English for Academic and

Professional Purposes
Quarter 3- Module 5
Critical Approaches in Writing the
Reaction Paper/Review/Critique

NegOr_Q3_EAPP_Module5_v2
iii
English for Academic and Professional Purposes -Grade12
Alternative Delivery Mode
Quarter 3-Module 5- Critical Approaches in Writing the Reaction Paper / Review
/Critique
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government
agencyor office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do
not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Catherine A. Credo

Editors: Ellen E. Edrial EdD/ Teofan C. Gallosa

Reviewes: Ellen E. Edrial EdD

Illustrator: None

Layout Artist/Typesetter: Josephine V. Austero

Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Joelyza M. Arcilla, EdD Maricel S. Rasid

Nilita l. Ragay, EdD Elmar L. Cabrera

Marcelo K. Palispis, EdD

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

ii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

iii
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE i

INTRODUCTORY MESSAGE --------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW 2

WHAT’S IN 2

WHAT’S NEW 3

WHAT IS IT 4

WHAT’S MORE 6

WHAT I HAVE LEARNED --------------------------------- 8

WHAT I CAN DO ---------------------------------------- 9

ASSESSMENT 11

ANSWER KEY 12

REFERENCE LIST 13

iv
 WHAT I NEED TO KNOW

In the previous module, you learned that in academic writing you have
to develop an argument or point of view. To be substantial, this argument
should be supported by concrete evidence, examples, and information from
sources. Hence, the writing you produce in this way will need to be 'critical
writing'.

In this module, you are going to look at critical writing in detail, first
by giving a definition of critical writing and approaches on how to write
critically. Finally, you will be using these approaches in writing an objective
and balanced review or critique.

MOST ESSENTIAL LEARNING COMPETENCIES

CS_EN11/12A-EAPP-Id-f-16. Uses appropriate critical approaches in
writing a critique such as formalism, feminism, etc.
CS_EN11/12A-EAPP-Id-f-18. Writes an objective/ balanced review or
critique of a work of art, an event or a program

At the end of the module, you should be able to:

Knowledge: identify the various approaches in writing a critique;

Skills: analyze texts, movies, articles, art, etc. using different

approaches of criticism; and,

Attitude: justify one’s argument by providing proofs and logical

reasoning.

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

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 WHAT I KNOW

Task 1 TRUE OR FALSE

Directions: Read and analyze the following statements. Write TRUE if the
statement is correct and FALSE if the statement is incorrect.
1. As a critic, you must not simply rely on mere opinions; rather,
you must use both proofs and logical reasoning to substantiate
your comments.
2. Reader-response criticism argues that the meaning of a text is
dependent upon the reader’s response to it.
3. Formalism examines texts out of the context of their time period,
social setting, and author’s background.
4. Marxist criticism focuses on the act of reading and how it
affects readers’ perceptions of a text.
5. Biographical criticism states that understanding an author’s
background cannot help readers interpret a text.
6. Formalism focuses on "objectively" evaluating the text, identifying
its underlying form. It may study, for example, a text's use of
imagery, metaphor, or symbolism.
7. Feminism reveals how aspects of our culture are patriarchal i.e.,
how our culture views men as superior and women as inferior.
8. Historical criticism examines how literary texts reflect the
ideas, beliefs, and attitudes of the time in which they were
created.
9. Marxist criticism focuses on how class, power, race and economic
status affect the content and theme of a certain work.
10. Facts are needed to make an objective assessment/critique.

WHAT’S IN

Task 2 FLASHBACK

Directions: Recall lessons in the previous modules. Read and answer the
questions below. Write only the letter that corresponds to your
answer.

1. Which among the following describes academic language?

A. used when talking with family members and friends
B. used to communicate feelings, needs, and wants usually

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 associated with gestures
C. used to write emails, friendly letters, and texts or retelling
stories
D. used to describe and comprehend complex ideas, process
higher-order thinking, and understand abstract concepts
2. The following are set of rules in academic language, EXCEPT
A. Explicit B. Formal C. Informal D. Factual
3. What text structure is being used when a text states the reasons for such
phenomenon and its consequences?
A. Cause and Effect B. Exemplification
C. Classification D. Narration
4. The following are basic rules in summarizing, EXCEPT …
A. Only write down important points.
B. Copy repeating ideas because they signify urgency.
C. Use your own words to write the summary.
D. Change general terms for specific names.
5. Which of the following shows a strong thesis statement?
A. History is an important subject.
B. Charles Dickens is a good author.
C. Charles Dickens uses the setting of his novels to emphasize the
theme of class division.
D. Sigmund Freud is one of the greatest psychologists in medical
history.

WHAT’S NEW

Task 3 SAY SOMETHING

Directions: Take a look at this picture. Considering the present situation

and your experiences, give at least five (5) points that you see
in the picture. Write your answers in your notebook.

https://businessmirror.com.ph/2020/05/29/editorial-cartoon-may-29-2020/

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PROCESS QUESTIONS:
1. What present event is shown in the picture?
2. By looking at the picture, are you thinking about the country’s situation
and the world as a whole?
3. Who is/are responsible of this present situation?
4. What about the feeling of the people especially the women and the
marginalized sector?
5. Do you ask yourself if you also feel the same?
6. What do you think are the reasons why these things happen? Have you
also asked God why?

What are your reactions on the picture shown? Do you base your
answers on facts or on your personal experiences and emotions?

In giving reactions, there are critical approaches that can help you
write or formulate effective critique. Anchoring your ideas on these critical
approaches will allow you to produce a reliable written work.

WHAT IS IT

What is Critique?
A critique is a specialized form of writing where the reader or reviewer
evaluates or analyzes judiciously variety of works. It is mainly written to
communicate a fair assessment of situations, people, events, literary and
artistic works, and performances like the following:

 Creative works – novels, exhibits, film, images, poetry

 Research – monographs, journal articles, systematic reviews, theories
 Media – news reports, feature articles
 Designs- industrial designs, furniture, fashion design
 Graphic designs- posters, billboards, commercials and digital media

As a reviewer and critic, you must not simply rely on mere opinions; rather,
you must use both proofs and logical reasoning to validate your comments.
You must process ideas and theories, revisit and extend ideas in a specific
field of study and present an analytical response to the subject of your
review.

Source: https://www.citewrite.qut.edu.au/write/critique.html
Date Retrieved: February 8, 2021

Structure of Critique
A critique can be structured in several ways. The following example,
however, showcases the main features of a critique.

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These are introduction, summary, critical evaluation, conclusion and
reference list.

Critical Approaches to Writing a Review/Reaction Paper/Critique

Critical approaches are sometimes called lenses. These are different
perspectives one can consider when looking at a piece or several pieces of
work, literature or a concept.
Here are the important critical approaches:
1. Formalist criticism emphasizes the form of a literary work to
determine its meaning. It focuses on the literary elements of form
such as style, structure, tone, imagery, etc. and how they work to
create meaning. A primary goal for formalist critics is to determine
how such elements work together with the text’s content to shape its
effects upon readers.

2. Biographical Criticism emphasizes the importance of the author’s life

and background into account when analyzing a text.

Focus on the life and background of the writer/artist and connect it to

the subject of your review or critic.

Example: How did the life of Dr. Jose Rizal affect his written works?

3. Feminist criticism emphasizes on the roles, positions, and

influences of women. It focuses on how women are portrayed in a
certain literary work, in arts, in commercials, in movie, etc.

Example: Are women viewed as inferior beings in the movie?

How were they portrayed?
4. Historical Criticism: This approach “seeks to understand a literary
work by investigating the social, cultural, and intellectual context that
produced it—a context that necessarily includes the artist’s biography
and milieu.” A key goal for historical critics is to understand the effect
of a literary work upon its original readers.
5. Reader-Response Criticism emphasizes that the meaning of a text
is dependent upon the reader’s response to it or simply focuses on
the meaning you created while reading a text, watching a movie or
looking at a certain object. It focuses on your personal connection
with and understanding of the subject of your review. It attempts “to
describe what happens in the reader’s mind while interpreting a text”
and reflects that reading, like writing, is a creative process.
6. Marxist Criticism emphasizes on how power, politics, and
money play a role in literary texts and amongst literary societies
and characters. It also focuses on how class, power, race and
economic status affect the content and theme of a certain work.

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 Source: Critical Approaches to Literature.pdf. Retrieved from
www.miamiartscharter.net

Now, you have learned the basic principles of writing criticisms. Let’s
apply your skill by doing the following activities.

WHAT'S MORE

Task 4 READ AND OBSERVE

Let us learn more about this skill by reading a text which is an excerpt of
the homily of the Catholic Archbishop of Manila, Jaime Cardinal Sin. But
before you read it, let us define these words first.

Directions: Get the meaning of these words from any dictionary so that you
can understand what you are reading better: Write your
answer in your notebook.
WORDS MEANINGS FROM DICTIONARY
Cynic
Anarchic
Unrelentingly
Callous
Transcend

Ang Bayan Muna Bago ang Sarili

(Excerpts from the Homily of Jaime Cardinal Sin
at the mass celebrating the 5th death anniversary of Ninoy Aquino)

(1) Five years later, we might ask ourselves; has Ninoy’s dream been
fulfilled? Have we succeeded in building a new nation, by “transcending our
petty selves,” by setting aside our differences by working together in a spirit
of true self-giving, loving our country first, above our own interest? Bayan
muna, bago ang sarili. It is a question we must ask ourselves, as we
remember Ninoy’s gift.

(2) It has been said that the truest motto of our people is “K.K.K”. No, not
Katipunan, shaping unity out of our diversity. How we wish that we are our
authentic name! But rather:

Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or worse)
Kanya-Kanya’ng Kurakot...

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or whatever else each one “specializes” in!

(3) Cynics among us say that K.K.K is the definition of our national
character, the predominant strain in our national culture. It’s what we are
when we are “most natural”, most ourselves. “Bayan muna, Bago ang
Sarili” is an abstract, non-operative ideal, good for speeches, good for
posters, good for classroom rhetoric but not for real, not for real life. For real
is K.K.K.

(4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all

remember the three monkeys; See no Evil, hear no evil, speak no evil.
Sometimes one wonders, if it has become a national pastime, to see and hear
and speak nothing, but evil against our fellow-citizens. Talk can be a great
service in a free nation: Talk is space for free discussion, for intelligent
debate, the exchange of information and perception, the clash of views.

