ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES
Quarter 1 – Week 1: Module 1
Language of Academic Texts from
Various Disciplines
At the end of this module, you are
expected to:
1. Distinguish various academic
texts;
2. Craft a well-write academic
text.
Lesson 1. Language of
Academic Texts from
Various Disciplines
What is the difference between academic
text and non-academic texts?

Academic text is more on content

associated with formal learning or
gaining such knowledge while non-
academic is more on content of extra-
curricular and leisurely activities.
SIMILARITIES
Both texts may be written with the
goal to persuade, to entertain, or to
inform.
When it comes to formatting, both
texts may be found in print,
periodical, and digital forms.
DIFFERENCES

They are different in their approaches

to these goals, though, with academic
texts relying far more formally on
research-based, factual and verifiable
materials for their content.
DIFFERENCES

Non-academic texts may also include

research or verifiable material, but are
less likely to include references to any
source material, and may be
published in a rather informal setting.
DIFFERENCES

Academic and non-academic texts

are both written for a particular
audience. While non-academic texts
are intended more for mass, public
consumption than scholarly or
academic texts, they may be targeted
towards special interests or
occupations in society.
Six Main Types of
Academic Texts
Textbooks
These are specifically designed to
help the learners for specific subjects
or disciplines. They have highly set
languages depending on the
discipline to which the textbooks will
be used for.
Essays
Essays usually help you show how
deep you have learned a topic or
lesson. Student essays vary in length
and formality, but they always contain
three parts: Introduction, Main Body,
Conclusion. They usually need to
include citations of sources.
Theses
You will probably have to write longer
texts when and if you decide to enroll
in a post graduate course in the
future. Longer texts include Master's
level and theses (typically 6,000 to
8,000 words) and Doctor's level (Ph.D.)
dissertations (typically 10,000 to 80,000
words
Research Articles
Research articles are written mainly for
a specialist audience, meaning other
researchers, academics and
postgraduate students.
Case studies
These may be found in any discipline,
though they are most common in
disciplines such as humanities,
example business, sociology, and law.
They are primarily descriptive. They are
in-depth studies into the lives of
particular individuals/subjects.
 Reports
This does not mean the report that you
usually do in front of your classmates.
The purpose of reports is to describe
what happened and discuss and
evaluate its importance. Reports are
found in different disciplines, such as
science, law, and medicine.
Difference of Language Used in
Academic Texts from Various Disciplines

Academic text or language is typically used

for textbooks, tests, in classrooms and any
other discipline related to academics.
It is very different from the structure of
vocabulary and everyday conversations
through social interactions. Academic text is
a formal way to present words and terms
typical for the field.
Examples of Non- Academic Texts
are the following:
 Email messages – Simple and informal. They are sent
or received over a computer network and can be
sent to multiple recipients and carry multiple
attachments at the same time.
 Personal opinions - are examples of non-academic
texts that can be communicated through essay
writing or in any other form. You can express your own
opinion on the subject. Your own opinion may be non-
factual or baseless thus, anything that has no
reference is considered non-academic.
 Newspapers – are non-academic texts simply
because the content is not intended for academic
use. Sometimes, you need to verify the content before
accepting the statement in the newspapers,
especially with the proliferation of fake news. Some
writers are not realistic and are relying on fictitious,
sensationalized stories so that their newspapers will sell.
 Magazine – is another kind of non-academic text
which is usually used for leisure time. That is why
magazines are usually placed in a noticeable area in
the office for visitors to browse or read while waiting to
be called in for their appointment or for employees
who are taking a break.
 Blog articles or social media posts – are non-
academic reading or writing. Blogs or social media
contents can add more ideas about a particular thing
but it’s not good to be a source of research, like for a
thesis, except if your topic is about social media.
Bloggers or social media personalities are very popular
when it comes to website content writing.
Point of View of Non-Academic Texts

 Subjective and personal – It is based on personal

opinions and feelings rather than on facts that come
from reliable sources like research papers do.
 Asking rhetorical questions – Non-academic texts may
not necessarily answer any question it has though it
may give an obvious answer. Usually, the writer simply
lays the answer to be discovered by the reader.
 Rule Breaker – rules in spelling, grammar and other
writing mechanics need not be followed by non-
academic writers.
 Arrange the following words and place them
where they should belong either under
Academic or Non-Academic
 Entertain Research-based Targeted Audience Blog
 Informal Formal Mass Audience Theses
 Leisure Formal Knowledge More Verifiable Sources
 Magazine Case Study Textbooks Scholarly
ACADEMIC NON - ACADEMIC

Scholarly Entertain
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 1 – Week 2: Module 2
Types of Text Structures
 At the end of this module, you are
expected to:

1. Enumerate various text structures;

2. Extract information from different text
structures; and
3. Employ a type of language/discipline in
crafting an academic text.
Lesson 2. Types of Text
Structures
Complete the Venn Diagram by identifying
some similarities and differences of Academic
and Non-academic texts.
 Types of Writing
1. Narrative - This is the basic structure that writers use
in presenting ideas. This may inform through
illustration and anecdotes, entertain readers
through stories, predict what will happen next or
explain how something works or happens.
This can be any of the following:
a. Objective - Presents an objective timeline or details
for accuracy.
b. Subjective - Presents an insightful point of view,
depending on the writer’s feelings.
2. Argumentative - This goes beyond
giving information, writers use this to let
readers understand their side of an
argument, with analysis and support to
their claims, this should have valid
reasoning and enough evidence.
3. Informational - This basically just to
develop ideas using techniques to
present details and well-chosen
sequences.
 Types of Text Structures
1. Definition – used in explaining unfamiliar terms either to explain or
to convince.
a. Standard Definition – Universally-accepted and rarely changes.
For example: definition of essay.
b. Regulatory Definition – Assigned meanings based on an
organization, regulating body and changes on situations. For
example: classification of typhoon signal as per PAG-ASA
c. Personal Definition – This depends on the interpretations of the
writer and as experienced by the writer. For Example: what is a
true friend?
d. Invented Definition – Given meanings to word coined and as
used by society. For example: the definition of “first blood” in
Mobile Legends.
2. Description - used by writers to describe something. These
may be an object, a person, place, experience, emotion,
situation, event, etc.

3. Classification - used by writers to organize ideas into

categories. For example: kinds of On-line games.

4. Comparison and Contrast - used to show how two ideas are

alike and different. Writers present information by chunks and
by following a sequence. For example: IOS and android are
both system used in mobile cellular phones.
IOS is a more closed system which does not allow customer or
user customization while android system is more open as it
allows users or customers to download a wider variety of
applications.
5. Cause and Effect - used to explain why things happen, and
the results of a certain phenomenon. Writers enumerate factors
and possible outcomes resulting to phenomena or events.

6. Chronological - used to show order of things, how something

happens and the logical arrangement of things. This structure
lends itself in other text structures in a sense that in narrating
writers need to present a timeline of events; in persuading
people, writers enumerate evidence in a sequence.

7. Problem and Solution - used in showing patterns of

organization where a dilemma is explained either through a
solution or a dilemma is explained and a solution/s is/are given.
Questions?
Assignment
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 3: Module 3
Summarizing Techniques
 At the end of this module, you are
expected to:

1. Identify various summarizing

techniques; and
2. Apply any or a combination of these
techniques in a well-written summary.
Lesson 3. Summarizing
Techniques
 Summarizing Techniques

Summary is a direct to the point

narrative or re-telling of a much longer
material, either a story, an essay or any
body of knowledge. Here is some helpful
information to help you create an
effective summary.
 Guidelines in Summarizing
1. Clarify the reason for summarizing before reading.
2. Read the material first while noting important details.
3. If you can write on the material, encircle the key
ideas and important details.
4. If you cannot write on the material, note down the
key ideas and important details on your notebook,
you may use a bulleted format.
5. Without consulting the original text, connect the
bulleted information you wrote down
6. Re-write this bulleted information in your own
words. Stick to the ideas the details are presenting.
7. Write the sentences in a paragraph form.
8. Compare your summary to that of the original text
for checking of accuracy.
9. Create citations and references by using any of the
following formats:
a. Idea Heading Format – Summary comes before the
citation.
b. Author Heading Format – The author’s name/s
comes/come first than the summary.
c. Date Heading Format – The summary comes
before the date when the original material was
published.
10. You may create your own title or copy the original
one.
Questions?
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 4: Module 4 & 5
Identifying the Thesis Statement
 At the end of this module, you are
expected to:

