English for

Academic and
Professional
Purposes
Quarter 1 – Module 9
Writing a Concept Paper
English for Academic and Professional Purposes – Grade 11
Quarter – Module : Critical Approaches in Writing a Critique
First Edition, 2020

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

Development Team of the Module

Writer: Glaiza Mae G. Palmero-Pedro A. Arches National High School
Elizabeth T. Malimbog- Molopolo National High School
Editor:
Reviewer: Ruben F. Asan, PhD
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team:

Printed in the Philippines by Learning Resource Management Section

Department of Education – Davao del Sur Division

Office Address: Corner Lapu-Lapu Plaridel Streets, Zone 3, Digos City, Davao
del Sur
E-mail Address: lrmds.davsur@deped.gov.ph
 11

English for
Academic and
Professional
Purposes
Quarter 1 – Module 9
Writing a Concept Paper
Introductory Message
For the facilitator:

Welcome to school year 2020-2021! This module in English for

Academic and Professional Purposes is designed to assist you and the
learners to meet the standards of the K to 12 Curriculum, which aims to
produce holistically developed individuals who are equipped to face global
challenges.
This learning module incorporates the Most Essential Learning
Competencies (MELCs). It presents a systematic program of study that a
learner has to learn in a specific competency per learning area. It maintains
a coherent link between concepts and practice by providing various learning
activities to illustrate and test theoretical concepts.
With this ‘new normal,’ the use of this module seeks to deliver the
curriculum content right at the learners’ doorsteps. This learning material
intends to guide learners into accomplishing the different activities, in their
own pace and time. Further, this also aims to hone abilities required towards
mastering 21st century skills.
As a facilitator, you are expected to guide the learners on the use of this
module and its different parts (activities, assessments, discussions and task-
based activities) and be able to track their progress by letting them manage
their own learning. Please be reminded that in accomplishing the pre-tests,
self- check exercises, and posttests, separate sheets are to be used.

For the learner:

Welcome to another school year! This module is designed for the

purpose of providing you with enjoyable yet informative and meaningful
learning activities that you are going to accomplish in your own pace and
time. In this module, you will be able to encounter the different activities that
will scaffold your learning in academic writing.

Icons of this Module

Let Us Learn! This part contains the competencies and

. lesson objective/s that you are expected
to learn.

Let Us Try! This part serves as your pre-test to

check what you already know about the
lesson.
ii
 Let Us Study! In this section, the lesson is introduced
in various ways, such as: story, poem,
problem opener, activity or situation
which will aid in you in developing
higher order thinking skills.

This section also provides a brief

discussion of the lesson which aims to
help you discover and understand new
concepts and skills.

Let Us Practice! This portion comprises the activities that

allow Help
you you
to discover
performand independent
practice leading you
understand to strengthen your
new
understanding of the concepts
presented.
Concepts and skills.

Let Us Practice More! This part provides varied activities to

deepen your knowledge or skill of the
lesson.

Let Us Remember! This section is the

generalization/summary of the
lesson/s. This part may include
questions, blank sentences or
paragraphs that assesses the things you
have learned from the discussion.

This contains activities that will help you

Let Us Assess! transfer new knowledge or skill gained
into real-life situations. This serves as
an evaluation.

Let Us Enhance In this section, additional activities will

be given to enrich your knowledge or
skill about what you have learned from
the lesson.
Let Us Reflect This part contains your reflection about
the lesson as well as the things you
have gained and learned from the
content of this module.

iii
At the last part of the module, you will find:

This contains the list of all sources

References used in developing this module

Reminders as you use this module:

• Handle this module with care. Avoid unnecessary markings in any part
of this module. Use separate sheets of paper in answering the activities.
• Don’t forget to answer “Let Us Try” before moving on to other
activities.
• Read the instructions carefully before doing each task.
• Observe honesty and integrity in answering /performing the tasks and
in checking your answers.
• Finish each task before continuing to the next activity.
• Return this module to your teacher or facilitator on the assigned
schedule.

Remember that this self- learning material aims to enhance your skills
in using appropriate critical approaches in writing a critique. If you encounter
any difficulty in answering the activities in this module, please consult your
teacher or facilitator. They are more than willing to assist you.

It is hoped that through this learning material, you will be able to

encounter meaningful learning experiences and gain deeper understanding of
the relevant competencies.

Good luck!

iv
 Let Us Learn!