(5) Ninoy himself said: “We must criticize in order to be free, because we are
free only when we criticized.” We may not, at our own peril, forget that. But
we must remind ourselves that criticism is not an end in itself; it is not the
absolute. It is meant to help us to become free, but if it becomes the all-
encompassing output of our days, a way of life... so it takes up most of our
energy, most of our time, when we begin to take delight in tearing down,
demoralizing, destabilizing; when we are at each other’s throats all day long,
then we really are engaged in self-destruction, and the destruction of hope,
the creation of despair, especially among the poor who continue to suffer in
our midst.

(6) There is a Latin saying: “Unicuique suum, non praevalebunt.” “Every

man for himself: That’s the formula for disaster.” When Ninoy spoke of “the
quest for that elusive national unity which is imperative for the nation’s
survival”- he said “survival”. He meant “survival”. How can we survive, as a
nation and as a people, if we have made the name of our national game as
anarchic
free-for-all in a “basket of crabs?”

(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya-
Kanyang Kurakot. Surely, I don’t need to dwell on this theme this morning.
For weeks, the papers, radios, TV, have shouted nothing else. It is the talk of
the marketplace. I myself have spoken, often enough, of the 40 big thieves
left behind in our midst, and many many smaller ones which might include . .
. even ourselves? Who among us did not re-echo the sentiments and the work
of the beloved Chino Roces when he asked for a renewed moral order in
government and society? It is a problem which must be addressed and
addressed vigorously and unrelentingly.

(8) I am sure this will be increasingly done by our president, by consistent

personal example she has set a pattern for others to follow. I know she is
bent on pursuing the battle against corruption with ever more forceful and
energetic action. But we know, we know that she and those around her
NegOr_Q3_EAPP_Module5_v2
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cannot do this all by themselves. As citizens, we must go “into an action

NegOr_Q3_EAPP_Module5_v2
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mode ourselves.” The task cannot be done without us.

(9) We must begin, rather, where we can begin, with ourselves we must ask:
What can we do about it? What in our own heart, in our own attitudes, in
our own practices, must be changed? What sacrifices must we ourselves do
to make a positive contribution of deeds, to put under control this chronic
illness in our society, and in our culture?

(10) If all we do is talk and talk, and throw dirt at each other-forgetting to
mind the ship and its engines, and steer it in mine-filled waters-why, we will
still be taking and quarrelling when our ship goes down into the sea!

(11) If everyone in this church this morning, in Ninoy’s memory, pledge

before the Lord that for one year, “Bayan Muna, Bago ang Sarili”, would
really be made an operative guideline, could it not mark at least a
beginning? If for one year, just to get going, we would make the principle
govern our deeds, our conduct in society, would that not be smart already?
How can we “dream the impossible dream” and promise to follow the stars”
if we have become too calloused to do even this?

Questions: Write your answers in your notebook.

1. What critical approach did the author use? Explain why you think
that is the approach used.

2. Do you agree with the author or not? Support your answer.

What you have read is an example of how one expresses opinions

using one approach in criticism. This can be a good model for you to study
and follow.

WHAT I HAVE LEARNED

Task 5 REFLECT
Directions: Write your reflection in your notebook by completing the
unfinished statements below with focus on the following guide
question:
Why is understanding the critical approaches necessary in writing
a review/reaction paper/critique?

I have learned that

NegOr_Q3_EAPP_Module5_v2
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I have realized that

I will apply

WHAT I CAN DO

Task 6
Directions: Write a short critique with 10-15 sentences on the following
works using the specified approach. Write your answers in your
notebook/activity sheet.

1. Movie: The Hunger Games

Critical Approach: Feminist Criticism

https://upload.wikimedia.org/wikipedia/en/4/42/HungerGamesPoster.jpg

2. Song: PANALO by EZ MIL

Critical Approach: Reader-Response Criticism

https://www.metroheadlines.ph/ez-mil-

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3. POEM: SA AKING MGA KABATA
by Dr. Jose P. Rizal
Critical Approach: Historical Criticism

Sa Aking Mga Kabatà

Kapagka ang baya’y sadyang umiibig

Sa kanyang salitang kaloob ng langit,
Sanlang kalayaan nasa ring masapit
Katulad ng ibong nasa himpapawid

Ang wikang Tagalog tulad din sa Latin,

Sa Ingles, Kastila, at salitang anghel
Sapagka’t ang Poong maalam tumingin
Ang siyang naggawad, nagbigay sa atin

’Pagka’t ang salita’y isang kahatulan

Sa bayan, sa nayo’t, mga kaharian
At ang isang tao’y katulad kabagay
Ng alin mang likha noong kalayaan

Ang salita nati’y tulad din sa iba

Na may alfabeto at sariling letra
Na kaya nawala’y dinatnan ng sigwa
Ang lunday sa lawa noong dakong una

Ang hindi magmahal sa kanyang salita

Mahigit sa hayop at malansang isda
Kaya ang marapat pagyamaning kusa
Na tulad sa Inang tunay na nagpala

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 NegOr_Q3_EAPP_Module5_v2
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 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental Kagawasan, Avenue, Daro, Dumaguete City,
Negros Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net
12

English for Academic and

Professional Purposes
Quarter 3: Module 6
Ways to Elucidate a Concept

NegOr_Q3_EAPP_Module6_v2 iv
English for Academic and Professional Purposes – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 6: Ways to Elucidate a Concept
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Blynda Mae J. Gutang

Editor: Ellen E. Edrial, EdD/ Teofan C. Gallosa
Reviewer: Ellen E. Edrial, EdD
Illustrator: None
Layout Artist/ Typesetter: Josephine V. Austero
Management Team: SenenPriscillo P. Paulin, CESO V Rosela R. Abiera
Joelyza M. Arcilla, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Marcelo K. Palispis, EdD
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

ii
 Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you

iii
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 3

WHAT IS IT ------------------------------------------------ 6

WHAT’S MORE ------------------------------------------------ 8

WHAT I HAVE LEARNED --------------------------------- 10

WHAT I CAN DO ---------------------------------------- 10

ASSESSMENT ------------------------------------------------ 12

ANSWER KEY ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 13

iv
 WHAT I NEED TO KNOW

In the previous module, you learned that in academic writing you have
to develop an argument or point of view. To be substantial, this argument
should be supported by concrete evidences, examples, and information from
sources. Hence, the writing you produce in this way will need to be 'critical
writing'.

In this module, you will be exposed to another academic writing called

the concept paper. As a writer, this helps you explain and makes your point
clearer to the readers by giving the definition, by explication and by
clarification.

MOST ESSENTIAL LEARNING COMPETENCIES

CS_EN11/12A-EAPP-Ig-j-20. Determines the ways a writer can elucidate
on a concept by definition, explication and
clarification

At the end of the module, you should be able to:

Knowledge: identify the ways on how to elucidate a concept;

Skills: determine the technique/s used in developing the concept of a

particular essay; and

Attitude: express appreciation by writing a mini-concept paper

about your chosen topic.

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

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 WHAT I KNOW

Task 1

Direction: Identify the following. The choices are found inside the box.

Defining by function clarification explication

Defining by synonym Concept Paper
Exemplification Position Paper

__________ 1. It is the method of identifying a given term and making its

meaning clearer.
__________ 2. It is a method of explanation in which sentences, verses,
quotes, or passages are taken from a literary or academic
work and then interpreted and explained in a detailed way.
__________ 3. It is a method of explanation in which the points are
organized from a general abstract idea to specific and
examples.
__________ 4. This uses a word or phrase that shares a meaning with the
term being defined.
__________ 5. This defines a word by how it is being used.

WHAT’S IN

Task 2 SAY SOMETHING

Direction: Write anything you know about a concept, definition,

explication, and clarification.

CONCEPT

NegOr_Q3_EAPP_Module6_v2
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 DEFINITION

EXPLICATION

CLARIFICATION

WHAT’S NEW

Task 3.

Directions: Complete the table below by filling in the missing information.

Concept Sentence Manner of Elucidating
the Concept
(Definition/Clarification
/Explication)

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 The automatic center punch is a
1. Automatic device used to make a pinpoint
Center indentation in a hard material Definition
Punch such as metal or plastic without
the use of a hammer.

2. Justice is a broad concept which

encompasses a wide set of ideas,
most of which also branch out
into smaller notions. For
instance, it can refer to the
sentencing of a criminal based
on due process. When an
individual gets what he deserves,
even outside the hands of the
law, it is also considered justice
in some context. This may come
in the form of vigilante justice, in
which a person dissatisfied with
the system doles out punishing
to wrong-doers.

3. The speaker in the poem, The

Road Not Taken uses the word
“sigh” to signify possible future
regret for the decision that he
made when faced with two
paths. While the poem focuses
on two physical paths-roads
diverging in a “yellow wood”, the
speaker is alluding to
metaphorical paths– two
possible choices that will alter
the course of his life.

NegOr_Q3_EAPP_Module6_v2
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 4. From the moment in 1879 that
cave paintings were discovered
at Altamira, scholars have
wondered why the hunter-artists
of the Old Stone Age decided to
cover the walls of dark caverns
with animal images. Various
answers have been given,
including that they were mere
decoration, but this theory
cannot explain the narrow range
of subjects of the inaccessibility
of many of the paintings. In fact,
the remoteness and difficulty of
access of many of the cave
paintings and the fact they
appear to have been used for
centuries are precisely what
have led many scholars to
suggest that the prehistoric
hunters attributed magical
properties to the images they
painted.

5. Boondocks (1944), a remote

rural area, back coun-try, an
isolated or wild region filled with
dense brush, comes from
Tagalog bundok, “mountain.” An
“s” was added, since English has
the tendency to affix that letter
to locations, as in the sticks (a
synonym for the boondocks), the
damps, and the woods. While
the word means “mountain” to
the people of the Philippines,
American soldiers extended the
meaning to any kind of rough
country or out-of-the-way locale.

Source: Cuerda, F, et.al. 2012. Technical Writing.

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 WHAT IS IT

Ways to Elucidate a Concept

The concept paper defines an idea or a concept and explains its essence in
order to clarify the “whatness” of that idea or concept. It answers the
questions: what is it and about it (Dadufalza 1996:183). 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.

Purposes:
1. To clarify meaning of words, or to correct misinterpretations, or misuse of
a term.
2. To stipulate the meaning of a term by limiting, extending, or redirecting
the sense in which a term is usually understood; to use a term, borrowed
from another field of knowledge, in a special way.

Three ways of elucidating a concept:

1. Definition - is a logical technique by which the meaning of a term is

revealed. 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, argues notions,
and/or broad ideas.