1. Define Thesis statement.

2. Identify the rules in writing and
identifying the thesis statement.
3. Evaluating the correctness and
appropriateness of a thesis statement.
4. Write a thesis statement.
Lesson 4. Identifying
the Thesis Statement
 Almost all of us - even if we don’t do it
intentionally, - search early in an essay
for one or two sentences summarizing
the argument or analysis that is to follow.
We refer to that summarizing sentence
as a thesis statement.
 A thesis statement is the main idea of an essay. It
is often a point you want to argue or support in an
essay.
Moreover, the thesis statement explains to a
reader the main idea of the essay and the writer's
opinion on that idea. It is usually one sentence and
often placed in the introductory paragraph of an
essay.
A thesis statement is a claim that could be argued.
The essay will contain evidences and opinions that
support the argument.
 Thesis statements avoid the following:

 the first person (I believe, In my opinion, etc.)

 unclear language (It seems, etc.)
 attempting two topics at once (even if they
seem related). Pick one and stick with it.
 just stating a fact - A thesis is something you
plan to make an argument about.
A thesis statement should:

✓ contain a topic (main idea of what you are

writing about)
✓ contain an opinion about the topic (what
your attitude is toward the topic)
Process in WRITING a
THESIS STATEMENT
 Step 1: TOPIC. State the topic under
consideration. (E.g. cats)
 Step 2: ISSUE. State the specific issue in the
form of a debating proposition (for something).
The issue usually answers the question “what?”
What about cats? (E.g. Cats should be subject
to leash laws.)
 Step 3: POSITION + RATIONALE (because
clause). Your topic and issue = your position.
Now, using a because-clause, e.g. Cats should
be subject to leash laws because they are
natural wanderers.
 TIPS FOR WRITING YOUR THESIS
STATEMENT
 1. Determine what kind of paper you are writing:
▪ An analytical paper breaks down an issue or an idea into its
component parts, evaluates the issue or idea, and presents this
breakdown and evaluation to the audience.
▪ An expository (explanatory) paper explains something to the
audience.
▪ An argumentative paper makes a claim about a topic and justifies this
claim with specific evidence. The claim could be an opinion, a policy
proposal, an evaluation, a cause-and-effect statement, or an
interpretation. The goal of the argumentative paper is to convince the
audience that the claim is true based on the evidence provided.
2. Your thesis statement should be specific - it
should cover only what you will discuss in your
paper and should be supported with specific
evidence.
3. The thesis statement usually appears at the
end of the first paragraph of a paper.
4. Your topic may change as you write, so you
may need to revise your thesis statement to
reflect exactly what you have discussed in the
paper.
ACTIVITIES
1. How I arrived at the library. (INC)
2. If more people quit smoking, there would be fewer government resources
needed to pay for long hospital stays, expensive equipment and costly
awareness programs. (OK)
3. If you quit eating out, you may save more money. (TN/TB)
4. James listens to hard rock every night before bed. (TN/TB)
5. Manitoba is famous for its landscape, weather and Festival du Voyageur. (OK)
6. Miss X can make fifteen different types of pie. (TN/TB)
7. Religion is a controversial issue. (TB)
8. The movie’s graphics made the audience feel like they were fighting aliens, too.
(TN/TB)
9. This essay concerns the role of moss in the arctic ecosystem. (A)
10. This essay identifies Canada’s greatest prime ministers, doctors and curlers. (A)
 1. differ
 2. more
complicated
 3. none
 4. harmless and
highly beneficial
 5. good way
Try to answer the
following
assessment:
1. GOOD
2. BAD
3. BAD
4. BAD
5. BAD
6. GOOD
7. GOOD
8. GOOD
9. GOOD
10. BAD
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 5: Module 6
Critical Approaches in Writing a
Critique
 At the end of this module, you are
expected to:

1. Identifies critical approaches in writing a

critique formalism, feminism, etc.
2. Use critical approaches in writing a
critique formalism, feminism, etc.
3. Formulate a critique paper using critical
approaches in writing such as formalism,
feminism, etc.
 Lesson 6. Critical
Approaches in Writing a
Critique
 A critique is a careful analysis of an argument
to determine what is said, how well the points are
made, what assumptions underlie the argument,
what issues are overlooked, and what
implications are drawn from such observations.
It is a systematic, yet personal response and
evaluation of what you read.
It is therefore important that you understand
what you critique about and what approach will
be necessary to come up with a better review.
 For example, after watching a movie or
reading a story, you would be saying a lot of
things about it. You will express your thoughts
and personal opinions whether they be
negative or positive. You will also comment on
the actors and actresses and the role they
play.
Doing so, it is important to understand the
different approaches we can use to guide us
in critiquing a paper.
Critical Approaches
in Writing a Critique
 Critical Approaches in Writing a
Critique
1. Formalist Criticism - Analysis on the formal feature of the
subject not on the profile of the creator.
It examines the form of the work as a whole, the form of
each individual part of the text (the individual scenes and
chapters), the characters, the settings, the tone, the point of
view, the diction, and all other elements of the text which
join to make it a single text.
After analyzing each part, the critic then describes how
they work together to give meaning (theme) to the text.
 Critical Approaches in Writing a
Critique
2. Biographical Criticism - Relate the life of the creator to
the subject.

It analyzes a writer's biography to show the

relationship between the author's life and their works of
literature.
The goal of a biographical criticism is understanding
why the author wrote what he or she wrote.
 Critical Approaches in Writing a
Critique
3. Historical Criticism - Analysis of social, cultural &
intellectual context surrounding the text.

This is criticism in the light of historical evidence or

based on the context in which a work was written,
including facts about the author’s life and the
historical and social circumstances of the time.
 Critical Approaches in Writing a
Critique
4. Gender Criticism - Examines how sexual identity
influences the creation and reception of the
subject.
It examines how sexual identity influences the
creation, interpretation, and evaluation of literary
works.” (Kennedy, 2071) Because literature is
timeless, Gender Criticism greatly influences the
way society views gender differences. Therefore, it
examines how an author may have influenced
gender perception through a work of literature.
 Critical Approaches in Writing a
Critique

5. Psychological Criticism - Investigates the

creative process of the artist and nature of
Literacy genius. It is the analysis of an author’s
unintended message.
6. Sociological Criticism - studies the cultural,
economic & political relationship between the
subject and the creator.
ACTIVITIES
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 5: Module 7
Writing a Reaction
Paper/Review/Critique
 At the end of this module, you are
expected to:

1. Write an objective/balanced review or

critique of a work of art, an event or a
program.
2. Evaluate a work of art, an event, or a
program; and
3. Justify the written review/critique of a
work of art, an event, or a program
 Lesson 7. Writing a
Reaction
Paper/Review/Critique
 Read the statement of Rodrigo Duterte and answer the
questions that follow. Write your answer on your notebook.
“I will not allow the opening of the classes na magdidikit dikit
yang mga bata. Wala nang aral, laro na lang unless, I am sure
that they are really safe. It is useless to be talking about the
opening of the classes. Para sa akin bakuna muna.”
-President Rodrigo Duterte (Monday, May 25, 2020)

1. What is the main topic of the statement of President Rodrigo

R. Duterte?
2. What are its strength and weaknesses? What is your opinion
about these?
3. What are some reactions of other department heads,
especially the Department of Education?
Reaction, Review and Critique Papers have the same goal - to
give a fair judgment or assessment of a work of art, event or
program. To understand them better, let us differentiate the
three terms.
➢ Reaction Paper - is used in elementary level. You will be asked
to give your reaction on what you have heard, seen or
experienced.
➢ Review Paper - is a term used for the write up of journalists or
columnists in expressing their opinion; it balances opinions with
facts.
➢ Critique Paper - this is most academic in nature. It is used in
senior high school, college and graduate school. It is the most
challenging to write because you will not only write your
personal opinion but will also need to integrate many facts
supported by sources.
 Ways in writing a balanced
review/critique paper
In the introduction part of the paper, you
need to provide a background
information about the topic, you can
include current problems or information
that is accessible to the readers.
 Ways in writing a balanced
review/critique paper
In the body, you will give an overview of the
central features of the topic by providing a brief
summary or specific descriptions of the event, book,
concept, or object being critiqued. Aside from
giving an overview, it is essential to provide informed
insights on those features.
 Ways in writing a balanced
review/critique paper
In the conclusion or final section of the
paper, you should summarize the
strengths and weaknesses of the subject.
It should stand out the recommendation
to strengthen your claims and negative
appraisal expressed with tact.
ACTIVITIES
 QUESTIONS:
 1. Is the recommendation of the book positive or
negative? Cite specific information?
__________________________________________________
 2. What considerations did the author mention for
readers to take note of?
__________________________________________________
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 6: Module 8
Ways on Elucidating Concepts
 At the end of this module, you are
expected to:

1. Define a concept paper.

2. Enumerate ways in elucidating
concepts.
3. Apply the ways in elucidating a
concept.
 Lesson 8. Ways in
Elucidating Concepts
Learning about the ways in
elucidating concept will
help you to define, clarify,
and expand terms in a
brand-new way.
 A Concept Paper is an academic
writing that clarifies the meaning of a
concept or a term. Central to developing
concept papers is writing definitions.
Definitions are used to provide the
meaning of a particular word or term.
They may be formal, informal, or
extended.
1. Formal sentence definitions include the
term, class, and distinguishing features. The
term is a word to be defined. The class or
genus is the group where the term belongs,
and distinguishing features or differentia are
the qualities that make the term unique.
2. Informal definitions - do not include
distinguishing features.
3. Extended definitions - essay length texts that
use different rhetorical patterns to show the
meaning of a particular term or concept.
Extended definition essays or concept papers
do not just define but describe, compare and
contrast, show cause and-effect relationships
to provide the reader a holistic definition of a
term.
 In order to clearly define a concept,
remember the following tips:
1. In formal definitions, avoid using the same term to be
defined
Example: “A cell phone is a phone…”

2. In writing definitions, observe the concept of mutual

exclusivity. Meaning, make sure that the features of the
term do not overlap with other similar concepts of the
same class.
Example: “A skateboard is a mode of transport that has
four wheels.”
 A definition is essential
because it is used in
developing concept. It is the
core of the concept paper.
 Purposes:
1. To clarify meanings 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.
Ex: “Window dressing” - used to make a shop window
more attractive to buyers.
Stipulative used in a false banking report to deceptively
project an impression of economic stability or financial
growth
 Ways in Elucidating Concept
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.
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 likeness or similarity - Ex: Brighter than 100million
suns, quasars stand like beacons on the shore of the
universe…
8. By analogy or metaphor - Ex: The germs and
bacteria or antigens are like a gang of villains
invading our body, attacking our unseen defenders,
the layers of macrophages, cytokines, and
lymphocytes,
9. By contrast - use of opposites Ex: Unlike those of
gas, the particles of plasma are electrically charged.
10. 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.
ACTIVITIES
 INDEPENDENT ACTIVITY 1

1. Smartphone is a gadget that is used in communication.

2. Business is an activity in making money by buying and
selling goods.
3. Cooking is a skill of preparing food.
4. Exercise is an activity that requires physical effort.
5. Vlog is a personal website or social media account
where a person regularly posts short videos.
1.DEPED – An agency of government that provides
quality basic education.
2.DSWD – the primary government agency that
coordinates social protection and poverty-reduction
solutions for and with the poor, vulnerable and
disadvantaged.
3.DOH - an agency that focuses on the field of health.
4.TESDA – provides quality technical-vocational and
skills development through its direction, policies,
and programs.
5.DOLE – a government agency that focuses on the
field of labor and employment.
 Identify what technique of elucidating concepts is
used in the following sentence.
By Origin 1. Philosophy comes from the Latin word philo (love) and
sophia (wisdom) which means love of wisdom.
By Negation 2. Salvage is an act of saving, not killing lives.
By Function 3. An abacus is an instrument for performing calculations
by sliding counters along rods or in grooves.
By Analysis 4. Technical Vocational Livelihood Track has four strands:
Home Economics, Information Communication Technology, Agri-Fishery
Arts and Industrial Arts.
By Synonym 5. The party was amazing, it was a
supercalifragilisticexpialidocius party ever.
Questions?
 Directions: Write the definition of the word COVID-19 using the 10
techniques of elucidating concepts. Write your answer on your notebook.

 1. By Formal Definition: __________________________________________

 2. By Synonym _________________________________________________
 3. By origin ____________________________________________________
 4. By illustration ________________________________________________
 5. By function __________________________________________________
 6. By analysis ________________________________________________
 7. By likeness/similarity __________________________________________
 8. By analogy and metaphor _____________________________________
 9. By contrast _________________________________________________
 10. By negation ________________________________________________
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 7: Module 9
Writing and Presenting Concept
Papers in Various Disciplines
 At the end of this module, you are
expected to:

1. Determine the guidelines in writing

concept papers.
2. Differentiate the concepts in various
disciplines.
3. Construct a concept paper in a chosen
discipline.
Lesson 9. Concept Papers
in Various Disciplines
 Concepts may be explained through
different modes or patterns. Aside from
definition, other ways such as
explication/clarification and explanation
can be used to elucidate on a concept.

These modes can be effectively used in

presenting a concept in various disciplines.
However, to fully do this, you should
familiarize yourself with the format and
things that need to be taken into
consideration in writing a concept paper.
Some of those are as follows:
1. Paper size 8.5” x 11”
2. Spacing: Double-spaced
3. Font: Times New Roman
4. Font size: 12
5. Margins: 1 inch on all sides
6. Footer: Page number (Page ___of___)
7. Header: School logo (left side), your
name (right side)
Concept paper is about a particular project
with its purpose and outcomes. It is usually
created to get funding from potential
sponsors. The main goal of writing a concept
paper is to explain why the project matters
and who its beneficiaries will be. To create a
successful one, you must use clear, passionate
language that will show your target sponsors
that the goal of your project matches up with
the kinds of initiatives that they want to
support.
 Here are some guidelines in
writing concept papers for
initiating projects or programs:
 A. Establish your purpose
1. Grab your reader’s attention. Concept papers are
meant to persuade sponsors, convincing them to
fund or adopt your idea. This means it’s critical to
“hook” them right at the beginning.
2. Explain why you are approaching this sponsor.
After getting your reader’s attention, the introduction
to your concept paper should then describe how
your goals and the sponsor’s mission mesh. This tells
the sponsor that you’ve done your homework and
are serious about approaching them.
 A. Establish your purpose
3. Describe the problem your project addresses. The next
section of a concept paper will devote a few sentences
or short paragraphs to the specific purpose of your
project. Describe the problem you want to solve, and
illustrate how you know it exists
4. Put the problem in context to explain why it matters.
Show how your project relates to current issues, questions,
or problems. Statistics and other numerical data can help
build a convincing case for why your problem matters.
Some readers might also be moved by narratives or
personal stories, so consider including those as well.
ACTIVITIES
Questions?
ENGLISH FOR ACADEMIC
AND PROFESSIONAL
PURPOSES
Quarter 3 – Week 7: Module 10
Writing and Presenting a Concept
Paper
 At the end of this module, you are
expected to:

1. Give ways of presenting a term or

concept.
2. Craft a concept paper.
3. Present a concept paper using visuals or
graphics.
Lesson 10. Writing and
Presenting a Concept
Paper
 A concept paper is a
document which summarizes a
project. It is sometimes known
as proposal or an abstract. An
abstract means it is conceived
in the mind yet still unrealized in
reality
 Parts of a Concept Paper
1. Name or title of the concept - Give an interesting name or
catchy word.
2. Introduction - Introduce the concept clearly and briefly.
Tell the reader what the project, research or feasibility
study is all about.
3. Statement of Purpose - In one sentence, write what your
purpose is.
4. Objectives - In bulleted or numbered statements, write
your objectives. Remember to observe the principle of
Parallelism.
5. Questions - Write at least three questions (not too narrow
and not too broad)
 Parts of a Concept Paper
6. Stakeholders/Beneficiaries - List who will be involved in the whole
process and who will benefit from it later on.
7. Short description - Write a short description of your concept. This
can be written in several paragraphs, but try to limit yours into three to
five paragraphs
8. Methodology - What are the processes you will follow to carry out
your concept or idea into complete reality
9. Timetable - You can create an illustration, a graph, a table that will
show the dates or time that you expect a certain task to be done.
10. Conclusion - Write a short paragraph to conclude your concept
paper. Your conclusion should emphasize the purpose and
importance or significance of your idea.
 A concept proposal is focused
on ideas, theories and hypothesis.
A good concept is creative, but it
also must be appropriate.
Likewise, to choose the most
appropriate graphic or other
visual aid, you must identify what
you want your receiver to
understand.
 A visual aid is any object, picture, drawing,
map, poster, chart or other image that helps
the audience or reader understand data or
concepts.

Graphic aid is any chart or table that is used

to present data or numerical information
about a subject.

A visual graphic or graphic aid is an image

that helps the readers understand the text.
 Importance of Graphics and Visual Aids
1. Creating and using visual aids is easier than ever
before. Several software programs include features
that allow you to create easy-to-understand
graphics.
2. Audiences expect messages to be delivered in
clear, easy to understand, and visually stimulating
ways.
3. Communicators improve their chances of keeping
the audience’s attention when they use graphics
or visual aids.
ACTIVITIES
Questions?
Assignment: