s

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
(Quarter 3- Module 8/Week 8)

Department of Education
SDO- City of San Fernando (LU)
Region 1
 11
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
(Quarter 3- Module 8/Week 8)
KINDS OF CONCEPT PAPERS AND
PRESENTING A CONCEPT OR PROJECT
MOST ESSENTIAL LEARNING COMPETENCY

o Compare and contrast various kinds of concept

papers. (CS_EN11/12A-EAPP-Igj-20)
o Presents a novel concept or project with
accompanying visuals/graphic aids.
(CS_EN11/12A-EAPP-Igj-20)

ii
 For the parents:

1. Please guide your child while he is studying and answering the tasks provided in
this module.
2. Remind your child about his study time and schedule so he can finish the module.
3. Let your child answer the module activities independently however, assist him only
when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the
module.
5. Kindly return the whole module and answer sheets on _________ during Fridays at
____________________.
For the learners:

1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to
understand, feel free to ask from your parents or companions at home. However, if
you still could not understand, you can call me at this number, _____________so I
could explain it to you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a
separate sheet of paper for your answers. Avoid writing or tearing the pages of this
module
This module because
has the this will
following beand
parts usedcorresponding
by other pupils/students
icons: like you.
4. Write important concepts in your notebook regarding your lesson. This will help
you in your review later.
5. You need to finish the activities in this module so that you can give this to your
parents on ___________________________.
Always remember these health tips:

1. Remember to wear your face mask properly and regularly.

2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

iii
This module has the following parts and corresponding icons:
What I Need to This will give you an idea of the skills or competencies
Know you are expected to learn in the module.

This part includes an activity that aims to check what you

What I know already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link the current
lesson with the previous one.

In this portion, the new lesson will be introduced to you in

What’s New various ways; a story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion of the lesson. This
What is it aims to help you discover and understand new concepts
and skills.
This comprises activities for independent practice to
What’s More solidify your understanding and skills of the topic. You
may check the answers to the exercises using the Answer
Key at the end of the module.

What I have This includes questions or blank sentence/paragraph to be

Learned filled in to process what you learned from the lesson.

This section provides an activity which will help you

What I can do transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of mastery

in achieving the learning competency.

Additional In this portion, another activity will be given to you to

Activities enrich your knowledge or skill of the lesson learned.

iv
 What I Need to Know
A significant academic paper that you must learn to read and write critically is a
concept paper. This lesson illustrates examples of brief and full-blown concept papers from
different areas of knowledge which focuses the values they convey and the different
strategies that may be used in reading and writing one. This lesson does not only challenge
you to read and write critically but also to compare and contrast the sample concept papers
from various disciplines, with the end in mind that you will prepare a well-written concept
papers in your specific discipline and present a novel concept or project with accompanying
visuals/graphic aids.

At the end of this module, students will be able to:

1. Compare and contrast the sample concept papers from various disciplines; and
2. Present a novel concept or project with accompanying visuals/graphic aids.

What I Know
Directions: Determine which category of a concept paper the following titles fall under. Consider
the key terms and concepts to help you get the correct answer. Choose from among these options:
Art, Business, Law, Philosophy, Politics, Religion, Science, Sports, and Tech-Voc.

__________________ 1. Migration and Social Protection: A Concept Paper

__________________ 2. The Changing Character of Conflict Platform: Understanding,
Tracing, and Forecasting Change Across Time, Space, and Cultures
__________________ 3. Concept Paper for Sequim “Art House”
__________________ 4. A Conceptual Framework for Technical and Vocational
Education and Training
__________________ 5. Measuring the Rule of Law, Justice, and Fundamental Rights

Source: Tugay, A. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES.

Rawis, Legaspi City. DepEd, Region V, Bicol.

5
Directions: Match the terms defined in Column B to the definitions in Column A. Write your
answers in a separate sheet of paper.

A B
____ 1. A chart that is often found in offices to show positions, A. Organizational
ranks, and levels. Chart
____ 2. A graphic design that explains rather than represents. B. Diagram
Venn is a popular example.
____ 3. A graphic aid that arranges data using rows and C. Table
columns.
____ 4. Line, and bar are common examples of this widely D. Graph
used graphic aid.
____ 5. This graphic aid can be best used in presenting data E. Map
about areas and locations.

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 COMPARING AND CONTRANSTING
Lesson
KINDS OF CONCEPT PAPERS AND
PRESENTING A CONCEPT OR PROJECT
8

What’s In
Directions: Read the following statements below. Determine the method of explanation used in
elucidating a concept based on the examples provided below. Choose the letter of your answer.
Write your answers on a separate sheet of papers
A. DEFINITION B. EXPLICATION C. CLARIFICATION

1. Girth measurement is taken horizontally and most of them go around the entire
circumference of the body.
2. A company’s financial statements are generated from summary totals in the ledger. For
instance, sales ledgers record accounts receivable. This ledger consists the financial
transactions made by customers to the company. Purchase ledgers record money spent
for purchasing by the company while general ledgers represents the five main account
types namely assets, liabilities, income, expenses and capital.
3. Figure 1.1 reflects the increasing number of enrollees in senior high school for this
school year. Initially, there is a total of 536 officially enrolled students. Yet, by the end
of May it hiked to 1056, that is almost doubled the initial number. It is expected that in
the weeks to come more students will enroll under SHS as we come closer to the
beginning of classes by August.
4. The way you set your table is important because it impacts a lot of factors. To name
one, proper tables setting indicates the tone/ feeling that people have about being
together. Aside from this, it lets people know that you consider them important enough
for you to exert extra effort in preparing the table. Moreover, it affects the appearance
of the food that you serve to your customers/clients.
5. In a parallel connection, all components are connected across each other forming
exactly two sets of electrically common points.

Source: Tugay, A. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES.

Rawis, Legaspi City. DepEd, Region V, Bicol.

7
 What’s New

Directions: How well do you know using the Venn Diagram? Utilizing the diagram, write the
similarities and differences of a whale and a fish with their corresponding letters below.
A. GIVE BIRTH D. HAVE HAIR G. HAVE SCALES
B. LAY EGGS E. HAVE FINS H. CAN BREATHE AIR IN
WATER
C. CAN’T BREATHE F. CAN SWIM I. LIVE IN WATER
AIR IN WATER

FISH WHALE

Similarities Similarities

Similarities

Source: https://i.pinimg.com/originals/20/44/75/2044754d3a8072e02986f456c5b1b8b7.png\

8
 What Is It
What is a Concept Paper?
A concept paper enables in putting thoughts and ideas into paper for consideration for
research. It is from the concept paper that one develops the research proposal which can either be
business or academic oriented. Most students usually go directly to the research proposal. As good
as concept paper and research proposal may seem similar, they are different in the process and
presentation. The aim of the concept paper is to capture the thoughts and ideas while the research
proposal captures the ideas in a structured manner for approval to research (Lango, 2019).

Parts of a Concept Paper

Barrot and Sipacio (2016) claims that concept paper usually ranges from 500 to 2,000
words and is usually divided into several parts. However, they emphasized that the format and
design required by the funding agency needs to be followed. The parts of a concept paper may also
vary depending on the nature of the project/activity. Below are two outlines of a concept paper
based on the context.

Concept Paper for a Project

Use the following structure when you want to propose a certain tangible project in your
discipline.
1. Cover Page
o State the name of the proponents and their affiliations.
o State the addresses, contact numbers, and email addresses of the proponents.
o State the head of the agency and his/her contact information. State the date of
submission.
2. Introduction
o State the information about the funding agency to show that you understand its mission.
o State the mission of the agency that the proponents represent and align it to the funding
agency’s mission. Also, state the year the proponents’ agency was established, its major
accomplishments, and other details that demonstrate its capability to undertake the
proposed project.
o Present and describe other partner agencies and why they are qualified as such.

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 o Provide reasons why the funding agency should support the project.
3. Rationale or Background
o State the gap in knowledge to be addressed by the project.
o State the problems to be solved.
o State the project’s significance.
4. Project Description
o State the goals and objectives of the project.
o Present the methodology (sometimes termed as Action Plan, Project Activities, or
Approach)
o Present the timeline expressed in months and year.
o State the benefits or anticipated outcomes.
o State how success of outcomes will be evaluated.

3. Project Needs and Cost

o Outline the main budget; include the item description and amount.
o Explain or justify how the budget will be used.
o List the personnel or equipment needed for the project.

Concept Paper for Academic Research

Use the following structure when you intend to present an idea or a concept for a research
you would like to pursue.
1. Title Page
o State your research title.
o State your name and school.
o State the date of submission.
2. Background of the Study
o Provide the current state of the field you are researching on.
o State the gap in knowledge and problems to be addressed by the research.
o Provide statistics and previous studies to prove your claims.
o State the reasons why you want to investigate on the chosen topic.
o State the theoretical and practical implications of your proposed research.
3. Preliminary Literature Review

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 o Provide a theoretical framework. This includes the theory that will guide you in the
conduct of your research.
o Provide related literature that supports your topic.
o Provide related studies that will help you in conducting the research or analyzing and
discussing the data.
o Provide a brief synthesis of the reviewed literature and studies.
4. Statement of the Problem/Objectives
o State your general problem in one sentence.
o State your specific research questions or objectives.
5. Abridged Methodology
o Provide the contexts and participants of the study.
o Provide the instruments to be used.
o Provide the data collection procedure.
o Provide the data analysis scheme to be used.
6. Timeline
o Provide a timeline (e.g. Gantt chart) set in months and year.
7. References
o Provide a list of books, journals, and other resources cited in your paper.

Guidelines in Writing a Concept Paper

Barrot and Sipacio (2016) presented the following guidelines to come up with a well-
written concept paper.
1. Cost and methodology should be reasonable.
2. The budget, methodology, and timeline should be clearly aligned.
3. Use statistics and figures when discussing the rationale for the project.
4. Use no more than five pages (single-spaced) excluding the cover page. Do not overwhelm
the readers with details.
5. Never request funding for planning the proposal.
6. Adjust your language to the intended readers. You may use technical terms if readers are
scholars and scientists. However, refrain from using jargon when your target readers are lay
persons.

11
 7. Include the overview of the budget if it is required. If not, then skip the budget section. In
place of this, you may simply include the type of support you may need such as personnel,
travel and communication, and equipment.
8. Be sure that basic format details, such as page numbers, are incorporated.
9. Cite your references.

Now that you are familiar with the various features of the different kinds of concept papers,
you can now learn how to present a novel or concept or project. This can be achieved using visuals/
graphic aids which you can effectively maximize their advantages.

According to Barrot and Sipacio (2016), visuals can be classified into six groups as shown
below:

Charts Tables Graphs Diagram Visual Maps

The Northen Arizona University in its online platform, explained that many technical pieces
of writing have two main kinds of material which are:
1. the written portion of the document, the prose; and
2. graphic material that supports the prose.

The prose and the graphic material should go hand in hand to make the presentation clearer
for the audience or the reader. Typically, readers read the prose first and would go looking for some
graphics to search for more information or even clarifications. Therefore, the graphic portion of any
document is essential. It is likewise necessary that these graphic materials should provide clarity,
not confusion.

THE GRAPHIC
Usually, a chart uses lines, boxes, and arrows when presenting data. Its principal purpose is
to show ranks, levels, classifications, and orders.
The two most common charts are the organizational charts (also called organigram or
organogram) which can be found in many offices, and the other one is the flow chart that talks
about processes, orders, and steps. Look at the examples that follow.

12
 Source: https://www.affordablecebu.com/pictures/articles/school/DepEd-Organizational-Structure-Chart.jpg

This organizational chart illustrates the offices that function under Department of
Education. The levels shown in this chart make it easier for a reader to understand which offices
function higher than the others.

Useful Tips:
1. The right size. Charts that are too large in size can be overwhelming. Three charts that
are clear will always be better than one overloaded chart. This way, the audience can take
their time to understand the structure and when they’re ready, they can just check out the
other departments or divisions.
2. The right shapes and colors. Using the same shape for the same level or department can
be a big help for the audience to understand the organization better. This rule also goes to
the use of colors.
3. The right information. Additional information about the staff such as contact
information, location, and specialties is also a way to help readers get a full advantage of
looking at an organization chart.

13
 Since a flow chart illustrates processes or steps, the template below which is an adaptation
of Barrot and Sipacio’s (2016) can be easily applied and used.

Sources: https://tse4.mm.bing.net/th?id=OIP.uOE2szaB6deULED_vpKTlAAAAA&pid=Api&P=0&w=300&h=300
http://3.bp.blogspot.com/-l_bRUFKzcvc/TsyEbZgf1SI/AAAAAAAAAFY/ijqYtEDrDoU/s1600/flowChartExample1.gif

Useful Tips:
1. Summarize the entire procedure. Present only the key points and integral steps.
2. Just like in making an organizational chart, it is needed to limit the types of shapes to be
used. Remember that rectangles refer to an event which is a part of the process, while
diamonds show a point where one has to make a decision, oftentimes, responding to a yes-
no question. Lastly, rounded boxes are used to mark the start or end of a process.
3. Legends should be provided when needed.
4. Let the chart flow from left to right or from top to bottom.
5. Keep the flow chart simple and comprehensive.

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 TABLES

The Merriam-Webster dictionary defines tables as systematic arrangement of data usually

in rows and columns for ready reference. A row is a list of items presented straight across a table
while a column presents data vertically.

Source: http://santarosacity.gov.ph/file-manager/images/SEPP/Education/Table%205-70%20Government%20Secondary%20Schools%20Historical%20Enrollment%2C%20SY%202009-
2010%20to%20SY%202015-2016.jpg

In reading and interpreting a table, it is important that the title was understood since it is the
primary source as to what the table is about. Whether the data presented are updated or not,
checking will not harm. Since many tables present numerical data, they also must be accurate.

GRAPHS
According to reference.com, graphs are meant to be focused on the data in question and
how they trend. They have exact numerical figures shown on axes, usually organized on the left
and bottom of the graph. Common graph types include dot-and-line and bar graphs. Graphs are
most used in analyses and situations that call for raw and exact. Some of the common types of
graphs are bar, line, pie, and pictograph.
Bar Graph

Source: https://public.flourish.studio/published_thumbnails/visualisation/1932378/c572a5d1a08bbec1.jpg

15
Line Graph

Source: https://psa.gov.ph/content/births-philippines-2016

In 2016, a total of 1,731,289 live births was registered which is equivalent to a crude birth
rate (CBR) of 16.8 or about 17 births per thousand population.

The number of registered live births showed an increasing trend from 2006 to 2008,
plateau from 2008 to 2012 and downward from 2012 to 2016. The decrease in the last four years
was 3.3 percent, from 1,790,367 live births in 2012 to 1,731,289 recorded births in
2016. However, this does not mean that the number of babies born in the country is on a decline,
as some may not have been registered. (See Figure 1 and Table 1)
Source: https://psa.gov.ph/content/births-philippines-2016

In describing a graph, certain collocations are used to better relay what the graph is all
about. The chart below provides the words/ expressions that can be used.

DIAGRAMS
A drawing that shows arrangements and relations is called a diagram. Merriam- Webster
Dictionary also defines diagram as a graphic design that explains rather than represents.

16
 The Venn Diagram is probably one of the most popular types of diagram due to its
simplicity yet ability to summarize details.

Source: https://leanbusinessstartup.files.wordpress.com/2012/08/vennsuccess1.jpg

VISUAL IMAGE
Visual images are pictures or photographs. Providing visual images to reports and concept
papers can surely support and in some cases, add information. If taken well, these images can
likewise add aesthetics to the output.
Here is one good example of using visual images in a report. This is a page in a
multinational company’s annual report. Notice how the photographs intensified the overall effect to
anyone who may read it.

Sources: https://latestchika.com/wp-content/uploads/2021/02/Untitled-design-21.jpg
https://scontent.fmnl8-1.fna.fbcdn.net/v/t1.0-
9/99122039_4471809376178425_3433216618119823360_n.jpg?_nc_cat=102&ccb=3&_nc_sid=8bfeb9&_nc_eui2=AeEotgNB4jQoTh3a3aJKTgAGo05RY4hVXlCjTlFjiFVeUN2gnAK0CgjLZPVJ0
RDIkUU&_nc_ohc=oz3zV9x-u9MAX-jqAN2&_nc_ht=scontent.fmnl8-1.fna&oh=40b0bcac828b37754a8faea92231a987&oe=604B551E

17
Useful Tips:
1. Add only the appropriate and relevant photos. Consider the most suited photos to the
topics discussed. Too many photos can make your report more like a photo album.
2. Lay outing is important. It means how the images shall be positioned on the paper. It
must be near the part that it supports or add information to.
3. The quality of the photo should also be considered. They must be clear, clean, and
comprehensible so a blurry photo is a big NO.
4. Taking photos can be difficult. Help should always come in handy if there are friends and
acquaintances who are passionate about photography or photojournalism. The angles, light
exposure, and perspectives are just some of the technicalities. However, downloading
photos from the internet will save time and effort but never forget to give credits.

MAPS

Maps can be common addition to reports especially when presenting data about
places or areas. Since maps are usually presented with numerical data, using them can
somehow break the monotony of numbers in a presentation.

Source: https://newsinfo.inquirer.net/files/2020/03/WhatsApp-Image-2020-03-09-at-13.06.15-620x659.jpeg

This presentation shows the recorded cases of Novel Corona Virus (COVID-19) in the different
regions of the Philippines as of March 9, 2020.
Source: Tugay, A. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES.
Rawis, Legaspi City. DepEd, Region V, Bicol.

18
 What’s More
1. Directions: Choose the letter of the best graphic aid from Column B that fits the description in
each number on the spaces below in Column A. Write your answer in a separate paper.
A B
______ 1. This graphic aid often presents numerical data A. Venn Diagram
using two axes that are usually placed on the left
and at the bottom.
______ 2. Adds aesthetics and information to text data in a B. Graph
presentation.
______ 3. A kind of diagram that often presents the C. Table
similarities and differences of data through linked
circles.
______ 4. A useful aid that displays information in rows and D. Visual Images
columns.
______ 5. A chart that effectively presents ranks and levels of E. Diagram
an organization, unit, group, or department.
______ 6. A drawing that shows arrangements and relations. F. Map
______ 7. A graphic aid that is commonly used for places, G. Organizational
geographies, or locations. Chart
______ 8. A kind of graph composed of vertical or horizontal H. Flow Chart
bars.
______ 9. This kind of graph uses slices to represent data that I. Bar Graph
are often about budgets, consumptions, and
expenses.
______ 10. A chart that describes processes, instructions, or J. Pie Graph
directions.
Source: Tugay, A. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES.
Rawis, Legaspi City. DepEd, Region V, Bicol.

19
II. Directions: Read and understand the mini concept paper below. After reading, answer the
essential questions. Write your answers in a separate sheet of papers.

Mercury Pollution

(1) When most people think or talk about dangers to our environment, they focus on general
terms like “pollution,” “smog,” and “acid- rain.” Also, they often focus on the impact of
supposedly man-made chemicals and compounds. But to truly understand the risks to our
environment, it’s helpful to focus on the danger of specific chemical, which are often otherwise
naturally-occurring elements that have been spread harmfully by man. One of the largest threats to
our environment is mercury: Hg on the periodic table of elements.
(2) At room temperature, mercury, a metal, exists as a silvery-white liquid. However, it
vaporizes readily when heat is applied, and can stay suspended in the air for more than a year. The
largest sources of mercury pollution in the United States are coal-fired power plants. Emissions
from these plants account for 70 percent of the mercury that enters our oceans, lakes, and streams.
Air currents carry these particles far from the source and are capable of polluting bodies of water
thousands of miles away.
(3) Mercury particles released into the air fall into these waterways and quickly enter
aquatic food chains. First, mercury attaches to sediments (fragments of organic and inorganic
material that settle to the bottom of the body of water). Second, bacteria change the mercury into
methyl mercury, a highly toxic substance. Third, phytoplankton feed on the organic matter in
sediments and absorb the methyl mercury. Fourth, fish then eat the mercury- contaminated
phytoplankton; the larger the fish and the longer it lives, the more concentrated the methyl mercury
in its system becomes. The mercury can then move higher up the food chain when humans eat fish
that have absorbed high amounts of mercury.
(4) Studies indicate that mercury levels in U.S. waterways have increased anywhere from
100 to 400 percent over the course of the last century, and no river, lake, or ocean seems immune.
It is important to note that, thanks to the U.S. Clean Air Act and efforts by industry to curb
unnecessary discharges as well as better sewage treatment methods, the levels have been in slow
decline since the 1970s. However, this minor decline is relatively miniscule in comparison to the
major increase in the years prior.
(5) If you’ve ever experienced that “rotten egg” smell during low tide at a coastal area,
you’ve seen (or smelled) methylation in action. Methylation is the conversion of mercury in
sediments to methyl mercury by sulphate- reducing bacteria. While this methylation is a natural
process, the industrial discharge of mercury has greatly accelerated the process beyond what the

20
ecosystem is able to absorb safely. This methylation not only impacts aquatic species, but also
harms humans and other land-based wildlife. (6) Most of the fish and shellfish that humans eat live
solely in coastal areas or frequent coastal areas and feed on the fish that live there. At the same
time, most methylation takes place in coastal areas. Therefore, methyl mercury moves up the food
chain from plankton to lobster, bluefish, winter flounder, tuna, and many other species eaten
extensively by man. The methyl mercury binds to the protein in fish, residing in the muscle of the
fish. This muscle is exactly what we eat, the fillet.
(7) The short-term impact of digestion of toxic methyl mercury is obviously a concern.
More troubling, however, is its long-term impact on species up and down the food chain. In
Wisconsin, scientists have studied the decline of chick production in loons (aquatic birds). They
have made a positive link to mercury concentration in eggs which exceeds the concentration found
to be toxic in laboratory studies. Through that example, the lasting impact of methyl mercury far
from the source of the pollution can be seen.
(8) One of the great wonders of the Earth is the interconnectivity of all the world’s
ecosystems. This interconnectivity gives us the range and diversity of wildlife that we all enjoy and
it also allowed life on the planet to endure through cataclysmic events, such as asteroid impacts and
the ice ages. However, it is this very interconnectivity that makes our ecosystems so vulnerable.
Mercury pollution is unfortunately one of many examples of an environmental impact far removed
from the source of the pollution; understanding the process by which the pollution spreads up the
food chain is one of many steps to ameliorate the impact of such pollution.

1. Based on Par. 1, what may be a definition of environmental pollution?

2. Can we say that with the Clean Air Act, mercury levels are now safe in the USA? Why
(Par. 4)? Would our own waterways be free of mercury pollution?

3. Explain why humans may be easy victims of toxic methyl mercury. (Par. 6)

Source: Tugay, A. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES.

Rawis, Legaspi City. DepEd, Region V, Bicol.

21
 What I Have Learned
Directions: Reflect on the excerpt above and answer the questions below. Write your
answers on a separate sheet of paper.
1. Why does using visual images, maps, diagrams, etc., are very important in presenting
a concept paper?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I Can Do
I. Directions: Reread the given mini concept papers and pay special attention to the
structural features by answering the questions below. Write your answers in the given sheet
of paper.

Mercury Pollution Words to the Throw Away Society

Intellectuals
How does each
concept paper
begin?
What organization
does each concept
paper follow?

21
 How would you
describe the style
and approach of
the presentation of
ideas?
How are the
supporting details
presented?
What cohesive
devices were used
to improve the
flow and clarity of
ideas?
Extracts from Words to the Intellectuals Fidel Castro
(1) There can be, of course, artists, and good artists, who do not have a revolutionary
attitude towards the life, and it is for precisely that group of artists and intellectuals that the
Revolution constitutes a problem.
(2) For a mercenary artist or intellectual, for a dishonest artist or intellectual, it would
never be a problem: he knows what he has to do, he knows what it is in his interest, and he
knows where he is going.
(3) The real problem exists for the artist or intellectual who does not have a revolutionary
attitude towards life but who is, however, an honest person. It is clear that he who has that
attitude towards life, whether he is revolutionary or not, whether he is an artist or not, has his
goals, has his objectives and we should all ask ourselves about those goals, has his objectives.
For the revolutionary, those goals and objectives are directed towards the change of reality;
those goals and objectives are directed towards the redemption of man. It is man himself, his
fellow man, the redemption of his fellow man that constitutes the objective of the
revolutionary. If they ask us revolutionaries what matters most to us, we will say the people,
and we will always say the people. The people in their true sense, that is, the majority of the
people, those who have had to live in exploitation and in the cruelest neglect. Our basic
concern will always be the great majority of the people, that is, the oppressed and exploited
classes. The point of view through which we view everything is this: whatever is good for
them will be good for us; whatever is noble, useful, and beautiful for them, will be noble,
useful and beautiful for us. If one does not think of the people and for the people, that is, if

22
one does not think and does not act for the great exploited masses of the people, for the great
masses which we want to redeem, then one simply does not have a revolutionary attitude.
(4) It is from this point of view that we analyze the good, the useful, and the
beautiful of every action.
(5) We understand that it must be a tragedy when someone understands this and
none the less has to confess that he is incapable of fighting for it.
(6) We are or believe ourselves to be revolutionaries. Whoever is more of
an artist than a revolutionary cannot think exactly the same as we do. We struggle for the
people without inner conflict, we know that we can achieve what we have set out to do. The
principal goal is the people. We have to think about the people before we think about
ourselves, and that is the only attitude that can be defined as a truly revolutionary attitude...
(7) The case was well made that there were many writers and artists who were not
revolutionaries, but were however, honest writers and artists; that they wanted to help the
Revolution, and that the Revolution is interested in their help; that they wanted to work for
the Revolution and that, at the same time, the Revolution was interested in their contributing
their knowledge and efforts on its behalf.
(8) It is easier to appreciate this when specific cases are analyzed: and among
those specific cases are many that are not easy to analyze. A Catholic writer spoke here. He
raised the problems that worried him, and he spoke with great clarity. He asked if he could
make an interpretation of a determined problem from his idealistic point of view or if he
could write a work defending that point of view. He asked quite frankly if, within a
revolutionary regime, he could express himself in accordance with those sentiments. He
posed the problem in a form that might be considered symbolic.
(9) He was concerned about knowing if he could write in accordance with those
sentiments or in accordance with that ideology, which was not exactly the ideology of the
Revolution. He was in agreement with the Revolution on economic and social questions, but
his philosophic position was distinct from that of the Revolution. And this case is worthy of
being kept well in mind, because it is a case representative of the group of writers and artists
who demonstrate a favorable attitude towards the Revolution and wish to know what degree
of freedom they have within the revolutionary condition to express themselves in accordance
with their feelings. That is the group that constitutes a problem for the Revolution, just as the
revolution constitutes a problem for them, and it is the duty of the Revolution to be concerned
with the situation of those artists and writers, because the Revolution ought to bend its efforts
towards having more than the revolutionaries, more than the revolutionary artists and
23
intellectuals, move along with it. It is possible that the men and women who have a truly
revolutionary attitude towards reality do not constitute the greatest sector of the population:
the revolutionaries are the vanguard of the people, but the revolutionaries should bend their
efforts towards having all the people move along with them. The Revolution cannot renounce
the goal of having all honest men and women, whether writers and artists or not, moving
along with it; the Revolution should bend its efforts towards converting everyone who has
doubts into a revolutionary. The Revolution should try to win over the greatest part of the
people to its ideas; the Revolution should never give up counting on the majority of the
people, counting not only on the revolutionaries, but on all honest citizens who, although they
may not have a revolutionary attitude towards life, are with the Revolution.
(10) The Revolution should give up only those who are incorrigible reactionaries,
who are incorrigible counter-revolutionaries. Towards all others the Revolution must have a
policy; the Revolution has to have an attitude towards those intellectuals and writers. The
Revolution has to understand the real situation and should therefore act in such a manner that
the whole group of artists and intellectuals who are not genuinely revolutionaries can find
within the Revolution a place to work and create, a place where their creative spirit, even
though they are not revolutionary writers and artists, has the opportunity and freedom to be
expressed.

Things: The Throw-Away Society

Alvin Toffler

(1) “Barbie,” a twelve-inch plastic teen-ager, is the best-known and best-selling doll
in history. Since its introduction in 1959, the Barbie doll population of the world has grown
to, 12,000,000 – more than the human population of Los Angeles or Paris. Little girls adore
Barbie because she is highly realistic and eminently dress-upable. Mattel, Inc., makers of
Barbie, also sells a complete wardrobe of her, including clothes for ordinary daytime wear,
clothes for formal party wear, clothes for swimming and skiing.
(2) Recently Mattel announced a new and improved Barbie doll. The new version
has slimmer figure, “real” eyelashes, and a twist-and-turn waist that makes her more
humanoid than ever. Moreover, Mattel announced that, for the first time, any young lady
wishing to purchase a new Barbie would receive a trade-in allowance for her old one.
(3) What Mattel did not announce was that by trading in for her old doll for a
technologically improved model, the little girl of today, citizens of tomorrow’s super-
24
industrial world, would learn a fundamental lesson about the new society: that man’s
relationships with things are increasingly temporary
(4) The ocean of manmade physical objects that surrounds us is set within a larger
ocean of natural objects. But increasingly, it is the technologically produced environment that
matters for the individual. The texture of plastic or concrete, the iridescent glisten of an
automobile under a streetlight, the staggering vision of a cityscape seen from a window of a
jet – these are the intimate realities of his existence. Man-made things enter into the color of
his consciousness. The number is expanding with explosive force, both absolutely and
relative to the natural environment. This will be even truer in super-industrial society than it
is today.
(5) Anti-materialists tend to deride to the importance of “things.” Yet things are
highly significant, not merely because of their functional utility, but also because of their
psychological impact. We develop relationships with things. Things affect our sense of
continuity or discontinuity. They play a role in the structure of situations and the fore
shortening of our relationships with things accelerates the pace of life.
(6) Moreover, our attitudes towards things reflect basic value judgments. Nothing
could be more dramatic than the difference between the new breed of little girls who
cheerfully turn in their Barbies for new and improved model and those who, like their
mothers and grandmothers before them, clutch lingeringly and lovingly to the same doll until
it disintegrates from sheer age. In this difference lies the contrast between past and future,
between societies based on permanence, and the new, fast-forming society based on
transience.

(7) The man-thing relationships are growing more and more temporary many be
illustrated by examining the culture surrounding the little girl who trades in her doll. This
child soon learns that Barbie dolls are by no means the only physical object that passes into
and out of her young life at a rapid clip. Diapers, bibs, paper napkins, Kleenex, towels, non-
returnable soda bottles – all are used up quickly in her home and ruthlessly eliminated. Corn
muffins come in baking tins that are thrown away after one use. Spinach is encased in plastic
sacks that can be dropped into a pan of boiling water for heating, and then thrown away. TV
dinners are cooked and often served on throw-away trays. Her home is a large processing
machine through which objects flow, entering and leaving, at a faster and faster rate of speed.
From birth on, she is inextricably embedded in a throw-away culture.

25
(8) The idea of using a product, once or for a brief period and then replacing it, runs
counter to the grain of societies or individuals steeped in a heritage of poverty. Not long ago,
Uriel Rone, a market researcher for the French advertising agency, Publicis, told me: “The
French housewife is not used to disposable products. She likes to keep things, even old
things, rather than throw them away. We represented one company that wanted to introduce a
kind of plastic throw-away curtain. We did a marketing study for them and found the
resistance too strong.” This resistance, however, is dying all over the developed world.
(9) Thus a writer, Edward Maze, has pointed out many Americans visiting
Sweden in the early 1950’s was astounded by its cleanliness. “We were almost awed by the
fact that there were no beer and soft drink bottles by the roadsides, as, much to our shame,
there were in America. But by the 1960’s, lo and behold, bottles were suddenly blooming
along Swedish highways ... What happened? Sweden had become a buy, use, and throw-
away society, following the American pattern.” In Japan today throw-away tissues are so
universal that cloth handkerchiefs are regarded as old fashioned, not to say unsanitary. In
England for sixpence, one may buy a “Dentamatic throw-away toothbrush” which comes
already coated with toothpaste for its one-time use. And even in France, disposable cigarette
lighters are commonplace. From cardboard milk containers to the rockets that power space
vehicles, products created for short-term or one-time use are becoming more numerous and
crucial to our way of life.
(10) The recent introduction of paper and quasi-paper clothing carries the trend toward
disposability a step further. Fashionable boutiques and working-class clothing stores have
sprouted whole departments devoted to gaily colored and imaginatively designed paper
apparel. Fashion magazines display breathtakingly sumptuous gowns, coats, pajamas, even
wedding dresses made of paper. The bride pictured in one of these wears a long white train of
lacelike paper that, the caption writer notes, will make “great kitchen curtains” after the
ceremony.
(11) Paper clothes are particularly suitable for children. Writes one fashion expert:
“Little girls will soon be able to spill ice cream, draw pictures and make callouts on their
clothes while their mother smiles benignly at their creativity.” And for adults who want to
express their own creativity, there is even a “paint-yourself-dress” complete with brushes
Price: $2.00.
(12) Price, of course, is a critical factor behind the paper explosion. Thus, a
department store features simple A-line dresses made of what it calls “devil-may-care
cellulose fiber and nylon.” At $1.29 each, it is almost cheaper for the consumer to buy and
26
discard a new one than to send an ordinary dress to the cleaners. Soon it will be. But more
than the economics is involved, for the extension of the throw-away culture has important
psychological consequences.
(13) We develop a throw-away mentality to match our- throw-away products. This
mentality produces, among other things, a set of radically altered values with respect to
property. But the spread of disposability through the society also implies decreased durations
in man-thing relationships. Instead of being linked with a single object over a relatively long
span of time, we are linked for brief periods with the succession of objects that supplant it.

II. Directions: In your answer sheet, determine the graphic aid which would best represent
the data below. Make sure to add a title and a legend in the graphic aid.

Marimar is trying to compare and contrast the similarities and differences between
Karate and Taekwondo as she has to decide on which she wants to learn for the summer
vacation. Here are the similarities and differences she has identified.
o Karate uses more hand attacks compared to Taekwondo that involves more
kicking, jumping, and spinning
o In Karate, the legs are grounded most of the time. In Taekwondo, kicking is
the main attack so the legs are hardly grounded.
o Kicks are just back-up moves while in Taekwondo, hands are the back-ups.
o Both require patience and discipline.
o Both offer rigorous training and work-out

27
 Assessment
Directions: Think of a societal problem which is related to your track and strand. Using a
minimum of 300 words and a maximum of 700 words, make a short concept paper to present
your solution to this problem. Follow the technical specifications of the format below:
Paper Size : Letter, 8.5”x11”
Orientation : Portrait
Margin : : 1 inch all sides
Font Style : Times New Roman
Font Size : Heads – 13 points; Text – 12 points
From the gathered data to support your concept paper, present it using any of the Graphic
Aids discussed in this module. Don’t forget to include the title and legends if necessary.
Criteria
Technicality : 10
Relevance of the Content : 20
Correctness of graphic aid : 10
Interpretation of the graphic aid : 10
Grammar & Spelling : 10
Total : 60

28
 Additional Activities

DIRECTIONS: Accomplish the self-assessment table below. Do this task objectively.

Remember that there are no wrong answers for this activity. Refer to the activities that you
have completed as basis in completing this task.

Usually Sometime Seldom Never

1. I can compare and contrast various kinds of concept

papers.
2. I can comprehend and analyze what I read.
3. I can interpret graphs correctly.
4. I can utilize graphs, diagrams, maps, etc. to present a
concept paper clearly.
5. I am confident to write a concept paper.

29
 References

Bibliography
Tugay, A. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES. Rawis, Legaspi
City. DepEd, Region V, Bicol.

Online Sources
https://i.pinimg.com/originals/20/44/75/2044754d3a8072e02986f456c5b1b8b7.png\
https://www.affordablecebu.com/pictures/articles/school/DepEd-Organizational-Structure-
Chart.jpg
https://tse4.mm.bing.net/th?id=OIP.uOE2szaB6deULED_vpKTlAAAAA&pid=Api&P=0&w
=300&h=300
http://3.bp.blogspot.com/l_bRUFKzcvc/TsyEbZgf1SI/AAAAAAAAAFY/ijqYtEDrDoU/s16
00/flowChartExample1.gif
http://santarosacity.gov.ph/file-manager/images/SEPP/Education/Table%205-
70%20Government%20Secondary%20Schools%20Historical%20Enrollment%2C%2
0SY%202009-2010%20to%20SY%202015-2016.jpg
https://public.flourish.studio/published_thumbnails/visualisation/1932378/c572
a5d1a08bbec1.jpg
https://psa.gov.ph/content/births-philippines-2016
https://leanbusinessstartup.files.wordpress.com/2012/08/vennsuccess1.jpg
https://latestchika.com/wp-content/uploads/2021/02/Untitled-design-21.jpg
https://scontent.fmnl8-1.fna.fbcdn.net/v/t1.0
9/99122039_4471809376178425_3433216618119823360_n.jpg?_nc_cat=102&ccb=
3&_nc_sid=8bfeb9&_nc_eui2=AeEotgNB4jQoTh3a3aJKTgAGo05RY4hVXlCjTlFji
FVeUN2gnAK0CgjLZPVJ0RDIkUU&_nc_ohc=oz3zV9x-u9MAX jqAN2&_nc_ht
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https://newsinfo.inquirer.net/files/2020/03/WhatsApp-Image-2020-03-09-at-13.06.15-
620x659.jpeg
 Development Team of the Module
Writer: Mark Henry P. Munar, Teacher II
Editors/Evaluators/Reviewers: Thea Zonette S. Medrano
OIC – Assistant Principal, LUNHS-SHS
Brenda A. Sabado
Principal IV, LUNHS
Perlita F. Abat
Education Program Supervisor-SHS
Dr. Sheila Marie N. Bugayong
Education Program Supervisor-English
Illustrator:
Layout Artist:
Management Team: Dr. Rowena C. Banzon, CESO V, SDS
Dr. Wilfredo E. Sindayen, ASDS
Dr. Agnes B. Cacap, Chief- CID
Dr. Jose Mari P. Almeida, Chief- SGOD
Genevieve B. Ugay, EPS- LRMS
Hazel B. Libatique, Librarian II
Aurelio C. Dayag, Jr. , PDO II
 What I Can Do
Answers my vary.
Assessment
Answers may vary.
What’s New
FISH WHALE
Similarities Similarities
Similarities
B E A
G I C
H F D
What’s More What’s In What I Know
1. 1. A 1. Philosophy
2. 2. C 2. Politics
3. 3. B 3. Art
4. 4. C 4. Tech-Voc
5. 5. A 5. Law
6.
7. 1. Organizational Chart
8. 2. Diagram
10. 3. Table
4. Graph
5. Map
Answer Key