St.

Mary’s College of Marinduque

Boac, Marinduque

Integrated Basic Education Department

SY 2022 – 2023

I. Title
Subject English for Academic and Quarter Second Module # 1
Professional Purposes
Level Grade 12 Duration 1 week Day 1-7
Topic: Writing A Balanced Review/ Reaction Code CS_EN11/12A-
EAPP-Id-f-11-18
Paper/Critique CS_EN11/12A-
Various Kinds of Concept Papers EAPP-Ig-j-19-24

II. Objectives
Distinguish the characteristics of a good review/reaction paper/critique;
Compare and contrast sample reviews;
Evaluate a review/reaction paper/critique; and
Write a balanced review/reaction paper/critique.
Distinguish the similarities and differences of concept papers from various disciplines;
Identify the specific field of discipline of the given sample concept papers;
Evaluate the effectiveness of a sample concept paper;
Create a concept paper related to one’s Track or Strand; and
Present one’s concept paper creatively.

II. Discussion/ Broadening of Concept

Lesson 7: Writing a Balanced Review/Reaction Paper/Critique

Guidelines for Writing the Reaction Paper/Review/Critique

1. Value Communicated
a. Sound critical judgment
b. A fair and balanced assessment of situations or events, people and things

2. Basic Content
a. Ranges from an off-hand gut reaction, favorable or unfavorable, merely expressive
of emotion to a more rational impersonal critical analysis that seriously
communicates some value, ethical or moral, some hidden or forgotten truth, and
some aesthetic delight
b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation,
a speculation
c. In general, the content would include the following topics:

2.1. For human situations:

a.) A brief description of the event
b.) People involved, their roles and contributions
c.) Other driving forces, in the open or hidden and unsuspected
d.) Implications and consequences
e.) Assessment and prognostication
f.) Some offered solutions

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 2.2. For cultural affairs, people, works, performances:
a.) The central purposes of the event or product
b.) The means, devices, strategies employed to achieve the purposes
c.) An evaluation of the achievement: success or failure
d.) The significance (if any) beyond mere entertainment of the event or product in
ethical and/or aesthetic terms, its timeliness and/or timelessness
3. Modes of Ordering (Any of the following):
a. From the event/performance/artifact/work presented and described/narrated in
themselves to the writer’s critical evaluation of the entire event, show or work in a
sequence of its elements
b. Discussion that intersperses critical comments between mention or description of the
details of the event, show or work
c. From a cover statement giving an over-all judgment of the event, show or piece to a
discussion of each angle, aspect or element of the event, show or work illustrating or
providing evidence for the evaluative cover statement

4. Basic qualities of a Good Reaction Paper

a. Gives a fair and balance social commentary
b. Provides relevant and accurate factual information on the situation
c. Exhibits by means of thorough and in-depth analysis an appreciation of context
(including time, place, people, involvement, their motivation, and actuations)
d. Makes a clear distinction, through language, between what is actual and what is
probable or possible
e. Exhibits a deep sense of humanity and an understanding of the human situation
even while expressing disapproval or disagreement most intensely

Lesson 8: Various Kinds of Concept Papers

A concept paper is a short summary of what the project is and why it is important and how it
is carried out. It serves as a prelude to a full paper. It aims to objectively inform the reader about the
idea or concept. It is an embodiment of your ideas on a certain topic.

A concept paper provides a concise summary of the key elements of a funding request for the
purpose of soliciting feedback and/or buy--in from prospective funders, prospective partners, and
other potential stakeholders.

A concept paper should follow any technical specifications provided by the funder. If no
specifications are provided, you may use the following:

Match the formatting of the funder’s full proposal specifications OR

– 1” margins
– single--spaced
– 11 pt Arial
– 0.25” left indented, fully justified paragraphs
— Bold headings where appropriate

The parts of a concept paper may vary depending on the specifications of the funding
agencies, or nature of the concept paper as used in a specific discipline. When a concept paper is
used as a prelude to a full-blown research, the following parts may be present:

Title Page contains

Research title
Name and school
Date of submission

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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

When you want to write a concept paper for a project proposal, you must follow the
specifications given by the funder or if there is none the following parts should be present:

1. Introduction
Introduce your idea and identify the program or opportunity you think is a good fit. Demonstrate
that you understand the mission of the funding agency and the types of projects that they support.
Identify how your project meets the goals of the funder. Identify any other funders that will be involved
and their interest in the project where appropriate. Introduce the question, problem, or
need to be addressed.

2. Purpose/Need
Briefly provide supporting documentation for the importance of addressing this question,
problem, or need. If you have statistical data, use it. Cite significant and compelling sources. Why
does this project matter? Make sure you cite or refer to what others have accomplished relative to
your project.

3. Project Description
Concisely describe what you plan to do, your approach, who benefits and potential impacts.

4. Goals/Objectives/Aims/Research Questions
Outline your goals, objectives/aims, and research questions. Goals are simply a clearer
statement of the vision, specifying the accomplishments to be achieved if the vision is to become real.
The target objectives/aims are clearer statements of the specific activities required to achieve the
goals.
A goal is a statement describing a broad or abstract intent, state or condition. An objective
is a statement of action or intent to achieve measurable outcomes that relate to the goal.

MRS. JELLIE O. ANAYA EAPP12-Q2-M1 Page 3 of 6

5. Methods and Timeline
Briefly describe how the project be carried out, providing sufficient detail to allow the reader to
assess feasibility and likely impact but not so much detail that the reader is overwhelmed. Make sure
the methods and timeline are explicitly related to the goals and objectives.

 Expected Outcomes/Benefits (and often Evaluation)

 Budget/Needs & Requested Support
 Contact Information

References
 Department of Education. Curriculum and Instruction Strand. K to 12 Most Essential Learning
Competencies with Corresponding CG Codes.
 Department of Education. English for Academic and Professional Purposes. (2016). Teacher’s
Guide. First Edition.
 Department of Education. English for Academic and Professional Purposes. (2016). Reader.
First Edition.
 Sample Article Critique_Neutral.pdf. Retrieved from writingcenter.ashford.edu. Retrieved date
August 7, 2020.
 Concept Paper. 16th ASEF University “Public Health and Vulnerable Groups: Access to Quality
Health Care Services” (2010) Retrieved from www.asef.org. Retrieved date August 24, 2020.
 Concept Paper Best Examples. Retrieved from www.slideshare.com Retrieved date August 24,
2020.
 Developing a Concept Paper and Contacting a Program Officer (January 2016). Retrieved from
www.twu.edu Retrieved date August 24, 2020.
 Initial Poverty and Social Analysis. Retrieved from www.adb.org. Retrieved date August 24,
2020.

MRS. JELLIE O. ANAYA EAPP12-Q2-M1 Page 4 of 6

 ACTIVITY SHEETS

Name: ___________________________ Subject: _______________________

Grade/Level: ______________________ Teacher: _______________________

I. Instruction: Read the text entitled, “The Digital Divide: The Challenge of Technology and Equity”.
Then, react to the text by answering the guide questions presented below.

The Digital Divide: The Challenge of Technology and Equity

(1) Information technology influences the way many of us live and work today. We use the
internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore
areas of interest. We use E-mail and internet to communicate instantaneously with friends and
business associates around the world. Computers are commonplace in homes and the
workplace.

(2) Although the number of internet users is growing exponentially each year, most of the
world’s population do not have access to computers of the internet. Only 6 percent of the population in
the developing countries are connected to telephones. Although more than 94 percent of U.S
households have telephones, only 56 percent has personal computers at home and 50 percent has
internet access. The lack of what most of us would consider a basic communication necessity -the
telephone-does not occur just in developing nations. On some Native American reservations only 60
percent of the residents have a telephone. The move to wireless connectivity may eliminate the need
for telephone lines, but it does not remove the barrier to equipment costs.

(3) Who has internet access? The digital divide between the populations who have access to
the internet and information technology tools and those who don’t is based on income, race,
education, household type, and geographic location, but the gap between groups is narrowing. Eighty-
five percent of households with an income over $75,000 have internet access, compared with
less than 20 percent of the households with income under $15,000. Over 80 percent of college
graduates use the internet as compared with 40 percent of high school completers and 13 percent of
high school dropouts. Seventy-two percent of household with two parents have internet access; 40
percent of female, single parent households do. Differences are also found among households and
families from different racial and ethnic groups. Fifty-five percent of white households, 31 percent of
black households, 32 percent of Latino households, 68 percent of Asian or Pacific Islander
households, and 39 percent of American Indian, Eskimos, or Aleut households have access to the
internet. The number of internet users who are children under nine years old and persons over fifty
has more than triple since 1997. Households in inner cities are less likely to have computers and
internet access than those in urban and rural areas, but the differences are no more than 6 percent.

(4) Another problem that exacerbates these disparities is that AfricanAmerican, Latinos, and
Native Americans hold few of the jobs in information technology. Women about 20 percent of these
jobs and receiving fewer than 30 percent of the Bachelor’s degrees in computer and information
science. The result is that women and members of the most oppressed ethnic group are not
eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degree in
computer science were offered the highest salaries of all new college graduates.

(5) Do similar disparities exist in schools? Ninety-eight percent of schools in the country are
wired with at least one internet connection. The number of classrooms with internet connection differs
by the income level of students. Using the percentage of students who are eligible for free lunches at
a school to determine income level, we see that the higher percentage of the schools with more
affluent students have wired classrooms than those with high concentrations of low-income students.

(6) Access to computers and the internet will be important in reducing disparities between
groups. It will require higher equality across diverse groups whose members develop knowledge and
MRS. JELLIE O. ANAYA EAPP12-Q2-M1 Page 5 of 6
skills in computer and information technologies. The field today is overrepresented by white males. If
computers and the internet are to be used to promote equality, they have to become accessible to
schools cannot currently afford the equipment which needs to be updated regularly every three years
or so. However, access alone is not enough; Students will have to be interacting with the technology
in authentic settings. As technology has become a tool for learning in almost all courses taken by
students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally
relevant ways, all students can benefit from its power.

Source: English for Academic and Professional Purposes Learner’s Material, DepEd, 2016

Questions:

a. How can the internet be used in “culturally relevant ways?”

b. In the Philippines, have students benefitted much from information technology?
c. Can computers and internets bridge the gaps in educational achievements between the rural
and urban schools in the Philippines?
d. Considering that internet speed in the Philippines is much slower than that of its ASEAN
neighbors, does this speed create another reason for disparity?

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