2ND QUARTER: EAPP

WRITING A CONCEPT PAPER

CONCEPT PAPER
-summary of projects or issues that reflect the interests, experience and expertise of the writer or organization
-generally serves the purpose of in-depth discussion of a topic that the writer has strong position on, usually with the intent
of obtaining funding for a project from donors
-the terms “concept paper” and “proposal” are often used interchangeably as they can be used for the same function.

Concept papers are used in any of the following ways:

 to interest potential funders
 to develop potential solutions or investigations into project ideas
 to determine whether a project idea is fundable
 to serve as the foundation of a full proposal

Five Elements of a Concept Paper:

1. Introduction
2. Purpose or Need or Rationale
3. Project Description
4. Support or Budget
5. Contact Information

1. Introduction
-identifies how and where the applicant’s mission and the funder’s mission intersect or align. It addresses the reasons why
the funder should support projects in the given general area. It also introduces the applicant’s partners and shows why the
partners want to participate in the project.
-the first sentences are important. Capture their interest; engage them to continue reading the rest of your concept paper.
2. Purpose or Need or Rationale
-state the problem that your project will address or the need that your project will fulfill. Provide evidence as to why this
problem is important. Include supporting documentation like statistical data. Cite what others have accomplished, your
expertise in this area, and what more needs to be done.
3. Project Description
- functioning as the solution to the problem, the answer to the need, or the investigation that will fill the knowledge gap. In
this section, the applicant addresses the unique, unusual, distinctive, innovative, and/or novel aspects of the approach,
showing why the applicant’s team has the best solution and presenting a compelling case for funding.
The project description includes:
• Goals and Objectives
• Methodology
• Timeline
• Benefits
• Goals and objectives
A goal is an abstract state of being, a condition, an end, or an aspiration while objectives are statements of measurable
outcomes that, collectively, will help the applicant measure progress toward accomplishing the project goal(s).
For example, a goal might be to improve student academic performance via a structured professional development
program for teachers, while an objective might be to offer a specific kind of workshop or seminar on a particular topic for a
defined set of teachers in a K-12 school district.

 Methodology -sometimes called Project Activities or Action Plan or Approach

 Timeline- expressed in either months or years

- the goals, objectives, and methods (or activities) will need to align closely with each other and will need to be
accomplished within the proposed timeline

 Benefits –statement of benefits or anticipated outcomes along with a description of who will benefit and how

4. Support or Budget
-state the resources you will need to carry out the project.
-contains either (1) an outline of the main budget categories for the requested project support or (2) a single bottom-line
amount of the request and a brief discussion of how that amount will be used.
 *Some concept papers may not even include an amount requested.
5. Contact Information
-provides the contact information of the applicant organization’s chief executive or his/her designee authorized to make
funding requests.

WRITING A POSITION PAPER

Position papers are formal statements of position on an issue of social importance.
Through the position paper, you announce to the world your position on a particular issue or difficult problem as the foundation for
proposing solutions to the issue or problem.
Though closely related to an opinion paper, a position paper does not attempt to persuade others to the side of the writer to the
extent that an opinion paper does.
The preparation of a position paper is a very formal act and must be done with careful planning and research.
• Formatting of the paper should be done in line with the guidelines established by the sponsoring organization, if there is
one. If the paper is presenting the position of a group, organization or committee, the writer should be careful not to write
in the first person.
• The cover sheet should include the title, topic, date and purpose of the paper, as well as the name of the writer and group
or individual whose position is being established. The paper itself should be limited to two pages following standard
formatting established by previously successful position papers.

Parts of a Position Paper

Like most standard essays, the position paper needs a strong introduction, well-formed body paragraphs, and a good conclusion.

1. Introduction
In a position paper, the introduction has two primary goals:
•To identify the issue. (This is the focus of your paper.)
•To state your assertion. (This is the thesis statement of your paper.)

Start your introduction with a clever hook—you know, something that’s going to grab a reader’s attention. These first few lines of
your essay will not only identify the subject of your paper, but they’ll also make your readers want to learn more.

“Students who used an interactive, digital version of an Algebra 1 textbook for Apple’s iPad in California’s Riverside
Unified School District in 2012 scored 20 percent higher on standardized tests versus students who learned with print textbooks”
(mobiledia.com). With the ever-increasing pressures of standardized testing, and with the need for students to compete in a global
economy, students need every edge they can get. Using tablets instead of textbooks can give students the advantage they need. Yet this
small increase in test scores is not the only advantage of replacing textbooks with tablets. Tablets are also less expensive than
textbooks and are a lighter option for students. 