Techniques:

1. Formal – follows a pattern or equation:

Term + genus + differentia (differentiating characteristics)
Ex. A robot is a machine that looks like a human being and performs
complex acts of a human being (Webster)
2. By synonym- using a word or phrase that shares a meaning with the
term being defined.
Ex: Hashish – marijuana.
3. By origin or semantic history – Ex. Yoga comes from the Sanskrit “to join”
4. By Illustration – Ex: Known for their shedding their leaves in the fall,
decidu-ous trees include oaks, maples, and beeches.

NegOr_Q3_EAPP_Module6_v2
6
5. By function – Ex: A thermometer measures temperature change.

6. By analysis (Breaking down wholes into parts, aspects into levels, and a
process into steps)

Ex: The republican form of government has three

branches: the executive, the legislative, and the judiciary.
7. By contrast- use of opposites
Ex: Unlike those of gas, the particles of plasma are electrically charged.
8. By negation – stating what a term is not.
Ex: Wild rice, an American delicacy, is not rice at all but the seed of a tall
aquatic grass.

2. Explication– is an attempt to reveal the meaning by calling attention to

implications, such as the connotations of words and the tone conveyed by
the brevity or length of a sentence. An explication is a commentary that
makes explicit what implicit.

– is a method of explanation in which sentences, verses, quotes, or phrases

are taken from a literary or academic work then interpreted and explained in
a detailed way. You may begin by analyzing how the text was constructed
and end with a concise conclusion by restating your major arguments.

Explication not only illuminates a piece of literature, but also serves to

remind the readers about its historical setting and formal properties of style
and language.
Sources:
Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes.
Quezon City: Rex Printing Company, Inc.

Definition and Examples of Explication (Analysis) Retrieved from thoughtco.com/what-is-an-

explication.

Date Retrieved: March 31, 2021

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

The tone in this stanza shifts from regretful to optimistic. The two
roads symbolically represent individual choices. The mood is neither
depressed nor unhappy, but the poet sighs because he knows what the
complexities our life may have for him. Whether he has chosen a right or a
wrong path, it has a compelling impact on his life. The phrase “less traveled”
suggests the theme of individualism.
Source: https://literarydevices.net/explication/
NegOr_Q3_EAPP_Module6_v2
7
3. Clarification- it is a method of explanation in which the points are
organized from a general abstract idea to specific and concrete examples.
The analysis of the concept is done by looking at the examples and
specifying its characteristics.

Signal Words for Clarification

After all for instance namely that is
As an example in other words put another way to be specific
Consider the following example in particular specifically
To clarify for example in short stated differently
Sources:
Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes.
Quezon City: Rex Printing Company, Inc.

Definition and Examples of Explication (Analysis) Retrieved from thoughtco.com/what-is-

an-explication.

Date Retrieved: March 31, 2021

Example:

Justice is a broad concept which encompasses a wide set of ideas,

most of which also branch out into smaller notions. For instance, it can
refer to the sentencing of a criminal based on due process. When an
individual gets what he deserves, even outside the hands of the law, it is
also considered justice in some context. This may come in the form of
vigilante justice, in which a person dissatisfied with the system doles out
punishing to wrong-doers.
Source: https://www.slideshare.net/LeahCondina1/concept-paper-164709547

WHAT'S MORE

Task 4
Direction: Determine which passage uses definition, explication, or
clarification in elucidating the concept.

NegOr_Q3_EAPP_Module6_v2
8
1. Nathaniel Hawthorne opens his novel, The Scarlet
Letter, with a paragraph that depicts a crowd
assembled in front of a prison door. The people
are waiting for Hester Prynne to show up with her
scarlet letter “A.” The author describes the crowd
as a “throng,” suggesting a mob-like and densely
packed group. The mood is not pleasant, but _________________
somber- displayed by their “sad-colored” garments,
hoods, and gray hats.
Source:https://literarydevices.net/explication/#:~:text=Nathaniel%
20Hawthorne%20opens%20his%20novel, like%20and%20densely%
20packed%20group.

2. Social activism is the use of direct, often

confrontational actions such as demonstrations
or strike, rallies, or other mass acts rather than
supporting a cuase. Further, it is an action
directed at cultivating changes, practices or
policies to effect social change. __________________
Source: https://www.elcomblus.com/techniques-in-writing-
a-concept-paper/

3. Justice is a broad concept which encompasses a

wide set of ideas, most of which also branch out
into smaller notions. For instance, it can refer
to the sentencing of a criminal based on due
process. When an individual gets what he
deserves, even outside the hands of the law, it is
also considered justice in some context. This
may come in the form of vigilante justice, in
which a person dissatisfied with the system ___________________
doles out punishing to wrong-doers.
Source: https://www.slideshare.net/LeahCondina1/concept-paper-
164709547

NegOr_Q3_EAPP_Module6_v2
9
 WHAT I HAVE LEARNED

Task 5
Directions: Write your reflection in your notebook by completing the
unfinished statements below.

I have learned that

__________________________________________________________.

I have realized that______________________________________________________.

I will apply _______________________________________________________________.

WHAT I CAN DO

Task 6

Directions: Choose one concept that is related to your track and write a
mini-concept paper with 300 words. Use the techniques in
elucidating a concept. Be guided with the criteria that is
presented below.

Is the thesis of the essay clear?

CONTENT Is the topic sufficiently researched?

50
Are the details relevant to the thesis?

Does the writer exhibit a thorough

knowledge of his/her topic as shown in
the presentation of ideas?
NegOr_Q3_EAPP_Module6_v2
10
 Is there a coherent and logical
sequencing of ideas?
ORGANIZATION 30
Are the major points clear?

Is the conclusion appropriate and

satisfying?

Are the sentences well-constructed?

LANGUAGE
AND STYLE Are words appropriately used? 20

Is grammar—agreement, tense, articles,

pronouns, preposition—correct?

Follow this outline:

Introduction
- Covers the background for the concept and the thesis statement
Body
- The paragraphs of the body explain, explicate, or define the concept.
- Each paragraph uses at least two supporting details to clarify the
concept.
Conclusion
- Presents the summary of the concept paper and restates the thesis

Reminder:
• You need adequate transitions so that paragraphs and ideas in the
sentences are connected and organized.
• Use simple language in order for the readers to easily understand the
piece.
• The essay is free of grammatical errors and all sources are listed in
the references.

NegOr_Q3_EAPP_Module6_v2
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 ASSESSMENT

Task 7
Directions: Read and analyze the text below. Then, answer the
comprehension questions that follow in your activity notebook.

(1) “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.

(2) It encompasses social, economic, and cultural conditions that enable

the free and equal practice of political self-determination.

(3) The term originates from the Greek δημοκρατία (dēmokratía) “rule of
the people,” which was coined from δήμοϚ (dêmos) “people” and κράτϚ
(kratos) “power) or “rule” in the 5th century BCE to denote the
political systems then existing in Greek city-states, notably Athens. (4)

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

(5) While theoretically these definitions are in opposition, in practice, the

distinction has been blurred historically.

(6) The political system of Classical Athens, for example, granted

democratic citizenship to an elite class of free men and excluded
slaves and women from political participation.

(7) In virtually all democratic governments throughout ancient and

modern history, 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.

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

(9) 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.

(10) Nevertheless, these oppositions, inherited from Greek

philosophy, are now ambiguous because contemporary governments
NegOr_Q3_EAPP_Module6_v2
12
 have mixed democratic, oligarchic, and monarchic elements.

(11) 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)

Comprehension questions:
1. What is the concept being presented?
2. What technique/s is/are used to develop the concept?
3. Is/are the technique/s used effective in explaining the concept? Why do
you say so?
4. Does the development of the concept emphasized only relevant
information?

NegOr_Q3_EAPP_Module6_v2
13
 Answer Key

Task 1
1. Concept paper
2. Explication
3. Clarification
4. Defining by synonym
5. Defining by function
Task 2 – Answers may vary
Task 3
1. Automatic Center Punch, Definition
2. Justice, Clarification
3. The Road Not Taken, Explication
4. Cave Paintings, Clarification
5. Boondocks, Definition
Task 4
1. Explication
2. Definition
3. Clarification
Task 5 – Answers may vary
Task 6 – Varied outputs
Task 7
1. Democracy
2. Formal Definition (definition by etymology, analysis, contrast and example
3-4. Answers may vary

NegOr_Q3_EAPP_Module6_v2
14
 REFERENCES

Cuerda, F, et.al. 2012. Technical Writing.

Definition and Examples of Explication (Analysis) Retrieved from

thoughtco.com/what-is-an-explication. Retrieved date August 20,
2020.

Department of Education. Curriculum and Instruction Strand. K to 12 Most

Essential Learning Competencies with Corresponding CG Codes.

Department of Education. English for Academic and Professional Purposes.

(2016). Teacher’s Guide. First Edition.

Department of Education. English for Academic and Professional Purposes.

(2016). Reader. First Edition.

Saqueton, G. and Uychoco, M.T. 2016. English for Academic and

Professional Purposes. Quezon City: Rex Printing Company, Inc.

NegOr_Q3_EAPP_Module6_v2
15
 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net
12

English for Academic and

Professional Purposes
Quarter 3: Module 7
Various Kinds of Concept Papers

ii
NegOr_Q3_EAPP_Module7_v2
English for Academic and Professional Purposes – Grade
12Alternative Delivery Mode
Quarter 3 – Module 7: Various Kinds of Concept Papers
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Blynda Mae J. Gutang

Editor: Ellen E. Edrial, EdD/Teofan C. Gallosa
Reviewer: Ellen E. Edrial, EdD
Illustrator: None
Layout Artist/ Typesetter: Josephine V. Austero
Management Team: SenenPriscillo P. Paulin, CESO V Rosela R. Abiera
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Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

ii
 Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you

iii
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 2

WHAT’S NEW ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 10

WHAT’S MORE ------------------------------------------------ 16

WHAT I HAVE LEARNED --------------------------------- 16

WHAT I CAN DO ---------------------------------------- 17

ASSESSMENT ------------------------------------------------ 17

ANSWER KEY ------------------------------------------------ 20

REFERENCE LIST -------------------------------------------- 21

iv
 WHAT I NEED TO KNOW

In the previous module, you learned how to make a concept clearer to

your readers using the three strategies: definition, explication, and
clarification.

Now, you will be introduced to what a concept paper is and how to

write it as part of your academic writing requirements. You will be made to
compare and contrast various kinds of concept papers to serve as your
guide to help you come up with your own concept paper.

MOST ESSENTIAL LEARNING COMPETENCIES

CS_EN11/12A-EAPP-Ig-j-24. Compare and contrast various kinds of
concept papers and present a novel concept or
project with accompanying visuals/ graphic
aids.

