCMQJzoECAAQR1DbE1jbE2CRHGgAcAF4AIABygGIAcoBkgEDMi0xmAEAoAEBqgEHZ3dzL
Xdpeg&sclient=psy-ab&ved=0ahUKEwif3t3G-8zqAhXuxIsBHSZxDOgQ4dUDCAw&uact=5

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