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English for Academic and

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

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NegOr_Q3_EAPP_Module
7_v2
English for Academic and Professional Purposes – Grade
12 Alternative Delivery Mode
Quarter 3 – Module 7: Various Kinds of Concept Papers
Second Edition, 2021

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Thank you

TABLE OF CONTENTS

CONTENT PAGES

iii
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,

learned
you how to makeconcept
a 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 modu

le, you should be able to:

Knowledge: compare and contrastvarious kinds of concept papers;

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

Attitude: demonstrate interest in writing concept

a 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.

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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

Business, Engineering and technology, Medicine and Health
Applied Sciences

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

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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
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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.

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

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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.
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(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
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)

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(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
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

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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
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
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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
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
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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.
selfesteem, 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

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.

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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.

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.

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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
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.
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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.

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-mag1971.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.

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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
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
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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
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

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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

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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 _______________________________________________________

__________________________________________________________________________

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I will apply _______________________________________________________________
___________________________________________________________________________

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.
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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”

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
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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

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

REFERENCES

ABC Project Sample Concept Paper. Retrieved from

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

Caṅ edo, 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.

NegOr_Q3_EAPP_Module7_v2
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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.

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.

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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:[email protected]
Website: lrmds.depednodis.net