Senior High School

English for Academic and

Professional Purposes
Quarter 1 – Module 3
Writing Concept Paper

Department of Education ● Republic of the Philippines

English for Academic and Professional Purposes - Grade 11
Quarter 1 - Module 3: Writing Concept Paper
First Edition, 2020

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 Senior High School

English for Academic and

Professional Purposes

Quarter 1 – Module 3
Writing Concept Paper

This instructional material was collaboratively developed and reviewed

by educators from public institutions. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@ deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About i

What I Need to Know i
How to Learn from this Module ii
Icons of this Module ii
What I Know iii

Lesson 1:
What is A Concept Paper?
What I Need to Know 1
What’s New: Concept Map 1
What is It: Discussion of Concept Paper 2
What’s More: Venn Diagram 4
What I Have Learned: Synthesizing Ones Learnings 4
What I Can Do: Simulation 5

Lesson 2
Three Ways of Elucidating a Concept
What’s In 6
What I Need to Know 6
What’s New: Fix Me 6
What is It: Discussion on Three Ways of Elucidating a Concept 7
What’s More: Hate Me Not 9
What I Have Learned: Synthesizing Ones Learnings 10
What I Can Do: Concept Building 11

Lesson 3
Various Kinds of Concept Paper
What’s In 12
What I Need to Know 12
What’s New: Get Me Right 12
What is It: Sample Concept Papers in Various Discipline 13
 What’s More: Comparison and Contrast 19
What I Have Learned: Synthesizing Ones Learnings 19
What I Can Do: My Novel Concept 20

Summary 21
Assessment: (Post-Test) 21
References 23
Key to Answers 24
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What This Module is About
Writing academic text is one of the 21st century skills that a student must develop.
After learning how to write a Review/Critique Paper in the previous module, you will be
introduced to another type of academic text-- the Concept Paper.
This module exposes you to the sphere of understanding the nature of a concept
paper and its salient parts and structure. As you go along this module, structured writing
activity will guide you to come up with an effective concept paper. Meaningful learning
experiences will be your tool in developing and presenting a concept paper as your
expected output at the end of the module.
The following are the lessons contained in this module:
Lesson 1 - What is a Concept Paper?
Lesson 2 - Three Ways of Elucidating a Concept
Lesson 3 - Various Kinds of Concept Papers
and Presenting Novel Concept and Project

What I Need to Know

Objectives: After going through this module, you are expected to:
1. Define what a concept paper is and identify its uses and structure.
2. Determine the ways a writer can elucidate on a concept.
3. Compare and contrast various kinds of concept paper.
4. Present a novel concept or project with accompanying visuals/graphic aids.

General Instructions
To have a good grasp of this module, do the following:
1. Read carefully the selections provided in the lesson.
2. Understand the short explanations about concept paper, ways to explain a
concept.
3. Present/Write your chosen concept of a project.
4. Write all your answers in your activity notebook.

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How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
1. Take your time reading the lessons carefully.
2. Follow the directions and/or instructions in the activities and exercises diligently.
3. Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

Multiple Choice. Choose only the letter of the correct answer. Write your answers
in your activity notebook.

1. What academic writing that tells what the project is all about, the reasons of
conducting the project as well the process of carrying it out?
A. Research Paper C. Concept Paper
B. Critique Paper D. Position Paper
2. Another name of concept paper is
A. Summary of Document C. Review
B. Document D. Report
3. Why is a concept paper necessary?
A. It gives opportunity to fund sources. C. It explains the idea clearly.
B. It document the steps orderly. D. It brings societal change.
4. Which is NOT an important part of a concept paper for academic research?
A. Statement of the Problem C. Rationale
B. Timeliness D. Budget
5. What detail should you include in writing the project description part?
A. Review of Related Studies C. Expected Outcome
B. Proponent’s Agency D. Budget
6. This way of presenting the concept uses examples to develop the ideas in the
paragraph.
A. Explanation C. Explication
B. Clarification D. Definition
7. Why do you need to include the distinguishing feature in formal sentence definition?
A. To present the unique qualities of a term.
B. To recognize it from the other terms.
C. To be different in some terms.
D. To be specific in meaning.
8. A concept paper is purposely written in order to
A. Present a feasible project worth future funding.
B. Show ones skill in conceptualizing ideas.
C. Get possible source of income.
D. Communicate ones intention.
9. You are planning to conduct a study on the “Effectivity of Online Learning on
Physics Subject to Grade 12 students. You are tasked by your Research teacher
to present a concept paper on that topic. Which format are you going to use?
A. Concept Paper for Academic Research C. Book Review format
B. Concept Paper for Project D. Thesis format
10. Synchronous learning is online or distance education that happens in real time,
whereas asynchronous learning occurs through online channels without real-time
interaction. This is an example of
A. Informal Definition C. Clarification
B. Formal Definition D. Explication

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B. Write E if the statement shows an effective way of writing a concept paper; and
N if otherwise.