Most Essential Learning Competency (MELC)

Ø Determines the ways a writer can elucidate on a concept by definition,
explication, and clarification (CS_EN11/12A-EAPP-lg-j-20) and
compare and contrast various kinds of concept.

After
using this module, you will have been able to:
•explain what a concept paper is
•identify the features of an effective concept paper
•explain a concept from different fields through definition,
explication, and clarification
• compare and contrast various kinds of concept
• present a novel concept or project.

Let Us Try!
Task 1: Let’s Draw It!
Identify a problem in your community brought by the coronavirus
pandemic. Illustrate the problem in the comic strip provided below as well as
its possible solution. Draw your answer on a separate piece of paper.

Komiks

.
 Comic Strip Rubric
CATEGORY 4 3 2 1
Clarity and Comic is easy to Comic is easy to Comic is hard to Comic is hard to
Neatness read and all read and most read with few read and
elements are so elements are clearly illustrations and understand.
clearly written, written, labeled and labels
labeled and illustrated.
illustrated.
Choice of Shows events Shows most of the Shows most Shows some
Scenes that are relevant important related to important events related to
and reasonably the story, however events related to the story, but
accurate as a there is at least one story, highlights information is
sequel to the discrepancy/conflict unimportant incomplete or
novel with the original points. focused on less
important
points.
Spelling & No spelling or No spelling or One to 4 More than 4
Grammar grammatical grammatical spelling or spelling and/or
mistakes on mistakes on a comic grammatical grammatical
comic strip with strip with little text. errors on the errors on the
lots of text. comic strip. comic.
Graphics The graphics The graphics are The graphics Little or no
are meaningful, somewhat are scarce graphics were
colorful, and meaningful, throughout the evident. It is
appropriate. It colorful, and piece and not clear that the
is clear that appropriate. It is much time or effort was
time and effort clear that some time effort was put lacking and they
went into their and effort went into forth. did not
creation. their creation. complete the
assignment.
Format They have They have included They have They have 3 or
included at least 5 frames to their included 4 less frames to
6 frames to comic strip. frames to comic the comic strip.
their comic strip.
strip.

Let Us Study!

What is a Concept Paper?

During a campaign period for any elections, you most certainly want to hear
what the platforms are of politicians in our country. You would probably want to
hear how they are going to solve the most rampant problems in our society and how
they are going to implement these improvements, so that we can decide if they are
worthy of our vote. The same is done in academic and professional setting, an
institution or agency is able to decide whether a certain project or research is worth
the investment through a concept paper, in which you are going to learn in this
module.
 A concept paper is a summary of a project proposal that
reflects the interest of the writer or organization. It presents what
the project is all about, the reasons of conducting it, and how it
will be carried out.

Usage:
*It serves as a foundation of a full project proposal
*It helps determine whether a certain project is achievable or
not.
*It is used to catch the interest of a potential funding agency.
*It is used to gain feedback about the initial proposal prior to
preparing a full blown project

Prior to creating your concept paper, you have to

understand how you will be able to explain it effectively. This can
be done by using definition, explication, or clarification, as
explained by Barrot and Sipacio (2016).

Three Ways of Explaining a Concept

A method of identifying a given term

making its meaning clearer.

Purpose:
To clarify and explain concepts,
1.Definition ideas, and issues by answering the
question, "What does it mean?"

Structure:
Contains the term to be defined and
the detailed exposition of the term
through the use of illustrations,
examples, and description.

A definition can be presented in three ways: informal, formal, or extended.

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

Example: Tocopherol (Vitamin E) is naturally found in vegetable oil,

fish, and nuts.
ii. A formal definition explains a term by incorporating the term to be
defined (species), the general category of the term (genus), and the quality that
makes the term different from other terms in the same category.

Example: Vitamin E is a light yellow fat-soluble vitamin that acts as an

anti-oxidant.

iii. An extended definition is a detailed way of defining a term and is usually

composed of at least one paragraph. This type of definition incorporates
various patterns of development e.g., formal and informal, comparison and
contrast, description, classification, functional analysis, process, analogy,
and cause and effect) to explain a given concept.

Example:
Subsequent to materials design is the preparation of learning
Task 2: Read and Tell!
materials. Learning materials refer to both printed and non-printed
objects or items that learners use to facilitate language learning.
Nowadays, materials are becoming more and more sophisticated,
incorporating authentic language samples and realias that help make
a connection between classroom and real-life activities. They also
incorporate information and communication technology (ICT), role-
plays, information-gap activities, taped transcripts, integrated
macroskills, and explicit rubrics.

