WEEK 5

AS ENG G111:
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES

English for Academic and Professional Purposes 42

Ave Maria College
SENIOR HIGH SCHOOL DEPARTMENT
School ID No. 402686 Gov’t Permit No. 0059 s. 2015

AS ENG G111: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

To my students in English for Academic and Professional Purposes:

Congratulations for completing the Lesson and Tasks of Week 4.

You are now on the 5th week of this course. Before you start working on the lesson for this week make
sure that you have submitted to your course facilitator the requirements of Week 4.

For this week you will learn lesson 4. Read the learning materials below then answer Weekly exam 5
and do Activity 5.

At the end of this week, you should be able to:

a. Answer correctly at least 85% of the questions in the weekly exam.
b.Compose a well-balanced concept paper in a specific context.

LESSON 4
IV. WRITING CONCEPT PAPER

English for Academic and Professional Purposes 43

 A. THE ART OF DEFINING

Definition is a mode of paragraph development that answers the questions: What is it? What
does it mean? What are its special features? The word to be defined may be an object, a concept, a
person, a place, or a phenomenon.
Definition is important because it clarifies the meaning of a word or a concept and it also limits
the scope of that particular word or concept. Limiting the scope controls and avoids
misinterpretations, vague notions, and/or broad ideas, as what was presented in the introduction to
this chapter.
There are different techniques of defining. The most common is the formal definition in which you
are given a term to be defined and you define the term by giving the class where the word/term
belongs (the genus) and the characteristics that distinguish the tem from other terms, known as the
differentia. For example:

Term = genus + differentia

Definition = a mode of paragraph development + that answers the questions what is it, what does it
mean, or what is its special features

In the example, definition, the term to be defined, belongs to the genus mode of paragraph
development. What distinguishes it from other modes of paragraph development like narration,
description, etc. is that it answers the specific questions, what is it, what does it mean, or what are its
special features.
However, not all words or concepts can be defined using the formal definition. For instance,
words like love, equality, democracy cannot be defined by giving their genus and differentia. You
cannot say that love is an emotion that all human beings feel because that definition would be too vague.
An extended definition is needed to define abstract concepts. It allows you to broaden your
definition by using analogy, metaphors, comparison and contrast, descriptions analysis, functions,
etymology, and semantic origin.
Below is a sample definition of democracy. Notice how the formal definition is first used and
expanded with the use of the different techniques of defining.
(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 ônuoKparia (dēmokratía) "rule of the people," which was
coined from ônjuoç (dêmos) "people" and KpáTOC (kratos) "power" or "rule" in the 5th century
BCE to denote the political systems then existing in Greek city-states, notably Athens.

(4) The term is an antonym to ápOTOKPaTÍa (aristokratia) "rule of an elite."

English for Academic and Professional Purposes 44

 (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 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)

Democracy was first given a formal definition-a term that belongs to the class "form of government."
What distinguishes it from other forms of government is that "all eligible citizens participate equally-
either directly or through elected representatives in the proposal, development, and creation of
laws."The definition was further extended using analysis by saying that "[democracy] encompasses
social, economic, and cultural conditions that enable the free and equal practice of political self-
determination"
To make the definition even clearer, the origin of the word was traced in sentence 3:
“The term originates from the Greek ônuoKpaTía (dēmokratía) "rule of the people," which was coined
from ôniuoç (dêmos) "people" and KpáToç (kratos) "power" or "rule" in the 5 th century BCE to denote
the political systems then existing in Greek city-states, notably Athens." This is what you call definition
by etymology. In sentences 4 and 5, the word is defined by the use of opposites, also called as definition
by contrast. The contrast is further established in sentences 6 and 7 by giving examples or called
definition by example.
Aside from the formal definition, you have added definition by etymology, definition by
analysis, definition by contrast, and definition by example to your reservoir of knowledge.
Other techniques of defining include definition by synonym (using a similar word or phrase to
define a word); definition by function (stating what the term is for); definition by analogy (comparing
the term to another object/concept/idea that shares the same characteristic as the term being defined;
definition by comparison and contrast; and definition by negation (defining the term by stating what it
is not). These other techniques will be explored in the sample essay in the next reading text.

English for Academic and Professional Purposes 45

B. THE ART OF DEFINING A CONCEPT

Hold on to your thoughts on manhood/manliness as you read our first sample essay. Find out
how your ideas match Paul Theroux’s. Annotate the text as you read. Circle the words and/or
concepts that are not familiar to you, especially those that have references to American Culture.
Write your questions and/or comments on the margins, too.

Being a Man
Paul Theroux

(1) There is a pathetic sentence in the chapter "Fetishism" in Dr. Norman Cameron's book
Personality Development and Psychopathology. It goes, "Fetishists are nearly always men; and
their commonest fetish is a woman's shoe. “I cannot read that sentence without thinking that it is
just one more awful thing about being a man-and perhaps it is an important thing to know about
us.
(2) I have always disliked being a man. The whole idea of manhood in America is pitiful, in my
opinion. This version of masculinity is a little like having to wear an ill-fitting coat for one's
entire life (by contrast, I imagine femininity to be an oppressive sense of nakedness). Even the
expression, "Be a man!" strikes me as insulting and abusive. It means: Be stupid, be unfeeling,
obedient, soldierly, and stop thinking. Man means "manly"-how can one think about men
without considering the terrible ambition of manliness? And yet it is part of every man's life. It is
a hideous and crippling lie; it not only insists on difference and connives at superiority, it is also
by its very nature destructive-emotionally damaging and socially harmful.
(3) The youth who is subverted, as most are, into believing in the masculine ideal is effectively
separated from women and he spends the rest of his life finding women a riddle and a nuisance.
Of course, there is a female version of this male affliction. It begins with mothers encouraging
little girls to say (to other adults), "Do you like my new dress?" In a sense, little girls are
traditionally urged to please adults with a kind of coquettishness, while boys are enjoined to
behave like monkeys towards each other. The nine-year-old coquette proceeds to become
womanish in a subtle power game in which she learns to be sexually indispensable, socially
decorative and always alert to a man's sense of inadequacy.
(4) Femininity-being lady-like-implies needing a man as witness and seducer; but masculinity
celebrates the exclusive company of men. That is why it is so grotesque; and that is also why
there is no manliness without Inadequacy-because it denies men the natural friendship of women.
(5) It is very hard to imagine any concept of manliness that does not belittle women, and it begins
very early. At an age when I wanted.to meet girls- let's say the treacherous years of thirteen to
sixteen- I was told to take up a sport, get more fresh air, join the Boy Scouts, and I was urged not
to read so much. It was the 1950s and if you asked too many questions about sex you were sent
to camp-boy's camp of course: the nightmare. Nothing is more unnatural or prison-like than a
boy's camp, but if it were not tor them we would have no Elks' Lodges, no pool rooms, no
boxing matches, no Marines.

English for Academic and Professional Purposes 46

(6) And perhaps no sports as we know them. Everyone is aware of how few in number are the
athletes who behave like gentlemen. Just as high school basketball teaches you how to be a poor
loser, the manly attitude towards sports seems to be little more than a recipe for creating bad
marriages, social misfits, moral degenerates, sadists, latent rapists and just plain louts. regard
high school sports as a drug far worse than marijuana, and it is the reason that the average tennis
champion, say, is a pathetic oaf.
(7) Any objective study would find the quest for manliness essentially right wing, puritanical,
cowardly, neurotic, and fueled largely by a fear of women. It is also certainly philistine. There is
no book-hater like a Little League coach. But indeed all the creative arts are obnoxious to the
manly ideal, because at their best the arts are pursued by uncompetitive and essentially solitary
people. It makes it very hard for a creative youngster, for any boy who expresses the desire to be
alone seems to be saying that there is something wrong with him.
(8) It ought to be clear by now that I have something of an objection to the way we turn boys into
men. It does not surprise me that when the President of the United States has his customary
weekend off he dresses like a cowboy-it is both a measure of his insecurity and his willingness to
please. In many ways, American culture does little more for a man than prepare him for
modeling clothes in the L. L. Bean catalogue. I take this as a personal insult because for many
years I found it impossible to admit to myself that I wanted to be a writer. It was my guilty
secret, because being a writer was incompatible with being a man.
(9) There are people who might deny this, but that is because the American writer, typically, has
been so at pains to prove his manliness that we have come to see literariness and manliness as
mingled qualities. But first there was a fear that writing was not a manly profession-indeed, not a
profession at all. (The paradox in American letters is that it has always been easier for a woman
to write and for a man to be published.)
(10) Growing up, I had thought of sports as wasteful and humiliating, and the idea of manliness was
a bore. My wanting to become a writer was not a flight from that oppressive role-playing, but I
quickly saw that it was at odds with it. Everything in stereotyped manliness goes against the life
of the mind. The Hemingway personality is too tedious to go into here, and in any case his
exertions are well-known, but certainly it was not until this aberrant behavior was examined by
feminists in the 1960s that any male writer dared question the pugnacity in Hemingway's
fiction. All the bullfighting and arm wrestling and elephant shooting diminished Hemingway as
a writer, but is consistent with a prevailing attitude in American writing: one cannot be a male
writer without first proving that one is a man.
(11) It is normal in America for a man to be dismissive or even somewhat apologetic about being a
writer. Various factors make it easier. There is a heartiness about journalism that makes it
acceptable-journalism is the manliest form of American writing and, therefore, the profession
the most independent-minded women seek (yes, it is an illusion, but that is my point). Fiction-
writing is equated with a kind of dispirited failure and is only manly when it produces wealth-
money is masculinity. So is drinking. Being a drunkard is another assertion, if misplaced, of
manliness. The American male writer is traditionally proud of his heavy drinking. But we are
also a very literal-minded people. A man proves his manhood in American old- fashioned
ways. He kills lions, like Hemingway; or he hunts ducks, like Nathanael West; or he makes

English for Academic and Professional Purposes 47

 pronouncements like, "A man should carry enough knife to defend himself with," as James
Jones once said to a Life interviewer. Or he says he can drink you under the table. But even
tiny drunken William Faulkner loved to mount a horse and go fox hunting, and Jack Kerouac
roistered up and down Manhattan in a lumberjack shirt (and spent every night of The
Subterraneans with his mother in Queens). And we are familiar with the lengths to which
Norman Mailer is prepared, in his endearing way, to prove that he is just as much a monster as
the next man.
(12) (When the novelist John Irving was revealed as a wrestler, people took him to be a very serious
writer, and even a bubble reputation like Eric (Love Story) Segal's was enhanced by the news
that he ran the marathon in a respectable time. How surprised we would be if Carol Joyce
Oates were revealed as a sumo wrestler or Joan Didion active in pumping iron. "Lives in New
York with her three children" is the typical woman writer's biographical note, for just as the
male writer must prove he has achieved a sort of muscular manhood, the woman writer-or
rather publicists-must prove her motherhood.
(13) There would be no point in saying any of this if it were not generally accepted that to be a
man is somehow-even now in feminist-influenced America-a privilege. It is on the contrary an
unmerciful and punishing burden. Being a man is bad enough; being manly is appalling (in
this sense, women's lib has done much more for men than for women). It is the sinister
silliness of men's fashions, and a clubby attitude in the arts. It is the subversion of good
students. It is the so-called "Dress Code" of the Ritz- Carton Hotel in Boston, and it is the
institutionalized cheating in college sports. It is the most primitive insecurity.
(14) And this is also why men often object to feminism but are afraid to explain why: of course
women have a justified grievance, but most men believe and with reason-that their lives are
just as bad.

C. THE ART OF DEFINING A CONCEPT PAPER

Defining a Concept Paper

The concept paper defines an idea or a concept and explains its essence in order to clarify the
"whatness" of that idea or concept. It answers the questions: what is it and what 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. Take note, however, that his definitions of manhood are mostly
based on the stereotypes of manhood during that time in the context of America. His references,
especially to the male American writers, are limiting in such a way that other people who may not be
familiar with his context will not understand them.
That is another purpose of a concept-to stipulate the meaning of a term by limiting, extending, or
redirecting the reference or sense in which the term is commonly understood or to use in a special way a
term borrowed from another field in which it is made to apply (Dadufalza 1996:184). In this sense, a

English for Academic and Professional Purposes 48

concept paper can be subjective because the writer can choose what areas to emphasize, what
explanations and analyses to include and exclude, and what complex ideas have to be simplified.

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

Why I Want a Wife

Judy Brady
(1) I belong to that classification of people known as wives. I am a wife. And, not altogether
incidentally, I am a mother.
(2) Not too long ago a male friend of mine appeared on the scene fresh from recent divorce. He had
one child, who is, of course, with his ex-wife. He is looking for another wife. As I thought about
him while I was ironing one evening, it suddenly occurred to me that, too, would like to have a
wife. Why do l want a wife?
(3) 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 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 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.
(4) 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 my children, 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 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 l
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.
(5) 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 studies. And I want a wife who will type my papers for me when I have
written them.
(6) I want a wife who will take care of the details of my social life. When my wife and are invited
out by my friends, I want a wife who will take care of the baby-sitting 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
English for Academic and Professional Purposes 49
 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. I
want a wife who takes care of the needs of my guests so that they feel comfortable, who makes
sure that they have an ashtray, that they are passed the hors d'oeuvres, that they are offered a
second helping of the food, that their wine glasses are replenished when necessary, that their
coffee is served to them as they like it. And I want a wife who knows that sometimes I need a
night out by myself.
(7) 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.
(8) When lam 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?

KEEP IN MIND:

 The concept paper defines an idea or a concept and explains its essence in order to clarify the
"whatness" of that idea or concept.
 A concept paper starts with a definition, either formal or informal, of the term or the concept
and proceeds with an expanded definition and an analytic description of the aspects of the
concept.
 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.
 There are different techniques of defining (e.g. Formal definition and the extended definition)

REFERENCE:

Book:
Saqueton & Uychoco (2016). English for Academic and Professional Purposes. Rex Printing, Inc.
Sampaloc, Manila Philippines.

English for Academic and Professional Purposes 50

Ave Maria College
SENIOR HIGH SCHOOL DEPARTMENT
School ID No. 402686 Gov’t Permit No. 0059 s. 2015
NAME: _____________________________________ DATE: ____________________
PROGRAM & YEAR _________________________ SCORE: ___________________

WEEKLY EXAM 5

I. IDENTIFICATION (10 Points)

INSTRUCTION: Identify the extended definition used in each sentence.

________________________1. Don’t worry about the future. Or worry, but know what worrying is as
effective as trying to solve an algebra equation by chewing a bubble
gum.
________________________2. Confession is goof for the soul only in the sense that a tweeted coat is
good for dandruff – it is palliative rather than a remedy.
________________________3. Mother Tongue-Based Multilingual Education (MTB – MLE) is a
curriculum and teaching methodology that enables learners to participate
well in education through the use of the first language.
________________________4. MTB-MLE also provides a good bridge to listening, speaking, reading,
and writing the second languages of the classroom using sound
educational principles for building fluency and confidence in using the
other languages for lifelong learner.
________________________5. 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.

II. ESSAY (30 Points)

INSTRUCTION: Explain the following questions:
Part A – Questions taken from “Being a Man” by Paul Theroux
1. What is the thesis statement of the essay?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What are the qualities of being a man according to Paul Theroux?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

English for Academic and Professional Purposes 51

 3. Based on the language and style of the writer, who do you think is the target audience?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Part B – Questions taken from “Why I want a Wife” by Judy Brady.

1. What is Judy Brady’s main thesis in the essay?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is the concept being defined?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Is the essay a good sample of concept paper? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

English for Academic and Professional Purposes 52

Ave Maria College
SENIOR HIGH SCHOOL DEPARTMENT
School ID No. 402686 Gov’t Permit No. 0059 s. 2015
NAME: _____________________________________ DATE: ____________________
PROGRAM & YEAR _________________________ SCORE: ___________________

ACTIVITY 5 - CONCEPT PAPER

INSTRUCTION:
For Females: Using Brady’s concept of a wife, write a concept paper that defines the concept of “being
a woman” from your perspective. Just like Brady, you can use the terms “womanhood” and “femininity”
interchangeably.

For Males: Using Theroux’s concept of manhood, write a concept paper that defines the concept of
“being a man” from your perspective. Just like Brady, you can use the terms “manhood” and
“masculinity” interchangeably.

In Writing your Concept Paper make sure to use the different techniques in defining terms for clarity of
your concept paper. (You may use a separate short bond paper)

REMINDER:

Keep Weekly Exam 5 and Activity 5 in your Portfolio and make sure to submit them to your
course facilitator before you proceed to Week 6.

Two thumbs up! 

End of Week 5

English for Academic and Professional Purposes 53