At the end of the module, you should be able to:

Knowledge: compare and contrast various kinds of concept papers;

and
Skills: write a concept paper related to your Track or Strand; and

Attitude: demonstrate interest in writing a concept paper.

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

NegOr_Q3_EAPP_Module7_v2
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 WHAT I KNOW

Task 1

Directions: Recall your previous lesson on Ways to Elucidate a Concept.

Read each statement and identify the word and term being
described. Write your answers in your notebook.

____________ 1. It is a logical technique by which the meaning of a term is

revealed.
____________ 2. It is an attempt to reveal the meaning by calling attention
to implications, such as the connotations of words and the
tone conveyed by the brevity or length of a sentence.
____________ 3. It is a method of explanation in which the points are
organized from a general abstract idea to specific and
concrete examples.
____________ 4. An academic text that defines an idea or a concept and
explains its essence in order to clarify the “whatness” of
that idea or concept.
____________ 5. Its purpose is to stipulate the meaning of a term by limiting,
extending, or redirecting the sense in which a term is
usually understood; to use a term, borrowed from
another field of knowledge, in a special way.

WHAT’S IN

Task 2

Directions: Match the excerpts from the sample concept papers with the
field of discipline it is associated with.

Disciplines Branch Examples

Humanities Performing Arts, Visual Arts, History, Languages and Literature, Law,
Philosophy, Theology
Social Sciences Anthropology, Economics, Geography, Political Sciences, Psychology,
Sociology, Social Work, Education
Natural Sciences Biology, Chemistry, Earth Science, Space Science, Physics
Formal Sciences Computer Science, Mathematics
Applied Sciences Business, Engineering and technology, Medicine and Health

Source: https://en.wikipedia.org/wiki/Outline_of_academic_disciplines

NegOr_Q3_EAPP_Module7_v2
2
1. We plan in this project to enlist the resources of the international
regulatory, academic, public health, industrial, and consumer communities at
all levels to set food safety goals and priorities, to harmonize and better
distribute our existing assets, and to eradicate the weaknesses we find within
our current food protection systems. We envision the FSIA not as a traditional
educational facility, but rather as an institution that can harness and draw on
the immense expertise, scholarship, and experience of the region’s food
specialists. This proposal envisions a collaborative, multi-organizational effort
involving partnerships with Western Hemisphere governments’ animal health
and public health institutions, industry, international organizations, and
academic institutions.

2. This study will be conducted in the context of a developing country, the

findings of the study will potentially contribute to the field of language
teaching in the Southeast Asian region by offering a framework that integrates
both the socio-cognitive and transformative aspect of language teaching and
learning. This paper, through the developed framework will help teachers
expand their repertoire of techniques and best practices to effectively deal
with the learners’ individual differences; consequently, re-skilling them.

3. The key objective of ADB support is to help the Philippines achieve high,
inclusive, and sustainable growth. Of the five core operational areas of
Strategy 2020, the proposed lending program will focus on infrastructure,
environment, and education. The project contributes to the Government’s
strategy by ensuring continued economic growth in Metro Manila, the main
economic center of the Philippines.

4. The specific objective to achieve under TWG3 is to enhance general public

awareness on public health issues. As some of the core aspects that largely
affect the health status of human beings and the maintenance of societies, it
is crucial for the general public to improve their knowledge about public health
issues, decide and conduct appropriate behaviors, and form solidarity with
others. Witnessing more harmful effects on social minorities, and vulnerable
and at-risk populations, caused by past and present outbreaks of infectious
diseases and various types of non-communicable and chronic diseases, the
Network has selected the topic of ‘Public Health and Vulnerable Groups’ for
activities for 2010 and 2011. Organizing various programs under this topic,
ASEF will bring the added value to the collaboration between Asia and Europe
on public health issues by sharing each other’s experiences.
NegOr_Q3_EAPP_Module7_v2
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5. To provide a framework in discussing the nature and scope of government
efforts for the development of Mindanao, there is a need to conceptualize the
term development, specifically rural development as it is appropriate to the
conditions and needs of Mindanao. The operational goals of rural
development, according to the World Bank (1975), may be categorized as
follows: improvement of productivity, and thus higher incomes for the target
groups; and minimum acceptable level of food, shelter, education, and health
services.

Source:
Concept Paper Best Examples. Retrieved from www.slideshare.com Retrieved date August 24, 2020

WHAT’S NEW
Task 3

Directions: Compare and contrast the following concept papers. Be guided

with the table below. Please use your activity notebook for your
answers.
Text A Text B
“Strengthening statistical capacity in “Corruption in the Broadcast,
support of progress toward the Print, and Social Media: Its
internationally agreed development Effect to the Conception of
goals in the Southern African Perceived Social Reality”
Development Community Region”
Format
Purpose
Audience
Concept
Field of
Discipline

NegOr_Q3_EAPP_Module7_v2
4
SAMPLE CONCEPT PAPER A

(THIS PAPER HAS BEEN ALTERED FOR ILLUSTRATIVE PURPOSES AND

DOES NOT REPRESENT THE ORIGINAL CONCEPT PAPER OR THE PROJECT
IN ANY WAY, SHAPE OR FORM.)

(i) Strengthening statistical capacity in support of progress toward

the internationally agreed development goals in the Southern
African Development Community region

(ii) Implementing entities and U Secretariat partners: DESA jointly

with ECA

(1) Background
Statistics are an important tool in the development-policymaking
processes of countries and regional organizations. They are needed for
assessing the current development situation, setting objectives and targets
for the future, and measuring progress and development. However, a
substantial gap still exists between the demand for information and the
ability of most countries in the Southern African Development Community
(SADC) region to routinely provide it.
The SADC Regional Indicative Strategic Development Plan recognizes
statistics as one of the cross-sectoral areas that need to be strengthened to
foster regional cooperation and integration over the next 15 years. This
project is therefore designed to improve the availability and reliability of
basic data required for development planning in the SADC region, with
special emphasis on data requirements for the internationally agreed
development goals and the Millennium Development Goals. The project is
aimed at facilitating subsequent networking among subregions through
interactive sharing and management of knowledge. Furthermore, the project
will strengthen links between producers and users of statistics.
The project builds upon lessons learned from three statistical
development projects implemented by the Department of Economic and
Social Affairs Statistics Division in the Caribbean Community, Association of
South-East Asian Nations (ASEAN) and ESCWA regions. The project will be
executed by the Department of Economic and Social Affairs, in collaboration
with the Statistics Division of the SADC secretariat and in association with
ECA.
(1) Relationship to the Strategic Framework for the period 2008-
2009, the internationally agreed development goals, the
Millennium Development
Goals: Department of Economic and Social Affairs subprograms 4, 8
(Sustainable development) and 5 (Statistics); ECA subprogram 4
(Harnessing information for development). All MDGs.
(v) Objective: To strengthen the capacity of Governments in the SADC
region for the production and analysis of
NegOr_Q3_EAPP_Module7_v2
5
 benchmark statistics to support national monitoring of progress
towards the internationally agreed development goals.
(vi) Expected accomplishments

EA1 Improved organization of statistical systems and user-producer

relationships, resulting in quality, timely and relevant data on the
Millennium Development Goals
EA2 Adoption of international statistical methods and standards for
knowledge management in relation to the Millennium Development
Goals and internationally agreed development goals in the target
countries
(1) Indicators of achievement
IA1.1 Increased volume of official statistical data for tracking
progress towards the Millennium Development Goals and
internationally agreed development goals used by statistical systems,
the public and the media
IA2.1 Increased number of national statistical offices using common
statistical definitions and methodologies
IA2.2 Increased number of national statistical offices providing
indicators of improved quality for policy-oriented research and
analysis
(1) Main activities
(2) A1.1 Organizing six training workshops for staff of national
statistical offices to improve the technical capabilities of countries
in the collection of demographic and social statistics, economic
statistics and environment and energy statistics; in statistical
classification; in the organization of statistical systems; and in
user-producer relationships;
(3)
(4) A1.2 Promoting exchanges of experts between statistical offices to
encourage the implementation of common methodologies and
facilitate exchanges of information on statistical standards;
(5)
(6) A1.3 Establishing the connectivity of experts in statistics-related
ICT to promote the sharing of information among experts in their
respective fields, access to information on websites and exchange
of statistical reports;
(7)
(8) A2.1 Convening a working group meeting by UNSD in
collaboration with SADC Secretariat on the harmonization of
development indicators to exchange country experiences and the
development of common methodologies and classifications for the
collection of data.
(9) A2.2 Providing technical assistance to strengthen national and
regional institutions in the collection, compilation and

NegOr_Q3_EAPP_Module7_v2
6
 dissemination of statistics and the use and maintenance of
technology;
(10) A2.3 Organizing intra-regional study tours to draw on the
strengths and achievements of the countries in the region through
study tours and to create opportunities for staff from statistically
less developed countries to learn best practices and to share
experience with others in the region from their peers.
(11) (ix) Detailed Description for each budget line
(12) Consultants ($53,000)

International consultants
International consultants for preparing of training materials
and holding workshops, in support of activities A1.1, A2.1 and A2.2.
(3 Work Months [WM]) x ($6,000 per month) + ($5,000 for
consultant(s) travel) = $23,000
National / Regional consultants
National consultants for preparing case studies for workshops,
in support of activities A1.1, A2.1 and A2.2. (2WM) x ($2,500 per
month) x (6 countries) = $30,000
Contractual services ($16,000)
Translation
Translation of documents into French in support of activities
A1.1, A1.2, A1.3, and A2.1 = $16,000
Travel of staff ($92,000)
DESA Staff

Organizing and coordinating the 5 training workshops, and one

expert group meeting, in support of activities A1.1, A1.3, A2.1, and
A2.2. ($6,000 per person) x (12 persons) = $72,000

Regional Commissions’ staff/ other UN staff

Participating as resource persons in workshops, in support of
activities A1.1, A1.3, A2.1, and A2.2. ($4,000 per person) x (5
persons) = $20,000
Study Tours (Fellowships) ($25,000)
Regional Study Tours
Regional study tours to strengthen the capacity of the National
Statistics Offices of SADC member countries and SADC Secretariat,
in support of A2.3. ($2,500 per study tour) x (10 study tours) =
$25,000

NegOr_Q3_EAPP_Module7_v2
7
 Seminars and Workshops ($345,000)
Workshops
6 workshops in the subregion, in support of A1.1. ($2,500 per
participant) x (20 participants) x (6 workshops) = $300,000
Working Groups
1 working group meeting, in support of activities A1.1 and A2.1.
($4,500 per participant) x (10 participants) = $45,000

Operating expenses ($5,600)

Communications
In support of A1.1, A1.3, and A2.1. $3,000
Supplies
In support of A1.1, A1.3, and A2.1. $2,600

Source:
https://unstats.un.org/capacitydevelopment/activities/devaccount/descriptions/DA0607T.p
df

SAMPLE CONCEPT PAPER B

Corruption in the Broadcast, Print, and Social Media: Its Effect to the
Conception of Perceived Social Reality

“Do media reflect reality (exactly or distortedly) or do they construct it

in the first place?” That question was asked by Stefan Weber in his paper on
Media and The Construction of Reality published in 2002 which totally
convinced me to focus my proposed dissertation on the conception of social
reality. Gerbner in 1960s spearheaded the study on Cultivation Analysis
which is later discussed in this paper as one of my frameworks for this
study.
My proposed dissertation aims to determine and analyze the effect of
corruption in the Broadcast, Print, and Social Media to the conception of
perceived social reality. These are the following questions that I have in
mind: What are the forms of corruption (coercion, bribery, etc) encountered
by the local media practitioners in Tagbilaran City, Bohol? What are the
usual favors in exchange (of the dole out)? How did the local media
practitioners handle the situation? How did corruption distort the news?
What is the perceived social reality of the voting populace after being
exposed to distorted broadcast, prints, and social media posts? What is the
effect of news distortion to the conception of perceived social reality in terms
of voting preferences?

