LANGUAGES, HUMANITIES AND SOCIAL SCIENCES CLUSTER

ENGLISH SUB-CLUSTER
SCHOOL YEAR 2021 - 2022

Reading and Writing Skills

ENG02
Course Outcome #5

Prepared by:

Yuson, Daniel, R

ENG02 | LHS | CO5

COURSE CODE | COURSE TITLE

NAME: ____________________________________ TEACHER: ________________________

YEAR AND SECTION: _________________________ SCHEDULE: _______________________

Lesson Writing a Position

13 Paper and Project
Proposal

COURSE OUTCOME BULLETIN

Objective: To explain how one’s purpose is a crucial consideration in academic and professional
writing and identify the unique features of and requirements in composing texts that are useful
across disciplines

Subject Matters:
Lesson 1: Writing Position Papers
Lesson 2: Writing Project Proposals

Learning Competencies: Identify the unique features of and requirements in composing texts that are
useful across disciplines:
I. Project Proposal
II. Position Paper

Evaluation:
Performance Task: Project Proposal (Paper and Presentation)

Written Work: Outline (Position Paper)

ENG02 | LHS | CO5 1

COURSE CODE | COURSE TITLE

What is it?

I. Writing Position Papers

After learning how to formulate thesis statements and claims, and research for
supporting claims, you have to learn the skill of putting them into paragraphs. Writing
position papers presents a stand about an issue; its goal is to persuade your readers to
believe your side. To be able to write this kind of argumentative essay, you have to follow
different steps which include choosing your topic, building up your argument, and
organizing your ideas. Writing your position paper does not only present your side of the
argument, but also to refute the counterclaims and provide a plan of action. You have to
keep in mind that all your presented ideas and opinions should be backed up by valid and
factual information.

A Position Paper is a detailed report that recommends a course of action on a particular issue.
Typically, it is written after reading about and discussing a particular issue. Quite often, the
readings cover more than one issue, and as a writer you must choose a particular area of focus.

1.1. Issue Criteria

To take a side on a subject, you should first establish the arguability of a topic that
interests you. Ask yourself the following questions to ensure that you will be able to present a
strong argument:

● Is it a real issue, with genuine controversy and uncertainty?

● Can you identify at least two distinctive positions?
● Are you personally interested in advocating one of these positions?
● Is the scope of the issue narrow enough to be manageable?

1.2. Analyzing an Issue and Developing an Argument

It is an important step to do thorough research about the topic you have chosen because
your own ideas and opinions might not be sufficient to prove your argument. One way for you to
check whether your ideas will work is to list down the pros and cons of the issue. Also, coming
up with a table of claims, counterclaims, and their supporting details will help you organize your
ideas.

ENG02 | LHS | CO5 2

COURSE CODE | COURSE TITLE

When choosing for sources, do not rely too much on the Internet. Make sure to use
printed materials such as journals, books, newspapers, and magazines. If these sources are not
available, check for the reliability and validity of your online reference.

1.3. Considering your audience and determining your viewpoint

Your paper is not only for your eyes. Your main purpose for writing is to convince your
readers, which is considered as your audience, so it is very important to consider their
background knowledge and primary position about the topic. Bear in mind the background
information you need to provide and information to fully reach your goal, which is to persuade
your audience.

In determining your viewpoint, ask yourself the following:

1. Is your topic interesting? Remember that originality counts
2. Can you manage the material within the specifications set by the instructor?
3. Does your topic assert something specific, prove it, and where applicable, propose a
plan of action?
4. Do you have enough material or proof to support your opinion?

1.4. Organization

In making sure that your ideas are logically arranged, you may use an outline to organize
them:
I. Introduction
A. Introduce the topic
B. Provide background on the topic to explain why it is important
C. Assert the thesis (your view of the issue).

Your introduction has a dual purpose: to indicate both the topic and your approach to
it (your thesis statement), and to catch your reader’s interest in what you have to say. One
effective way of introducing a topic is to place it in context – to supply a kind of backdrop that
will put it in perspective. You should discuss the area into which your topic fits, and then
gradually lead into your specific field of discussion (re: your thesis statement).

