English for Academic and

Professional Purposes
QUARTER 1– MODULE 7:
Ways to Elucidate a Concept
✓ WHAT I NEED TO KNOW

Good day, dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in your grade level.
The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed,
this learning resource is for you to fully comprehend the Ways to Elucidate a Concept.
Independently, you are going to go through this module following its proper sequence. Although you
are going to do it alone, this is a guided lesson and instructions/directions on how to do every activity
is plotted for your convenience.

Using this learning resource, you are ought to determine the ways a writer can elucidate on a
concept by definition, explication and clarification (CS_EN11/12A-EAPP-Igj-20) as inculcated
in the K-12 Most Essential Learning Competencies.

Ways to Elucidate a Concept

The concept paper defines an idea or a concept and explains its essence in order to
clarify the “whatness” of that idea or concept. It answers the questions: what is it and
about it (Dadufalza 1996:183). A concept paper starts with a definition, either formal of
informal, of the term or the concept and proceeds with an expanded definition and an
analytic description of the aspects of the concept.

Purposes:

1. To clarify meaning of words, or to correct misinterpretations, or misuse of a term.

2. To stipulate the meaning of a term by limiting, extending, or redirecting the sense in
which a term is usually understood; to use a term, borrowed from another field of
knowledge, in a special way.

Three ways of elucidating a concept:

1. Definition - is a logical technique by which the meaning of a term is revealed.

Definition is important because it clarifies the meaning of a word or a concept and it also
limit the scope of that particular word or concept. Limiting the scope controls and avoids
misinterpretations, ague notions, and/or broad ideas.

Techniques

1. Formal – follows a pattern or equation: term + genus + differentia (differentiating

characteristics)
Ex. A robot is a machine that looks like a human being and performs complex acts of a
human being (Webster)
2. By synonym- using a word or phrase that shares a meaning with the term being defined.
Ex: Hashish – marijuana.
3. By origin or semantic history – Ex. Yoga comes from the Sanskrit “to join”
4. By Illustration – Ex: Known for their shedding their leaves in the fall, deciduous trees
include oaks, maples, and beeches.
5. By function – Ex: A thermometer measures temperature change.

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 6. By analysis (Breaking down wholes into parts, aspects into levels, and a process into
steps) Ex: The republican form of government has three branches: the executive, the
legislative, and the judiciary.

7. By contrast- use of opposites. Ex: Unlike those of gas, the particles of plasma are
electrically charged.
8. By negation – stating what a term is not. Ex: Wild rice, an American delicacy, is not rice
at all but the seed of a tall aquatic grass.

2. Explication– is an attempt to reveal the meaning by calling attention to implications, such

as the connotations of words and the tone conveyed by the brevity or length of a sentence.
An explication is a commentary that makes explicit what implicit.

– 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.

3. 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

Directions: Read and analyze the text below.

Then, answer the comprehension questions that
follow.

(1) “Democracy is a form of government in which all eligible citizens participate

equally—either directly or through elected representatives—in the proposal,
development, and creation of laws.

(2) It encompasses social, economic, and cultural conditions that enable the free
and equal practice of political self-determination.

(3) The term originates from the Greek δημοκρατία (dēmokratía) “rule of the
people,” which was coined from δήμοϚ (dêmos) “people” and κράτϚ (kratos) “power)
or “rule” in the 5th century BCE to denote the political systems then existing in Greek
city-states, notably Athens.

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(4)The term is an antonym to άριοτοκρατíα (aristokratia) “rule of an elite.”

(5) While theoretically these definitions are in opposition, in practice, the

distinction has been blurred historically.

(6) The political system of Classical Athens, for example, granted democratic
citizenship to an elite class of free men and excluded slaves and women from
political participation.

(7) In virtually all democratic governments throughout ancient and modern

history, democratic citizenship consisted of an elite class until full enfranchisement
was won for all adult citizens in most modern democracies through the suffrage
movements of the 19th and 20th centuries.

(8) The English word dates to the 16th century, from the older Middle French and
Middle Latin equivalents.

(9) Democracy contrasts with forms of government where power is either held by
one person, as in a monarchy, or where power is held by a small number of
individuals, as in an oligarchy.

(10) Nevertheless, these oppositions, inherited from Greek philosophy, are now
ambiguous because contemporary governments have mixed democratic, oligarchic,
and monarchic elements.

(11) Karl Popper defined democracy in contrast to dictatorship or tyranny, thus

focusing on opportunities for the people to control their leaders and to oust them
without the need for a revolution.” (Project Gutenberg Self Publishing
Press)

Comprehension questions:
1. What is the concept being presented?
2. What technique/s is used to develop the concept?
3. Is/Are the technique/s used effective in explaining the concept? Why do you say
so?
4. Does the development of the concept emphasized only relevant information?

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 QUARTER 1– MODULE 8:
Various Kinds of
Concept Papers

✓ WHAT I NEED TO KNOW

Good day, dear learner!

This module is solely prepared for you to access and to acquire lessons befitted in your grade level.
The exercises, drills and assessments are carefully made to suit your level of understanding.
Indeed, this learning resource is for you to fully comprehend the Various Kinds of Concept
Papers. Independently, you are going to go through this module following its proper sequence.
Although you are going to do it alone, this is a guided lesson and instructions/directions on how to
do every activity is plotted for your convenience.

Using this learning resource, you are ought to compare and contrast various kinds of concept
papers and present a novel concept or project with accompanying visuals/ graphic aids
(CS_EN11/12A-EAPP-Ig-j-24) as inculcated in the K-12 Most Essential Learning Competencies.

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 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
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
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 When you want to write a concept paper for a project proposal, you must follow the
specifications given by the funder or if there is none the following parts should be
present:
• Introduction
Introduce your idea and identify the program or opportunity you think is a good fit.
Demonstrate that you understand the mission of the funding agency and the types of
projects that they support. Identify how your project meets the goals of the funder.
Identify any other funders that will be involved and their interest in the project where
appropriate. Introduce the question, problem, or need to be addressed.
• Purpose/Need
Briefly provide supporting documentation for the importance of addressing this
question, problem, or need. If you have statistical data, use it. Cite significant and
compelling sources. Why does this project matter? Make sure you cite or refer to what
others have accomplished relative to your project.
• Project Description
Concisely describe what you plan to do, your approach, who benefits and potential
impacts.
• Goals/Objectives/Aims/Research Questions
Outline your goals, objectives/aims, and research questions. Goals are simply a clearer
statement of the vision, specifying the accomplishments to be achieved if the vision is
to become real. The target objectives/aims are clearer statements of the specific
activities required to achieve the goals. A goal is a statement describing a broad or
abstract intent, state or condition. An objective is a statement of action or intent to
achieve measurable outcomes that relate to the goal.
• Methods and Timeline
Briefly describe how the project be carried out, providing sufficient detail to allow the
reader to assess feasibility and likely impact but not so much detail that the reader is
overwhelmed. Make sure the methods and timeline are explicitly related to the goals
and objectives.
• Expected Outcomes/Benefits (and often Evaluation)
• Budget/Needs & Requested Support
• Contact Information

DIRECTION: Read and answer the statement or

question in each item. Choose your answer from
the given options. Write only the letter that
corresponds to your answer.

1. It provides a concise summary of the key elements of a funding request for the purpose
of soliciting feedback and/or buy--in from prospective funders, prospective partners, and
other potential stakeholders.
A. Critique B. Concept Paper C. Review D. Reaction Paper
2. It is a short summary of what the project is and why it is important and how it is carried
out. It also serves as a prelude to a full paper.
A. Review B. Reaction Paper C. Critique D. Concept Paper

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 3. What type of a concept paper can be best used for the title below?
“Safe Driving Can Save Lives: An Initiative to Educate Drivers on Road Safety”
A. Project Proposal B. Research Proposal
C. Expanded Definition D. Clarification
4. Which of the following is NOT a key component of a concept paper for academic
research?
A. Literature Review B. Background of the Study
C. Budget Matrix D. Methodology
5. The following are key components of a concept paper for a project, EXCEPT:
A. Statement of the Problem B. Project Description
B. C. Goals/Objectives D. Expected Outcomes
6. What type of a concept paper can be best used for the title below?
“Grade 10 Students’ Track Preference for S.Y. 2021-2020”
A. Project Proposal B. Research Proposal
C. Expanded Definition D. Clarification
7-10. Read the sample paragraph of a concept paper below. Identify which key component
does each paragraph belongs to.
7. Since we are electing not to accept Skippy’s support to reduce the risk of bias in this
study, we are requesting $250,000 direct costs per year for three years for this study.
A. Purpose/Need B. Project Description
C. Budget/Needs and Requested Support D. Introduction
8. We propose to compare consumer responses to fluffy vs. powdered peanut butter in 420
school age children recruited from 6 urban schools in Los Angeles…
A. Purpose/Need B. Project Description
C. Budget/Needs and Requested Support D. Introduction
9. In response to RFA--1234, Studies to Enhance the Texture of Peanut Butter, we propose
a cross-over randomized controlled trial to compare consumer preference for fluffy vs.
powdered peanut butter among school age children in urban communities. This project
will address the USDA’s goal of understanding consumer preferences in this difficult to
please group and may provide critical insights into understanding how and why these
preferences often fail to persist into adulthood.
A. Purpose/Need B. Project Description
C. Budget/Needs and Requested Support D. Introduction
10. More than 18 million children eat peanut butter every day, with peak annual
consumption at age 11.7 years. Peanut butter consumption gradually declines through the
remaining public school years and remains at about 0.6 jars per person per year
throughout adulthood. The USDA and the peanut industry have identified low peanut butter
consumption as a major risk for multiple chronic conditions in adulthood such as full—time
employment, mortgage payments (sometimes extending as long as 30 years), and the birth
of children.
A. Purpose/Need B. Project Description
C. Budget/Needs and Requested Support D. Introduction