FIRST QUARTER E.A.P.P.

ENGLISH FOR ACADEMIC PROFESSIONAL

PURPOSES
Learner’s Module
 Week 1 E.A.P.P.

NAME: ________________________________ DATE: _________________

YEAR AND SECTION: ___________________

OBJECTIVE:

Identify the purpose and the reading strategies for academic texts.

LESSON 1
READING ACADEMIC TEXTS

Why Evaluate Academic Reading Strategies?

Reading is fundamental to writing and research at University, but often gets overlooked – lecturers
assume that students know how to read, and students assume there’s only one way to read – but neither
of these things is necessarily true! There are ways to read that can improve information processing, can
help with building an argument, and importantly for many students, can save lots of time!! — Academic
Literacy Workshops, University of Cape Town[1]

The passage above makes an important point: most of us assume we know how to read for school. However,
methods that may have been fine in the past (skimming, quick reviews, relying upon class lectures or notes)
won’t hold up well as we move further into higher education.

Academic reading is a specific category of reading.  It’s helpful to remember that academic reading is an act
of performance. Rather than sitting back and passively receiving information we read in college, we will be
asked to directly act upon that information in some way. We will be quizzed or tested. We will be asked to
debate, analyze, or critique what we read. We will need to read closely, remember the text accurately, and
compare it to other texts for style and content.

Purpose of Academic Reading

Casual reading across genres, from books and magazines to newspapers and blogs, is something students
should be encouraged to do in their free time because it can be both educational and fun. In college, however,
instructors generally expect students to read resources that have particular value in the context of a
course. Why is academic reading beneficial?

 Information comes from reputable sources: Web sites and blogs can be a source of insight and
information, but not all are useful as academic resources. They may be written by people or companies
whose main purpose is to share an opinion or sell you something. Academic sources such as textbooks
and scholarly journal articles, on the other hand, are usually written by experts in the field and have
to pass stringent peer review requirements in order to get published.
 Learn how to form arguments: In most college classes except for creating writing, when instructors
ask you to write a paper, they expect it to be argumentative in style. This means that the goal of the
paper is to research a topic and develop an argument about it using evidence and facts to support your
position. Since many college reading assignments (especially journal articles) are written in a similar
style, you’ll gain experience studying their strategies and learning to emulate them.
 Exposure to different viewpoints: One purpose of assigned academic readings is to give students
exposure to different viewpoints and ideas. For example, in an ethics class, you might be asked to read
a series of articles written by medical professionals and religious leaders who are pro-life or pro-choice
and consider the validity of their arguments. Such experience can help you wrestle with ideas and
beliefs in new ways and develop a better understanding of how others’ views differ from your own.
Reading Strategies for Academic Texts

Recall from the Active Learning section that effective reading requires more engagement than just reading the
words on the page. In order to learn and retain what you read, it’s a good idea to do things like circling key
words, writing notes, and reflecting. Actively reading academic texts can be challenging for students who are
used to reading for entertainment alone, but practicing the following steps will get you up to speed:

 Preview: You can gain insight from an academic text before you even begin the reading assignment.
For example, if you are assigned a nonfiction book, read the title, the back of the book, and table of
contents. Scanning this information can give you an initial idea of what you’ll be reading and some useful
context for thinking about it. You can also start to make connections between the new reading and
knowledge you already have, which is another strategy for retaining information.
 Read: While you read an academic text, you should have a pen or pencil in hand. Circle or highlight
key concepts. Write questions or comments in the margins or in a notebook.  This will help you
remember what you are reading and also build a personal connection with the subject matter.
 Summarize: After you read academic text, it’s worth taking the time to write a short summary—even if
your instructor doesn’t require it. The exercise of jotting down a few sentences or a short paragraph
capturing the main ideas of the reading is enormously beneficial: it not only helps you understand and
absorb what you read but gives you ready study and review materials for exams and other writing
assignments.
 Review: It always helps to revisit what you’ve read for a quick refresher. It may not be practical to
thoroughly reread assignments from start to finish, but before class discussions or tests, it’s a good idea
to skim through them to identify the main points, reread any notes at the ends of chapters, and review
any summaries you’ve written.

HOW WELL DO YOU KNOW IT?

 Using the knowledge you have gained, answer and perform the following tasks. This will be
recorded. Use the back page for further answers.

Direction: Read the story then answer the questions.

Love is a Fallacy By Max Shulman

I was cool and logical. Keen, calculating, acute. And think of it! – I was only eighteen. Now take for example,
Petey Burch, my roommate at the University: same age, same background, but dumb as an ox. A nice type,
but very impressionable, and worst of all, a faddist. Fads, in my opinion, are the very negation of reason. To
succumb to the pressure of fads is to surrender yourself to the acme of mindlessness. Petey was definitely one
of the mindless mob, and after he had expressed his willingness to give “just anything to have a raccoon coat”
and to be in with all of the big men on campus, my brain slipped into high gear. In a trunk at home I had a
raccoon coat which my father had worn in his undergraduate days, and Petey had something that I wanted:
Polly Espy, who I desired for a shrewdly calculated, entirely logical reason. I was well aware of the importance
of the right kind of wife in furthering my career as a lawyer. The successful lawyers I had observed were almost
without exception married to beautiful, gracious, and intelligent women. With an omission, Polly fitted these
specifications perfectly. Beautiful, she was. Gracious, she was. Intelligent? She was not! But I believed that
under guidance, she would smarten up. At any rate, it was worth a try. I figured that it’s easier to make a
beautiful, gracious, dumb girl, smart… than to make an ugly, smart girl… beautiful and gracious. Monday I
returned to school after my week-end visit home, during which I had picked up my father’s raccoon coat.

Me: Hey Petey! Look what I got!

Petey: Neato Torpedo! A raccoon coat! Wow!

Me: Would you like it?

Petey: Oh, yeah!! (warily) What do you want for it?

Me: Not much. Just your girl.

Petey: Polly? You want Polly?

Me: That’s right.

Petey: (flinging coat) Never!

Me: Okay, if you don’t want to be in with the big men. I guess it’s your business.

Petey: Well… it isn’t as though I was in love with Polly, or… going steady … or anything like that.

Me: Uh, huh.

Petey: I mean… what’s Polly to me… or me to Polly?

Me: Not a thing. Try on the coat.

Petey: It’s just been a casual kick – just a few laughs, that’s all. Fits fine, doesn’t it?

Me: Perfectly!

He looked like a mound of dead raccoons, but he took the deal just like I planned. After my first date with Polly,
I could see that I had gravely underestimated the size of my task. It would not be enough to teach her what to
think. She had to be taught . . . to THINK! The next evening, when I met her, I began to give her a course in
logic.

Me: Polly, tonight I thought we’d talk about logic.

Polly: Logic? Hey! If the shoe fits, I say go for it!

Me: O.K.! Ahemm! Let’s see. Logic is the science of thinking. Before we can think correctly we must first learn
to recognize common fallacies of logic. So we’ll begin to study the various fallacies tonight.

Polly: Whoa! Tell me no!

Me: (wincing) first, let’s examine the fallacy called Dicto Simpliciter. Dicto Simpliciter means an argument
based on an argument based on an unqualified generalization. For example: Exercise is good, therefore
everybody should exercise.

Polly: I agree – I mean exercise is wonderful. It builds the body and everything.

Me: Polly, the statement “Exercise is good” is a fallacy. Many people are ordered by their doctors not to
exercise. So you must qualify the generalization. Instead, say, “Exercise is usually good,” or “Exercise is good
for most people.” Otherwise you’ve committed a Dicto Simpliciter.

Polly: No way! That’s radical! Do more!

Me: All right. The next fallacy is called: Hasty Generalization. Example: You can’t speak French. I can’t speak
French. I must therefore conclude that nobody at the University can speak French.

Polly: REALLY!? Nobody?

Me: No, not really, Polly. It’s a fallacy. The generalization is reached too hastily. There are too few instances to
support such a conclusion.

Polly: Far out! This is more fun than eating pizza even!

Me: (oh boy!) Let’s move on and try Contradictory Premises. Here’s an example: If God can do anything, can
He make a stone so heavy that He won’t be able to lift it?

Polly: Well, duh! Of course! Me: But… if He can do anything, He can lift the stone.

Polly: Yeah, well, then I guess He can’t make the stone.

Me: But He can do anything.

Polly: Well, if He can do anything, then he can make a stone too big for Him to lift, and then He can . . . no . . .
wait. Overload! (hehe) No . . . I can do this one! If he made the stone that is too big . . .

Me: Polly, you’re confused because when the premises of an argument contradict each other, there can be no
argument. Get it? Polly: Oh, sure! Yeah! This is so… so heavy! Keep going!

Me: (keep going? (winces)) Next we will discuss False Analogy. Here is an example: Students should be
allowed to look at their textbooks during examinations. After all, surgeons have X-rays to guide them during the
operation; lawyers have briefs to guide them during a trial. Why then shouldn’t students be allowed to look at
their textbooks during exams?
Polly: That is the most awesome idea I’ve ever heard! I mean really! It’s so logical! Why hasn’t someone said
something about this before?

Me: Polly, the argument is all wrong! Doctors and lawyers aren’t taking a test to see how much they have
learned, but students ARE. You can’t make an analogy between the different situations!

Polly: Well, I still think it’s a good idea.

Me: All right. One more chance. The last fallacy is called: Poisoning the Well.

Polly: How cute! Who made up these names?

Me: Never mind. Listen carefully: Two men are having a debate. The first one gets up and says, “My opponent
is a notorious liar. You can’t believe a word he says.” Now Polly… think. Think hard! What’s wrong?

Polly: It’s not fair! What chance does the second man have if the first man calls him a liar before he even
starts talking?

Me: Right! One hundred percent right! It’s not fair. Polly, I’m proud of you. Now let’s review.

Five grueling nights it took before my job was done, but I had finally made her think! She was worthy of me at
last. The time had come to change our relationship from academic to romantic.

Me: My dear, we have now spent five evenings together. We’ve gotten along splendidly. It’s clear that we are
well matched.

Polly: Now THAT’S a Hasty Generalization! How can you say that we are well matched on the basis of only
five dates?

Me: Sweetheart, five dates is plenty. After all, you don’t have to eat a whole cake to know it’s good.

Polly: Uh-uh-uh! False Analogy! I’m not a cake. I’m a girl!

Me: (I felt like Dr. Frankenstein, and my monster had me by the throat. At all costs I had to keep cool!) Well,
Polly, you certainly have learned your fallacies. But you really shouldn’t take all these thing so literally. I mean,
this is just classroom stuff. You know that the things you learn in school don’t have anything to do with life.

Polly: Dicto Simpliciter! An argument based on an argument based on an unqualified generalization.

Me: Polly, I have to ask you something. Will you go steady with me?

Polly: No, I won’t!

Me: Why not? Polly: Because this afternoon I promised Petey Burch that I would go steady with him.

Me: The rat! You can’t go with him, Polly. He’s a liar. He’s a cheat. He’s a rat!

Polly: Poisoning the Well! Now that’s not fair! And why don’t you stop shouting? I think that must be a fallacy
too!

Me: All right, you’re a logician. Let’s look at this thing logically. How could you choose Petey Burch over me?
Look at me – a brilliant student, a tremendous intellectual, a man with an assured future. Look at Petey – a
knot head, a guy who’ll never know where his next meal is coming from! Can you give me one logical reason
why you should go steady with Petey Burch!?!

Polly: I certainly can. Petey has a raccoon coat!

Comprehension Questions

1. How would you describe the narrator in the story?

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 2. How was Petey Burch described in the story? How about Polly? Do you think that they are really as
dumb as they were described?

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3. Is the author successful in accomplishing his purpose? Why or why not?

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4. If you were Polly, would you fall for the narrator or for Petey?

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5. Do you agree that love is a fallacy? Why or why not?

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LET’S SEE YOUR PERFROMANCE!

 You have to make a summary of the “Love is Fallacy” by Max Shulman. Use your own words in making
the summary. You can use the back page of this module or write it in long bond paper and attached it
here. Don’t forget to put your name in it.
 Week 2 E.A.P.P.

NAME: ________________________________ DATE: _________________

YEAR AND SECTION: ___________________

OBJECTIVES:

Determine the purpose of a reaction paper.

Present ideas convincingly.
Write and apply the guidelines in writing an effective reaction paper.

LESSON 2
WRITING THE REACTION PAPER

WHAT IS REACTION PAPER/REVIEW AND CRITIQUE?

 Specialized forms of writing in which a reviewer or reader evaluates any of the following:
 A scholarly work (academic books, articles)
 A work of art (performance art, play dance, sports, films, exhibits)
 Designs (industrial designs, furniture, fashion, design)
 Graphic designs (posters, billboards, commercials and digital media)
 Usually range in length from 250-750 words. Not just a summary-critical assessments, analyses, evaluation of
different works. Critique is not connected with pessimism.
Reaction paper is/does/must…

 A reaction is something you have read or seen.

 Be organized.
 Have citations and references.
 Include your opinion but be careful to support your opinions with evidence.
 Summarize what you are reacting to in the beginning of the paper.
 Explain your reaction(s) to the topic and explain why you think this way about the topic.
 Judge, analyse, or evaluate the issues of the topic.
 Identify and discuss the polarizing issues of the topic.
In summary, a reaction paper is/should not:

 A stream of consciousness paper

 Include a lot of “I think”, “I feel”, or “I believe” statements.
 Use the pronoun “you”.
 Be autobiographical papers about why you like or do not like something.
 Simply repeating what the author has already said.
When you review a journal article:

 You must answer these questions:

 What is this about?
 Why is the topic important?
 What was done?
 Key result (or “what happened?”)
 What was left unanswered (according to authors)?
 And this the real test of your understanding : Your critique of the article.
When you review…

 Is it clear to the reader who funded the study? (if there is a specific funding, then this should be stated.)
 Don’t make hostile, insulting or defamatory remarks. Rather support your points with evidence.
  Take this as an example. This is a reaction paper about teenage pregnancy. Observe how the writer
begins, discusses and ends her ideas.

Teenage Pregnancy Symposium: Reaction Paper

by Erika Xim Paola Santos

During Mr. Harold Alfred Marshall’s talk about adolescent and youth pregnancy in the symposium, I have
learned a lot of things regarding this major issue in the society that we are facing nowadays.

It is quite alarming, however, how youth pregnancy affects younger teenagers, and some, merely children who
haven’t even reached the age of thirteen. I was quite shocked when I heard the startling facts that Mr. Marshall
presented. Like this certain case in Antique, where the youngest mother was only at the age of 10 and the
youngest child who suffered maternal death was 12 years old. It is also appalling how a couple of 10 year olds
gangbanged an 11-year old child. Though some of these facts were laughable to some, it is abhorrent to the
society how these victims suffered youth pregnancy.

The speaker also mentioned the Adolescent Health and Youth Development Program (AHYDPC) which
underlined some priority issues which are; increasing incidence of teenage pregnancy, STI and HIV/AIDS
among young teenagers and the prevalence of violence against married young women – which are all
detrimental effects of teenage pregnancy. He also highlighted a depressing fact in our society where a 16-year
old girl is infected with HIV/AIDS because she performs sexual intercourse with foreigners in Boracay where
they pay her in return.

He also discussed about the challenges in the total well-being of an individual in terms of health, education,
employment, participation and special needs and other vulnerabilities. The speaker again emphasized how
teen pregnancy has been steadily rising in the Philippines over a 35-year period. Latest statistics inclined to the
topic also include the decline in risky non-sexual behaviors of the youth and the increase in the rate of HIV
infection which is now 1 in every 2 hours in 2013. Also, 1 in every 3 youth has already experienced pre-marital
sex.

The emerging issues in AHYDPC include; YOLO (You Only Live Once), cyber bullying and cybersex, dating
violence, friends with benefit (FUBU), the spread of HV and spiritual emptiness. The latter, which is prevalent
among teenagers because they live in an overly materialistic world without any spiritual guidance anymore.

Also, the reasons for becoming pregnant are unplanned sexual encounters and peer pressure, lack of
information on safe sex and absence of adolescent-friendly facilities which then lead to the negative effects of
teen pregnancy which include; dropping out of school, early maternal death, domestic violence and poverty. I
have also learned, as supplemental information by Councilor Em Ang, that Paglaum Village, Brgy. Banago and
Brgy. Villamonte are the barangays in Bacolod with the most number of teen pregnancies.

From this information, I can conclude that teen pregnancy should be considered as a major issue that needs to
be resolved immediately. And through educating our youth and as said in the symposium, building teen
centers, can we take a step forward in minimizing youth pregnancy. Because by educating them can they learn
to make prudent decisions to stop themselves from being involved in teenage pregnancy and suffer its
detrimental effects.

As the tagline of Commission on Population strongly indicates, “Unahin ang Pag-aaral para sa Hinaharap;
Huwag Ipagpalit sa Panandaliang Sarap,” the youth should be in schools rather than raising their own families
at such a young age.

(Source: https://example23877.wordpress.com/2016/10/17/teenage-pregnancy-symposium-reaction-paper/)

HOW WELL DO YOU KNOW ABOUT IT

 Using the knowledge you have gained, answer and perform the following tasks. This will be
recorded. Use the back page for further answers.
Answer the following questions. Use the space provided.

1. Can reaction papers influence the world? Why or why not? Elaborate it briefly.

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2. What is the social value of reaction papers? Discuss it briefly.

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3. Is it reviewing the reaction paper helpful? Why or why not? Explain it briefly.

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LET’S SEE YOUR PERFORMANCE!

 You are asked to make a reaction paper about a social phenomenon or current events that you
deeply care about. Have time to research about it, online or with newspapers. Write it at the
back page of this module or you can have a long bond paper and attached it here with your
name in it.
 You can choose any of the following topics if you can’t think.
 A recently calamity
 A devastating flood
 The bagong bayani or OFW
 The poverty in the Philippines
 This will be rubrics for evaluation:
 Content (50%)
 Organization (20%)
 Language (20%)
 Mechanics (10%)
 Week 3 E.A.P.P.

NAME: ________________________________ DATE: _________________

YEAR AND SECTION: ___________________

OBJECTIVES:

Analyse the features of a reaction paper, review and critique

Present ideas convincingly.
Write and apply the guidelines in writing an effective critique

LESSON 2.1
WRITING THE CRITIQUE

WHAT IS CRITIQUE?
 A critique is a paper that gives a critical assessment of a book or article.
 A critique is a systematic analysis of a piece of literature that discusses its validity and evaluates its
worth.
 The main purpose is not informational, but analytic and persuasive.
 In analysing the content and context within which the book (or article) was written, the writer of a
critique argues whether it is worth reading or not.
Why critique is not easy?

 Things that are obviously wrong.

 In a good journal you will not find this, because the articles have been critically reviewed and
screened
 …or missing
 Notice things that you would need for practical application, or that you have liked to see.
 Far – fetched or dishonest motivation.
 Otherwise noting missing details requires more expertise than just understanding the given
details.
 …or could have been done better in another way
 Top level expertise needed in subject area.
CRITICAL APPROACHES IN WRITING A CRITIQUE
You can critique a material based on:

 Technical aspects
 Approach to gender
 Reaction as an audience
 Through its portrayal of class struggle and social structure
1. FORMALISM – literary works contain intrinsic properties and treats each work as a work of art. –
historical context, external contexts are not necessary in interpreting meaning (through the text itself).
2. FEMINIST CRITICISM – focuses on how literature presents women as subjects of economic
oppression. – it reveals how aspects of our culture are patriarchal (i.e. how our culture views men as
superior and women as inferior).
3. READER RESPONSE CRITICISM – concerned with the viewer’s reaction as an audience of a work. –
readers are not passive and distant-active consumers
4. MARXISM CRITICISM – concerned with the difference between economic classes and implication of a
capitalist system-working class and elite.
Four other types of reviews, the following are always present:

 Introduction
 Plot summary description
  Analysis/ Interpretation
 Conclusion/evaluation

 You have learned what is the appearance of a reaction paper. And you have observed what are its
characteristics. Now, take this as an example of a critique paper. Same topic which is teenage
pregnancy.
Adolescent Pregnancy is a Serious Social Problem
The global adolescent birth rate has declined from 65 births per 1000 women in 1990 to 47 births per 1000
women in 2015 [1]. Despite this overall progress, because the global population of adolescents continues to
grow, projections indicate the number of adolescent pregnancies will increase globally by 2030, with the
greatest proportional increases in West and Central Africa and Eastern and Southern Africa.
Additionally, regional differences reveal unequal progress: adolescent birth rates range from a high of 115
births per 1000 women in West Africa to 64 births per 1000 women in Latin America and the Caribbean to 45
births per 1000 women in South-Eastern Asia, to a low of 7 births per 1000 women in Eastern Asia. There are
also up to three times more adolescent pregnancies in rural and indigenous populations than in urban
populations.
Adolescent pregnancies are a global problem that occurs in high, middle, and low income countries. Around
the world, adolescent pregnancies are more likely to occur in marginalized communities, commonly driven by
poverty and lack of education and employment opportunities.
For some adolescents, pregnancy and childbirth are planned and wanted. In some contexts, girls may face
social pressure to marry and, once married, to have children. Each year, about 15 million girls are married
before the age of 18 years, and 90% of births to girls aged 15 to 19 years occur within marriage.

Sexual relationships
Adolescents face barriers to accessing contraception including restrictive laws and policies regarding provision
of contraceptive based on age or marital status, health worker bias and/or lack of willingness to acknowledge
adolescents’ sexual health needs, and adolescents’ own inability to access contraceptives because of
knowledge, transportation, and financial constraints. Additionally, adolescents face barriers that prevent use
and/or consistent and correct use of contraception, even when adolescents are able to obtain contraceptives:
pressure to have children; stigma surrounding non-marital sexual activity and/or contraceptive use; fear of side
effects; lack of knowledge on correct use; and factors contributing to discontinuation (for example, hesitation to
go back and seek contraceptives because of negative first experiences with health workers and health
systems, changing reproductive needs, changing reproductive intentions).
In some situations, adolescent girls may be unable to refuse unwanted sex or resist coerced sex, which tends
to be unprotected. Sexual violence is widespread and particularly affects adolescent girls: about 20% of girls
around the world experience sexual abuse as children and adolescents. Inequitable gender norms and social
norms that condone violence against women put girls at greater risk of unintended pregnancy.

Prevention of adolescent pregnancy

More young people of diverse demographic characteristics are having sexual relations at younger ages; they
have more options for preventing pregnancy; they have more alternative pregnancy resolutions; and fewer
marry to legitimize a non-marital birth while choosing to become a parent [2]. As the likelihood of a teenager
having sex and of a pregnant teenager who bears a live infant becoming a single mother each have grown
over the years, social work and other social science researchers have changed their understanding of teen
pregnancy and parenthood.
Sexuality is a dynamic concept and is about much more than sexual activity and sexual orientation alone [3]. It
includes what being male or female means to us and how we express our gender; how we feel about our
bodies, about our appearance and about physical pleasure; whom we are attracted to and what we choose to
do about it; and, if we have intimate relationships, how we behave with our partners. Our ability to reproduce
comes from our sexual behavior and our feelings about our sexuality and sexual identity can be deeply
affected by our sense of our own fertility.
Because it appears that a disproportionate number of the women who abandon or kill their newborns are
young, the problem must be considered alongside the larger issues of teen pregnancy and adolescent
sexuality [4]. Teenage pregnancy rates in the United States dropped almost 30 percent in the 1990s; the most
recent data suggest that both teenage pregnancy and birthrates are at an all-time low. Still, teen pregnancy is
not an uncommon occurrence. The United States has the highest rates of teen pregnancy and birth in the
western industrialized world. Each year, around 750,000 women and girls between 15 and 19 years of age
become pregnant; more than one-half will give birth, and nearly one-third will have an abortion.
A major reason for the decline in teen pregnancy is that contraceptive use has increased. Contraception and
abortion became more readily available in the mid-1960s and 1970s, breaking the link between sex and
reproduction. Now women, like men, could choose whether or not to become a parent and could engage in sex
solely for pleasure without the looming fear of unwanted pregnancy. At around the same time, comprehensive
sex education in schools began to shift away from preparing adolescents for marriage and parenthood and
discouraging premarital sex. Sex educators began to treat marriage as one context among many in which sex
could take place. A focus emerged on teaching young people how to manage the “risks” of sex, driven in part
by concern about HIV/AIDS and a perceived crisis in teenage pregnancy.
Adolescent pregnancy is in part the failure of society, the home, school, church, and health community to
adequately teach sex education. Prevention begins with understanding and knowledge [5]. People are
particularly sensitive and defensive about sex education. The physical body, attitudes, and powerful feelings
aroused particularly in adolescence need to be discussed in the home and in the schools from the earliest time
of a child’s education. Sexual feelings are neither bad nor good. They are a part of the very essence of our
being as are our sciences, history, philosophy, and fine arts.

Contraception
Teens in the United States hear mixed messages about sexuality from the people and institutions around them
[6]. These norms focus on different sexual behaviors, like sex, contraception, abortion, or pregnancy. But
sexuality norms coming from the same people are often internally conflicting, too. People communicating a
practical rationale may say, “Don’t have sex, but use contraception.” The moral rationale is equally
contradictory, saying, “Don’t have an abortion, but don’t become a teen parent.” Metanorms about how to treat
teen parents are also inconsistent, often encouraging teens both to shun and to support them.
Even though sexuality norm sets are internally contradictory, they are still social norms, which means that
people who violate them experience social sanctions. It’s clear from interviewees that families, peers, schools,
and communities all strategize to control teens’ behaviors and bring them in line with their particular norm sets.
Their norm enforcer strategies are different depending on the power they have over teens, but young people
feel this control keenly and work to achieve their own goals while avoiding sanctions.
The ideal contraceptive would be 100% effective, free of all side effects, completely reversible, and
independent of sexual intercourse [7]. It would also be inexpensive and easily available without the need for
medical or nursing involvement. No such contraceptive yet exists and all the currently available methods
involve some degree of compromise. For some couples, the prevention of a pregnancy may not be the most
important consideration and they may therefore be content to use a less effective contraceptive that has the
advantage of fewer side effects. It should also be remembered that some forms of contraception may not be
acceptable because of cultural or religious beliefs.
Throughout the long history of finding ways to control fertility, strong moral sentiments, religious beliefs, legal
constraints, and gender relations often limited the provision of advice and methods of birth control [8]. Victorian
values, sexual prudishness, moral objections to birth control, and political gamesmanship often made it difficult
or impossible to obtain and use safe and effective contraception. In addition to the religious and moral beliefs
limiting the availability of contraception, economic barriers also prevented (and to a certain extent still prevent)
many women from obtaining safe and effective methods of birth control.

Health results of teen pregnancy

Teenage parenthood is perceived to be both a cause and consequence of social exclusion [9]. Teenage
parents are more likely to be unemployed, live in poverty, and to give birth to low birth-weight babies, who as
toddlers are likely to be at increased risk of childhood accidents. This link with social exclusion means that
teenage parents are themselves likely to be in poorer health, have poorer access to health and social support
and experience poorer health outcomes for themselves and their babies. While some teenagers view their
pregnancy as positive and fulfilling, others reveal negative consequences. Research reveals that young
parents experience poorer health and social outcomes, which is linked to inadequate access to appropriate
care and support.
In the professional and medical sense, adolescent pregnancies represent risky pregnancies [10]. Physical and
mental growth and maturity of personality are not completed. There is an increased risk of abortion, premature
delivery, fading growth, gesture development. These pregnant women are, as a rule, weakly controlled
because very often pregnancies are hidden from the ambience. This group is known for its high incidence,
conditionally, sexually opposed diseases. The most common infections are Chlamydia trachomatis, human
papillomavirus, Mycoplasma, Trichomonas vaginalis. These infections can increase the risk of abortion and
premature birth. So young a body, along with uncompleted physical growth, is additionally difficult to adapt to
the new needs that require pregnancy. The uterus did not reach its full “maturity”, which increases
susceptibility to infections. Increased blood vessel loading may lead to gestational development, a condition of
mother and child risk, with increased blood pressure and child growth lag behind. The loading of the gland with
internal digestion can lead to sugar metabolism disorders, with accelerated growth of an immature child.
Prematurely increased skeletal load can result in permanent deformities of the musculo-skeletal apparatus. All
this can lead to a pathology of birth, with the greater need for operational endings of pregnancy.
The risks of early pregnancy are numerous. Every day at least 1,600 mothers die worldwide from
complications of pregnancy or childbirth-the equivalent of four jumbo jets crashing every day with no survivors
[11]. At least 99% of maternal deaths take place in the developing world. Nearly half of all deliveries in
developing countries take place without the help of a skilled professional. Less than one-third of new mothers
get postnatal care, even though most maternal deaths occur soon after childbirth. And for each death between
30 and 100 more women suffer short- or long-term illnesses related to pregnancy and childbirth. Teenage girls
by and large bear the burden: Eleven percent of all births (15 million a year) are to adolescent girls. Moreover,
girls aged 15 to 19 are twice as likely to die from childbirth as women in their 20s. Girls under age 15 are five
times more likely to die from childbirth.
Adolescent maternal mortality and morbidity represent a substantial public health problem at the global level
[12]. Adolescents who are 15–19 years of age are twice as likely to die during pregnancy or childbirth
compared to women over 20 years of age; adolescents under 15 years of age are five times more likely to die
during pregnancy or childbirth. An estimated 2.0–4.4 million adolescents in developing countries undergo
unsafe abortions each year. Additionally, adolescent mothers are more likely to have low birth weight babies
who are at risk of malnourishment and poor development. Infant and child mortality is also highest among
children born to adolescent mothers.
Adolescent pregnancy is a serious medical and public health problem. Modern approach to prevention through
education, warning, learning about methods of contraception through schools, the media and of course the
Internet is needed. The aim is to increase the usability of all contraceptive methods, especially hormone, in the
form of a pill or patch.

Social consequences of adolescent pregnancy

Adolescent pregnancy can also have negative social and economic effects on girls, their families and
communities. Unmarried pregnant adolescents may face stigma or rejection by parents and peers and threats
of violence. Similarly, girls who become pregnant before age 18 are more likely to experience violence within
marriage or a partnership. With regards to education, school-leaving can be a choice when a girl perceives
pregnancy to be a better option in her circumstances than continuing education, or can be a direct cause of
pregnancy or early marriage. An estimated 5% to 33% of girls ages 15 to 24 years who drop out of school in
some countries do so because of early pregnancy or marriage.
Based on their subsequent lower education attainment, may have fewer skills and opportunities for
employment, often perpetuating cycles of poverty: child marriage reduces future earnings of girls by an
estimated 9%. Nationally, this can also have an economic cost, with countries losing out on the annual income
that young women would have earned over their lifetimes, if they had not had early pregnancies.

Life ambience and adolescent pregnancy

Laws and policies can create an enabling environment for the promotion and protection of health, including
sexual health and the prevention of EUP (Early and unintended pregnancy), but they also may pose barriers,
particularly for young people in terms of accessing education and health services, leading to detrimental
consequences for sexual health, including EUP [13]. It is important to develop and implement specific policies
that codify the rights of adolescents to continue their education regardless of whether they are pregnant and/or
parenting. Such policies also need to address the practical support necessary to allow parenting girls to return
to school – for example, through the provision of cash transfers to girls or by providing child care - and
consequently require allocated budgets to support their implementation. This should then be reflected in
national policies, and within individual schools’ policies, with efforts to inform pregnant and parenting
adolescents of their right to continue their education and initiatives to sensitise and train school principals/
administrators, teachers, and school authorities about the needs of pregnant and parenting girls, as key
components of the policy implementation process. Finally, data should be collected to monitor the
implementation and adherence of these national policies at school level.

Termination of pregnancy
According to some, abortion is a matter of a woman’s right to exercise control over her own body [14].
Moralists who judge actions by their consequences alone could argue that abortion is equivalent to a deliberate
failure to conceive a child and, since contraception is widely available, abortion should be too. Some think that
even if the fetus is a person, its rights are very limited and do not weigh significantly against the interests of
people who have already been born, such as parents or existing children of the family. The interests of society
at large might outweigh any right accorded to the fetus in some circumstances, such as if, for example,
overpopulation or famine threatened that society. In such cases, abortion might be seen as moving from a
neutral act to one which should be encouraged.
Such an attitude about the termination of pregnancy of an adult woman respects her opinion of this complex
problem. The question is what to do when an adolescent pregnancy occurred, what rights an adolescent
pregnant girl has. The following important questions are asked in front of pregnant girl:
• Continue to pregnancy and keep baby
• Continue to pregnancy and give baby to adoption when it is born
• Termination of pregnancy
Most adults have the capacity to make complex decisions by strategically allocating their mental energy toward
finalizing their decision [15]. This is important given the time-limited window for making a decision to terminate
a pregnancy. However, much controversy surrounds the cognitive ability of adolescents to make similar
decisions. Thus, the counselor or therapist working with an adolescent who announces her pregnancy has
even more of a responsibility to assure that the adolescent is capable of making such a difficult decision.
Although there has been a trend to grant adolescents some limited legal rights, for example, in adjudicating
juvenile criminal actions, the opposite trend has been witnessed in adolescent abortion cases where minors
are required to obtain permission from or notify at least one parent or else be prepared to justify their secrecy
by going before a judge in a special bypass procedure. Despite the testimony of psychologists about
adolescent competence to make such decisions, the legal field has supported parental notification as a
minimum standard. It appears that public policy differs from scientific knowledge in this case.
Conclusion
Approximately 16 million girls aged 15 to 19 years and 2.5 million girls under 16 years give birth each year in
developing regions. These are the figures that worry, and when teenagers engage in sexual relationships, they
do not think about the consequences. The consequences for health can be terrible. Therefore, it is necessary
to invest much in the prevention of reproductive health. Prevention should not only be directed at preventing
sexually transmitted diseases and preventing pregnancy in adolescence because it should be geared towards
adopting attitudes about responsible sexual behavior. This primarily refers to the delay in the beginning of the
sexual life of young people because too early accession into sexual relationships can seriously harm the
health.
(Source: https://www.peertechz.com/articles/JGRO-4-149.php)

HOW WELL DO YOU KNOW ABOUT IT

 Using the knowledge you have gained, answer and perform the following tasks. This
will be recorded. Use the back page for further answers.

Answer the following questions. Use the space provided.

1. Can critique papers influence the world? Why or why not? Elaborate it briefly.
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2. What is the social value of critique papers? Discuss it briefly.

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 3. Is it reviewing the critique paper helpful? Why or why not? Explain it briefly.

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LET’S SEE YOUR PERFORMANCE!

 You are asked to make a reaction paper about a social phenomenon or current events
that you deeply care about. Have time to research about it, online or with newspapers.
Write it at the back page of this module or you can have a long bond paper and attached
it here with your name in it.
 You can choose any of the following topics if you can’t think:
 A recently calamity
 A devastating flood
 The bagong bayani or OFW
 The poverty in the Philippines
 This will be rubrics for evaluation:
 Content (50%)
 Organization (20%)
 Language (20%)
 Mechanics (10%)
 Week 3 E.A.P.P.

NAME: ________________________________ DATE: _________________

YEAR AND SECTION: ___________________

OBJECTIVES:

Enhance your critical thinking abilities in evaluating the content and structure of a concept paper.
Write your own concept paper given a specific context.

LESSON 2.1
WRITING THE CONCEPT PAPER
Have you been required to submit a concept paper prior to your research paper, and you are now wondering
how to write a concept paper? You are not alone. As a student pursuing any course at the tertiary level, it is
inevitable that before you complete your course, you will be required to do a research paper to show that you
can apply what you have been studying in your area of specialization to a real-life situation. It is one of the
most essential parts of the course requirements. Before your research paper, you will be required to come up
with a concept paper that gives an outline of your research idea. Here is an article on how to write a concept
paper.

A research paper is usually done at the very last year or semester and is vital for the satisfactory completion
of your course. You as the student are required to come up with a topic of research that you find relevant and
essential to potentially solve an existing problem or answer a controversial question in your area of study or
industry in question. Before doing your research or writing your research paper, you will need to draft a catchy
summary of what the research is about and how it contributes to the world of academia, and especially with
regards to the particular industry in question. This summary is what is known as a concept paper. The concept
paper will be read by your lecturer or supervisor who will be tasked to determine the suitability of the research
project you want to undertake. Based on their analysis and your prowess in convincing them that it is a worthy
and helpful research project, they will either give you the go-ahead to carry on with the project, suggest similar
alternative topics you can focus on, or tell you to come up with another project altogether. This article details
how to write a concept paper, but first, let us look at what a concept paper is.

CONCEPT PAPER DEFINITION

A concept paper is a document which summarizes what your project is about, why it is important, and how
you intend to carry it out. It consists of the topic under research, the hypothesis that you seek to approve or
disprove, research questions, data required, and methods of obtaining it. It is sometimes known as a proposal
or an abstract. The latter two are usually more detailed than a concept paper but often serve the same
purpose, that is, to convince the party evaluating it that the research project is worthwhile. Depending on the
research you are carrying out, your concept paper can range from 2-3 pages for a small research project to up
to 20 pages for massive research projects. As for the formatting, the spacing should be double, the font size
should be 12, and the font style should preferably be Times New Roman. If you refer to any sources while
drafting your concept paper, it is important that you cite them at the end of your document or whenever the
citation may be necessary for the process of concept paper writing.

HOW TO WRITE A CONCEPT PAPER

Writing a concept paper is the first step in writing your research project. A winning concept paper will
capture the attention of whoever is reading it and get you the results you need. Below are the steps you need
to follow to ensure that your concept paper will get a smile and a nod from the reader.

1. Come up with a research topic that genuinely interests you. The research topic should span areas that
interest you as an individual and are still relevant to your area of study or course. How do you come up
with a research topic? How to come up with a research topic
As you studied throughout your junior classes, you may have encountered certain concepts that
awoke your curiosity. These may give you ideas of what your research could be about. Alternatively,
 while randomly reading a newspaper, watching TV, reading books, and so on, you may have come
across ideas or concepts that aroused your interests. These can serve as research topics you may
consider pursuing. Personal experiences can also be good starting points when you are searching for a
topic to write about. List all the ideas you can remember or think of that you would be interested in
doing a research on. Afterward, choose the area that interests you most in the list you made as the one
in which you will carry out your research. Ensure it is a topic that is academically relevant and
researchable.
2. Write down the research questions you need to research on depending on the idea you have chosen.
You can come up with as many questions as possible. The more the questions, the longer your
research paper will be, as it will seek to answer to each of them. The questions can range from:
 Exploratory questions, where you want to find out more about the topic under study.
 Explanatory question, where your aim is to explore the relationship or lack thereof between
two or more variables, and
 Descriptive questions such as determining the averages, means, and modes of a variable or
variables in the topic under study.
3. Develop a research hypothesis from each of the research questions that you have listed A hypothesis,
also known as a thesis or theses in plural, is a tentative, usually informed or educated guess about a
certain scenario. It is referred to as ‘an educated or informed guess’ as it is based on some prior
knowledge about the topic either by some pre-known theory, or a previous research you may have
carried out. The hypothesis is what you will either prove or disprove when the research is done and
therefore, be able to draw your conclusion.
4. Identify the kind of data you need to answer these hypothetical questions and how you will gather the
data:
 Depending on the type of research you are carrying out, data that you may need may include
actual numbers, averages, and so on. Data can either be primary or secondary, qualitative or
quantitative.
 Primary data is first-hand information obtained from the ground, for example, by carrying out
interviews and site visits.
 Secondary data is second-hand information obtained from reading books, watching news,
videos, the internet, and other already documented material.
 Qualitative data is based on subjective factors such as people’s opinions, while quantitative data
is based on actual numbers and is, therefore, more objective.
5. Identify how you will analyze, interpret, and present the data Come up with conclusive and tangible
evidence to prove or disprove all the hypotheses you had stated earlier. Methods of data analysis
include the use of statistical analysis such as mean, totals, income, or the general relationship between
variables which can be enhanced by the use of graphical methods where possible. Having developed
all the above, you are now ready to come up with your concept paper, which will detail each of the
steps outlined. The following is a guideline on how to structure.

HOW TO STRUCTURE YOUR CONCEPT PAPER

Here are the major elements of a concept paper format:

1. The title page. You should begin with a title that fully summarizes what the project you are carrying out
is about. Avoid being wordy and stick to the main point.
2. Introduction and statement of the problem. This serves as the most important part of the concept
paper. You must be seeking to add value and convince the reader that you are doing so. For example,
your research should seek to solve an existing problem or provide further insights into a scarcely
researched topic. The problem should be clear. Why would you want to investigate the topic under
study, and how your research will be helpful in achieving this? Herein, you need to provide the
evidence that the research you need to carry out is necessary in that it has not been carried out before
or has not been adequately done. Here are some questions that may help you nail this element:
 What is the problem?
 Why do you feel that it is important?
 How does your study relate to or add to research that has already been done?
3. Value of the study. Outline specific groups of people who the study may benefit and how it will benefit
them.
4. A preliminary literature review. You need to back up your passion for the topic under research with
solid literature that supports the topic, for example, literature that supports the fact that further research
needs to be carried out in that area. You need to show that there exists an information gap which your
 research seeks to fill. The wider the variety of literature review you have carried out, the more solid and
convincing your concept paper will be.
5. State the research goals or objectives. This is a broad statement or statements of what the research
seeks to achieve. It should start with ‘to’ and answer the questions who, what, when, which, or how.
6. Write down all the research questions. These are important as they will direct you on every research
area, for example, the type of data to collect and how to analyze it. Make sure you have exhausted all
the questions for the research to be complete.
7. The research hypothesis. The research hypotheses stem from the research topic or the research
questions and are, therefore, easy to draft. They are a statement of the situation you anticipate based
on some prior knowledge you have, even before you carry out the research. The research seeks to find
out if these hypotheses are true or not. There should be a positive and a negative hypothesis for each
statement given. A positive hypothesis agrees with the statement in question while a negative
hypothesis opposes it. At the end of the research paper, you will either accept or reject your positive
hypothesis based on your findings.
8. State the methodology you intend to use. The research methodology states the ‘how’ of carrying out
the research. It details the research design, that is, what kind of research you intend to carry out. You
can either carry out:
 An exploratory design that seeks to expound on the area of study that you have an idea in, in
order to understand it better.
 An explanatory design that seeks to carry out an in-depth study on a certain idea that was not
tackled in-depth. It mostly requires the use of qualitative methods of data collection.
 A descriptive research that seeks to find out the relationship between two variables of data
you need. It uses analyses methods such as mean and mode.
9. A timeline for completion of each element of the research project. Undertaking a research can
take a very long time if not well planned for, and it is, therefore, important to lay out just how much time
you may need to complete each element of the research project and ultimately the whole project. In this
section, you need to set a time frame that is realistic.
10. Outline citations. Always remember to give credit to any sources you may have sourced your
information from. This can be done within the document or at the end of the concept paper.
TYPES OF CONCEPT PAPER

We use Concept paper to introduce a brief document, and to explain the importance of a particular research
project. Concept paper is usually requirements of every academic program. There are two kinds of concept
paper namely implicit and explicit concept paper.
 Implicit – implicit is, “implied or understood though not plainly or directly expressed.” Something is,
therefore, implicit when it is not directly stated but is either suggested in the wording or necessary to
effectuate the purpose. For example:
 There is a morality implicit in his writings.
 She implicitly said she likes white shoes by saying she likes all colors but tan.
 The writer may not have clearly or directly laid out a moral vision, but it is understood through
the characters, their actions, and their experiences.
 The woman states that she likes all shoe colors but tan. While she doesn’t directly say she likes
white shoes, she implicitly does because white is not tan.
 Explicit – “to fully and clearly express something, leaving nothing implied.” Something is explicit when
it is cleared stated and spelled out and there is no room for confusion, as in the writing of a contract or
statute. For example:
 The law was explicit in whose tax rates were to be raised.
 He said explicitly, you will not attend that concert.
 In both of these examples, the word explicit is used to demonstrate something that has been
clearly and unambiguously expressed or stated. There is no room for doubt because everything
is clearly and directly communicated.
 This is what separates these two words. Something is implicit when it is implied but not directly stated.
Something is explicit when it is directly stated and leaves no room for uncertainty.

 To understand it well, take a look of this example.

 esses in these locations are not
keen on leveraging on technology.
The concept will therefore
 be intended to identify the
salient factors that local businesses
can apply in leveraging on mobile
 payment methods to gain
competitive advantage.

 4. Background
 This section indicates that some
research has been carried on the
area of interest, however there
 still exit a gap
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
 introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
 complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
 researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.
How to write a simple Academic project concept paper for a classroom assignment by Dr. Lango.

A concept paper enables in putting thoughts and ideas into paper for consideration for research. It is from the
concept paper that one develops the research proposal which can either be business or academic oriented.
Most students, and especially the postgraduate students who have a mandatory requirement of undertaking
research, usually goes direct to the research proposal. Some quotas also have professed the school of thought
that a concept paper and research proposal are the same. As good as they may seem similar, they are
different in the process and presentation. The concept paper aim is to capture the thoughts and ideas while the
research proposal captures the ideas in a structured manner for approval to research. Therefore, in order to
write a simple concept paper, follow these steps:

1. Concept paper title

Every paper must have a title and concept paper is not left out as one needs to have a title that summarizes
what the paper is about. The title should be as brief as possible and to the point such that by a glance one
would know exactly the paper’s intention. Example:

“Leveraging on Mobile Payment Methods to gain Competitive Advantage by local based businesses”

2. Introduction

Introduce the concept by giving a brief on how it will contribute to the organization or company having more
opportunities as a result. Also, state your understanding of the main objective of the targeted area of
implementation clearly introducing the gap intended to be addressed. An introduction is like the sitting room of
the concept paper as it determines a lot on the person proposing the concept. During presentations, this
section also, act as the persona guide to how the rest of the presentation is preempted. Example:

Mobile payment methods have popularity with big businesses operating in large towns and cities across the
world. These payment methods enable the business customers to access their cash at the point of sale and do
not need to have physical money to complete their transactions. This study will therefore help in understanding
the mobile payment methods preferences for the local based business and how and why these preferences
have failed to prevail. The research will therefore address that gap that is viewed as the low uptake of mobile
payment methods by the local based businesses which are essentially operating in remote areas. This concept
builds upon the various insights that have been undertaken by various researchers in the business and
information technology field to bridge the gap of strategic implementation of information technology systems in
business to gain competitive advantage.

3. Need for this Study

One of the senior professors where the author teaches refer to this section as “who dies if the concept is not
implemented” and further advises that it should addresses the pertinent societal need. The need of the study
should have a concrete evidence in the sense that the source of the need must be documented and verifiable.
It is also important to look at what other scholars have done on the concept previously, and whether this is
enough to answer the questions intended for the study. Example:

It is estimated that more than 5 billion people have access to mobile phone devices and that out of this figure
about a third of the population is based in local areas. Further, the village-based businesses do not have
immediately access to the physical money banking system as they are located kilometers away. Porter (2011)
notes that in order for businesses to achieve and sustain superior performance, they must be able to
implement systems that are competitively superior. Budree and Williams (2013, September) and Namada
(2018) established that the areas with large number of low-income earners experienced low uptake
technological advancements and businesses in these locations are not keen on leveraging on technology. The
concept will therefore be intended to identify the salient factors that local businesses can apply in leveraging
on mobile payment methods to gain competitive advantage.

4. Background

This section indicates that some research has been carried on the area of interest, however there still exit a
gap that needs to filled. It is important therefore to outline several studies that have been undertake on the
topical area summarizing their conclusive evidence and relevance to the study area. A more descriptive
background will then be structured from the worldview, regional, and localized perspective. For a shorter-
version concept paper this may not count however it is important to show that some study have been done but
little research in the area of interest and how the concept seeks to solve this gap.

Several studies have concluded that mobile payment methods is one of the major factors put in place by
businesses in gaining competitive advantage, however this has also, not been achieved in remote areas. As a
result, Onyango et al. (2014) in their study on mobile phone technology and the evident performance of micro
and small enterprises, concludes that there is an impact on the use and implementation of mobile phone
technology to achieve the full business performance. In order, therefore to achieve competitive advantage,
Porter (2011) advises that the strategy implemented should be geared towards achieving full potential
competitively. Many scholars also agree that there is a significant relationship between mobile payment
methods and gaining competitive advantage to sustain an improved performance. Most also argue that the
mobile payment method of use will be dependent on the location and nature of need. The handbook by
Namada (2018) notes that the concept of organizational learning must be down-trotted to the local businesses
to learn which mobile technology suits their operations and how this technology can be leveraged to achieve
competitive advantage. The literature and conclusions from the scholars however fail to answer specific
questions that related to leveraging on mobile payment methods to gain competitive advantage for local based
businesses. Most of the studies were focused on businesses and companies in towns and cities with the area
of interest majoring on performance whether competitively or not. This study will therefore be focused on the
factors of consideration for leveraging on mobile payment methods to gain competitive advantage by local
based businesses.

5. Objectives

These are the broad and specific objectives the research seeks to answer. It should be stated starting with the
words “To” and linked to the general and the specific area where the study is to be undertaken. Both the
general and the specific objectives must be regularized to conform with the topic of the concept. Example:

The research paper seeks to achieve its general objective of leveraging on mobile payment methods to gain
competitive advantage by focusing on the following specific objectives:

1. To determine the influence of perceived risks on the use of mobile payment methods to gain competitive
advantage by local based businesses.

2. To determine the influence of M-Payment characteristics(mobility, reachability, convenience, and

compatibility) on the use of mobile payment methods to gain competitive advantage by local based
businesses.

3. To assess the influence of personal innovativeness on use of mobile payment methods to gain competitive
advantage by local based businesses.

6. Research Questions and or Hypothesis

The research can choose to answer either questions emanating from the research literature and especially
from the research objectives, or hypothesis scenarios and test at the end of the research whether they were
accepted or not. Example: Choosing research questions.

1. Does perceived risks influence the use of mobile payment methods to gain competitive advantage by local
based businesses?

2. Does M-Payment characteristics (mobility, reachability, convenience, and compatibility) influence the use of
mobile payment methods to gain competitive advantage by local based businesses?

3. Does personal innovativeness influence the use of mobile payment methods to gain competitive advantage
by local based businesses?

7. Research Methodology

This is the how of the concept and describes how the concept will be achieved once it reaches the research
level. It should define the intention on the design of research to be conducted, the population targeted, and the
type of data to be collected. Example:

The study intends to use cross sectional survey design in determining the leverage on mobile payment
methods to gain competitive advantage by local based businesses. The study will sample 478 local based
businesses registered in Kenya out of a population of 4 thousand which are mainly registered and operated in
village area settings. The study will collect both primary and secondary data, and the quantitative data
generated will be analyzed using descriptive statistics which will include percentage distribution, mean and the
frequency counts. The qualitative data from the study will undergo transcription and reported in themes and
sub-themes. The relationship between the independent and dependent variables will be explained through
multiple regression.

8. Research Timeline

This is to indicate the allocation of time for undertaking the research and breaking to specific section and finally
indicating the overall schedule of the research. Timelines are importance in concept paper as they are used to
determine the length of the research and the funding needs over the period. In academic concept papers, this
period is usually pre-defined by the various university standards and one should have a look at their university
standards on the research paper duration. The timeline must also include how the initial and final phases of the
academic project is to be achieved. This is where the difference between a research proposal and concept
paper vary, in that the concept paper lists both the research proposal and research final study timelines
while the research proposal only lists the research study timelines.

Example:

The project is expected to be completed in 17 weeks with the following indicated as the activity’s durations for
every section of the research project:

Research Section Duration

1. Title 1 week
2. Introduction 1 week
3. Need for this Study 2 weeks
4. Background 3 weeks
5. Objectives 1 week
6. Research Questions and or Hypothesis 1 week
7. Research Methodology 2 weeks
8. Data analysis interpretations and discussions 3 weeks
9. Summary conclusion and recommendations 2 weeks
10. Reviewing work for final submission 1 week

9. Reference

The reference materials used for the concept paper must be outline under the reference section following a
standard format that is approved by the university. Remember there are several formats for referencing various
articles and other academic work and only one must be used at one particular time for a standard practice.
Example: Using the APA refencing format
Porter, M. E. (2011). Competitive advantage of nations: creating and sustaining superior performance. simon
and schuster.
Namada, J. M. (2018). Organizational learning and competitive advantage. In Handbook of Research on
Knowledge Management for Contemporary Business Environments (pp. 86-104). IGI Global.
Budree, A., & Williams, K. H. (2013, September). Factors influencing the uptake of mobile banking in
developing countries: A case study of M–Pesa in South Africa. In Proceedings of 22nd Internafional Business
Research Conference (pp. 9-10).
Onyango, R. A., Ongus, R. W., Awuor, F. M., & Nyamboga, C. (2014). Impact of adoption and use of mobile
phone technology on the performance of micro and small enterprises in Kisii Municipality Kenya. World Journal
of Computer Application and Technology, 2(2), 34-42.

 How to write a simple

Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
 introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
 complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
 researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.

 Page 1 of 9
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
 prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.

 Page 1 of 9
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.

 Page 1 of 9
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
 paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
 process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
 introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
 complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
 researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.

 Page 1 of 9
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
 prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.

 Page 1 of 9
 How to write a simple
Academic project concept paper
for a classroom assignment by Dr.
 Lango.

 A concept paper enables in
putting thoughts and ideas into
paper for consideration for
research. It
 is from the concept paper that
one develops the research proposal
which can either be business or
 academic oriented. Most
students, and especially the
postgraduate students who have a
mandatory
 requirement of undertaking
research, usually goes direct to
the research proposal. Some
quotas
 also have professed the school
of thought that a concept paper
and research proposal are the
same.
 As good as they may seem
similar, they are different in the
process and presentation. The
concept
 paper aim is to capture the
thoughts and ideas while the
research proposal captures the
ideas in a
 structured manner for approval
to research. Therefore, in order to
write a simple concept paper,
 follow these steps:

 1. Concept paper title
 Every paper must have a title
and concept paper is not left out
as one needs to have a title that
 summarizes what the paper is
about. The title should be as brief
as possible and to the point such
 that by a glance one would
know exactly the paper’s
intention. Example:

 “Leveraging on Mobile
Payment Methods to gain
Competitive Advantage by local
based
 businesses”

 2. Introduction
 Introduce the concept by giving
a brief on how it will contribute to
the organization or company
 having more opportunities as a
result. Also, state your
understanding of the main
objective of the
 targeted area of
implementation clearly
introducing the gap intended to
be addressed. An
 introduction is like the sitting
room of the concept paper as it
determines a lot on the person
 proposing the concept. During
presentations, this section also, act
as the persona guide to how the
 rest of the presentation is
preempted. Example:

 Mobile payment methods have
popularity with big businesses
operating in large towns and cities
 across the world. These
payment methods enable the
business customers to access their
cash at
 the point of sale and do not
need to have physical money to
complete their transactions. This
study
 will therefore help in
understanding the mobile payment
methods preferences for the local
based
 business and how and why
these preferences have failed to
prevail. The research will
therefore
 address that gap that is viewed
as the low uptake of mobile
payment methods by the local
based
 businesses which are essentially
operating in remote areas. This
concept builds upon the various
 insights that have been
undertaken by various
researchers in the business and
information
 technology field to bridge the
gap of strategic implementation of
information technology systems
 in business to gain competitive
advantage.

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