English for Academic and
Professional Purposes
QUARTER 1– MODULE 8:
Various Kinds of Concept Papers
English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1-Module 8: Various Kinds of Concept Papers
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 learning resource are owned by their respective
copyright
holders.
DepEd
is
represented
by
the
Filipinas
Copyright
Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from
their respective copyright owners. All means have been exhausted in
seeking permission to use these materials. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Ma. Ragie P. Tabotabo
Editor: Desiree T. Roberts
Reviewers: Marivic Yballe (Moderator)
Dr. Clavel D. Salinas
Illustrator: Ma. Ragie P. Tabotabo
Layout Artist: Ma. Ragie P. Tabotabo
Management Team
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID:
Dr. Mary Ann P. Flores
Chief, SGOD:
Dr. Novie O. Mangubat
EPS—LRMDS:
Mr. Isaiash T. Wagas
SHS Division Coordinator:
Dr. Clavel D. Salinas
Printed in the Philippines by:
Department of Education– Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph
ii
English for Academic
and Professional
Purposes
QUARTER 1– MODULE 8:
Various Kinds of
Concept Papers
iii
Key Message
For the Facilitator:
Learning is a constant process. Amidst inevitable circumstances, Department of
Education extends their resources and looks for varied ways to cater your needs and to
adapt to the new system of Education as a fortress of Learning Continuity Plan. One of
the probable solutions is the use of Teacher-made Educational Modules in teaching.
You are reading the English for Academic and Professional Purposes—Senior
High School First Quarter Alternative Delivery Mode (ADM) Module on “Compare
and contrast various kinds of concept papers and presents a novel concept or
project with accompanying visuals/ graphic aids (CS_EN11/12A-EAPP-Ig-j-24)” as
written and found in the K-12 Most Essential Learning Competencies.
The creation of this module is a combined effort of competent educators from
different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.
The use of Teacher-made Educational Module aims to surpass the challenges of
teaching in a new normal education set-up. Through this module, the students are given
independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in accordance
to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite
21st Century skills needed with emphasis on utmost effort in considering the whole well
being of the learners.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher!
This part of the module gives you helpful tips, suggestions or strategies that
will make the learning process easy and
efficient to the learners.
As the main source of learning, it is your top priority to explain clearly on how to use
this module to the learners. While using this module, learner’s progress and development
should be recorded verbatim to assess their strengths and weaknesses while doing the
activities presented independently in safety of their homes. Moreover, you are anticipated
to persuade learners to comply and to finish the modules on or before the scheduled
time.
iv
For the Learner:
As a significant stakeholder of learning, Department of Education
researched and explored on innovative ways to address your needs with high
consideration on social, economic, physical and emotional aspects of your well
being. To continue the learning process, DepEd comes up with an Alternative
Delivery mode of teaching using Teacher-Made Educational Modules.
You are reading the English for Academic and Professional Purposes—
Senior High School First Quarter Alternative Delivery Mode (ADM) Module on
“Compare and contrast various kinds of concept papers and presents a
novel concept or project with accompanying visuals/ graphic aids
(CS_EN11/12A-EAPP-Ig-j-24)” as written and found in the K-12 Most Essential
Learning Competencies.
This module is especially crafted for you to grasp the opportunity to
continue learning even at home. Using guided and independent learning
activities, rest assured that you will be able to take pleasure as well as to deeply
understand the contents of the lesson presented; recognizing your own capacity
and capability in acquiring knowledge.
This module has the following parts and corresponding icons:
v
At the end of this module you will also find:
References
Printed in this part is a list of all reliable and valid
resources used in crafting and designing this module.
In using this module, keep note of the fundamental reminders below.
1.
The module is government owned. Handle it with care.
Unnecessary marks are prohibited. Use a separate sheet
of paper in answering all the given exercises.
2.
This module is organized according to the level of
understanding. Skipping one part of this module may lead
you to confusion and misinterpretation.
3.
The instructions are carefully laden for you to understand
the given lessons. Read each items cautiously.
4.
This is a Home-Based class, your reliability and honor in
doing the tasks and checking your answers are a must.
vi
5.
This module helps you attain and learn lessons at home.
Make sure to clearly comprehend the first activity before
proceeding to the next one.
6.
This module should be returned in good condition to your
teacher/facilitator once you completed it.
7.
Answers should be written on a separate sheet of paper or
notebook especially prepared for this subject.
If you wish to talk to your teacher/educator, do not hesitate to keep in touch
with him/her for further discussion. Know that even if this is a
home-based class, your teacher is only a call away. Good communication
between the teacher and the student is our priority to flourish your
understanding on the given lessons.
We do hope that in using this material, you will gain ample knowledge and
skills for you to be fully equipped and ready to answer the demands of the
globally competitive world. We are confident in you! Keep soaring high!
vii
WHAT I NEED TO KNOW
Good day, dear learner!
This module is solely prepared for you to access and to acquire lessons
befitted in your grade level. The exercises, drills and assessments are carefully
made to suit your level of understanding. Indeed, this learning resource is for
you to fully comprehend the Various Kinds of Concept Papers. Independently,
you are going to go through this module following its proper sequence. Although
you are going to do it alone, this is a guided lesson and instructions/directions on
how to do every activity is plotted for your convenience.
Using this learning resource, you are ought to compare and contrast
various kinds of concept papers and present a novel concept or project
with accompanying visuals/ graphic aids (CS_EN11/12A-EAPP-Ig-j-24) as
inculcated in the K-12 Most Essential Learning Competencies.
At the end of this module, you are expected to achieve the following
objectives:
A. Distinguish the similarities and differences of concept papers from
various disciplines;
B. Identify the specific field of discipline of the given sample concept
papers;
C. Evaluate the effectiveness of a sample concept paper;
D. Create a concept paper related to one’s Track or Strand; and
E. Present one’s concept paper creatively.
Directions: Compare and contrast the following
WHAT I KNOW
concept papers . Be guided with the table below.
TEXT A
TEXT B
Format
Language
Purpose
1
Audience
Concept
Field of
Discipline
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
with ECA
partners: DESA jointly
(iii) 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.
(iv) Relationship to the Strategic Framework for the period 2008- 2009,
the internationally agreed development goals, the Millennium Development
2
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
(vii) 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
(viii) Main activities
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;
A1.2 Promoting exchanges of experts between statistical offices to
encourage the implementation of common methodologies and facilitate
exchanges of information on statistical standards;
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;
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.
A2.2 Providing technical assistance to strengthen national and
3
regional institutions in the collection, compilation and dissemination of statistics
and the use and maintenance of technology;
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.
(ix) Detailed Description for each budget line
Consultants ($53,000)
International consultants
International consultants for preparing of training materials and holding
workshops, in support of activities A1.1, A2.1 and A2.2. (3 Work Months [WM]) x
($6,000 per month) + ($5,000 for consultant(s) travel) = $23,000
National / Regional consultants
National consultants for preparing case studies for workshops, in support of
activities A1.1, A2.1 and A2.2. (2WM) x ($2,500 per month) x (6 countries) =
$30,000
Contractual services ($16,000)
Translation
Translation of documents into French in support of activities A1.1, A1.2,
A1.3, and A2.1 = $16,000
Travel of staff ($92,000)
DESA Staff
Organising 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
4
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
SAMPLE CONCEPT PAPER B
Corruption in the Broadcast, Print, and Social Media: Its Effect to the
Conception of Perceived Social Reality
“Do media reflect reality (exactly or distortedly) or do they construct it in the
first place?” That question was asked by Stefan Weber in his paper on Media and
The Construction of Reality published in 2002 which totally convinced me to
focus my proposed dissertation on the conception of social reality. Gerbner in
1960s spearheaded the study on Cultivation Analysis which is later discussed in
this paper as one of my frameworks for this study.
My proposed dissertation aims to determine and analyze the effect of
corruption in the Broadcast, Print, and Social Media to the conception of
perceived social reality. These are the following questions that I have in mind:
What are the forms of corruption (coercion, bribery, etc) encountered by the local
media practitioners in Tagbilaran City, Bohol? What are the usual favors in
exchange (of the dole out)? How did the local media practitioners handle the
situation? How did corruption distort the news? What is the perceived social
reality of the voting populace after being exposed to distorted broadcast, prints,
and social media posts? What is the effect of news distortion to the conception of
perceived social reality in terms of voting preferences?
My proposed dissertation is going to be anchored from the study
“Government distortion in independently owned media: evidence from U.S. cold
war news coverage of human rights” by Qian &Yanagizawa-Drott (2010) and
5
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 possibly
inaccurate, becomes the reality because people believe it to be so. The most
familiar version of the “cultivation analysis’’ is that those who spend more time
watching television are more likely to perceive the real world in ways that reflect
the most common and recurrent messages of the world of fictional television
(Morgan & Shanahan, 2010). The viewers’ conception of social reality is an effect
of their exposure to the different issues or phenomena as presented by broadcast,
print, and social media. This effect in the conception of social reality is defined in
terms of some kind of ‘‘change,’’ most often short term, and in response to
specifically targeted messages (political, commercial, etc.). This change shall be
the focus of my study. I will analyze the effects of news distortion to the
conception of perceived realities and how this affects voting preferences during
elections in the Province of Bohol.
There are already empirical studies conducted on Cultivation Analysis but
most of those focused on psychological and societal issues e.g. self-esteem,
parenting, crime and etc. (see Gerbner & Gross, 1976; Gerbner, Gross,
Jackson-Beeck, Jeffries-Fox, & Signorielli, 1978; Gerbner, Gross, Signorielli,
Morgan, & Jackson-Beeck, 1979). However, there are maybe a few or even none
on cultivation analysis which attempted to draw the possible effects of news
6
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.
Directions: Recall your previous lesson on
Ways to Elucidate a Concept. Read each statement
and identify the word or term being described.
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
7
is usually understood; to use a term, borrowed from
another field of knowledge, in a special way.