Note:
In presenting your ideas effectively, you should be able to identify the
important elements incorporated in a definition. These includes the term that
is defined, the explanation presented in detail, and the examples presented.
The following signal words can be very useful in writing a concept through
definition.

Signal Word for Definition

as defined for instance means to define
for example is defined as Such as to illustrate
 A method of explanation in which sentences,
verses, quotes, or passages are take from a
literary or academic work and then interpreted
and explained in a detailed way.

Introduction:
-The introduction should contain a clearly
stated thesis followed by a detailed analysis of a
passage or text.

2. Explication
Body:
- The body can begin by analyzing and
explaining how the text was constructed .

Conclusion
- Ending explication should be done in a
concise and this can be done by restating your
thesis and major arguments.

The Road Not Taken

BY ROBERT FROST

Two roads diverged in a yellow wood, And both that morning equally lay
And sorry I could not travel both In leaves no step had trodden black.
And be one traveler, long I stood Oh, I kept the first for another day!
And looked down one as far as I could Yet knowing how way leads on to way,
To where it bent in the undergrowth; I doubted if I should ever come back.
Then took the other, as just as fair,
And having perhaps the better claim, I shall be telling this with a sigh
Because it was grassy and wanted wear; Somewhere ages and ages hence:
Though as for that the passing there Two roads diverged in a wood, and I—
Had worn them really about the same, I took the one less traveled by,
And that has made all the difference
Source: https://www.poetryfoundation.org/poems/44272/the-road-not-taken
Example:
Explication of “The Road Not Taken”

The poem titled “The Road Not Taken” by Robert Frost is about a
man reflecting on a choice he once made. While the outcome of this choice
is not implied to be positive or negative the speaker notes that the choice
in itself and the consequences of that choice have made a huge difference
in the way his life has unfolded.
The poem is about the importance of choices. The poem begins
with the speaker regretting that he could not have been two people so he
could have at some point in his life taken two roads instead of being
confined to one. He looked as far as he could to see what was ahead on
one of the roads he could have taken, but he was limited of seeing only
as far as where it turned and disappeared in the bushes. In the second
stanza he says he took the other road because it was grassy and was
possible better because it was less travelled, though not much more than
the other road. The third stanza says both roads were covered in leaves
that had been walked on infrequently to the extent that the leaves
covering them had not been made black from tramping feet. He also says
he continued on the road he chose, and because he knew that one thing
leads to another (“way leads on the way”) he doubted he would ever return
to this part of the road. Finally, he says he will tell the story when he is
much older (“Somewhere ages and ages hence”) that he had the choice of
taking one road over another, and having taken the one he did made a
big difference in his life.
Source:An Excerp from: http://efford.weebly.com/uploads/1/3/8/3/1383356/poetryexplicationexample.doc

A method of explanation in which

the points are organized from general to
abstract idea to specific and concrete
samples.

3. Clarification
This entails the analysis of concept
by looking at the examples and
specifying some of its characteristics to
arrive at one working definition which
can be used throught the paper.
 Signal Word for Clarification
After all for instance namely that is
as an example in other words put another way to be specific
consider the in particular specifically to clarify
following
for example in short Stated differently To illustrate

Example:
Clarification Text

Justice is a broad concept which encompasses a wide set of

ideas, most of which also branch out into smaller notions. For
instance, it can refer to the sentencing of a criminal based on due
process. When an individual gets what he deserves, even outside the
hands of the law, it is also considered justice in some context. This
may come in the form of vigilante justice, in which a person
dissatisfied with the system doles out punishing to wrong-doers.
Poetic justice is also another related concept which is used in
literature to show how the good is always rewarded while bad forces
always meet a grim end. In the context of this paper, justice will be
clearly delineated into any instance in which the law is successfully
and fairly applied to an individual, resulting in either an arrest or a
release. To illustrate, if a theft is caught and tried in court through
due process, and is found to be guilty and then sentenced
accordingly, it can be said that justice was served. However, if the
same thief is caught in the act by a band of villagers and was beaten
right then and there, it will be considered justice in the context of the
paper, as the process has not undergone due process (Barrot &
Sipacio, 2016, p.159).

Guidelines in Writing a Concept Paper

Follow the guidelines below to come up with a well-written concept paper.