1. Rino fails to indicate the page number in his concept paper.

2. Andrew included a literature review for his term paper.
3. Geryl includes in the references all journals he used but excludes the books he cited.
4. Maxine sticks to one format every time she submits concept paper to various
agencies.
5. Dally uses different style and approach in presenting the ideas in a concept paper
which is fit to the context of discipline.

iv
 Lesson
Writing a Concept Paper
1
What I Need to Know
After going through this lesson, you are expected to:
1. Define what a concept paper is.
2. Identify its salient structures and uses.

What’s New

Activity 1 Concept Map

What comes first to your mind when you read the word CONCEPT? In your
activity notebook, write your answer in the concept map below.

CONCEPT

1
 What is It

CONCEPT PAPER DEFINED

A concept paper is a summary document of a project proposal that tells what
the project is all about, the reasons for conducting the project and how it will be carried
out. This paper also provides an overview of the project, and help funding agencies
eliminate proposals that are likely to be disapproved.
It has several uses:
 Serves a foundation of the full proposal
 Determines whether the project is feasible or not
 Piques the interest of the potential funding agencies
 Obtains informal feedback on the ideas prior to preparing the full proposal.
 Helps in addressing social issues which plague our society.

PARTS OF A CONCEPT PAPER
The parts of a concept paper may also vary depending on the nature of the
project/activity when it is used in a specific discipline. Below are the two outlines of a
concept paper based on the context.
Concept Paper for a Project
Use the structure below when you want to propose a certain tangible project in
your discipline.
 Cover Page contains
 Proponent’s name
 Proponent’s contact number, email address
 Proponent’s agency
 Date of submission
 Introduction contains
 Short description of proponent’s agency, major accomplishments
and capability to undertake the proposed project.
 Reasons why the funding agency should support the project
 Rationale or Background contains
 State the problem to be solved
 State the project’s significance
 Project Description contains
 Objective of the project
 Methodology (Action Plan)
 Timeline
 Anticipated outcome
 How the outcome will be evaluated

2
  Project Needs and Cost contains
 Budget, item description and amount
 Personnel or equipment needed
Concept Paper for Academic Research
Use the structure below when you intend to present an idea or concept for a
research you want to pursue.
 Title Page contains
 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
 List of books, journals, and other resources cited in your paper

3
 What’s More

Activity 2. Venn Diagram

Using the Venn diagram, provide similarities and differences between the two
structure or format of a Concept Paper for a Project and the Concept Paper for
an Academic Research. Do this in your notebook.

Concept Paper Concept Paper

for a for an Academic
Project Research

What I Have Learned

A concept paper is an academic writing which aims to provide a summary document

of what a project or research is all about prior to its actual implementation or funding.
It also addresses societal problems since it aims to achieve solutions in a well-
planned process.
What important lesson I learned:
_________________________________________________________________
_________________________________________________________________
What I found out:
_________________________________________________________________
_________________________________________________________________

4
 What I Can Do

Activity 3 Simulation
Imagine that you are the SK Chairman in your barangay during this time of COVID-19
pandemic. You want to propose a hand washing area to be installed in the local
terminal in your barangay as one of the prescribed protocols. However, your SK funds
for this year cannot suffice the project’s completion. Present a short description of
this project to a private institution in order to obtain funds for this noble cause.
Write your answers in your notebook following the format below.

____________________________
Project Title

Short Description:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Cost Estimates:
_________________________________________________________________
_________________________________________________________________

5
 Lesson
Three Ways of Elucidating
2 a Concept

What’s in
In the previous lesson, you have learned what a concept paper is and
eventually understood its uses. You also need to know that a concept of your project
or research must be well explained in order for it to be sensible. As a writer, your next
step is to learn the different ways in explaining the nature of a concept.

What I Need to Know

After going through this lesson, you are expected to determine the
ways a writer can elucidate on a concept.

What’s New

Activity 1 Fix Me!

Arrange the jumbled letters to form word. Use the synonym in parenthesis as
your guide in unlocking the word. Write your answer in your activity notebook.

1. T I O N F I D E N I ___________________ Hint: meaning

2. R I F I T I O N C L A C A __________________ Hint: clearing up
3. C A E X P L I T I O N __________________ Hint: explanation

6
 What is It

Three Ways in Elucidating a Concept

Before writing a concept paper, you must first learn how to explain your concept
of your project or research. Basically, there are three ways of explaining a concept.
1. Definition – explaining the concept by answering, “What does it mean?” This
makes of an illustrations, examples, and description to clarify the term. A definition
can be done in three ways:

a. Informal Definition – giving of a parenthetical or brief explanation.

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

and nuts.

b. Formal Definition - giving of the term to be defined, the category, and the
quality that makes the term different from other terms in the same category

Example:
Vitamin E is a light yellow fat-soluble vitamin that acts as anti-oxidant.
(term defined) (category of the term) (quality)
Biology is a branch of science that studies living organisms.
(term defined) (category of the term) (quality)

c. Extended Definition – is a detailed way of defining a term and is usually a one

paragraph. It incorporates various patterns of formal, informal, comparison and
contrasts, narration, description, classification, cause and effect to explain a
concept.

Example:
First described in 1907 by Alos Alzheimer, a German pgysician,
Azheimer’s disease is an adult-onset neurological disorder of unknown etiology
(cause) manifested by loss of memory, impaired thought processes, and
abnormal behavior. When the illness begins before the age of 65, it is termed
Alzheimer’s disease; when onset is after 65, it is referred to as senile dementia
of the Alzheimer’s type.

7
 Signal Words for Definition
The following signal words are useful when explaining a concept by definition.

as defined, for example, for instance, is defined as, means,

such as, to define, to illustrate

1. Explication – is a method of explanation in which sentences, verses, quotes,

or phrases are taken from a literary or academic work then interpreted and
explained in a detailed way. You may begin by analyzing how the text was
constructed and end with a concise conclusion by restating your major arguments.
Explication not only illuminates a piece of literature, but also serves to remind the
readers about its historical setting and formal properties of style and language.

Example:
In the final stanza of his poem The Road Not Taken, Frost talks about
his dilemma of coming upon two diverging paths, and not knowing which one to
choose. The third line is very important, as it delivers an idea of choosing between
the two divergent paths.

The tone in this stanza shifts from regretful to optimistic. The two roads
symbolically represent individual choices. The mood is neither depressed nor
unhappy, but the poet sighs because he knows what the complexities our life may
have for him. Whether he has chosen a right or a wrong path, it has a compelling
impact on his life. The phrase “less traveled” suggests the theme of individualism.
From: The Road Not Taken (by Robert Frost

2. Clarification – it is a method of explanation in which the points are organized from

a general abstract idea to specific and concrete examples. The analysis of the
concept is done by looking at the examples and specifying its characteristics.

Signal Words for Clarification

After all for instance namely that is
As an example in other words put another way to be specific
Consider the following example in particular specifically
To clarify for example in short stated differently

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

What’s More

Activity 2 Hate Me Not!

Read the paragraph below and answer the questions that follow.

Anger is having a feeling of hatred toward someone or something. It is

one of our basic emotions and can be most dangerous if it is not carefully controlled.
A person can become angry when he cannot fulfill some basic needs or desire that
is important to him. For example, a child may become angry when he cannot play
outside with his friends. An adult may become angry when he does not receive a
raise in pay that he expected. Mentally, anger can interfere with our thoughts,
making it difficult to think clearly. Physically, it may cause violent reactions in our
muscles and in the nervous system. This causes an angry person to flush and
tremble and to show other signs of disturbance. A person can be dangerous if he is
in an angry mood because he can develop feelings of hostility and hatred toward
another person, which can then often turn violent.

Source:
https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/english/075s
ample_paragraph_definition.pdf

9
Questions:
1. What concept is being explained in the above paragraph?
2. What examples are given to explain the concept?
3. Do these examples reflect realities in life?
4. In what way is the concept of the paragraph being explained?

Activity 3 Let’s Get Formal

Write a formal definition of the following terms:

1. Internet
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Social media
__________________________________________________________
__________________________________________________________
__________________________________________________________

What I Have Learned

I learned from this topic that…

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I want to say about the lesson:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What I found out:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 What I Can Do

Activity 4. Concept Building

Think of any topic of your interest. Explain your idea or concept using one of
these ways: by definition, explication or clarification. Provide an illustration or
drawing of that concept you want to expound. Your concept presentation will
be rated using the rubric below.

Rubrics for Rating Your Concept Presentation

Partially
Evident
Features of the Concept Presentation Evident
5 pts.
2 pts.
The introduction covers the background for the concept and
the thesis statement.
The paragraphs of the body explain, explicate, or define the
concepts.
Each paragraph uses at least two supporting details to
clarify the concept.
The conclusion presents the summary of the concept paper
and restates the thesis.
Adequate transitions make sure that paragraphs and ideas
in the sentences are connected and organized.
Uses simple language in order for the reader to easily
understand the piece.
The essay is free of grammatical errors and all sources were
listed in the reference.
The illustration presented enhances the concept
explanation.
(Adapted from: EAPP ADM)

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 Lesson
Various Kinds of
3 Concept Paper

What’s in

You have learned from the previous lesson the three ways of elucidating a
concept: definition, explication and clarification. With this knowledge, expounding
your concept becomes easy which eventually make your concept paper effective to
your readers. In the next lesson, you will read sample concept papers in various
disciplines. Compare and contrast the style, how the ideas are presented and note the
language used.

What I Need to Know

After going through this lesson, you are expected to:
1. Compare and contrast various kinds of concept papers.
2. Present a novel concept or project with accompanying
visuals/graphic aids.

What’s New

Activity 1. Get Me Right

Arrange the jumbled letters to form a meaningful word. These words represent
the disciplines in which concept papers are used. Write the word in your
activity notebook.
1. A R I G C U LT R U E

2. S H E R F I Y

3. B U S N E S S I

4. N O I G I L E R

5. S C I T I L O P

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 What is It

Various Kinds of Concept Papers’

Explaining a concept is one way of enhancing one’s communication skill. In
whatever fields of discipline you are in, the idea of explaining a concept well is a useful
tool in improving relationship, in the workplace, as a citizen of your country, and across
your lifetime. Below are the samples of concept paper used in the different fields
of discipline. While reading, note also on the format used, how the concept is
presented, and the language use.
Sample 1

Project Overview
L2 pedagogy and research have considerably experienced shifts that continue
to bring about new and perennial concerns, the first of which is the divergence
between practitioners and theorizers. This problem resulted in the struggle of teachers
in accommodating and integrating technical knowledge to their own embedded
teaching framework; hence, they employ various methods and approaches which they
feel are more practical and effective based on their own teaching experiences and
classroom realities. Also, teachers employ eclecticism which seemed to be
unsystematic, uncritical, and unprincipled as it reaches classroom level
(Kumaravadivelu, 1994) because “it offers no criteria according to which we can
determine which is the best theory, nor does it provide any principles by which to
include or exclude features which form part of existing theories or practices” (Stern,
1992, p. 11). Another issue directly linked to the divergence between the theorizers
and the practitioners is the lack of models consolidating the recent theoretical and
empirical research findings which will guide the teachers in employing sound teaching
practices (Brandl, 2002). The lack of such model may be the factor that prompted
language teachers to practice teaching without due regard for current beliefs in
language teaching and learning for the reason that they teach the way they were
taught (Borg, 2003).
Teacher’s skills are also an issue. Though teachers are capable of creating
curriculum, learning experiences, assessment to diagnose the needs, weaknesses,
strengths of the students (Wiggins and McTighe, 2005), their skills are sometimes
questioned particularly the nonnative English teachers. As what Dat (2008) has
pointed out many teachers from Southeast Asia are incompetent language users and
pedagogically unskilled.
The overwhelming cognitive orientation in contemporary L2 pedagogy has
been criticized by putting much emphasis on the language itself and not L2 in use

13
(Matsuka & Evans, 2004); in short, developing language proficiency is treated as the
ultimate goal of any language course. This leads to the next issue which is the lack of
emphasis on, along with the difficulty in, developing the learner’s pragmatic and
sociocultural competence in the context of L2 classrooms (Trosborg, 1995).
With the introduction of new pedagogical concepts, learning process, and
information and communication technology, it is imperative to develop a teaching
framework that would reflect the most current and generally accepted second
language learning principles and integrate them with practical knowledge. Since
current trends in language teaching and materials design are evolutionary rather than
revolutionary (Nunan, 1999), this paper does not intend to reject previously-held, tried,
and tested practices but to add value to what is already existing by consolidating the
most recent and established principles and communicate them clearly for practical use
particularly in materials preparation. As Omagio-Hadley (1993) has pointed out, the
mere proliferation of L2 research which is sometimes contradictory would just lead to
confusion unless the results are integrated and well communicated.
And since the study will be conducted in the context of a developing country,
the findings of the study will potentially contribute to the field of language teaching in
the Southeast Asian region by offering a framework that integrates both the
sociocognitive and transformative aspect of language teaching and learning. This
paper, through the developed framework will help teachers expand their repertoire of
techniques and best practices to effectively deal with the learners’ individual
differences; consequently re-skilling them.

Design and Methodology

This study will primarily use qualitative research combined with some
quantitative measures (Tashakkori & Teddlie, 2002). Such method will provide the
best opportunites for generating new and creative ideas (Jaccard & Jacoby, 2010).
Specifically, the development of the teaching framework will be anchored in the
grounded theory (Glaser, 1922; Glaser & Strauss, 1967) through analysis of recent
literature and studies from the top TESOL and applied linguistics journal.
Consequently, the framework that will be developed will be validated from both
theoretical (researcher-theorizers) and practical perspectives (practitioners) to ensure
utmost applicability and usability.
The following instruments will be used for validation of the framework: rating
scale for researcher-theorizers validation, semi-structured interview for experienced
teachers’ (practitioners) validation, and actual classroom teaching with observation.
There will be five experienced teachers and five researcher-theorizers who will
validate the framework. Moreover, such triangulation will be used to obtain a full
picture of what is being investigated (Mackey & Gass, 2006).

14
Draft Budget
Materials, Reproduction, Data Collection PhP 100,000.00
 Digital Recorder w/ rechargeable battery
 Bond paper (short)
 Bond paper (long)
 Computer ink (BCI 830, black)
 Miscellaneous (Pens, Pencil, Folder, CDs
rewritable)
 USB flashdrive
Validator’s Token (in kind) PhP 50,000.00
Transcriber’s Fee PhP 50,000.00

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

Timetable for Completion

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

15
 Sample 2

CONCEPT PAPER FOR SEQUIM “ART HOUSE”

September 7, 2017

One of the overall goals of the Sequim Arts Advisory Commission is to foster
more artistic related activities and opportunities in the downtown area, specifically
around the City Hall Plaza. The Arts Commission has overseen lobby displays; plaza
displays, events and activities (ie concerts, dances); Downtown activities (ie Keying
Around); and placement of art pieces at City Hall and on the Plaza. We also recognize
that our community has a wealth of talented writers, thespians, musicians and artists
of all kinds living in and around Sequim.

Statement of Need: One of the opportunities missing in our area are small,
workable and economical space for art classes, demonstrations, gatherings and
lectures. We have talked to local artists who would be interested in an economical,
centralized location to hold classes or to use as a studio. While there are facilities (ie
OTA, Guy Cole, Sunland, Grange, Pioneer Park) in the area, scheduling a short lived
series of classes and/or small meetings, demonstrations or lectures in these spaces
is not always a viable option. Usually smaller spaces are all that is needed along with
easy access to water, restrooms and a central location are important.

The Concept: This proposal is to consider creating an “Art House” in the City
owned building located at the SE corner of Spruce and Sequim Ave. (the former
temporary City Hall). Currently we know the building is basically empty except for
some identified storage areas. It is not being used and the space would be ideal for
use by individuals and smaller groups for classes and/or meetings. It is our
understanding that the cost to hold this property is currently being completely covered
by the City. Some of the options this space could be used for include: studio space for
artists, drawing or painting classes; writing workshops; music instruction (we could
provide a piano from Keying Around); social gatherings; demonstrations, meetings or
presentations for various groups. The options are limitless. Since the building has
water, bathrooms, a minimal kitchen and one larger space with smaller rooms around
the center core, a combination of storage and classes could be accommodated.

Financial Concept: We would need to establish a base hourly fee to cover

utilities based on a 30% to 50% usage (est. 15 to 23 hours/week). The assumption
here is that the utility "holding" costs would be minimal – based on current figures. The
User would then be charged a fee based on their scheduled hours. See Cost
Estimates

Examples of usage for an Art Class: The User would identify the length of the
class time (# hours), calendar dates, duration of the class and would be able to
schedule space on a master calendar. The fee would be based on space and time

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usage. They could enroll as many students as they wanted up to the established
capacity for each type of class and charge whatever they wanted for their fees. The
goal is to have the User realize their fees and cover the facility expenses. City
responsibility would be to • provide tables and chairs for all classes/events • draw up
agreements between the City and the User and • develop a facility rental system to
handle User scheduling Attachment 1 Item No. 4 • require payment of fees in advance
to the City of Sequim The Users would be responsible for any necessary promotions.
Any promotions could also be made available on the City website and the tourism
website.

Murals & Student Involvement: To make this a visible part of the Sequim central
core Arts Project, we would like to work with the Sequim High School art classes to
design and execute wall murals surrounding the building. While creating a unique
venue, wall murals fit with the concept of murals on other locations downtown and
provide a focus while involving students in the execution.

Grant Possibility: If the City were to support this concept by providing the
building for use based on reimbursement of basic holding expenses, we would be able
to list the City as an in-kind participant in this project for Grant Application purposes.
Several of the State Arts grants look for participation from municipalities as a criteria.
Grant applications would not be limited to the State. We would work with the Olympic
Foundation to identify other grant options and would also look at our local resource
grantors.

Cost Estimates : Based on initial information provided by the City Current:

$250/month Electric, Sewer & Water (no est. for janitorial) For budgeting purposes,
we are using a figure of $350/month or $87.50/week or $17.50/day based on a 5 day
week.

Rental Fee Options: Initial rates based on holding costs and other facilities. Assuming
most classes/events would probably be 2 to 3 hours in duration, it is possible that 2 or
3 different classes/events could take place each day. Due to the general configuration,
it is doubtful that more than one class/event could take place at the same time
however. Options below are for the large room, set with tables and chairs. Smaller
rooms, if used could be cost separately. Below are 3 different approaches to fees.

Option 1: Daily Fee of $35.00 for up to 3 hours; $65.00 for 3 to 8 hours. This would be
charged to each separate class/event scheduled per day. Multiple rentals on one day
would need to be monitored to ensure adequate space utilization and/or spacing.

Option 2: Hourly Fee of $15.00 would be good for 1 or 2 hour meetings/events.

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Option 3: Sliding Scale Hourly fee of $17.50 would be charged for event up to 3 hours
in duration ($52.50 max.); A flat fee would be charged for events over 3 hours, ie
$65.00 for 3 to 6 hours; $85.00 for 6+ hours/day.

All fees would be based on the Renter being responsible for clean-up of space; return
to readiness for next group. Time blocked would include a grace period of 15-30
minutes prior to and post for arrival Attachment 1 Item No. 4 for basic set up and
striking of supplies, etc. and could be structured to accommodate specific class/event
requirements. Renters not complying could be charged a janitorial fee and subject to
monitoring for continued usage (spelled out in agreement).

Current Usage: With this program, the goal would be to adequately cover the
holding expenses and build a small reserve fund. After a 3 month operational fund is
realized, it is proposed that all additional funds received above the monthly cost would
be transferred to a general fund managed by the CAAC for art projects/purchases
and/or “arts” events in and for the City of Sequim. This could include purchased
artwork/sculptures; sidewalk enhancements; special improvements to local downtown
areas ie Seal Park; Plaza events ie dances, concerts.

Summary: We know this “concept” has been fairly detailed, but felt it should be
to show the tremendous possibilities such an “Art House” could provide the City.
Having this space as a supplemental, small, affordable rental space for social
gatherings or meetings alone will enhance availability for many, but adding the focus
on our arts community will show again, that Sequim believes that the Arts – all forms
– are important to the overall culture and fabric of our community.

This type of “Art House” is not something we can accomplish without the support
of the City. We hope you will consider this and the positive impact it could have to
reinforcing the City Hall Plaza core as the “HEART” of Sequim. (Not a bad name for it
either!) Thank You for your consideration of this concept.

Sharon DelaBarre
Sequim City Arts Advisory Commission

Source:https://www.sequimwa.gov/DocumentCenter/View/9574/Item-4-Art-House-
Attachment?bidId=

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 What’s More

Activity 2. Comparison and Contrast

Compare and contrast the concept paper from different fields of discipline. Use
the given template to answer the necessary information asked for. This will
guide you on discovering how each concept paper is organized to fit it the field
of context.

Concept What kind of In what field of How would you Describe the
Paper Sample concept discipline is describe the language use
# paper is the concept style and on each type
presented? paper approach of of concept
(Concept applicable? the paper.
Paper for presentation of
Project or ideas?
Academic
Research)

What I Have Learned

Using the sample chart below, reflect on the learning that you have gained after
taking up this lesson. Do this in your notebook.

What were your misconceptions about What new or additional learning have
concept paper prior to taking up this you had after taking up this lesson in
lesson? terms of skills, content, and attitude?

I thought I learned that…

19
 What I Can Do

Activity 3. My Novel Concept

Based on what you have learned about a concept paper, present a creative and
informative article about the top 5 reasons why and how concept papers can
contribute to societal change. Provide specific scenarios or various statistics to
support your answer. Add appropriate links and videos to your article. Your
presentation is rated using the rubrics below.
Content Guide Questions Score (1-5)
1. Does the paper clearly provide an
overview of the project or research?
2. Does the paper state the significance
of the project?
3. Are the claims supported by facts and
statistics?
4. Are the objectives and goals clear?
5. Are references properly cited?
Organization 1. Does the paper use organizational
patter and structure appropriate for
the genre?
2. Are the ideas correctly placed which
improves the paper’s organization?
3. Is the flow of ideas smooth and easy
to read?
Style 1. Does the paper showcase the writer’s
voice?
2. Does the paper use language
appropriate to context?
3. Does the paper use variety of
sentence structure?
Visual 1. Does the video introduced the details
Presentation of the concept paper in an effective
manner or style?
2. Does the video showcase the writers’
voice and support important
concepts of the presentation?
TOTAL SCORE

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Summary
To summarize, the entire Module 3 of this subject has taught you to understand
one of the academic writings which is a concept paper. Moreover, you have learned
its salient parts as well as its contents. Without knowing, you have developed your
writing skills and styles by the knowledge of definition, explication and clarification, the
ways of developing a concept effectively. After all, you were able to present a novel
concept or project you have in mind with the integration of visuals and graphics.
Congratulations for finishing the task!

Assessment (Post Test)

A. Choose only the letter of the correct answer. Write your answer in your
notebook.
1. What academic writing that tells what the project is all about, the reasons of
conducting the project as well the process of carrying it out?
A. Research Paper C. Concept Paper
B. Critique Paper D. Position Paper

2. Another name of concept paper is

A. Summary document C. Review
B. Document D. Report

3. Why is a concept paper necessary?

A. It gives opportunity for fund sources C. It explains ideas clearly.
B. It documents the steps clearly. D. It brings societal change.

4. Which is NOT an important part of a concept paper for academic research?

A. Statement of the Problem C. Rationale
B. Timeliness D. Budget

5. What detail should you include in writing the project description part?
A. Review of Related Studies C. Expected Outcome
B. Proponent’s agency D. Budget

6. This way of presenting the concept uses examples to develop the ideas in the
paragraph.
A. Explanation C. Clarification
B. Explication D. Definition

7. Why do you need to include the distinguishing feature in formal sentence

definition?
A. To present the unique qualities of a term.
B. To recognize it from the other terms.
C. To be different in some terms.
D. To be specific in meaning.

21
 8. Which of the following is a purpose of writing a concept paper?
A. To present a feasible project worth future funding
B. To show ones skill in conceptualizing ideas
C. To get possible source of income
D. To communicate ones intention

9. Which of the format should you use if you are planning to conduct a study on
the “Effectivity of Online Learning on Physics Subject to Grade 12 Students?”
A. Concept Paper for Academic Research C. Book Review format
B. Concept Paper for Project D. Thesis format

10. This type of definition makes use of a parenthetical explanation.

A. Informal definition C. Clarification
B. Formal definition D. Explication

B. In your notebook, write E if the statement shows an effective way of writing a

concept paper; and N if otherwise.

1. Rino fails to indicate the page number in his concept paper.

2. Andrew included a literature review for his term paper.
3. Geryl includes in the references all journals he used but excludes the books he
cited.
4. Maxine sticks to one format every time she submits concept paper to various
agencies.
5. Dally uses different style and approach in presenting the ideas in a concept paper
which is fit to the context of discipline.

22
References
Books

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

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Learner’s Material. Quezon City. Department of
Education. 2016

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Teacher’s Guide. Quezon City. Department of
Education. 2016

Gabelo, Nerissa, and Geron, Cristina. Reading-Writing Connection for the 21st Century
Learners for Senior High School. Malabon City. Mutya Publishing House, Inc.
2016.

Valdez, P. English for the globalized classroom series. English for Academic &
Professional Purposes. The Phoenix Publishing House Inc. 2016

Website Content
Dela Barre, Sharon. Concept Paper for Sequim “Art House”. Accessed June 20, 2020.
https://www.sequimwa.gov/DocumentCenter/View/9574/Item-4-Art-House-
Attachment?bidId=

Google. “Anger”. Accessed June 20, 2020

https://www.google.com/search?rlz=1C1CHBD_enPH787PH787&source=univ
&tbm=isch&q=https://www.sinclair.edu/centers/tlc/pub/handouts_worksheets/e
nglish/075sample_paragraph_definition.pdf&sa=X&ved=2ahUKEwjrvJSV4JDq
AhVNVN4KHZHRBi4QsAR6BAgDEAE&biw=1366&bih=657#imgrc=9Alft-
IAPPl0RM

Google. “Internet”. Accessed June 20, 2020.

https://searchwindevelopment.techtarget.com/definition/Internet#:~:text=The%
20Internet%2C%20sometimes%20called%20simply,to%20users%20at%20oth
er%20computers).

Google. “Social Media” Accessed June 20, 2020

https://www.investopedia.com/terms/s/social-
media.asp#:~:text=Social%20media%20is%20computer%2Dbased,quick%20e
lectronic%20communication%20of%20content.

Google. “Literary Devices. Definition and Examples of Literary Terms”.

Accessed June 18, 2020. https://literarydevices.net/explication/

McMurrey, David. “Extended Definition: Just What Does that Mean?.” Accessed
June 18, 2020. https://www.prismnet.com/~hcexres/textbook/def.html

23
 Key to Answers

Module 3 Writing Concept Paper

Lesson 1
What I Know What’s New What I Can Do
Activity 1 – Answers may vary. Activity 3 – Answers
10. B vary
9. A
8. A
7. A
Idea, term, word, meaning
6. B
5. C
4. D
3. A
2. A
1. C

5. E
4. E
3. N
2. E
1. N
Test B.

24
 25
1. Anger
2. A child become angry when he cannot play outside with his friends.
An adult may become angry when he does not receive a raise in pay that
he expected.
3. Yes
4. Extended Definition
What’s More Activity 2
1. Definition
2. Clarification
3. Explication
Activity 1 Answers may vary
What’s New What’s More
Lesson 2
Concept
Paper for Cover Page
an Concept
Academic Background of Paper for a
Research the Study Project
Introduction
Context & Rationale Project
Participant Description
Statement of
the Problem Project
Data
Analysis Needs &
Scheme Reference Cost
Lit. Review Methodology
Differences Timeline Differences
Similarities
Activity 2
What’s More
 26
Ideas are
Informal presented by
topic with subject
2
headings Arts Project
Ideas are presented
by topic with
Formal Subject Headings Education Academic Research
1
paper.
concept ideas? applicable? e Research)
type of presentation of paper Sampl Project or Academic
use on each and approach of the the concept Paper (Concept Paper for
language describe the style of discipline is pt paper is presented?
Describe the How would you In what field Conce What kind of concept
What’s More . Activity 2
1. Agriculture
2. Fishery
3. Business
4. Religion
5. Politics
vary
Activity 4 – Answers Activity 1
What I Can Do What’s New
Lesson 3
1. Internet is a world-wide system of computer networks in which users at any
one computer can get info from any other computer.
2. Social Media is a computer-based technology that facilitates the sharing of
ideas, thoughts, and information through the building of virtual networks
& communities.
Activity 3
 27
1. C
2. A
3. A
1. N
4. D
2. E
5. C
3. N
6. C
4. E
7. A
5. E
8. A
9. A
10. B
B A
Assessment (Post Test)
For inquiries or feedback, please write or call:
Department of Education – Alternative Delivery Mode (DepEd- ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1,

Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
Email Address:

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