ENG02 | LHS | CO5 3

COURSE CODE | COURSE TITLE

II. Counter Argument

A. Summarize the counterclaims
B. Provide supporting information for counterclaims
C. Refute the counterclaims
D. Give evidence for argument

You can generate counterarguments by asking yourself what someone who disagrees
with you might say about each of the points you've made or about your position as a whole.
Once you have thought up some counterarguments, consider how you will respond to them--
will you concede that your opponent has a point but explain why your audience should
nonetheless accept your argument? Will you reject the counterargument and explain why it is
mistaken? Either way, you will want to leave your reader with a sense that your argument is
stronger than opposing arguments.
When you are summarizing opposing arguments, be charitable. Present each
argument fairly and objectively, rather than trying to make it look foolish. You want to show
that you have seriously considered the many sides of the issue, and that you are not simply
attacking or mocking your opponents.
It is usually better to consider one or two serious counterarguments in some depth,
rather than to give a long but superficial list of many different counterarguments and replies.
Be sure that your reply is consistent with your original argument. If considering a
counterargument changes your position, you will need to go back and revise your original
argument accordingly.

III. Your Argument (Body)

A. Assert point #1 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
B. Assert point #2 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
C. Assert point #3 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)

You may have more than 3 overall points to your argument, but you should not have fewer.

IV. Conclusion
A. Restate your argument
B. Provide a plan of action but do not introduce new information

ENG02 | LHS | CO5 4

COURSE CODE | COURSE TITLE

The simplest and most basic conclusion is one that restates the thesis in different words and
then discusses its implications.

1.5. Plagiarism and Academic Dishonesty

Plagiarism is a form of stealing; as with other offences against the law, ignorance is no
excuse. The way to avoid plagiarism is to give credit where credit is due. Keep in mind that you
should cite your sources properly. If you are using someone else’s idea, acknowledge it, even if
you have changed the wording or just summarized the main points.

To avoid plagiarism, you must give credit whenever you use:

● another person's idea, opinion, or theory;
● any facts, statistics, graphs, drawings--any pieces of information--that are not
common knowledge;
● quotations of another person's actual spoken or written words; or
● paraphrase of another person's spoken or written words.

II. Writing Project Proposals

One of the many types of academic papers is a project proposal. It is a type of paper written
to persuade the community or a funding organization to prioritize and give importance to a
proposed idea or concept. Writing project proposals require young writers like you to master
skills in choosing the appropriate ideas for a project and provide valid reasons as to why your
idea should be considered.

A Position Paper is a detailed report that recommends a course of action on a particular issue.
Typically, it is written after reading about and discussing a particular issue. Quite often, the
readings cover more than one issue, and as a writer you must choose a particular area of focus.

ENG02 | LHS | CO5 5

COURSE CODE | COURSE TITLE

2.1. Three Types of Project Proposals

There are three types of proposals which include solicited proposal, unsolicited proposal and
grants.

1. Solicited Proposal is a type of proposal requested by businesses and government

agencies; this could also include Broad Agency Announcements (BAA), Request for
Proposal (RFP) and Request for Quotation (RFQ).
2. Unsolicited Proposal is a type of work proposal submitted voluntarily. It can either be
research or academic program proposal.
3. Grant is a type of proposal asking for financial solicitation that is related to business,
and not work. It is usually two to four pages in length. The purpose of writing a project
proposal is to serve as a guide, to get funding, to convince people to participate, and
to serve as a reference for evaluating the project.

2.2. Parts of a Project Proposal

The proposal should contain a detailed explanation of the:

• justification of the project;
• activities and implementation timeline;
• methodology; and
• human, material and financial resources required.

The following are the specific parts of a project plan/proposal:

I. Project Name
● This section pertains to the identity of the proposed project.
● The project title should be short, concise, and preferably refer to a certain key project
result or the leading project activity. Project titles that are too long or too general fail to
give the reader an effective snapshot of what is inside.

● Effective project titles Ineffective titles

Raising Environmental Awareness in the Environmental Education

Newly Independent States

Citizens Protect Lake Debar Protection of the Watershed of

ENG02 | LHS | CO5 6

COURSE CODE | COURSE TITLE

Lake Dojran from the Wastewater Flowing

Through the River Dragomir Originating
from Local Households

II. Project Type/Context

● This part refers to the general type or kind of project the product is under.
● This part of the project describes the social, economic, political and cultural back- ground
from which the project is initiated. It should contain relevant data from research carried
out in the project planning phase or collected from other sources. The writer should take
into consideration the need for a balance between the length of this item and the size of
the overall project proposal.
e.g. industrial, environmental, informative, training, seminar, etc.
e.g. This project will be educational, environmental and practical for it includes
seminars and clean-up drives.

III. Rationale
● This section expresses the reason why the project must commence. This also includes the
principles underlying the project.
● Rationale should be provided for the project. Due to its importance usually this section is
divided into four or more sub-sections.

o Problem statement
The problem statement provides a description of the specific problem(s) the
project is trying to solve, in order to “make a case” for the project. Furthermore,
the project proposal should point out why a certain issue is a problem for the
community or society as a whole, i.e., what negative implications affect the
target group. There should also be an explanation of the needs of the target
group that appears as a direct consequence of the described problem.
o Priority needs
The needs of the target group that have arisen as a direct negative impact of the
problem should be prioritized. An explanation as to how this decision was
reached (i.e., what criteria was used) must also be included. For example, if the
problem is stated as “... poor infrastructure in the community” the list of needs
associated with this problem may be:

ENG02 | LHS | CO5 7

COURSE CODE | COURSE TITLE

▪ improved water supply in quality and quantity;

▪ better roads; and
▪ improved solid waste collection.
These three needs would then be given higher or lower priority according to the
level of importance for the community, and a description would be given of how
that decision was reached (e.g., a poll taken from the local population, costs
associated with project intervention, etc.). This procedure provides credibility to
the selected intervention.
o The proposed approach (type of intervention)
The project proposal should describe the strategy chosen for solving the
problem and precisely how it will lead to improvement.
One way to describe the approach related to the need previously stated as
improved water supply could be: “intervention to provide basic water supply
facilities in the com- munity,” with some description of the specific features of
the solution proposed.

o The implementing organization

This section should describe the capabilities of your organization by referring to
its capacity and previous project record. Describe why exactly your organization
is the most appropriate to run the project, its connection to the local
community, the constituency behind the organization and what kind of
expertise the organization can provide. If other partners are involved in
implementation provide some information on their capacity as well.

IV. Objectives/Aims
● This section specifies what you want to accomplish in the conduct of the project.
● Project goal (or overall objective) is a general aim that should explain what the core
problem is and why the project is important, i.e. what the long-term benefits to the target
group are.
● Some examples of a project goal might be:
o raising environmental awareness;
o improving the quality of life in the community; and
o fostering social empowerment among women from deprived rural areas.

ENG02 | LHS | CO5 8

COURSE CODE | COURSE TITLE

Rules for Setting a Project Goal

1. There should be only one goal per project.
2. The goal should be connected to the vision for development.
3. It is difficult or impossible to measure the accomplishment of the goal using measurable
indicators, but it should be possible to prove its merit and contribution to the vision.

V. Description
● This chapter provides the characteristics of the project: the persons responsible,
beneficiaries, the time period and place of implementation.
● A brief description should be given of the project personnel, the individual roles each one
has assumed, and the communication mechanisms that exist between them. All the
additional information (such as CVs) should be attached to the annexes.
● Define the target group and show how it will benefit from the project. The project should
provide a detailed description of the size and characteristics of the target groups, and
especially of direct project beneficiaries. The criteria for target group analysis may be
ethnic composition, gender, age, etc. When these analyses are more elaborate, they may
be attached as an appendix.
e.g. The project will involve the school principal, the faculty teachers, the school
personnel and the learners. The community will be the main beneficiary of the clean-up
drive from February 14 to 17, 2018 in Sto. Rosario, Hagonoy, Bulacan.

VI. Project Outline/ Draft

● This part provides an overview of the project. It could be a blueprint or a draft of the
product. It may also be the step-by-step procedures that you will implement.
● The implementation plan should describe activities and resource allocation in as much
detail as possible. It is exceptionally important to provide a good overview of who is going
to implement the project’s activities, as well as when and where. The implementation
plan may be divided into two key elements: the activity plan and the resource plan.

Activity plan (schedule)

ENG02 | LHS | CO5 9

COURSE CODE | COURSE TITLE

• The activity plan should include specific information and explanations of each of the
planned project activities. The duration of the project should be clearly stated, with
considerable detail on the beginning and the end of the project.
• In general, two main formats are used to express the activity plan: a simple table and
the Gantt chart.

1. A simple table with columns, for activities, sub-activities, tasks, timing and responsibility, is
a clear, readily understandable format for the activity plan.

2. The Gantt Chart, a universal format for presenting activities in certain times frames, shows the
dependence and sequence for each activity. Figure 9 shows a sample Gantt Chart.

ENG02 | LHS | CO5 10

COURSE CODE | COURSE TITLE

Resource plan
• The resource plan should provide information on the means necessary to undertake the
project. Cost categories are established at this stage in order to aggregate and summarize
the cost information for budgeting.

VII. Budget Plan

● This includes the needed materials, budget needed and the source of funding.

ENG02 | LHS | CO5 11

COURSE CODE | COURSE TITLE

e.g. The project will require the following:

● In simple terms, a budget is an itemized summary of an organization’s expected income

and expenses over a specified period of time.
● Budgeting forms and financial planning procedures vary widely, especially in the non-
profit sector. It is nevertheless essential that financial officers comply clearly and
punctually with a funding organization’s budgeting and reporting requirements.
● The two main elements of any budget are income and expenditures.
o Income (sometimes referred to as revenue) is the amount of financial assets and in-
kind contribution used as sources of support for the project. If the funding source is
unique, the income side of the budget may not be shown. However, many projects
have more than one source of support. The income side should show the share of
contribution of each of these sources. Figure 11 shows a sample income form.
o Expenditures (also called expenses or costs) are all the costs that are anticipated to
occur during the project’s implementation. Regardless of the calculation and
classification criteria used, the project costs should present a reasonable reflection
of the activities presented in the project proposal.
● A projection of the specific amounts of time needed at different phases of project
implementation, represents a basis for calculating the spending dynamics at different
periods of the project.
● Budget categories classify expenditures into smaller groups according to a certain criteria.
This is to monitor spending and ensure compliance with the plan.
● The two main costs are direct costs and operational costs. Direct costs are associated with
a certain activity (e.g. organizing a workshop). Operational costs are related to internal
activities of an organization and are considered fixed costs in the short term (e.g. staff
salaries, rent, utilities, etc).
● Units, quantity per period and estimated unit costs are the three elements that are
needed to calculate costs associated with any of these categories.

VIII. Monitoring and Evaluation

● This chapter specifies how you will determine the realization or success of the project’s
objectives.
e.g. The main tools for the monitoring and evaluation of the project outcomes will be
survey and evaluation forms. Also, observations will be vital in the analysis of the
project’s aftermath.

ENG02 | LHS | CO5 12

COURSE CODE | COURSE TITLE

● The basis for monitoring is set when the indicators for results are set. The project
proposal should indicate:
o how and when the project management team will conduct activities to monitor
the project’s progress;
o which methods will be used to monitor and evaluate; and
o who will do the evaluation.
● The schedule of project progress and financial report could be set in the project
proposal. Often these obligations are determined by the standard requirements of the
donor agency. The project report may be compiled in different versions, with regard to
the audience they are targeting.

What’s more?
Insert practice exercises here. Minimum of 5 items/questions. Usually direct sub problems.

What I have learned

Written Work 5: Position Paper Draft (Outline) - Group
Guidelines:
1. Form a group of four members with your classmates.
2. Choose a topic that you want to discuss as a group in your position paper. Any topic, as
long as it is debatable and controversial, local or international, will do.
3. Research about the issue and list down the claims, counterclaims, and supporting
evidence, then, organize them using an outline. Use the following format:
I. Introduction
A. Introduce the topic
B. Provide background on the topic to explain why it is important
C. Assert the thesis (your view of the issue)

II. Counter Argument

A. Summarize the counterclaims
B. Provide supporting information for counterclaims
C. Refute the counterclaims
D. Give evidence for argument

III. Your Argument

ENG02 | LHS | CO5 13

 COURSE CODE | COURSE TITLE

A. Assert point #1 of your claims

1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
B. Assert point #2 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
C. Assert point #3 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)

IV. Conclusion
A. Restate your argument
B. Provide a plan of action but do not introduce new information
4. Cite your sources properly.

T
6 5 4 3 2 1 Score/
Total
Developed a strong Developed a strong Developed a strong Developed a thesis Thesis Statement A clear position is
Thesis thesis and included thesis and included thesis and included statement and needs to be not present
Statement it in the it in the it in the included it in the developed further throughout the
appropriate place appropriate place appropriate place paper. Some of the or is not included paper.
in the paper. The in the paper. The in the paper. Most information in the paper. The
thesis was the focal thesis was the focal of the information supported the thesis is not fully
point of the paper point of the paper supported the thesis statement. supported in the
and was both and supported thesis statement. paper.
strongly and throughout the
thoroughly paper.
supported
throughout the
paper.
Respectfully Presents main Presents main Presents a few Present minor Does not present
Counterclaims presents main counterarguments counterarguments main counterarguments main
counterarguments and opposing and opposing counterarguments and opposing counterarguments
and opposing views; describes views; describes a and opposing views; does not and opposing
views; describes some weaknesses few weaknesses of views; does not describe the views; does not
the weaknesses of of opposing opposing evidence describe the weaknesses of describe the
opposing evidence evidence weaknesses of opposing evidence weaknesses of
opposing evidence opposing evidence
Position is Position is Position is Position is Reasons are weak Reasons are not
Presentation supported with supported with supported with a supported with a and/or repetitive. developed or are
of Arguments well-developed well-developed minimum of three minimum of three They need to be repetitive. Ideas
and thought out and thought out distinct reasons. distinct reasons. developed and can be difficult to
reasons (minimum reasons (minimum Reasons are Reasons are explained further. understand.
of three). Reasons of three). Reasons developed, but developed, but are
show strong are well developed, more analysis and more general and
analysis and but analysis and conclusions are need to be
conclusions based conclusions need needed. developed further.
on the information. to be
strengthened.
Position is Position is Position is Position needs to Paper lacks valid Little to no support
Depth and supported in depth supported with a supported with a be supported with and accurate from researched
Variety of with a variety of variety of sources. variety of sources. more valid and information. Some information is
sources. Adequate valid and Valid and accurate accurate of the information present in the
Evidence Substantial valid accurate information has information. Some is not relevant and paper.
and accurate information has been used of the information does not support
information in the been used throughout the may not be the position.
form of expert throughout the paper. Most of the relevant and/or
opinion, statistics, paper. Information information is does not support
research studies, is relevant and relevant and the thesis.
etc. has been used supports the

ENG02 | LHS | CO5 14

COURSE CODE | COURSE TITLE

throughout the supports the writer’s ideas. A

paper. Information writer’s ideas. mix of general and
is relevant and specific
supports the information is
writer’s ideas. used.

Ideas are well Most ideas are well Organization of the Paper has some Paper has little Paper lacks
Organization organized and free organized and free paper needs to be organization but organization and organization and
and of mechanical of mechanical strengthened. some diversions or many diversions, there are
errors. errors. Mechanical errors abrupt shifts in often shifting in numerous
Mechanics are present purpose are purpose. Many mechanical errors
throughout the present. Many mechanical errors which make
paper. mechanical errors are present and comprehension
are present as well. transitions are not difficult.
Sentence structure utilized.
needs to be
strengthened.

Comments:
/30

What I can do
Performance Task 5: Writing and Presenting a Project Proposal (Group Activity)

1. With your groupmates, choose one topic/issue from the outputs you provided in the
previous activity, and elaborate the plan of action in your conclusion through creating a
project proposal.
2. Follow the given steps and guidelines above. Make sure that the topic and content that
you will be discussing in your project proposal is relevant and appropriate.
3. You will be submitting a paper and presenting your project proposal.
4. Your project proposal should have the following parts:
I. Project Name
II. Project Type
III. Rationale
IV. Objectives
V. Description
VI. Project Outline
VII. Budget Plan
VIII. Monitoring and Evaluation

Rubric:
Criteria 8-10 points 6-7 3-5 1-2

Title Page Project title is short, Project title is short, Project title is either short Project title is not short,
concise, and refers to a concise, and refers to a or refers to a certain key concise, and refers to a
certain key project result certain key project result project result or the certain key project result
or the leading project or the leading project leading project activity. or the leading project
activity. activity. activity.
1-2 components of the
Other components of the 1-2 components of the title page such as the Most components of the
title page such as the title page such as the title page such as the

ENG02 | LHS | CO5 15

COURSE CODE | COURSE TITLE

authors, the school, and authors, the school, and authors, the school, and authors, the school, and
the date are present. the date are missing. the date are missing. the date are missing.

Rationale The rationale contains the The rationale is missing The rationale is missing The rationale is missing
four important subparts one of the four important two of the four important three or more of the four
and were discussed subparts and were subparts and were important subparts and
elaborately: Problem discussed elaborately: discussed elaborately: were discussed
statement, priority needs, Problem statement, Problem statement, elaborately: Problem
proposed approach, and priority needs, proposed priority needs, proposed statement, priority needs,
the implementing approach, and the approach, and the proposed approach, and
organization. implementing implementing the implementing
organization. organization. organization.

Objective and Description The objective explains the The objective explains the The objective does not The objective does not
core problem and why core problem and why explain the core problem explain the core problem
the project is important; the project is important; and why the project is and why the project is
the paper describes the the paper does not important; the paper important; the paper
persons responsible, describe the persons describes the persons does not describe the
beneficiaries, the time responsible, beneficiaries, responsible, beneficiaries, persons responsible,
period and place of the time period and place the time period and place beneficiaries, the time
implementation of implementation of implementation period and place of
implementation

Project Outline/Draft The paper contains a The paper contains an Either an activity plan or a The paper does not
detailed activity and activity and resource plan resource plan is missing. contain a detailed activity
resource plan with some details and resource plan

Budget Plan/Monitoring and The paper provides the The paper provides the The paper does not The paper does not
Evaluation needed materials, budget needed materials, budget provide the needed provide the needed
needed and the source of needed and the source of materials, budget needed materials, budget needed
funding. The paper funding. The paper does and the source of funding. and the source of funding.
specifies how the writers not specify how the The paper specifies how The paper does not
will determine the writers will determine the the writers will determine specify how the writers
realization or success of realization or success of the realization or success will determine the
the project’s objectives. the project’s objectives. of the project’s realization or success of
objectives. the project’s objectives.

Presentation The reporters are The reporters are The reporters are The reporters are not
knowledgeable of the knowledgeable of the knowledgeable of the knowledgeable of the
content of their paper. content of their paper. content of their paper. content of their paper.
They presented their They read a few They were reading during They were reading all
project proposal information from their the presentation. They throughout. No visual
confidently. They also paper. They also made also made use of props materials were used.
made use of props and use of props and visual and visual materials.
visual materials. materials.

Total: 60 points

ENG02 | LHS | CO5 16

COURSE CODE | COURSE TITLE

References

Channel, C. Engaging Questions 3e. P. 511-517 McGraw Hill

Seyler. Read, Reason, Write 12. P. 209-212

Cardiel, G. G., Caparanga, A. R., Doma, B. Jr. T., J. L. Salvacion and S.T. Yang (2000).
Preliminary engineering geological-geotechnical and instability risk assessment of slopes
at Peace Village, Barangay San Luis, Antipolo, Rizal. Mapua Research Journal, Volume 1
(2), 79-84.

ENG02 | LHS | CO5 17