1. Cost and methodology should be reasonable.

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

Parts of a Concept Paper

The parts of a concept paper may also vary depending on the nature of
the project/activity when it is used in a specific discipline. Below are the two
outlines of a concept paper based on the context.

Concept Paper for a Project

Use the structure below when you want to propose a certain tangible
project in your discipline.

• Cover Page contains

ü Proponent’s name
ü Proponent’s contact number, email address
ü Proponent’s agency
ü Date of submission
• Introduction contains
ü Short description of proponent’s agency, major
accomplishments and capability to undertake the proposed
project.
ü Reasons why the funding agency should support the project
• Rationale or Background contains
ü State the problem to be solved
ü State the project’s significance
• Project Description contains
ü Objective of the project
ü Methodology (Action Plan)
ü Timeline
ü Anticipated outcome
ü How the outcome will be evaluated
• Project Needs and Cost contains
ü Budget, item description and amount
ü Personnel or equipment needed
 Sample 1

Oplan L.A.P.I.S.: Learning Assistance Program for Indigenous Students

Proponents

Jestony P. Cabulanan
Grade 11- STEM
Santa Cruz Senior High School
cabulananjestony9@gmail.com

Ryan Emmanuel B. Cano

Grade 11- STEM
Santa Cruz Senior High School
ryan.cano9@gmail.com

Janna Victoria D. Cayasan

Grade 11- STEM
Santa Cruz Senior High School
jjcayasan@gmail.com

Maiah Lerraine L. Dominice

Grade 11- STEM
Santa Cruz Senior High School
aonightmare24@gmail.com

September 20, 2017

I. Introduction

Your institution, the Ayala Corporation, is one of Philippines’ oldest and largest groups.
Your integrity and excellence have ran continuously in seven generations for more than 180
years. We strongly believe that your mission has always been the pillar of your company which
creates synergies as you build alliances with those who share your philosophy and beliefs. We
are well-aware of the implementation of your Text2Teach mobile education intervention in
selected subjects last 2014. It has reached 300,000 students from over 1000 public elementary
schools within the country. As proponents of our newly proposed project Oplan Learning
Assistance Program for Indigenous Students (LAPIS), we have high hopes and strong faith that
you will not fail to provide us with your generous heart and carry us through the reinforcement
of this project since you are an institution that values education.
We are in partnership with the Local School Board (LSB) of the municipality of Santa
Cruz, Davao del Sur. It is a special body created by Republic Act 7160 whose main duty is to
allocate the Special Education Fund (SEF) for the supplementary needs of public schools. In
accordance with section 272 of the mentioned act which states that the SEF proceeds shall be
allocated for the operation and maintenance of public schools, purchasing of books and
periodicals, and educational research, we believe that our project moves in harmony with the
purpose and goals of this agency. It has been regularly allocating financial assistance during
Sports Meets and other curricular activities for talented and skilful students. It has also provided
Santa Cruz, Davao del Sur with additional teaching force to support the Department of
Education (DepED) in achieving excellence in education. With Oplan L.A.P.I.S. and through
the help of LSB, we are driven and motivated to make a difference in the lives of our future
leaders who are the youth of today.
We are worthy of help from your institution because Oplan L.A.P.I.S. can become
many students’ new hope. It will not just add value but also emphasis and motivation for
students to pursue the saying “Education is the key to success”.

II. Rationale or Background

It was revealed by Madeeha Kamal and Abdulbari Bener’s study last July 2009 that the
reasons as to why students fail a grade in school mainly involve their psychological and health-
related aspects. On the other hand, lack of learning materials also imposes a disturbing effect
on one’s learning capabilities. Learning materials are important because they can support
student learning and increase student success. Books, for example, may provide a student with
important details, ideas, and information to practice their vocabulary, understanding, and
knowledge. This process aids in the learning process by allowing students to explore the
knowledge independently. In addition, it acts as guide for both the teacher and student (Guyana
Ministry of Education, 2016).
Yee (2011) described in his study that “learning effectiveness means the changes in
knowledge, skills, and attitude of the learners after the completion of teaching (p.3).” Thus, it
is important to aim for the most effective way of learning in order to help students contribute
to their society. With this type of learning, students will see this as a source of enhanced
learning quality and learning motivation to achieve good school grades, fine ability to obtain
professional certificates, and have a commendable performance in various external
examinations (Yee, 2011).
Ciriaco C. Godoy Elementary School is a one-hectare school located at the middle part
of Balalan, Santa Cruz, Davao del Sur. The institution serves at most 150 students belonging
to different indigenous tribes which include Bisaya, Bagobo, and Tagabawa. We have chosen
this school as the major recipient of Oplan L.A.P.I.S. because some students are academically
challenged as shown by the school’s 2015 National Achievement Test (NAT) average result
which is 82.09%. With that in mind, we believe that this project will prove to be a significant
initiator for more projects to come and will eventually serve as the catalyst for the innovation
of sustainable education.

III. Project Description

The main goal of Oplan L.A.P.I.S. is to help the indigenous students studying in Ciriaco
C. Godoy Elementary School, Balalan, Santa Cruz, Davao del Sur and to promote effective
learning by providing them with learning assistance, discussions, and sufficient learning
materials.
In the implementation of Oplan L.A.P.I.S., the proponents of the project shall undergo
the following methodology:

A. Collection and Preparation of Materials and Resources

All needed materials, equipment, and resources shall be collected by the proponents
from their respective sources. Your institution shall provide us with out monetary needs and
the National Book Store, which is owned by your corporation, shall be the source of all school
supplies, bags, and white board sets. Projectors and printers shall be bought at SM Appliances,
Ecoland, Davao City while food for lunch shall be ordered from Jollibee Digos Branch, Digos
City. The LSB shall help us gather volunteers who are willing to provide us with manpower.
Same goes with the renting of transportation vehicles.

B. Appointing Motivational Speakers

The following teaching personnel shall be appointed as motivational speakers for the
discussions during the implementation of Oplan L.A.P.I.S.:
* Mr. Maurice Bacaling, Teacher III at Santa Cruz National High School
- Kythe volunteer for kids with cancer at Southeastern Philippines Medical Center
- Presenter of corrected OBE Syllabi Output for Teacher Education Professional
Courses
* Mr. Ronald Diaz, Teacher III at Santa Cruz National High School
- Science, Technology, Engineering and Mathematics (STEM) Junior High
Coordinator
- Teachers and Employees Association (TEA) President, Santa Cruz, Davao del
Sur
C. Project Plan

Member/s
Day Time Activity Objectives/Purpose
Assigned
To ensure the
Stage Preparation and
harmony of the
Day Checking of
1:00 – 3:00 PM All involved main program that
1 Resources &
will occur on the
Materials
next day
Opening Program and
Introduction of the Jestony
8:00 – 9:00 AM
people behind Oplan Cabulanan
L.A.P.I.S.
Mr. Ronald
To motivate
Discussion about Diaz, to be
9:00 – 10:00 AM students to do well
Education assisted by
in their studies
Ryan Cano
Mr. Maurice To help and inform
Discussion about Bacaling, to students and
10:00 – 11:30 AM Effective Learning in be assisted by teachers on how to
School Maiah achieve effective
Day Dominice learning
2 11:30 AM – 1:00
Lunch
PM
Janna
Educational and To promote and
Cayasan and
1:00 – 2:30 PM Friendly Games for engage students in
Jestony
Students active learning
Cabulanan
Distribution of To help the
Learning Materials to students in school
Students and Turning who do not have
2:30 – 3:00 PM All involved
Over of Teaching much access to
Materials to the advanced learning
Faculty materials
3:00 – 3:30 PM Closing Program

The anticipated outcomes of Oplan L.A.P.I.S. are measured in the following forms:
• The students of Ciriaco C. Godoy ES will gain more knowledge, ideas, and information
that they can use in their daily lives since teachers will be more prepared and skilled in
teaching.
• The students will find more fun and comfort attending school every day.
• The students will be more encouraged to study well and with this, a brighter future awaits
them.
After the occurrence of our planned one day event, we will continue in being a part of
their progress in school. We will gather observations and comments from the teachers
regarding the performance of the students in class. This will involve group activities, board
works, and oral recitations. We will also check their daily attendance to see if they are really
motivated by the set of new leaning materials. Their grades will also be monitored. Changed
in their grades will be the primary basis of the effectiveness of Oplan L.A.P.I.S.. On the other
hand, we will also ask questions to students regarding on how they like or dislike the teaching
methods of their teachers after the project.
The project will be implemented within the month of November 2017 which is when
all needed materials are ready. The stage preparation and checking of materials shall follow on
the next day and the main program will be held after. The monitoring will begin at the end of
the current grading period and will conclude at the end of school year 2017-2018.