My proposed dissertation is going to be anchored from the study

“Government distortion in independently owned media: evidence from U.S.
cold war news coverage of human rights” by Qian &Yanagizawa-Drott
(2010) and from the Cultivation Analysis Theory. Qian &Yanagizawa-Drott
(2010) will help me frame part of the methods which covers corruption and
distortion while Cultivation Analysis will help me in unlocking the effects of
news distortion on perceptions, opinions, and
NegOr_Q3_EAPP_Module7_v2
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attitudes of the voting populace in their conception of perceived social reality
after being exposed to distorted broadcast, prints, and social media posts.

Since this paper is intended to discuss about the framework of my

proposed dissertation based on the resources on cultural and critical
theories, I will only mention a few about Qian & Yanagizawa-Drott in this
paper to give primary emphasis on Cultivation Analysis.
The study of Qian & Yanagizawa-Drott (2010) investigated the attempt
of the U.S government to manipulate news coverage of human rights
practices of their political allies during the Cold War. These include
coercion, bribery and other methods of corrupt practices in the case of the
government authority. In my dissertation, I will be investigating the forms of
corruptions, whether this is grounded on coercion or bribery, which leads to
news distortion in broadcast, print, and social media during election periods
in Tagbilaran City, Bohol. I will be discussing further how Qian &
Yanagizawa-Drott (2010) will help shape the concepts of my dissertation in
the Course Project which is due on the 13th of December.
On the other hand, Cultivation Analysis (as one of the frameworks for
this study) theorized that television creates a world view that, although
possibly inaccurate, becomes the reality because people believe it to be so.
The most familiar version of the “cultivation analysis’’ is that those who
spend more time watching television are more likely to perceive the real
world in ways that reflect the most common and recurrent messages of the
world of fictional television (Morgan & Shanahan, 2010). The viewers’
conception of social reality is an effect of their exposure to the different
issues or phenomena as presented by broadcast, print, and social media.
This effect in the conception of social reality is defined in terms of some kind
of ‘‘change,’’ most often short term, and in response to specifically targeted
messages (political, commercial, etc.). This change shall be the focus of my
study. I will analyze the effects of news distortion to the conception of
perceived realities and how this affects voting preferences during elections in
the Province of Bohol.
There are already empirical studies conducted on Cultivation Analysis
but most of those focused on psychological and societal issues e.g. self-
esteem, parenting, crime and etc. (see Gerbner & Gross, 1976; Gerbner,
Gross, Jackson-Beeck, Jeffries-Fox, & Signorielli, 1978; Gerbner, Gross,
Signorielli, Morgan, & Jackson-Beeck, 1979). However, there are maybe a
few or even none on cultivation analysis which attempted to draw the
possible effects of news distortion to the conception of perceived reality and
its relationship to the voting preferences of the people exposed to distortion.
In my proposed dissertation, I would like to explore Cultivation
Analysis from a different perspective. This is on how media affects voters’
views and preferences on a particular political image after being exposed to
news distortion. I intend to use survey methods to assess the difference (if
any) on the change of perceptions, opinions, and attitudes of the voting
populace after being exposed to distorted broadcast, prints, and social
media posts.

I also noticed that most of the previous researches only focused on

NegOr_Q3_EAPP_Module7_v2
9
television, so I intend to extend from television to radio broadcast, print, and
social media.

This study will use both qualitative and quantitative research

approaches. The study will be conducted in the City of Tagbilaran, where
there are two existing radio stations—DYRD Worldwide AM/FM and DYTR
Bohol 1116 Khz – AM/FM. Also, the City has five newspaper companies—
The Bohol Chronicle, The Bohol Sunday Post, The Bohol Times, Bohol
Bantay Balita, and The Bohol Standard. The respondents of this study will
be from the broadcast and print media practitioners and a sample of the
voting population who will be selected through purposive sampling. The
number of respondents will be identified after consultation with the
statistician. This study will also make use of questionnaires and interviews
in order to derive the data needed for the study.
Source:
Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes. Quezon City:
Rex Printing Company, Inc.

WHAT IS IT

Various Kinds of Concept Papers

The concept paper defines an idea or a concept and explains its

essence in order to clarify the “whatness” of that idea or concept. It answers
the questions: what it is and about it (Dadufalza 1996:183). 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.
For instance, in Paul Theroux’s essay, he started by giving his own
definition of manhood in America by using an analogy. He then expanded
his main definition by citing different examples and by providing some
historical background. His definitions of manhood are mostly based on the
stereotypes of manhood during that time in the context of America.
Source: Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes. Quezon
City: Rex Printing Company, Inc.

Explaining a Concept
Concept analysis, explaining a concept, or extended definition papers are
all part of the same thing. These types of papers ask students to explain
something intangible like love, patriotism, hate, or joy. The purpose is to
explain the concept. Students are not writing an argument, but they are
making a point about a concept. Have the point clearly in mind.
The assignment requires students to think about different ways to explain
and examine a concept.

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Here are some guidelines to help students go about writing their concept
analyses:

Introduce the concept

1. Look for definitions or clues to a good definition: What is it? What do you
think it is? How has the concept changed over time?
2. Determine defining criteria for the concept (I’ll know it when I see it
because…)
- Use narratives
- Use descriptions
- Show the concept in action: Give real life examples in society of
the concept
- Discuss causes and potential outcomes for the concept.
- Are there tools available for measuring the concept as you have
defined it?
- Gather judgments or understandings of the concept from
professionals or ordinary people.
3. Move from the specific to the general. Explain the significance of the
concept in the lives of ordinary people.
Source: https://blogs.wp.missouristate.edu/writinglab/rhetoric/explaining-a-concept/

Sample Concept Paper C

Why I Want A Wife

Judy Brady

I belong to that classification of people known as wives. I am A Wife. And,

not altogether incidentally, I am a mother.

Not too long ago a male friend of mine appeared on the scene fresh from a
recent divorce. He had one child, who is, of course, with his ex-wife. He is
obviously looking for another wife. As I thought about him while I was
ironing one evening, it suddenly occurred to me that I, too, would like to
have a wife. Why do I want a wife?

I would like to go back to school so that I can become economically

independent, support myself, and, if need be, support those dependent upon
me. I want a wife who will work and send me to school. And while I am going
to school, I want a wife to take care of my children. I want a wife to keep
track of the children’s doctor and dentist appointments. And to keep track of
mine, too. I want a wife to make sure my children eat properly and are kept
clean. I want a wife who will wash the children’s clothes and keep them
mended. I want a wife who is a good nurturant attendant to my children,
who arranges for their schooling, makes sure that they have an adequate
social life with their peers, takes them to the park, the zoo, etc. I want a wife
who takes care of the children when they are sick, a wife who arranges to be
around when the children need special care, because, of course, I cannot

NegOr_Q3_EAPP_Module7_v2
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miss classes at school. My wife must arrange to lose time at work and not
lose the job. It may mean a small cut in my wife’s income from time to time,
but I guess I can tolerate that. Needless to say, my wife will arrange and pay
for the care of the children while my wife is working.

I want a wife who will take care of my physical needs. I want a wife who will
keep my house clean. A wife who will pick up after me. I want a wife who
will keep my clothes clean, ironed, mended, replaced when need be, and
who will see to it that my personal things are kept in their proper place so
that I can find what I need the minute I need it. I want a wife who cooks the
meals, a wife who is a good cook. I want a wife who will plan the menus, do
the necessary grocery shopping, prepare the meals, serve them pleasantly,
and then do the cleaning up while I do my studying. I want a wife who will
care for me when I am sick and sympathize with my pain and loss of time
from school. I want a wife to go along when our family takes a vacation so
that someone can continue to care for me and my children when I need a
rest and change of scene.

I want a wife who will not bother me with rambling complaints about a wife’s
duties. But I want a wife who will listen to me when I feel the need to explain
a rather difficult point I have come across in my course of studies. And I
want a wife who will type my papers for me when I have written them.

I want a wife who will take care of the details of my social life.
When my wife and I are invited out by my friends, I want a wife who will
take care of the babysitting arrangements. When I meet people at school
that I like and want to entertain, I want a wife who will have the house
clean, will prepare a special meal, serve it to me and my friends, and not
interrupt when I talk about things that interest me and my friends. I want a
wife who will have arranged that the children are fed and ready for bed
before my guests arrive so that the children do not bother us.

And I want a wife who knows that sometimes I need a night out by myself.

I want a wife who is sensitive to my sexual needs, a wife who makes love
passionately and eagerly when I feel like it, a wife who makes sure that I am
satisfied. And, of course, I want a wife who will not demand sexual attention
when I am not in the mood for it. I want a wife who assumes the complete
responsibility for birth control, because I do not want more children. I want
a wife who will remain sexually faithful to me so that I do not have to clutter
up my intellectual life with jealousies. And I want a wife who understands
that my sexual needs may entail more than strict adherence to monogamy. I
must, after all, be able to relate to people as fully as possible.