*This introduction opens with a quote to grab the reader’s attention (the hook), introduces the topic, and ends with a thesis
statement that states the position (that tablets should replace textbooks in the classroom).

2. Body Paragraphs
The body section forms the core of your essay and will consist of at least three body paragraphs. Each paragraph will contain a main
argument that will help clarify and support your position. In these paragraphs, you’ll include evidence, such as quotes, statistics, and
interviews that support each argument.
The body section of the paper is also where you’ll address the opposition. Examining the opposing viewpoint will strengthen your
argument because you will be able to not only illustrate the counterargument, but also refute the claim and explain why your point
of view is valid.

Here’s a sample outline for the body of position paper:

Tablets should replace textbooks in the classroom.

Argument 1: Tablets increase standardized test scores

Evidence from sources:
1.“A research study, conducted in Auburn, Maine showed that kindergarten students using iPads scored much higher on literacy
tests than students that didn’t use the device” (8 Studies Show iPads in the Classroom Improve Education).
 2.“Among the main findings were that fractions knowledge increased an average of 15%, and participants gained confidence in
their fractions ability and reported liking fractions more after playing the game [on an iPad]” (gamedesk.org/project/motion-math-
in-class).

Argument 2: Tablets cost 50%-60% less than textbooks.

Evidence from sources:
1.“Discovery’s lessons – branded ‘Techbooks’ that run on laptops, desktops, iPads or other tablets – run between $38 and
$55 per student for a six-year subscription. The average traditional textbook is $70 per student” (Schools shift from textbooks
to tablets).
2.“According to the FCC, the U.S. spends about $7 billion per year on textbooks, but many of them are seven to ten years out
of date. Advocates believe using tablets instead will save money and improve learning” (The Future of Education: Tablets vs.
Textbooks).
Argument 3: Tablets are lighter than textbooks.
Evidence from sources:
1.“Benefits of students using tablets instead of textbooks are that they’re lighter than print textbooks, can hold hundreds of
books in one place, have the ability to expand memory to hold even more information, and are cheaper than textbooks” (As
More Schools Embrace Tablets, Do Textbooks Have a Fighting Chance?).
2.“Between studying, homework and extracurricular activities, going back to school may make kids feel like they have the
weight of the world on their shoulders. And sometimes, they literally do. After you pile a lunch, school supplies, binders and
textbooks—which typically weigh 3.5 lbs each—into your child’s backpack, the load he or she is lugging around could be
huge … and potentially dangerous. According to the U.S. Consumer Product Safety Commission, at least 14,000 children are
treated for backpack-related injuries every year” (The Dangers of Heavy Backpacks — And How Kids Can Wear Them
Safely).

Counterargument: Tablets cause too many distractions in the classroom

Evidence from source:
1.“…a consistent finding across several studies was that the iPad could potentially be a distraction as it is associated more
with entertainment then [sic] education. The ability to connect to the Internet is another big potential source of temptation
away from the learning job in hand. Multitasking is highly prevalent with screen technology, and evidence is clear that
multitasking during study or learning hinders academic performance” (Five Reasons iPads Should NOT Be in Classrooms).
Evidence from source(s) to refute opposing view:
1.There’s a reason that students are so often distracted by their digital devices: they’re interesting. But who’s to say learning
outside the device can’t be just as compelling? Engage students with projects that challenge them and give them creative
autonomy” (7 Ways to Deal with Digital Distractions in Class).

3. Conclusion
The concluding paragraph(s) will re-emphasize the key arguments of the paper. You don’t want to simply repeat the key ideas, and
you don’t want to reword the introduction. Instead, you want to stress the importance of your ideas. You may even want to suggest
possible solutions.
Here’s a sample conclusion:
Ultimately, using tablets over textbooks is a smart strategy for schools. Even though tablets can become a distraction, they also have
the potential to increase standardized tests scores, save schools money, and relieve students of the burdens of heavy backpacks. With
so many advantages, tablets should replace textbooks in the classroom.
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CITATION STYLES: INTRODUCTION TO MLA AND APA

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QUESTIONNAIRE
 A list of planned written questions related to a particular topic, with space provided for indicating the response to each
question, intended for submission to a number of persons to reply; commonly used in normative survey studies and in the
measurement of attitudes and opinions (Goodman, as cited by Calderon & Gonzales, 1993).

 A set of questions which, when answered properly by a required number of properly selected respondents, will supply the
necessary information to complete a research study. The questionnaire is commonly used in behavioral research or social
research.
TYPES
 Self-administered

 Mailed
◦ Usually with self-addressed envelopes
◦ Low return rate (<50%)

Advantages of the questionnaire:

1. EASY TO CONSTRUCT
Rules and principles of construction are easy to follow
2. DISTRIBUTION IS EASY AND INEXPENSIVE
Many of the respondents can be reached by copies either by mail or personal distribution. Besides, a small staff can be
employed in the distribution even if the research project is a big one.
3. RESPONSES ARE EASY TO TABULATE
Generally, responses to a questionnaire are objectified and standardized
4. RESPONDENTS’ REPLIES ARE FREE
The respondent’s replies are of his own free will because there is no interviewer to influence him. This is one way to avoid
bias, particularly the interviewer’s bias.
5. CONFIDENTIAL INFORMATION MAY BE GIVEN FREELY
ANONIMITY
Respondents are hesitant to reveal the truth if they are not made anonymous because they want to save themselves from
embarrassment, indictment, or trouble which may result from their revelation of confidential data.
6. RESPONDENTS CAN FILL OUT THE QUESTIONNAIRE AT WILL.
No one is pressing the respondent immediately, so he can answer the questionnaire at any time at his own convenience.
7. RESPONDENTS CAN FILL OUT THE QUESTIONNAIRE AT WILL.
there is time to think reflectively of his replies making them more accurate than the results of interviews where the
respondent is usually pressed for an immediate reply. He also has time to consult his records if necessary.

Disadvantages of the questionnaire:

1. CANNOT BE USED WITH THOSE WHO CANNOT READ NOR WRITE WELL, ESPECIALLY THOSE WHO ARE TOTALLY ILLITERATE (i.e.,
self-administered questionnaire) .
2. NEED FOR FOLLOW UP
If many respondents may not return the filled up copies of the questionnaire purposely or forgetfully
True if the returns are not representative of the group
3. WRONG INFORMATION
Cannot be corrected at once
4. UNANSWERED QUESTIONS.
Nobody urges him to do so
He may not understand the significance of the information he gives.
2. VAGUE QUESTIONS
Cause of wrong and therefore unreliable replies
3. NUMBER OF QUESTIONS
Can be limited that the respondent may be forced to select responses that are not his actual choices.
Especially true with yes or no questions.

CONSTRUCTION OF A QUESTIONNAIRE

1. Library and internet research.

  Existence of questionnaire of similar studies that may serve as guides is constructing a questionnaire.
2. Talk to knowledgeable people
 Get some ideas on construction of questionnaire
3. Mastering the guidelines
 Master the guidelines so as to avoid checking them up doing the actual questionnaire construction
4. Writing the questionnaire.
 Follow the guidelines closely
5. Editing the questionnaire.
 Show the questionnaire to experts for correction and suggestions for improvement, especially to the adviser
6. Rewrite the questionnaire
 follow the suggestions and corrections
7. Pretest the questionnaire
 Aka dry run
 Measure the effectiveness, validity and reliability of the instrument, determine the clarity of items, difficulty of
answering the questions, the proper length of time in answering, ease in tabulating responses, and other problems
 Administer the questionnaire to at least ten persons who have the same characteristics as the study samples but
who will not participate in the study.
 After administration, the respondents must be interviewed to determine flaws or weaknesses of your
questionnaire.
8. Write the questionnaire in its final form
After making the proper corrections, adjustments and revisions according to the results of the dry run or pretesting, the
questionnaire should now be written in its final form.
TYPES OF QUESTIONS ASKED IN SURVEY QUESTIONNAIRES:
A. According to form:
1. THE FREE-ANSWER TYPE
◦ This is also called the pen-form, open-ended, subjective, unrestricted, essay, and unguided response type. The
respondent answers the question in his own words and in his own way.
◦ Ex. Why do you use toothpaste in brushing your teeth?
2. THE GUIDED RESPONSE TYPE
◦ Aka closed form or restricted type.
◦ Respondent is guided in making his reply.
Two types:
 Recall
 Recognition
Recall Type
 The replies are recalled
 Ex. Please supply the information asked for.
 Age __________ Sex ______
 Address ______________________________
Recognition Type
Possible responses are given and respondent selects his answer. There are three types: dichotomous, multiple choice and multiple
response
1. Dichotomous – two options and one is selected
Ex. Are you married? ____ Yes ____No
2. Multiple Choice – only one answer is chosen from those given as options
Ex. What is your highest educational attainment?
____ Elementary graduate
____ High school graduate
____ College graduate
3. Multiple Response – two or more options may be chosen
Ex. Why do you use toothpaste in brushing your teeth? Please check marks before your choices.
____ it prevents tooth decay
____ it freshens the breath
____ it is soothing to the mouth
____ it is cheap
____ it is imported

B. According to the kind of data asked for:

1. Descriptive (Verbal) Data
What kind of house do you live in? Please check
_____ Bamboo
_____ concrete
_____ semi-concrete
_____ wooden
_____ others
2. Quantified (Numerical) Data
How old are you? _______
What is your average monthly income? P_________
3. Intensity of feeling, emotion or attitude
Do you agree to have only one-day election, set for local and national elective officials?
_____ Strongly agree
_____ Agree
_____ Fairly agree
_____ No opinion
_____ Disagree
_____ Strongly disagree
4. Degree of judgment
How serious is the problem (drug addiction, drinking, stealing, etc.)?
_____ Very serious
_____ Serious
_____ Fairly serious
_____ Not serious
_____ Not a problem
5. Understanding
Explain what democracy is
6. Reasoning
Why do you prefer democracy to dictatorship?
GUIDELINES IN THE FORMULATION OF QUESTIONS FOR A QUESTIONNAIRE
 1. Make all directions clear and unequivocal
 As much as possible, make all directions clear, definite, unequivocal and brief
 There should also be direction for every type of question. See to it that the respondent knows exactly what to do
 Ex. Poor direction for a multiple response question:
 Answer the following questions
 Better:
 Choose the items or options that could best answer the question and write a check mark on the space before each
option. You may have more than one choice.
 2. Use correct grammar
 Example of poor grammar:
 Please accomplish the questionnaire as soon as possible return it.
 Better:
 Please accomplish the questionnaire and return it as soon as possible.
 3. Make all questions unequivocal
 As much as possible make all questions brief, clear and unequivocal. Avoid making double-barreled questions
which can be interpreted un two ways
 3. Make all questions unequivocal
 Example :
 Are you employed or not? (this question can not be answered by yes or no without qualifying the answer. If the
answer is affirmative, it should be: “Yes, I am employed.” If the answer is negative, the answer should be “No, I am
not employed.”
 Example of a vague question:
 Are you a graduate?
 BETTER:
 Are you a high school graduate?
 4. AVOID ASKING BIASED QUESTIONS
 A biased question is one in which there is a veiled suggestion for an answer.
  Example :
 Do you use Colgate toothpaste? If not, what brand do you use? In this question there is a veiled suggestion to
make Colgate as the answer. The respondent may think that because Colgate is mentioned, it is the best
toothpaste and he has the tendency to say yes.
 BETTER:
 Which brand of toothpaste do you use?
 5. OBJECTIFY THE RESPONSES
 This is for the standardization of responses and easier tabulation.
 Example : Why do you use Camay soap?
 _____ It is fragrant
 _____ It makes my skin smoother
 _____ It is cheap
 _____ It is available all the time
 _____ It lasts long
 The replies can be checked only
 6. RELATE ALL QUESTIONS TO THE TOPIC UNDER STUDY
 All questions should gather data relevant to the study. If the study is about the teaching of science, all questions
should gather data that have something to do with the teaching of science. If the study is about the teaching of
mathematics, all questions should gather data that have something to do with the teaching of mathematics.
 7. CREATE CATEGORIES OR CLASSES FOR APPROXIMATE ANSWERS.
 There are questions which cannot be given exact answers and so there is a necessity of creating categories or
classes to accommodate the approximate replies. Such classes or groupings may be qualitative or quantitative.
Examples:
 QUALITATIVE QUANTITATIVE
 How efficient is How many sticks of
your teacher? Cigarettes do you
consume in a day?
_____ Very Efficient _____ 0 – 4
_____ Efficient _____ 5 – 9
_____ Fairly efficient _____ 10 – 14
_____ Inefficient _____ 15 – 19
_____ Very inefficient _____ 20 -24

PARTS OF A QUESTIONNAIRE

The cover-letter - is a formal and simple communication written by you to the respondents. Generally, it is composed of three
sections.

In the 1st section, you introduce yourself and mention the title of your study.

The 2nd section must give a brief introduction of the topic of your study or its rationale and the reason why you are conducting the
study and gathering needed data.

2. Profile Questions (if any)

3. other/main questions

FEATURES OF A GOOD QUESTIONNAIRE

 The questions or statements are clear, precise and simple to avoid vagueness.

 The questions are objective or impartial so as not to lead, influence or affect responses.

 The questions are correctly and accurately worded.

 The questions are asked in a logical sequence to attain a systematic flow of thought.

 The questions state the precise units of the variables to avoid ambiguity and confusion.

 The questions are relevant.

 The questions are answerable by means of checking.

 Questions can be answered using scales to accurately measure the degree or extent