V. Project Needs and Cost

The project will be funded by your institution, the Ayala Corporation. Shown on the
table above is the complete list of all resources needed by Oplan L.A.P.I.S. together with their
unit price, quantity, and total price.
Items Unit Price (PHP) Quantity Total Price
(PHP)
National Book Store White 329 / set 6 1,974
Board and Pen Set
Avanti Notebook 22.50 / piece 750 16,875
Canon Bond Paper 300 / ream 100 3,000
Crayola Crayons 36 / box 150 5,400
Schoolmate Ruler 10 / piece 150 1,500
Mongol Pencil 18 / dozen 150 2,700
Paper One Paper 30 / bundle 150 4,500
Bags 500 150 75,000
Acer Projectors 21,000 6 126,000
Miscellaneous (On Table Below) 90,000
Total 326,949
Miscellaneous
Amount (PHP) Quantity Total (PHP)
Snacks 30 / pack 200 6,000
Jollibee Pack Lunch 100 / pack 200 20,000
Honorarium for Guest 10,000 2 20,000
Speakers
Honorarium for Proponents 5,000 4 20,000
Rent Fee for Transportation 3,000 2 6,000
Service
Cash Prize for Honour 1,000 18 18,000
Students at the End of S.Y.
2017-2018
Total 90,000

The project foresees 150 students to receive the school supplies (notebooks, crayons,
rulers, pencils, papers, and bags). There will be six sets of projectors and white boards with
pens with the proponents aiming to distribute one set per grade level. Snacks and lunch packs
are budgeted for a total of 200 people including all students, teachers, guest speakers,
proponents, representatives, and volunteers. At the end of the school year, the top three
awardees per grade level will be awarded with cash prizes of 1,000 pesos each. The proponents
will have to rent two transportation services each with assumed 3,000 pesos cost and will have
to allocate 10,000 pesos for the honorarium of our two chosen guest speakers and 5,000 pesos
for each proponent for travel expenses.
Disclaimer:
The example above is a mock concept paper project proposal submitted by the learners of Santa
Cruz National High School during their English for Academic and Professional Purposes subject under
Ma’am Glaiza Mae G. Palmero SY: 2017-2018.

Concept Paper for Academic Research

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

• Title Page contains

ü Research title
ü Name and school
ü Date of submission
• Background of the Study contains
ü State the field you are researching on
ü State the problems to be addressed by the research, provide
statistics and previous studies to prove your claim
ü Reasons in conducting the research
ü Theoretical and practical implications
• Preliminary Literature Review contains
ü Provide theoretical framework
ü Provide major related literature review at least 5
ü Provide brief synthesis of the reviewed literature and studies.
• Statement of the Problem/Objectives contains
ü State the general problem in one sentence
ü State your specific research questions of objectives.
• Methodology contains
ü Context and participants of the study
ü Instruments to be used
ü Data collection procedures
ü Data analysis scheme to be used
• Timeline contains
ü Duration of the research (Gantt chart)
• Reference contains
ü List of books, journals, and other resources cited in your paper
 Sample 2

Project Overview
L2 pedagogy and research have considerably experienced shifts that continue to bring
about new and perennial concerns, the first of which is the divergence between practitioners
and theorizers. This problem resulted in the struggle of teachers in accommodating and
integrating technical knowledge to their own embedded teaching framework; hence, they
employ various methods and approaches which they feel are more practical and effective based
on their own teaching experiences and classroom realities. Also, teachers employ eclecticism
which seemed to be unsystematic, uncritical, and unprincipled as it reaches classroom level
(Kumaravadivelu, 1994) because “it offers no criteria according to which we can determine
which is the best theory, nor does it provide any principles by which to include or exclude
features which form part of existing theories or practices” (Stern, 1992, p. 11). Another issue
directly linked to the divergence between the theorizers and the practitioners is the lack of
models consolidating the recent theoretical and empirical research findings which will guide
the teachers in employing sound teaching practices (Brandl, 2002). The lack of such model
may be the factor that prompted language teachers to practice teaching without due regard for
current beliefs in language teaching and learning for the reason that they teach the way they
were taught (Borg, 2003).
Teacher’s skills are also an issue. Though teachers are capable of creating curriculum,
learning experiences, assessment to diagnose the needs, weaknesses, strengths of the students
(Wiggins and McTighe, 2005), their skills are sometimes questioned particularly the nonnative
English teachers. As what Dat (2008) has pointed out many teachers from Southeast Asia are
incompetent language users and pedagogically unskilled.
The overwhelming cognitive orientation in contemporary L2 pedagogy has been
criticized by putting much emphasis on the language itself and not L2 in use (Matsuka & Evans,
2004); in short, developing language proficiency is treated as the ultimate goal of any language
course. This leads to the next issue which is the lack of emphasis on, along with the difficulty
in, developing the learner’s pragmatic and sociocultural competence in the context of L2
classrooms (Trosborg, 1995).
With the introduction of new pedagogical concepts, learning process, and information
and communication technology, it is imperative to develop a teaching framework that would
reflect the most current and generally accepted second language learning principles and
integrate them with practical knowledge. Since current trends in language teaching and
materials design are evolutionary rather than revolutionary (Nunan, 1999), this paper does not
intend to reject previously-held, tried, and tested practices but to add value to what is already
existing by consolidating the most recent and established principles and communicate them
clearly for practical use particularly in materials preparation. As Omagio-Hadley (1993) has
pointed out, the mere proliferation of L2 research which is sometimes contradictory would just
lead to confusion unless the results are integrated and well communicated.
And since the study will be conducted in the context of a developing country, the
findings of the study will potentially contribute to the field of language teaching in the
Southeast Asian region by offering a framework that integrates both the sociocognitive and
transformative aspect of language teaching and learning. This paper, through the developed
framework will help teachers expand their repertoire of techniques and best practices to
effectively deal with the learners’ individual differences; consequently re-skilling them.
Design and Methodology
This study will primarily use qualitative research combined with some quantitative
measures (Tashakkori & Teddlie, 2002). Such method will provide the best opportunites for
generating new and creative ideas (Jaccard & Jacoby, 2010). Specifically, the development of
the teaching framework will be anchored in the grounded theory (Glaser, 1922; Glaser &
Strauss, 1967) through analysis of recent literature and studies from the top TESOL and applied
linguistics journal. Consequently, the framework that will be developed will be validated from
both theoretical (researcher-theorizers) and practical perspectives (practitioners) to ensure
utmost applicability and usability.
The following instruments will be used for validation of the framework: rating scale for
researcher-theorizers validation, semi-structured interview for experienced teachers’
(practitioners) validation, and actual classroom teaching with observation. There will be five
experienced teachers and five researcher-theorizers who will validate the framework.
Moreover, such triangulation will be used to obtain a full picture of what is being investigated
(Mackey & Gass, 2006).

Draft Budget
Materials, Reproduction, Data Collection PhP 100,000.00
• Digital Recorder w/ rechargeable battery
• Bond paper (short)
• Bond paper (long)
• Computer ink (BCI 830, black)
• Miscellaneous (Pens, Pencil, Folder, CDs rewritable)
• USB flashdrive
Validator’s Token (in kind) PhP 50,000.00
Transcriber’s Fee PhP 50,000.00

Personnel

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

Timetable for Completion

Date Activities
2013 Surveying and analysis
Preparing research instruments
2013
Validating research instruments
Pilot testing of interview guide
2013
Revising research instruments
Validating the framework by practitioners via interview
2013
Transcribing and encoding of interview
Revising the framework
2013 Preparing lesson
Preparing observation checklist
Using framework in classroom setting (i.e., actual teaching using the
2013
framework)
2014 Writing on paper
Source: Barrot and Sipacio, 2016 (p. 163)
 Let Us Practice

Task 3: Write A (Agree) if the statement shows an effective way of

writing a concept paper and DA (Disagree) if not.
1. Sheryl uses definition, explication and clarification in explaining her
concept paper for a wedding plan.
2. Sheryl’s concept paper for a wedding plan did not provide
explanation how the budget will be used.
3. The concept paper of Sheryl consisted more than 10 pages.
4. JV wrote a well explained concept paper for academic research but
failed to indicate the page number.
5. JV includes all the references he used.
6. Jana states her objectives in the methodology section.
7. John defined the technical terms that he used in the concept paper.
8. Philip has provided related literature that support her topic in the
background of the study.
9. Jenny said, “Timeline is not important in making a concept paper”.
10. Mark failed to state the general problem in the objective of his
concept paper.

Task 4. Let Us Practice More!