Directions: Match the excerpts from the sample
concept papers with the field of discipline it is
associated with.
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
8
others. Witnessing more harmful effects on social minorities, and vulnerable
and at-risk populations, caused by past and present outbreaks of infectious
diseases and various types of non-communicable and chronic diseases, the
Network has selected the topic of ‘Public Health and Vulnerable Groups’ for
activities for 2010 and 2011. Organizing various programs under this topic,
ASEF will bring the added value to the collaboration between Asia and
Europe on public health issues by sharing each other’s experiences.
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.
Disciplines: Art, Business, Law, Philosophy, Politics, Religion, Science, Sports,
TechVoc (Home Economics, Agri-Fishery, IA, and ICT), etc,
Various Kinds of Concept Papers
A concept paper is a short summary of what the project is and why it is
important and how it is carried out. It serves as a prelude to a full paper. It
aims to objectively inform the reader about the idea or concept. It is an
embodiment of your ideas on a certain topic.
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
9
– 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
Data collection procedures
Data analysis scheme to be used
Timeline contains
Duration of the research (Gantt chart)
Reference contains
10
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
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
11
Directions: Using your printed copy of a sample
concept paper related to your track, 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?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
How do concept papers from different
disciplines vary from one another?
Directions: 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 comprehensive
concept paper with the necessary specifications as
previously discussed. Be guided with the criteria
below. Your work will be checked by your subject
teacher and will be returned to you for revision.
12
Rubrics:
Content– 30%
Organization—30%
Relevance—20%
Format– 10%
Mechanics: 10%
Directions: Reach and answer the
statement or question in each item
number. Choose your answer from the given
options. Write only the letter that
corresponds to your answer.
1. It provides a concise summary of the key elements of a funding request for the
purpose of soliciting feedback and/or buy--in from
prospective funders,
prospective partners, and other potential stakeholders.
A. Critique
B. Concept Paper
C. Review
D. Reaction Paper
2. It is a short summary of what the project is and why it is important and how it
is carried out. It also serves as a prelude to a full paper.
A. Review
B. Reaction Paper
C. Critique
D. Concept Paper
3. What type of a concept paper can be best used for the title below?
“Safe Driving Can Save Lives: An Initiative to Educate Drivers on Road Safety”
A. Project Proposal
B. Research Proposal
C. Expanded Definition
D. Clarification
4. Which of the following is NOT a key component of a concept paper for
academic research?
A. Literature Review
B. Background of the Study
C. Budget Matrix
D. Methodology
5. The following are key components of a concept paper for a project, EXCEPT:
A.
Statement of the Problem
B. Project Description
B.
C. Goals/Objectives
D. Expected Outcomes
13
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
B. Research Proposal
C. Expanded Definition
D. Clarification
7-10. Read the sample paragraph of a concept paper below. Identify which key
component does 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
B. Project Description
C. Budget/Needs and Requested Support
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
B. Project Description
C. Budget/Needs and Requested Support
D. Introduction
9. In response to RFA--1234, Studies to Enhance the Texture of Peanut Butter,
we propose a cross-over randomized controlled trial to compare consumer
preference for fluffy vs. powdered peanut butter among school age children in
urban communities. This project will address the USDA’s goal of understanding
consumer preferences in this difficult to please group and may provide critical
insights into understanding how and why these preferences often fail to persist
into adulthood.
A. Purpose/Need
B. Project Description
C. Budget/Needs and Requested Support
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
B. Project Description
C. Budget/Needs and Requested Support
D. Introduction
14
Prepare to present your revised concept
paper for the next week. Record a video of
yourself presenting and discussing your
concept paper. You may use any software
application or use the traditional method in
presenting you concept paper. Be sure to use
visual/graphic aids in your
presentation.
Rubrics:
Mastery— 30%
Creativity (visual/graphic aids)— 30%
Audio Clarity— 15 %
Video Stability— 15%
Confidence— 10%
15
Concept Paper
5.
Concept Paper
4.
Clarification
3.
Explication
2.
Definition
1.
Answers may vary
WHAT’S IN
WHAT I KNOW
16
WHAT’S NEW
Answers may vary
D
9.
B
8.
C
7.
B
6.
A
5.
C
4.
A
3.
D
2.
B
1.
WHAT’S MORE
Answers may vary
WHAT I HAVE LEARNED
Answers may vary.
ASSESSMENT
A
10.
WHAT I CAN DO
Answers may vary.
The teacher will check all the
Answers Vary Part.
Notes to the Teacher!
References:
Electronic Files
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.
Books
Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional
Purposes. Quezon City: Rex Printing Company, Inc.
Online Resources
ABC Project Sample Concept Paper. Retrieved from www.ccgpartnership.com.
Retrieved date August 19, 2020.
Caṅedo, F.M. A Concept Paper on Development.
www.tandfonline.com Retrieved date August 24, 2020.
Retrieved
from
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.
Concept Paper Best Examples. Retrieved from www.slideshare.com Retrieved date
August 24, 2020.
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.
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.
For inquiries or feedback, please write or call:
Department of Education– Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph
17