If, by chance, I find another person more suitable as a wife than the wife I
already have, I want the liberty to replace my present wife with another one.
Naturally, I will expect a fresh, new life; my wife will take the children and
be solely responsible for them so that I am left free.

NegOr_Q3_EAPP_Module7_v2
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When I am through with school and have a job, I want my wife to quit
working and remain at home so that my wife can more fully and completely
take care of a wife’s duties.

My God, who wouldn’t want a wife?

Source: https://www.thecut.com/2017/11/i-want-a-wife-by-judy-brady-syfers-new-york-mag-
1971.html

In other field of discipline, a concept paper is different.

A concept paper is a short summary of what the project is and why it is

important and how it is carried out.
A concept paper provides a concise summary of the key elements of a
funding request for the purpose of soliciting feedback and/or buy--in from
prospective funders, prospective partners, and other potential stakeholders.
A concept paper should follow any technical specifications provided by the
funder. If no specifications are provided, you may use the following:
Match the formatting of the funder’s full proposal specifications OR
– 1” margins
– single—spaced
– 11 pt Arial
– 0.25” left indented, fully justified paragraphs
— Bold headings where appropriate

The parts of a concept paper may vary depending on the specifications

of the funding agencies, or nature of the concept paper as used in a specific
discipline. When a concept paper is used as a prelude to a full-blown
research, the following parts may be present:
Title Page contains
Research title
Name and school
Date of submission
Background of the Study contains
State the field you are researching on
State the problems to be addressed by the research, provide
statistics and previous studies to prove your claim
Reasons in conducting the research
Theoretical and practical implications
Preliminary Literature Review contains
Provide theoretical framework
Provide major related literature review at least 5

NegOr_Q3_EAPP_Module7_v2
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 Provide brief synthesis of the reviewed literature and studies.
Statement of the Problem/Objectives contains
State the general problem in one sentence
State your specific research questions of objectives.
Methodology contains
Context and participants of the study
Instruments to be used
Data collection procedures
Data analysis scheme to be used
Timeline contains
Duration of the research (Gantt chart)
Reference contains

List of books, journals, and other resources cited in your paper

When you want to write a concept paper for a project proposal, you
must follow the specifications given by the funder or if there is none the
following parts should be present:
• Introduction
Introduce your idea and identify the program or opportunity you
think is a good fit. Demonstrate that you understand the mission of the
funding agency and the types of projects that they support. Identify how
your project meets the goals of the funder. Identify any other funders that
will be involved and their interest in the project where appropriate.
Introduce the question, problem, or need to be addressed.

• Purpose/Need

Briefly provide supporting documentation for the importance of

addressing this question, problem, or need. If you have statistical data, use
it. Cite significant and compelling sources. Why does this project matter?
Make sure you cite or refer to what others have accomplished relative to
your project.

• Project Description
Concisely describe what you plan to do, your approach, who benefits
and potential impacts.

• Goals/Objectives/Aims/Research Questions
Outline your goals, objectives/aims, and research questions. Goals
are simply a clearer statement of the vision, specifying the accomplishments
to be achieved if the vision is to become real. The target objectives/aims are
clearer statements of the specific activities required to achieve the goals. A
goal is a statement describing a broad or abstract
NegOr_Q3_EAPP_Module7_v2
14
intent, state, or condition. An objective is a statement of action or intent to
achieve measurable outcomes that relate to the goal.

• Methods and Timeline

Briefly describe how the project be carried out, providing sufficient
detail to allow the reader to assess feasibility and likely impact but not so
much detail that the reader is overwhelmed. Make sure the methods and
timeline are explicitly related to the goals and objectives.

• Expected Outcomes/Benefits (and often Evaluation)

• Budget/Needs & Requested Support
• Contact Information
Sources:
Caṅedo, F.M. A Concept Paper on Development. Retrieved from www.tandfonline.com Retrieved date
August 24, 2020.
Concept Paper. 16th ASEF University “Public Health and Vulnerable Groups: Access to Quality Health
Care Services” (2010) Retrieved from www.asef.org. Retrieved date August 24, 2020.

Note: A sample concept paper for this is on, Strengthening statistical

capacity in support of progress toward the internationally agreed
development goals in the Southern African Development Community
region
See SAMPLE CONCEPT PAPER A
Still, another concept paper is used for an academic research.
An academic concept paper is a brief summary of a research project
written by a university student who is about to conduct a certain research.
It outlines the project in around 2-3 pages and its purpose is to give the
department an idea of what the research is about, why the research is
important, and how it will be carried out.
Source: https://www.editage.com/insights/what-is-a-concept-paper

Note: A sample concept paper for this is on, “Corruption in the Broadcast,
Print, and Social Media: Its Effect to the Conception of Perceived Social
Reality”
See SAMPLE CONCEPT PAPER B

NegOr_Q3_EAPP_Module7_v2
15
 WHAT'S MORE
Task 4
Directions: Look for a sample concept paper related to your track and
attach/paste it on your activity notebook, then
accomplish the questionnaire below.

Title of the concept paper

_____________________________________________________________________________
Type of concept paper (academic research/ project proposal)
_____________________________________________________________________________
Cite the parts of the concept paper
_____________________________________________________________________________
Concept being presented
_____________________________________________________________________________
Is it an effective concept paper? Why or why not?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

WHAT I HAVE LEARNED

Task 5
Directions: Write your reflection in your notebook by completing the
unfinished statements below.

I have learned that ________________________________________________________

___________________________________________________________________________

I have realized that _______________________________________________________

__________________________________________________________________________

I will apply _______________________________________________________________

NegOr_Q3_EAPP_Module7_v2
16
___________________________________________________________________________

WHAT I CAN DO

Task 6

Directions:
1. For HUMSS: Using Theroux’s concept of manhood and Brady’s
concept of a wife, write a concept paper that defines the concept of
“being a woman” for girls and “being a man” for boys.
2. For ABM/STEM/TVL: Think of a concept for a project or research
that you want to pursue. It must be related to your chosen
track/strand. Write a concept paper with the necessary specifications
as previously discussed. Be guided with the criteria below.

Rubrics

Content 30 %
Organization 30 %
Relevance 20 %
Format 10 %
Mechanics 10 %

ASSESSMENT
Task 7
Directions: Read and answer the statement or question in each item
number. Choose your answer from the given options. Write only the letter
that corresponds to your answer.

1. It provides a concise summary of the key elements of a funding request

for the purpose of soliciting feedback and/or buy--in from prospective
funders, prospective partners, and other potential stakeholders.

A. Critique B. Concept Paper C. Review D. Reaction Paper

2. It is a short summary of what the project is and why it is important and

how it is carried out. It also serves as a prelude to a full paper.

A. Review B. Reaction Paper C. Critique D. Concept Paper

3. What type of a concept paper can be best used for the title below? “Safe
Driving Can Save Lives: An Initiative to Educate Drivers on Road Safety”
NegOr_Q3_EAPP_Module7_v2
17
A. Project Proposal C. Expanded Definition
B. Research Proposal D. Clarification

4. Which of the following is NOT a key component of a concept paper for

academic research?

A. Literature Review C. Budget Matrix

B. Background of the Study D. Methodology

5. The following are key components of a concept paper for a project,

EXCEPT:

A. Statement of the Problem C. Goals/Objectives

B. Project Description D. Expected Outcomes

6. What type of a concept paper can be best used for the title below?
“Grade 10 Students’ Track Preference for S.Y. 2021-2020”

A. Project Proposal C. Expanded Definition

B. Research Proposal D. Clarification

For 7-10, read the sample paragraph of a concept paper below. Identify
which key component each paragraph belongs to.

7. Since we are electing not to accept Skippy’s support to reduce the risk of
bias in this study, we are requesting $250,000 direct costs per year for three
years for this study.
A. Purpose/Need C. Budget/Needs and Requested Support
B. Project Description D. Introduction

8. We propose to compare consumer responses to fluffy vs. powdered

peanut butter in 420 school age children recruited from 6 urban schools in
Los Angeles…

A. Purpose/Need C. Budget/Needs and Requested Support

B. Project Description D. Introduction

9. In response to RFA--1234, Studies to Enhance the Texture of Peanut

Butter, we propose a cross-over randomized controlled trial to compare
consumer preference for fluffy vs. powdered peanut butter among school age
children in urban communities. This project will address the USDA’s goal of
understanding consumer preferences in this difficult to please group and
may provide critical insights into understanding how and why these
preferences often fail to persist into adulthood.

A. Purpose/Need C. Budget/Needs and Requested Support

B. Project Description D. Introduction

NegOr_Q3_EAPP_Module7_v2
18
10. More than 18 million children eat peanut butter every day, with peak
annual consumption at age 11.7 years. Peanut butter consumption
gradually declines through the remaining public-school years and remains
at about 0.6 jars per person per year throughout adulthood. The USDA and
the peanut industry have identified low peanut butter consumption as a
major risk for multiple chronic conditions in adulthood such as full—time
employment, mortgage payments (sometimes extending as long as 30 years),
and the birth of children.

A. Purpose/Need C. Budget/Needs and Requested Support

B. Project Description D. Introduction

NegOr_Q3_EAPP_Module7_v2
19
 Answer Key

Task 1
REFERENCES
1. Definition
2. Explication
3. Clarification
4. Concept Paper
5. Concept Paper

Task 2
1. Applied Sciences (Medicine and Health)
2. Humanities (Languages and Literature)
3. Social Sciences (Economics)
4. Applied Sciences (medicine and Health)
5. Social Sciences (Economics)

Task 3
Answers may vary

Task 4
Answers may vary

Task 5
Answers may vary

Task 6
Answers may vary

Task 7

1. B
2. D
3. A
4. C
5. A
6. B
7. C
8. B
9. D
10. A

NegOr_Q3_EAPP_Module7_v2
20
REFERENCES

ABC Project Sample Concept Paper. Retrieved from

www.ccgpartnership.com. Retrieved date August 19, 2020.

Caṅedo, F.M. A Concept Paper on Development. Retrieved from

www.tandfonline.com Retrieved date August 24, 2020.

Concept Paper Best Examples. Retrieved from www.slideshare.com Retrieved

date August 24, 2020.

Concept Paper. 16th ASEF University “Public Health and Vulnerable

Groups: Access to Quality Health Care Services” (2010) Retrieved
from www.asef.org. Retrieved date August 24, 2020

Department of Education. Curriculum and Instruction Strand. K to 12 Most

Essential Learning Competencies with Corresponding CG Codes.

Department of Education. Curriculum and Instruction Strand. K to 12 Most

Essential Learning Competencies with Corresponding CG Codes.

Department of Education. English for Academic and Professional Purposes.

(2016). Teacher’s Guide. First Edition.

Department of Education. English for Academic and Professional Purposes.

(2016). Reader. First Edition.

Department of Education. English for Academic and Professional Purposes.

(2016). Teacher’s Guide. First Edition. Department of Education.
English for Academic and Professional Purposes. (2016). Reader. First
Edition.

Developing a Concept Paper and Contacting a Program Officer (January

2016). Retrieved from www.twu.edu Retrieved date August 24, 2020.

Initial Poverty and Social Analysis. Retrieved from www.adb.org. Retrieved

date August 24, 2020.

Integrating Food Safety Education, Information, Communication, and

Outreach in Americas. Retrieved from www.fsis.usda.gov. Retrieved
date August 19, 2020.

Sample Concept Note 9th Trance. Retrieved from www.un.org Retrieved date
August 24, 2020.

NegOr_Q3_EAPP_Module7_v2
21
Saqueton, G. and Uychoco, M.T. (2016). English for Academic and
Professional Purposes. Quezon City: Rex Printing Company, Inc.

Tubac, A. O. (2014) Corruption in the Broadcast, Print, and Social Media:

Its Effect to the Conception of Perceived Social Reality Retrieved from
www.academia.edu. Retrieved date August 24, 2020.

NegOr_Q3_EAPP_Module7_v2
22
 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros
Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net
 12

English for Academic and

Professional Purposes
Quarter 4: Module 8
Writing a Position Paper

ii
NegOr_Q4_EAPP_Module8_v2
English for Academic and Professional Purposes – Grade 12
Alternative Delivery Mode
Quarter 4 – Module 8: Writing a Position Paper
Second Edition, 2021

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Published by the Department of EducationSecretary:

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

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E-mail Address: negros.oriental@deped.gov.ph

ii
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the end
of each module, you need to answer the post-test to self-check your learning. Answer
keys are provided for each activity and test. We trust that you will be honest in using
these.
In addition to the material in the main text, Notes to the Teacher are also provided to
our facilitators and parents for strategies and reminders on how they can best help you
on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read the
instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.
Thankyou.

iii
 TABLE OF CONTENTS
CONTENT PAGES

WHAT I NEED TO
KNOW --------------------------- 1

WHAT I KNOW
-------------------------- 2

WHAT’S IN --------------------------- 2

WHAT’S NEW --------------------------- 4

WHAT IS IT ---------------------------- 6

WHAT’S MORE ------------------------------ 10

WHAT I HAVE
LEARNED
------------------------------ 11

WHAT I CAN DO
------------------------------ 11

ASSESSMENT ------------------------------ 12

ANSWER KEY ------------------------------- 14

REFERENCE ------------------------------ 15
LIST

iv
INTRODUCTION

Just like debates, life also poses circumstances when we must engage
in presenting one side of an arguable issue. This is a challenging
endeavor as many of the students do not have rich exposures in putting
across their standpoints and in convincing others that their stance on
issues are valid. When put into writing, this will be in the form of
position paper.

In this module, you will be able to learn how to write a position

paper.

MOST ESSENTIAL LEARNING COMPETENCY

Writes various kinds of position papers (CS_EN11/12A-EAPPIIa-d-5)

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

1 NegOr_Q4_EAPP_Module8_v2
Task 1
Directions: Write T if the statement is true and F if false. Use your activity
notebook in answering this activity.

1. A good position paper considers all possible views on the issue at

hand.
2. An issue is a crucial component of a position paper.
3. An issue is debatable if it cannot be answered by yes or no.
4. Audience analysis will help you write a more persuasive position
paper.
5. One way to establish your credibility as a writer is to boast about your
credentials.
6. Opinions are better than facts in supporting arguments.
7. Statistics can be used as evidence to support an argument.
8. The main goal of a position paper is to inform readers.
9. The strongest type of appeal in a position paper is logical appeal.
10. Your position should be restated in the concluding paragraph.
ii

Task 2

Directions: Discuss why you think the advertisement is persuasive and

effective. Use the chart below for your discussions.

Source: https://gurulocity.com/examples-advertisements-
magazine-2016/

2 NegOr_Q4_EAPP_Module8_v2
Claim Assumption Evidence What makes the
advertisement
effective?

3 NegOr_Q4_EAPP_Module8_v2
 WHAT’S NEW

Task 3
Directions: Analyze the following text very carefully. Then, answer the guide
questions below the text.

He is married to a former student, currently a father of two, and a proud

defender of the right of faculty members to have romantic relationships with
students. He strongly believes that a teacher- student relationship should be
allowed just for the simple reason that having the kind of relationships doesn’t
mean that there will automatically be an effect on the student’s learning or the
teacher’s job. But is this statement true to all? I mean, can every professor in
the world resist the temptation of changing a partner’s grades for a benefit?
Well, I say no. Nobody in this world is perfect, and we all know that we are very
much vulnerable to temptations. So I strongly believe that a romantic
relationship between a teacher and a student should not be allowed in any
educational institution.

Dating your professor can lead to several problems. Number one, an

equal relationship is very hard to maintain when one party has much power
than the other. Of course, when you’re dating your professor, you must clearly
know that he holds your grades. But on the bright side, if you are not enrolled
in any of your partner’s class, you are somehow safe. But don’t be too
confident. Why you ask? Because there is a big tendency that your partner
(who is a professor) is friends with a professor who includes you as part of
his/her class.

Number two, if your relationship with your professor is known to people

around you (whether a student or a teacher), and you have excellent grades,
they might think that your grades were influenced by your partner. They would
probably think that your partner helped in giving you that high grade. As a
result, your grades may be questioned for their validity and they could have a
very hard time taking you seriously as a student.

Number three, a relationship with your professor leaves you unsure

whether your grades reflect your true academic performance or just a little
something that your partner gave you for a gift. Thus, it may lead to self-
doubt. You will be very much uncertain of what your potential is, therefore,
leading to a tendency that you will not be able to do our best-in-class activities.
And lastly, if a relationship between a teacher and a student ends badly,
and there are hard feelings on both sides. There will be a big tendency that
both partners will use his/ her own position to do several things. Let’s first
focus on what a professor can do after a break-up with his/her student. First,

4 NegOr_Q4_EAPP_Module8_v2
 13
obviously, he can sabotage your grade. Second thing is he can say things to other
instructors that will make them perceive you negatively. And lastly, if in a situation
wherein your ex is the only one available for a certain course you must take, it will
become very awkward and uncomfortable for the both of you, thus, making it hard to focus
on your studies. He can also make sure that you will never pass his course.

On the other hand, there are a lot of things that we can do as a student,
and that involves sexual harassment or at least the appearance of having a
case of sexual harassment. By dating a student, a faculty member is very much
vulnerable to charges regarding harassment. A professor can lose his/ her
career when charged with this. Professors dating a student can come under
suspicion as well.

To conclude, having a relationship between a teacher and a student will

not bear any positive results; thus, it will only lead to many troubles for both
parties. It will only result in an unbalanced relationship, bias stereotypes,
uncertainty of one’s potentials, and at the end, the use of positions against
each other. Think about it, are you really willing to face the consequences of
this said relationship? Or are you smart enough to restrain from it?

By: S. Madrid (A Student Essay)

Guide Questions:
1. What is the text about?
2. What is the claim of the writer?
3. If you were the writer, what will be your stand on this? Defend your
answer.

5 NegOr_Q4_EAPP_Module8_v2
 WHAT IS IT

When we face an issue and are challenged to make a stand, it is

necessary for us to support it with logical arguments.

What is a position paper?

According to Fleming (2018), a position paper is one where an author

chooses a side on a particular topic and builds up a case for your opinion or
position. Building up your case will entail the use of facts and statistics to
convince the readers that the author’s position on the matter is the best one.

As defined by Merriam- Webster, a position paper is a detailed report

that recommends a course of action on a particular issue.

4
13
Why are position papers written?
Position papers are written for the purpose of generating support
regarding a particular stand/ idea (Xavier.edu.2020)
The fundamental goal of a position paper is not only to present your
stand on an issue/idea but also to determine how your stance is related to the
arguments of others. (CSU, 2020)
Parts of a Position Paper
Introduction
a. Start with an introduction which presents the issue while grabbing the
attention of readers.
b. Define the issues and discuss its background.
c. Provide a general statement of your position via your thesis statement.

Body

a. State your main arguments.

b. Provide sufficient evidence for each argument such as statistical data,
interviews with experts, and testimonies.
c. Provide counterarguments against the possible weaknesses of your
arguments.

Conclusion

a. Restate your position and main arguments.

b. Suggest a course of action.
6 NegOr_Q4_EAPP_Module8_v2
 c. State what makes your position paper superior and more acceptable,
d. End with a powerful closing statement such as quotation, a challenge, or
a question.
https://www.google.com/search?q=video+on+EAPP+position+paper&oq=video+on+EAPP+position+
paper&aqs=chrome..69i57j33i22i29i30l3.16155j0j7&sourceid=chrome&ie=UTF-8

Structure of a Position Paper

The structure of a position paper is flexible, but it should generally follow

a simple flow that clearly conveys the problem and the position of the author(s).
A position paper should begin by clearly stating the problem and its
relevance to the scientific community or even to the society as a whole. It
should then address the main position of the author. For example:
1. Background: For decades, the WHO has urged the adoption of a tax on
unhealthy foods to discourage the consumption of products that are
harmful to our health.
2. Relevance: Sugar has been shown to have a negative impact on health
and play a major role in the rising obesity rates in America.

3. Position: The United States should adopt a tax on drinks with added
sugar, to reduce the consumption of sugar, and promote healthier eating
habits.
The author should clearly list the common arguments and possible
objections against this position. To continue with our example:
1. Argument 1: A sugary drink tax that focuses on soda may not impact
other products that have an equally negative health impact such as fruit
juice or candy.
2. Argument 2: A sugary drink tax is regressive and places a financial
burden on the poorest consumers.

A strong position paper acknowledges the validity of the counter-

arguments and then puts forth reasons why the author’s position is still the
correct one. In our example paper, the author can address the
counterarguments in the next section like so:

1. Counterargument 1: It is true that a sugary drink tax would not impact

all sources of added sugar in the average American diet. However, it
would still have a significant impact on a major source of added sugar to
achieve its goal of reducing overall sugar consumption.
2. Counterargument 2: All consumption taxes are regressive. A sugary
drink tax would be most effective accompanied by subsidies for healthy
foods such as fruit and vegetables.

Finally, summarize your main points and re-state your position in your
conclusion. All arguments in the paper should be backed up by facts, data, and
evidence, with proper citation attributed to your sources. In this way, a
position paper is no different from an ordinary research paper. If you wish,
you can include a brief literature review in your
7 NegOr_Q4_EAPP_Module8_v2
discussion of the background of the issue. While such a literature review is not
essential, it can make your paper stronger.

Choosing an Issue

1. The issue should be debatable. You cannot take any position if the topic is
not debatable.
2. The issue should be current and relevant.
3. The issue should be written in a question form and answerable by yes or no.
4. The issue should be specific and manageable.

Source: Jessie S. Barrot, P. (2016). Academic Reading & Writng For Senior High School. Quezon
City: C&E Publishing, Inc.
13
Ten Tips for Writing a Strong Position Paper

Now that we know what a position paper is, let us review some tips to
write a great position paper.

1. Select a timely, relevant topic with two clear opposing sides.

2. Conduct thorough preliminary research and collect evidence to support
arguments for and against your position.
3. Identify your intended audience. You should tailor your tone depending
on who the paper is written for (the public, other scientists, policy
makers, etc.).
4. Clearly state your position on the topic.
5. List and refute the counter-arguments to your position.
6. Include supporting data and evidence to back up your argument.
7. Properly attribute your sources using correct citation.
8. Keep it simple! Position papers don’t need to go into excessive detail.
Present your points clearly and briefly.
9. Each paragraph in the paper should discuss a single idea.
10. Have someone proofread your paper to ensure it reads well and
looks professional.

A position paper can be a great way to expand your horizons and write a
new type of research paper. While position papers are unlike ordinary research
papers, they still contribute valuable perspectives to the scientific community.
Use these ten tips to write an effective position paper!
Source:https://www.enago.com/academy/top-tips-writing-position-paper/

Let us familiarize the following words:

Manifesto, a document publicly declaring the position or program of its

issuer. A manifesto advances a set of ideas, opinions, or views, but it can also
lay out a plan of action. While it can address any topic, it most often
concerns art, literature, or politics. Manifestos are generally written in the
name of a group sharing a common perspective,
8 NegOr_Q4_EAPP_Module8_v2
ideology, or purpose rather than in the name of a single individual.
Source: https://www.britannica.com/topic/manifesto

An argument is usually a main idea, often called a “claim” or

“thesis statement,” backed up with evidence that supports the idea.
Source:https://www.google.com/search?q=argument+in+position+paper+meaning&oq=argument
+in+position+paper+meaning&aqs=chrome..69i57j0i22i30j0i390l3.13455j1j4&sourceid=chrome&
ie=UTF-8

A claim defines your paper’s goals, direction, scope, and is supported by

evidence, quotations, argumentation, expert opinion, statistics, and telling
details. A claim must be argumentative. When you make a claim, you are
arguing for a certain interpretation or understanding of your subject.
Claims are, essentially, the evidence that writers or speakers use to prove

13

their point. Examples of Claim: A teenager who wants a new cellular phone
makes the following claims: Every other girl in her school has a cell phone.
Source:https://www.google.com/search?q=claim+in+position+paper&oq=Claim+in+pos&aqs=ch
rome.0.0j69i57j0i22i30l8.18952j1j15&sourceid=chrome&ie=UTF-8

Assumption is information not stated in the argument that has to be

true in order for the argument’s logic to hold. Simply put, an assumption is
something an argument takes for granted in reaching its conclusion.

Example: All kids are excited when they get new toys. Therefore, Tim will be
thrilled when he gets the new radio- controlled car we bought him.
In this argument, the author, says two things explicitly:
- All kids are excited when they get new toy
- Tim will be thrilled when he gets the new radio – controlled car we
bought him.

Steps in identifying assumptions:

- Identify the conclusion of the argument
- Identify what is stated in the authors reasoning

Evidence is the available body of facts or information indicating whether

a belief or proposition is true or valid.
Example: All kids are excited when they get new toys.
Conclusion: Tim will be thrilled when he gets the new radio- controlled
car we bought him.
Author’s Assumption: Tim is a child.
https://www.slideshare.net/rheiheartYOU/identifying-assumptions

9 NegOr_Q4_EAPP_Module8_v2
 WHAT'S MORE

Task 4
Directions: Analyze the following text very carefully. Then, answer the
questions below the text.

Should Homework be Mandatory?

I can almost see many students nodding along with me as I ask this
question. Younger generations overloaded with home tasks and numerous
assignments have already raised this issue many times.
Yet, homework remains mandatory.
Is it fair or should it be cancelled?
I believe that homework should not be viewed as a mandatory part of
education for several reasons.
First, children spend seven hours every single workday at school. That is
a huge chunk of life, and with homework added on top of these hours, a child
is left with no time to live his life to the fullest, socialize, or grow in other areas.
Second, sitting at your desk solving problems does no good to your
health. Kids need time to get outside and have some fun, join a football league,
or ride their bikes with friends around the block. Otherwise, children will be
very smart but surprisingly weak physically.
Another argument against this position is that homework is not always
the best way to obtain knowledge quality-wise. Students tend to ask their
parents or siblings for help whenever facing difficulties. Busy parents not
always willing to spend extra time explaining school material to their little one
solves the problems themselves aiming to have more time for family, not
lessons. As a result, the child will have the homework done. But that is really
not his work. So, the whole idea of dedicating time to self- education is lost
here.
Finally, knowing that after classes you would still have to work at home
makes a kid less concentrated at school. This results in short attention spans
and difficulty to concentrate on something for too long.
All in all, homework should rather be an option. Students understanding
that they are left behind at some subjects will take their time to go over the
material at home. However, in other cases, they should have time after school
for other activities.
Accessed from: (https://chiefessays.net/position-essay-examples-to-help-you-graspthe-idea/

Guide Questions:
1. What is the opinion of the writer about the text? (State the writer ‘s
position)
2. Do you agree with the writer? Why? Why not?
10 NegOr_Q4_EAPP_Module8_v2
 (Helpful Tip: Useful Expression in agreeing or disagreeing with the
views of others. I agreewith the writer’s claim that… I don’t agree
with the author’s ideas/ thoughts…because…)
3. State the first argument of the writer? The first argument of the writer
is…
4. What is the conclusion of the writer? (Helpful Tip: Useful Expression in
Drawing Conclusion Using the Work of Others Based on the writer, a
connection can be made between…or As a conclusion…)
5. If you were to write a position paper what will be your stance about
giving of homework? (Helpful Tip: Useful Expression in presenting your
own point of view… I strongly believe that... I think/contend that…)

13
WHAT I HAVE LEARNED

Task 5
Directions: Write your reflection in your notebook by completing the
unfinished statements below.

I have learned that .

I have realized that .

I will apply .

WHAT I CAN DO

Task 6
Directions: Choose one editorial from a newspaper that deals with any social
issue relevant to the Filipinos. Analyze the arguments used by the
writer. You may use the following guide in writing your analysis.

This argument analysis examines the article titled (title of the article) written by
(author). This article is about (briefly summarize the content of the article in 3
to 5 sentences). Specifically, this analysis identifies the position of the author,
his/ her main arguments, and the evidence supporting these arguments.
(Author) makes (number of claims) and supports them with various pieces of
evidence.
11 NegOr_Q4_EAPP_Module8_v2
The first main argument is (state the argument in your own words). To support
this argument, the author uses (number of evidences presented). (State all the
pieces of evidence presented by the author to support the first argument. (State
your analysis of the argument and evidence presented. When presenting your
analysis, you may use phrases such as “first of all”, “the author assumes,” and
“the author fails to consider.”)

In conclusion, the author (state the author’s purpose). I agree that (state the
arguments of the author in which you agree with). However, (state your major
arguments).

ASSESSMENT

Task 7
A. Directions: Identify the word that is described in each statement.

1. It is one where an author chooses a side on a particular topic and

build up a case for your opinion or position.
2. A document publicly declaring the position or program of its issuer.
3. It is usually a main idea, often called a “claim” or “thesis statement,”
backed up with evidence that supports the idea.
4. It is something an argument takes for granted in reaching its
conclusion.
5. It is the available body of facts or information indicating whether.

B. What are the different issues in your school, community and country?
Choose one issue that you are interested in and choose your position. Write a
one-to two-page position paper. Make sure to follow the guidelines in making
it.

(Write your own title)

Introduction: (In the introduction part you should capture the reader’s
attention, define the issue given and state your claim.)

12 NegOr_Q4_EAPP_Module8_v2
Body: (State three arguments then cite the evidence supporting your
arguments)

Conclusion: (This part includes restating your claim, summarizing reasons

and explaining why your stand/ claim is worthy to read)

_ _
_ __ _

The rubrics in the evaluation of your position paper is as follows:

Argumentation (quality of logic, evidence, and explanation) = 25%
Persuasion= 25%
Language= 20%
Organization= 20%
Mechanics (spelling, grammar and punctuation) =10%

13 NegOr_Q4_EAPP_Module8_v2
Answer Key

14 NegOr_Q4_EAPP_Module8_v2
 References

2020. EAPP Lesson 7- Writing a Position Paper. May 1.

Kearney, Virginia. 2020. Owlcation. August 20. Accessed February 12, 2020.
https://owlcation.com/academia/How-to-Write-a-Position-Paper-which-argues-a-
claim#:~:text=Your%20claim%20is%20what%20you,first%20sentence%20of%20the%20bod
y.
2017. Kibin . May 17. Accessed February 10, 2021. https://www.kibin.com/essay-writing-blog/2-
position-paper-examples-stand-something/.
Barrot, Jessie P. (2016). Academic Reading & Writng For Senior High School. Quezon

City: C&E Publishing, Inc.

n.d. MCCK.Edu. Accessed February 12, 2021.

https://mcckc.edu/tutoring/docs/br/english/Writing_a_Position_Paper.pdf.
Munro, Andre. n.d. Brittanica . Accessed February 12, 2021.
https://www.britannica.com/topic/manifesto.
Murud, Shweta. 2021. Enago Academy. September 30. Accessed February 15, 2022.
https://www.enago.com/academy/top-tips-writing- position-paper/.

Panadero, Rehei. 2005. Slideshare.Net. February 26. Accessed February 10, 2021.
https://www.slideshare.net/rheiheartYOU/identifying-assumptions.
Uychoco, G. M. (n.d.). English for Academic and Professional Purposes . Rex Book Store

Pubishing Company.

15 NegOr_Q4_EAPP_Module8_v2
 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

16 NegOr_Q4_EAPP_Module8_v2