Direction: Think of one concept related to any of the following fields:

Art, Business, Law, Philosophy, Politics, Religion, Science, Sports, Home
Economics, Agriculture, Fishery, Industrial Arts, Information and
Communication Technology. Explain your chosen concept using definition,
explication, or clarification. Your explanation must be at least 50 words and
at most 300 words.

Let Us Remember

Task 5. Tell Me More!

Direction: Describe briefly the three ways of explaining a concept by

completing the table below. Use words or phrases in describing.

Definition Explication Clarification

 Let Us Assess
Task 6. Pencil-Paper Test

DIRECTIONS: Read each question carefully and select the appropriate

answer among the options given. Write the letter of your choice on your
answer sheet.

1. Which type of definition provides a detailed explanation to a given

concept?
a. Formal b. Informal c. Extended definition d. Both B and C
2. Which type of explaining a concept who answers the question, “What
does it mean?”
a. Definition b. Explication c. Clarification d. Explanation
3. Which type of explaining a concept that interpreted and explained
verses, quotes, or passages that were taken from the literary or
academic work?
a. Definition b. Explication c. Clarification d. Explanation
4. What is the term being defined in the statement below?
Biology is a branch of science that deals with living organisms and their
vital processes.
a. Biology b. Science c. Vital processes d. Living
organisms
5. Which among the options below is not a method of explaining concepts?
a. Definition b. Narration c. Explication d. Clarification
6. What is another way of explaining a concept in which points are
arranged from a general abstract concept to specific concrete examples?
a. Definition b. Clarification c. Explication d. B and C
7. Which one is not an example of informal definition?
a. Physics is a branch of science.
b. Corpora are writings or works on a particular subject.
c. Corporation refers to a group of merchants or traders.
d. Electronic mail or email is a system for sending messages via
telecommunication.
8. Maria explained the topic by including a passage from a literary work
which gives another perspective of the concept. What method did Maria
use in explaining concept?
a. Narration b. Definition c. Clarification d. Explication
9. Which way of explaining concept is applied in the text below?
Cholera is an intestinal infection which is caused by a bacterium, called
Vibrio cholera. Contaminated food, water, or feaces can result in the
rapid spread of this disease. Patients who have been exposed to the
disease may exhibit mild to extreme symptoms.
a. Definition b. Explication c. Clarification d. Extended
Definition
10. Which way of explaining concept is applied in the text below?

Fat is important for a healthy diet but one’s intake of it should be always
taken note of. For instance, inadequate intake of fats can cause several
 problems in the body particularly, the decrease of the body’s insulation.
When the body is not insulated enough, this could cause one to feel cold
immediately whenever there is a slight drop in the environment’s
temperature.
a. Definition b. Explication c. Clarification d. Narration

Let Us Enhance

Task 7: Complete Me!

Direction: Compare and contrast the two concept papers presented in

this lesson. Pay special attention to the structural features by answering the
questions below, then complete the Venn diagram to show your comparison.

1. How does each concept paper begin?

2. What organization does each concept follow? How is it structured?
3. How would you describe the style and approach of the presentation of
ideas?
4. How are the supporting details presented? Are the explanations
sufficient?
5. What cohesive devices were used to improve the flow and clarity of
ideas?

Difference Difference

Similarities
 Let Us Reflect

Task 8. I Think of You!

Direction: You did a great job in completing our module! Kudos to your
hard work! Let us look back from where we have started and complete the
chart below. Let us reflect towards your journey in learning the critical
approaches in writing a concept paper.

I thought....

• What were your misconceptions about the topic prior to taking the
lesson?

I learned that..

• What additional learning have you had after taking up this lesson in
terms of skills and attitude?
 References

Book

Barrot, Jessie and Sipacio, Philippe John. Communicate Today English for
Academic & Professional Purposes for Senior High School. Quezon
City: C & E Publishing, Inc., 2016

Online Sources

https://www.sushidog.com/bpss/stories/stars.htm

https://depositphotos.com/2583991/stock-photo-cartoon-teacher-
woman.html

https://filipiknow.net/sa-ugoy-ng-duyan/

http://www.cyberbee.com/artifacts/Photo%20Analysis%20Rubric.pdf

https://www.sushidog.com/bpss/poems_staff/stars2.html

https://www.edutopia.org/sites/default/files/pdfs/stw/edutopia-stw-
yesprep-rubric-literary-analysis.pdf

Other Sources

DepEd Most Essential Learning Competency Guide in English for Academic

and Professional Purposes.

For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph