THE APPROACHES USED IN WRITING A CRITIQUE PAPER

CONNECTING

• uses appropriate critical approaches in writing a critique such as

formalism, feminism, etc., CS_EN11/12A-EAPP-Id-f-16
• applies the principles of writing effective reviews and critiques, CS_EN11/12A-EAPP-Id-f-17
• writes an objective/balanced review or critique of a work of art, an event or a program,
CS_EN11/12A-EAPP-Id-f-18

CONFIGURING

How much can you do to pursue your dream?

The Great Gatsby

By F.Scott Fitzgerld
(This is a synopsis of the book. Retrieved,
https://en.wikipedia.org/wiki/The_Great_Gatsby.

The main events of the novel take place in the summer of

1922. Nick Carraway, a Yale graduate and veteran of the Great War
from the Midwest—who serves as the novel's narrator—takes a job
in New York as a bond salesman. He rents a small house on Long
Island, in the fictional village of West Egg, next door to the lavish
mansion of Jay Gatsby, a mysterious millionaire who holds extravagant parties but does not participate in
them. Nick drives around the bay to East Egg for dinner at the home of his cousin, Daisy Fay Buchanan,
and her husband, Tom, a college acquaintance of Nick's.

They introduce Nick to Jordan Baker, an attractive, cynical young golfer with whom Nick begins a
romantic relationship. She reveals to Nick that Tom has a mistress, Myrtle Wilson, who lives in the "valley
of ashes", an industrial dumping ground between West Egg and New York City. Not long after this
revelation, Nick travels to New York City with Tom and Myrtle to an apartment Tom keeps for his affairs
with Myrtle and others. At Tom's New York apartment, a vulgar and bizarre party takes place. It ends with
Tom breaking Myrtle's nose after she annoys him by saying Daisy's name several times. As the summer
progresses, Nick eventually receives an invitation to one of Gatsby's parties. Nick encounters Jordan Baker
at the party, and they meet Gatsby himself, an aloof and surprisingly young man who recognizes Nick from
their same division in the Great War.

Through Jordan, Nick later learns that Gatsby knew Daisy through a purely chance meeting in
1917, when Daisy and her friends were doing volunteer services' work with young Officers headed to
Europe. From their brief meetings and casual encounters at that time, Gatsby became deeply in love with
Daisy. And even more, he became obsessed with the idea of her, and the ideal of living in the world he saw
her living in, as the fulfillment of all the possible dreams he could ever have. Gatsby spends many nights
staring at the green light at the end of Tom and Daisy's dock, across the bay from his mansion, hoping one
day to rekindle their lost romance. Jordan confides in Nick that the only reason he bought the mansion is
that it was across the bay from Tom and Daisy's home.

Gatsby's extravagant lifestyle and wild parties were an attempt to impress Daisy and raise her
curiosity about her "anonymous" neighbor across the bay. Gatsby had hoped that one day curiosity would
have brought the unsuspecting Daisy to appear at his doorstep, and thereby he'd be able to present himself
as a "new man", now of wealth and position, and now able to join her at her side and within her world. That
however never played out, and although Tom had been invited to a Gatsby party and had attended more
than one of them, both he and Daisy had never responded affirmatively to an RSVP to attend as the
Buchanans.

The deeper reasons behind this fact are expanded upon later in the story by Daisy. His research
of Nick, who has so fortuitously rented the small cottage next door to Gatsby's mansion, results in a wholly
new approach to his problem of how to introduce Daisy to the "new" J. Gatsby. The whole purpose of the
"invitation" to Nick to attend a Gatsby party was to develop a relationship with him so that Gatsby could
later ask Nick to arrange a reunion between himself and Daisy. Nick invites Daisy to have tea at his house
without telling her that Gatsby will also be there. After an initially awkward reunion, Gatsby and Daisy
reestablish their connection. They begin an affair and, after a short time, Tom grows increasingly suspicious
of his wife's relationship with Gatsby. At a luncheon at the Buchanans' house, Daisy speaks to Gatsby with
such undisguised intimacy that Tom realizes she is in love with Gatsby. Though Tom is himself involved in
an extramarital affair, he is outraged by his wife's infidelity. He forces the group to drive into New York City
and confronts Gatsby in a suite at the Plaza Hotel, asserting that he and Daisy have a history that Gatsby
could never understand.

In addition to that, he announces to his wife that Gatsby is a criminal whose fortune comes from
bootlegging alcohol and other illegal activities. Daisy realizes that her allegiance is to Tom, and Tom
contemptuously sends her back to East Egg with Gatsby, attempting to prove that Gatsby cannot hurt him.
When Nick, Jordan, and Tom drive through the valley of ashes on their way home, they discover that
Gatsby's car has struck and killed Tom's mistress, Myrtle. Nick later learns from Gatsby that Daisy, not
Gatsby himself, was driving the car at the time of the accident but Gatsby intends to take the blame anyway.
Myrtle's husband, George, falsely concludes that the driver of the yellow car is the secret lover he recently
began suspecting she has, and sets out on foot to find him. After finding out the yellow car is Gatsby's, he
arrives at Gatsby's mansion where he fatally shoots Gatsby and then himself. Nick stages an unsettlingly
small funeral for Gatsby in which none of Gatsby's associates or partygoers attend.

Later, Nick runs into Tom in New York and finds out that Tom had told George that Gatsby was
Myrtle's secret lover and that Gatsby had killed her, and then gave George Gatsby's address. Nick breaks
up with Jordan, and, disillusioned with the East, moves back to the Midwest.

DECODING

1. How is the notion of American dream being

described in the story?

2. After reading the synopsis of the story, what did you feel about the

character of Nick?

3. What does the story say something about Gatsby?

1. Should people live their lives yearning something in the past? Why or
why not?

ADVANCING

Regardless of economic standing and educational experiences, one has the

capacity to distinguish the strengths and weaknesses of a masterpiece. He may
say something about a written work by simply reading the title or by exploring the
author’s background. He may comment about a specific work of art that may somewhat satisfy or
dissatisfy his taste. He may express his viewpoints over an oral output. This is what we consider as
critiquing. In the academic setting, writing a critique paper is objectively done after reviewing a
masterpiece to emphasize both the salient features and inadequacies of the material. Hence, various
books and experts studied and highlighted some approaches used in critiquing.

The Approaches in Writing a Critique Paper

1. Formalist Criticism is an approach regards literature as “a unique form of human knowledge

that needs to be examined on its own terms.” All the elements necessary for understanding the work are
contained within the work itself. The elements of form like the style, structure, tone, imagery, and the like
are the interests of the formalist critique. The ultimate goal of the critique is identify how these elements
are put together in the text to shape its effects to the readers.
In other words, a formalist critic primarily looks at the structural purposes of the text without taking
into account any outside influence. He shows how the various elements of the text are welded together to
make an organic whole. Hence, this approach is contained in the text per se; it does not concern itself
with the biographical information about the author, historical events outside the story, mythological
concerns, literary allusions or psychoanalytical traits of the characters.
There are several subdivisions within the realm of Formalism, the most notable of which are New
Criticism, Russian Formalism and New Formalism.

Here is an example of a Formalist Criticism:

Mary had a little lamb is a metaphor of Christianity. The little

lamb in the nursery song represents Jesus as the Lamb of God, and
Mary symbolizes the Mother of God.
In the song, the lamb’s fleece is described as “white as snow”
which represents the purity of the soul of Jesus Christ. The presence
of Jesus in the life of those who follow Christianity is a metaphor from
the line of the song that says, “Everywhere that Mary went, the lamb
was sure to go.”
2. Biographical or Historical Criticism “begins with the simple but central insight that literature is written
by actual people and that understanding an author’s life can help readers more thoroughly comprehend the
work.” It aims to comprehend a literary work by probing at the social, cultural, political, and intellectual
context that produced it – a context that includes the artist’s biography and milieu.
This only means that the reader can better understand the material when he is careful about the
biographical facts of the writer. The biographical critic explicates the literary work by utilizing the insight
derived from the author’s background.
In biographical criticism, the critic should take into consideration that the biographical information
he has should strengthen the meaning of the text, and should avoid using those data to drown the criticism
with insignificant material.
A biographical approach considers a work’s first-order context – the author’s life – and recognizes
literary study as being an art not a science. It is believed that the meaning of the literary text can become
different when it is viewed using the lens of the author’s life.

Here is an example of Biographical Criticism:

Jane Austen’s novel reflects many elements and

experiences that Austen herself experienced in her life. Published
in 1813, Pride and Prejudice is a mixture of Austen’s
imagination, commentary on society, and the 37 years of her life up
to that point. As seen in several biographies of Jane Austen’s
life, many connections can be made between the novel and
Austen’s own life.
One significant event in Jane Austen’s life reflects one in the
novel, and provides a glimpse into Austen’s beliefs regarding a
major theme in Pride and Prejudice.
Jane Austen’s life was not particularly eventful or long
lasting, but its impact on her classic literature is forever left in
importance for shaping her novels to be what they are. Austen’s
family, life, and circumstances all served to influence different
aspects of Pride and Prejudice. In all, Austen’s life served as the
starting point to fuel her creation.

3. Gender Criticism examines how sexual identity influences

the creation of the literary text.
a. Masculinist Approach is advocated by poet Robert Bly which focuses on the desire to work
with men’s issues and yields to the political conviction that feminism does not fit with the facts.
b. Feminist Approach, on the other hand, attempts to correct the imbalance of sexes by analyzing
and combating the patriarchal attitudes that have dominated western thought.
Gender criticism is an extension of feminist literary criticism, focusing not just on women but on the
construction of gender and sexuality, especially LGBTQ issues, which gives rise to queer theory. Gender
criticism suggests that power is not just top down or patriarchal—a man dominating a woman; it suggests
that power is multifaceted and never just in one direction.
Here is an example of a Gender Criticism:

Feminist literary criticism can be traced back to medieval times. Some argue that Geoffrey Chaucer’s Wife
of Bath could be an example of this.
One of two female storytellers (the other is the
Prioress), the Wife has a lot of experience under her belt. She
has traveled all over the world on pilgrimages, so Canterbury
is a jaunt compared to other perilous journeys she has
endured. Not only has she seen many lands, she has lived with
five husbands. She is worldly in both senses of the word: she
has seen the world and has experience in the ways of the
world, that is, in love and sex.
Rich and tasteful, the Wife’s clothes veer a bit toward
extravagance: her face is wreathed in heavy cloth, her
stockings are a fine scarlet color, and the leather on her shoes
is soft, fresh, and brand new—all of which demonstrate how
wealthy she has become. Scarlet was a particularly costly dye, since it was made from individual
red beetles found only in some parts of the world. The fact that she hails from Bath, a major English
cloth-making town in the Middle Ages, is reflected in both her talent as a seamstress and her stylish
garments. Bath at this time was fighting for a place among the great European exporters of cloth,
which were mostly in the Netherlands and Belgium. So the fact that the Wife’s sewing surpasses
that of the cloth makers of “Ipres and of Gaunt” (Ypres and Ghent) speaks well of Bath’s (and
England’s) attempt to outdo its overseas competitors.
Although she is argumentative and enjoys talking, the Wife is intelligent in a commonsense,
rather than intellectual, way. Through her experiences with her husbands, she has learned how to
provide for herself in a world where women had little independence or power. The chief manner in
which she has gained control over her husbands has been in her control over their use of her body.
The Wife uses her body as a bargaining tool, withholding sexual pleasure until her husbands give
her what she demands.

Source: http://www.sparknotes.com/lit/canterbury/character/the-wife-of-bath/.

4. Psychological Criticism is a criticism in which the method, the concept, or the form of the material is
influenced by psychoanalysis by Sigmund Freud who expressed that psychoanalytic theories changed our
notions of human behavior in which authors explore new or controversial areas like wish fulfillment,
sexuality, the unconscious and repression. Likewise, this theory expands our understanding of how
language and symbols operate by the demonstrating their ability to reflect unconscious fears or desires.
 Similarly, Carl Jung expressed his theories about the unconscious which are the primary foundation
of Mythological Criticism.
The Psychological approach in critiquing has several approaches, but it practically employs one or
more of the three approaches written below:
• Probing the creative process of the artist : What is the nature of the literary genius and how does it
relate to normal mental functions
• The psychological study of a particular artist by scrutinizing how the author’s biographical
circumstances influence his motivation or behavior in writing the text
• The analysis of fictional characters using the language and methods of psychology

1. Sociological Criticism evaluates a literary piece in the cultural, economic,

and political context that explores the linkage between the author and his society. The critic
scrutinizes the author’s society to grasp a better understanding about the masterpiece.
Marxist criticism is an example of sociological criticism that highlights
on the economic and political elements of art focusing on the ideological content of literature. Marxist
criticism believes that all art is political. It is either challenging or endorsing the status quo. It is evaluative
and judgmental.

2. Moral/Philosophical Approach focuses on themes, views of the world, morality, philosophies of the
author and the like for this approach establishes its purpose of teaching morality and investigating
philosophical issues.
Using this approach in critiquing, the writer may consider the following
questions:
• What view of life does the story present? Which character best articulates this viewpoint?
• According to this work’s view of life, what is mankind’s relationship to God? To the universe?
• What moral statement, if any, does this story make? Is it explicit or implicit?
• What is the author’s attitude toward his world? Toward fate? Toward God?
• What is the author’s conception of good and evil?
• What does the work say about the nature of good or evil?
• What does the work say about human nature?

3. Mythological Criticism emphasizes “the recurrent universal patterns

underlying most literary works.” Combining the insights from anthropology, psychology, history, and
comparative religion, mythological criticism “explores the artist’s common humanity by tracing how the
individual imagination uses myths and symbols common to different cultures and epochs.” One key concept
in mythological criticism is the archetype, “a symbol, character, situation, or image that evokes a deep
universal response.”
According to Jung, all individuals share a “‘collective unconscious,’ a set of primal memories
common to the human race, existing below each person’s conscious mind”—often deriving from primordial
phenomena such as the sun, moon, fire, night, and blood, archetypes according to Jung “trigger the
collective unconscious.” Another critic, Northrop Frye, defined archetypes in a more limited way as “a
symbol, usually an image, which recurs often enough in literature to be recognizable as an element of one’s
literary experience as a whole.” Regardless of the definition of archetype they use, mythological critics tend
to view literary works in the broader context of works sharing a similar pattern.

Steps in writing a Critique Paper

Several books have given suggestions on how to write a critique paper. The following are the ones
the author finds practical and functional in an academic set-up:
✓ Read to understand the literary piece or any text provided for you to critique. When it
is necessary, re-read the text to have an understanding of the material.
✓ Determine the author’s purpose of writing. Looking for the thesis statement or the
theme of the piece can help you identify the motivation of the writer in the material.
✓ Analyze each segment or section very well. When needed, you may write the summary
in each segment.
✓ Decide which among the approaches in literary criticism you will be using to critique
the text. After you have read the material, you focus on the specific elements or
features of the material that you want to discuss.
✓ Compose your introduction, body and conclusion sensibly. Your introduction may have
the author’s name, the book’s title, your source and the thesis statement. In writing
your body, you may discuss the strong points and the weak points of the material in a
logical, clear manner. It bears your review of the material as well as you evaluation.
Using any of the literary approaches, explore the elements you want to critique as a
reader. In your conclusion, provide a generic opinion about the text. It may be about
your approval or disapproval, agreement or disagreement, by simply restating the
stance you have expressed in the body. Always remember that a paper composed with
logical arguments and in-depth analysis is a critique worth reading.

Source: http://home.olemiss.edu/~egjbp/spring97/litcrit.html.
 THE PRINCIPLES IN WRITING A CONCEPT PAPER

CONNECTING

• defines what a concept paper is, CS_EN11/12A-EAPP-Ig-j-19

• determines the ways a writer can elucidate on a concept by definition, explication and
clarification, CS_EN11/12A-EAPP-Ig-j-20
• identifies situations in which a concept paper may be effectively used to improve our society,
CS_EN11/12A-EAPP-Ig-j-21
• comprehends various kinds of concept papers, CS_EN11/12A-EAPP-Ig-j-22
• explains and clarifies concepts in different fields, CS_EN11/12A-EAPP-Ig-j-23
• presents a novel concept or project with accompanying visuals/ graphic aids, CS_EN11/12A-
EAPP-Ig-j-24

CONFIGURING

Can you be true to yourself all the time?

We Have Become Untrue to Ourselves!

By Felix B. Bautista
(Accessed,April2017.http://hayzkul.blogspot.com/2009/11/we-have-become-untrue-toourselves.html.)

With all the force and vigor at my command, I contend that we have relaxed our vigilance, that we
have allowed ourselves to deteriorate. I contend that we have lost our pride in the Philippines, that we no
longer consider it a privilege and an honor to be born a Filipino.

To the Filipino youth, nothing Filipino is good enough anymore. Even their Filipino names no longer
suit them. A boy named Juan does not care to be called Juanito anymore. No, he must be Johnny. A girl
named Virginia would get sore if she was nicknamed Viring or Biñang. No, she must be Virgie or Ginny.
Roberto has become Bobbie; Maria, Mary or Marie. And because they have become so Americanized,
because they look down one everything Filipino, they now regard with contempt all the things that our
fathers and our fathers’ fathers held dear.

They frown on kissing the hands of their elders, saying that it is unsanitary. They don’t care for the
Angelus, saying that it is old-fashioned. They belittle the kundiman, because it is so drippingly sentimental.
They are what they are today because their elders, their parents and their teachers have allowed them to
be such. They are incongruities because they cannot be anything else! And they cannot be anything else
because their elders did not know enough, or did not care enough to fashion them and to mold them into
the Filipino pattern.

This easing of the barriers that would have protected our Filipinism, this has resulted in something
more serious, I refer to the de-Filipinization of our economic life.

Let us face it. Economically speaking, we Filipinos have become strangers in our own country. And
so, today, we are witnesses to the spectacle of a Philippines inhabited by Filipinos who do not act and talk
like Filipinos. We are witnesses to the pathetic sight of a Philippines controlled and dominated and run by
non-Filipinos.

We have become untrue to ourselves, we have become traitors to the brave Filipinos who fought
and died so that liberty might live in the Philippines. We have betrayed the trust that Rizal reposed on us,
we are not true to the faith that energized Bonifacio, the faith that made Gregorio del Pilar cheerfully lay
down his life at Tirad Pass.

DECODING

1. How does the author open his speech? Are

you convinced with his opening statement?

2. Give examples that prove that we sometimes allowed ourselves to

deteriorate.

3. Is the parents’ role in molding their children still significant in this modern

age?

1. How does the author’s choice of words affect the text?

ADVANCING

In our daily activity, may it be in school or in any situation, we engage into

something that will make us explain an idea or concept. In our Science class, for
example, your teacher will ask to elaborate the concept about global warming, and
because we read articles about global warming and watch news concerning the issue, it becomes easy for
us to explain the idea. We might not be able to elaborate the totality of the concept, but at least, we say
something significant about it.

At times, when we are asked to explain an idea, this idea is very clear to our minds that we are
able to convey our viewpoints. However, there are instances that even though these ideas are clear to us;
those people who listen to us may sometimes do not understand the things we really want to convey.

Practically, the ideas we have in our minds are called concepts. Hence, a concept is something that is
conceived in mind; it is an abstract or generic idea generalized from particular instance. A concept has to
be concretized in order for it to be understood well by those who want to grasp it.

What is a concept paper?

A concept paper is a summary of a project or an issue that depicts the interests, experiences, and
expertise of the writer. It provides an in-depth analysis and discussion of a topic that the writer has a strong
position on.

“Concept paper” and “proposal” are interchangeably used because both can be utilized for the
same purpose. However, a concept paper may also be used as an instructional tool that may have been
the result of an intensive study, a committee input or as a result of the existing project. Furthermore, a
concept paper can also tackle best practices, philosophies, theories, and other related issues that the writer
has the conviction that an action should be taken immediately or in the near future.
How to Write Concept Papers?

Writing a concept paper has no fixed format or style. The guidelines in doing the concept will
depend on the organization. However, even though there are individual guidelines that may have been
published, the format and the commonly used elements are consistent among all organizations.

How a writer defines the subject matter is significant in writing a concept paper. He makes his ideas
or concepts clear by defining the limits and the scope of the concept. Definition can be done in various
ways. It can be done by word origin or etymology, by synonym or antonym, by similarity, by metaphor, by
contrast or by negation. However, writing a concept paper is more than the definition of the concept. Since
it serves as a prelude to a full paper like thesis, program, project or anything that requires a longer time to
prepare, a concept paper elaborates the concept, concretizes it, and discusses different concerns involved
in the idea being discussed.

Broadly speaking, a concept paper is an embodiment of your ideas on a specific item of interest.
Because you present your concept paper to your teacher or a review panel as a preliminary before you
pursue with your full paper, you definitely save your time and effort when your teacher or review panel tells
you that your idea is not a good concept to develop.

There are various ways on how develop your concept paper. Aside from concretizing a concept by
definition, you can also do it by description method. Likewise, classification can be utilized when concept
is broad. Comparing and contrasting can also be done if you want to clarify a concept. Furthermore,
enumerating or giving specific concrete examples is also a method you can do to connect your concept
to your reader.

Below is the matrix of organizational patterns, their purposes and the transitional devices which
can be utilized in developing a concept paper.

ORGANIZATIONAL PURPOSE SIGNAL WORDS

PATTERN

Definition Explains the meaning of new is, refers to, can be defined as,
words or phrases. means, consists of, involves, is a
term that, is called, is
characterized by, occurs when,
are those that, entails,
corresponds to, is literally
 Classification Divides a topic into parts classified as, comprises, is
based on shared composed of, several varieties
characteristics. of, different stages of, different
groups that, includes, one, first,
second, another, finally, last

Description Describes the order in which first, second, next, then,

things are done or how things following, after that, last, finally
(Process and Order of
work. Describes ideas in
Importance) less, more, primary, next, last,
order of priority or
most important, primarily,
preference.
secondarily

Comparison and Contrast Discusses similarities and/or Similarities: both, also, similarly,
differences among ideas, like, likewise, too, as well as,
theories, concepts, objects, resembles, correspondingly, in
or persons. the same way, to compare, in
comparison, share Differences:
unlike, differs from, in contrast,
on the other hand, instead,
despite, nevertheless, however,
in spite of, whereas, as opposed
to

Listing/Enumeration Organizes lists of the following, several, for

information: characteristics, example, for instance, one,
features, parts, or categories another, also, too, in other
words, first second, numerals (1,
2, 3…), letters (a, b, c…), most
important, the largest, the least,
finally

There is no specific structure to follow in writing a concept paper. In academic writing such as a
concept paper, the teacher may provide the format highlighting the components necessary to include in a
concept paper. However, some authors do not give a format in writing a concept paper because ideas may
be limited when they are placed in a box. One may miss some important points that may not be in the
format provided. Remember that a concept paper is an expression of the idea you intend others to
understand.
 In writing a concept paper, one may do research in defining and discussing an idea. Thus, it is
relevant and ethical that one cites all outside sources used in developing and writing a concept paper. What
is essential in producing such output is that the concept is clarified, concretized and discussed

However, to systematize the methodology in writing a concept paper as a preliminary to thesis

writing, a writer must have at least a rationale, a conceptual framework, and a hypothesis to a study.

A rationale explains the purposes why you need to undertake that thesis proposal. Here, you have
to elaborate the reasons that prompt you t prepare the concept paper. You have to express why such idea
is significant to you and what should you be able to produce out of your intended study.

A conceptual framework is basically your guide in working on your idea. It serves as your map in
arriving at your destination, which is your thesis proposal. One good way to come up with a conceptual
framework is to do mind mapping.

A mind map is just a list of words associated to your idea that you can use to connect in order to
make a clear definition and discussion of an issue or idea. It is your means of analyzing them associating
a thing to another thing or an idea to another idea. After you do your mind mapping, it is when you will come
up with your conceptual framework.

The hypothesis is the expected output in the course of conducting your study that you have derived
after having your conceptual framework you prepared. You have to identify the specific variables in your
study. After which, try to analyze how these variables are related and how does each variable relate with
the other. A review of relevant literature will help you distinguish which variables really matter in your study.
 LESSON 1

PRINCIPLES IN WRITING A POSITION PAPER

CONNECTING

• defines what a position paper is, CS_EN11/12A-EAPP-IIa-d-1

• identifies situations in which a position paper may be effectively used in
our present society, CS_EN11/12A-EAPP-IIa-d-2
• gathers manifestoes and analyzes the arguments used by the writer/s, CS_EN11/12A-EAPP-IIa-
d-3
• defends a stand on an issue by presenting reasonable arguments supported by properly cited
factual evidences, CS_EN11/12A-EAPP-IIa-d-4
• writes various kinds of position papers, CS_EN11/12A-EAPP-IIa-d-5

CONFIGURING

Does the problem of teenage pregnancy affect our society, our country as a whole?

Teen Age Pregnancy

Retrieved: https://natalieolive.wordpress.com/2012/02/08/position-paper-teenage-pregnancy/.

Think back to your teenage years, or for those of you, who are teenagers, think about your life as
it is now. This is a time where school occupies a majority of your time and you spend a good amount of
your free time out with friends. You’re in the early years of your life just thinking and planning for all the
success you’re going to have in the future and everything you aspire to do. At this age, finding out your
going to have a child is the most horrifying news for both girls and boys, yet it happens to about 900,000
teenagers in the United States alone each year (Klein, 2005). Teen pregnancy not only affects the teenager
herself, but also the child, the families involved, healthcare professionals, educators, and government
officials as they try to accommodate and deal with issues that come with teen pregnancy (Klein, 2005).
Although the United States has the highest rate of teen pregnancy in the industrialized world, it is a problem
all over the globe (Klein, 2005). As drug abuse, teen sex, and alcohol increase worldwide, teen pregnancy
is also increasing and will continue to rise over the years (“Pros and cons,”). Teenage childbearing is a
problem. Many of the issues we have in today’s society wouldn’t be as big of a problem if the number of
children born to teenagers were decreased.
Unexpected pregnancy in teens creates socioeconomic issues in the mother, and the father of the
child, if he is involved in raising the child. One major effect on the mother is a loss of education. Many
teenagers who become pregnant end up dropping out of school because they miss too many classes due
to feeling sick or simply because of the way it makes them feel when they get looks from other students
(“Pros and cons,”). The National Campaign to Prevent Teen Pregnancy reports that only 38 percent of
teens that have a child before age 18 have a high school diploma (“Teen pregnancy, poverty,” 2010). This
then leads to financial issues because they do not have the education to qualify for a well paying job.
Children are expensive to raise, and as the teen mother and in some cases, the father, attempt to buy all
the items the baby needs, they usually run into some money problems. Because of the lack of job
opportunity due one or both of the parents dropping out of school, this ultimately leads to financial instability
in the parents and the child growing up in poverty. Studies show that there is a 67 percent chance that a
child will grow up in poverty if the mother gave birth as a teen, the parents were unmarried when the child
was born, and the mother did not receive a high school diploma or a GED (“Teen pregnancy, poverty,”
2010).
Unplanned childbirth in teens also leads to medical risks and causes problems in the development
of the child. Studies show that adolescents younger than 17 years have a higher risk of medical
complications involving the mother and child than adult women do (Klein, 2005). Because teen pregnancy
is looked down upon by society, many teens who become pregnant are in denial or are scared to tell others,
which can lead to some very severe health risks in the child. Low birth weight is very common in children
of teen mothers because the mother doesn’t gain the amount of weight needed during pregnancy (“Teen
pregnancy and,” 2008). This can lead to organs that are not fully developed which can cause bleeding in
the brain, respiratory distress syndrome, and intestinal problems (“Teen pregnancy and,” 2008). These
children are also less likely to receive proper nutrition, healthcare, and cognitive and social stimulation,
which may cause them to perform lower academically (“Teen pregnancy and,” 2008). It has been proven
that children of teen mothers have increased risks of developmental delay, academic difficulties, behavioral
disorders, substance abuse, early sexual activity, depression, and becoming adolescent parents
themselves (Klein, 2005).
Although it may seem like teen pregnancy is only an issue for the mother and her family, it is not.
The negative effects of teen pregnancy including, school failure, crime, poverty, child abuse, and neglect
are all social problems that affect everyone and would decrease dramatically if teen pregnancy weren’t
occurring (“Linking teen pregnancy,” 2010) Teenagers having children is not only costly to the family, but it
also costs the public sector about 9 billion dollars each year because of healthcare costs, increased welfare
costs, increased prison costs and lost tax revenue (“Linking teen pregnancy,” 2010). So, essentially every
taxpayer has a part in paying for all these children who are born to teenagers.
As I have talked about throughout my paper, teen pregnancy is a big problem in society today.
There are several prevention and awareness programs out there, but with teen pregnancy continuing to
rise around the world, I believe that more can be done to decrease this number. Teen pregnancy causes
many problems in families, such as low education, financial issues, poverty, and developmental delay and
issues in the children. Children, who grow up in poverty with a teen mother or parents, are more likely to
be teen mothers themselves and also grow up in poverty (“Teen pregnancy and,” 2008). This is an issue
because it is one big cycle that seems to keep growing larger, and if further steps are not taken to try and
help try and prevent it, that will greatly affect future generations and families to come.

DECODING

1.What are the effects of getting pregnant at an early age to those teenage
girls?

2.How can we avoid the problem of teenage pregnancy?

3.Do you agree with the writer’s position over the issue of teenage pregnancy? Why or why not?

ADVANCING

The Philippines is always challenged with problems and issues that affect the
people’s perspectives. Every day, Filipinos take sides on various issues and convey
their viewpoints. In an academic and professional setting, the learners are given the
opportunity to put into writing their opinions regarding the issue. That is termed as position paper. A
position paper is an essay that expounds a standpoint of an author or specified entity about an issue. The
main objective of a position paper is to persuade the readers with opinions which are valid and defensible.

Position papers range from the simplest format of a letter to the editor through to the most complex
in the form of an academic position paper. Position papers are also used by large organizations to make
public the official beliefs and recommendations of the group.

Writing a position paper is just like participating in a debate in which one has to present his stance
of an arguable opinion regarding an issue. The ideas that you have to consider should be thoroughly
examined. Likewise, it is very relevant that you address all sides of the issue and present it in a manner
that can easily be understood by the audience.

As a writer, it is your responsibility to take one side of the argument and convince your readers that
you have well-founded knowledge on the issue being probed. Like a debate, it is necessary to support
claims with evidences to guarantee validity of your contentions. Similarly, refuting the counterclaims to show
that you are well-versed about both sides is important.
What is an argument?

In writing a position paper, an argument is used to convince readers through logic and sound
reasoning over a problem or an issue. The writer can even utilize a dramatic language to emotionally
appeal to the readers to make them believe that what the author is saying is true; thus, making his readers
also stand on his beliefs, values, and conviction. Moreover, the writer should always make it a point that
his readers do not only agree with his opinions, but should also urge themselves to commit to a course of
action. Hence, a good argument means a good persuasion.

In our daily undertaking, we use argument and persuasion. At home, when we want something and
that something has to be approved by our parents, we give them explanations that are good enough to
get a “yes”. In school, whenever we express our opinions about a specific problem or scenario, we express
our claims supported with evidences just to convince our classmates that are contentions are valid and
true. Practically, we weigh the advantages and disadvantages before we make our decisions.

A written form of persuasion, like a position paper, becomes more challenging for a writer because
the readers do not see the writer’s facial expressions, hear his voice and feel his presence. These three
are significant in effectively persuading individuals. Hence, writing a position paper per se requires careful
planning, deliberate probing and analysis of the issue to derive adequate evidences to support the writer’s
claims.

In writing a position paper, the writer must:

✓ outline and organize his standpoint on the issue or problem

✓ formally inform others of his position as s jumpstart to build resolutions
✓ provide well-defined, logical, and unique methodology or approach in solving the problem
✓ organize his discussion to define the framework of the scheme
✓ compose his credibility by illustrating a good command of the issue and profound
knowledge about it
✓ exhibit passion in expressing his arguments rather than in using his emotional term
✓ be consistent in his position in the discussion
✓ credit his sources accurately

Developing and Supporting an Argument

After the writer decides on which specific stand he is agreeing or disagreeing, he must provide
evidences to support his claims. Below is the list of types of evidences:

A. Factual knowledge refers to the information that is valid and justifiable.

B. Statistical inferences which are conclusions derived from gathered data.
 C. Informed opinion is based on knowledge of facts which are carefully considered. It is drawn
from evidences instead of limited personal experience.
D. Personal testimony which is considered as firsthand experience of the writer.

Parts of a Position Paper

The format of a position paper depends on the guidelines set by an institution or by the teacher.
Below is a sample format of a position paper that has the salient parts: The Introduction, The Body, and
The Conclusion.

I. Introduction
A. Introduction of the Topic
B. Background of the Topic
C. Thesis Statement

II. Body
A. The Counterclaim
✓ Summary of the Counterclaim
✓ Supporting Information for the Counterclaim
✓ Refuting of the Counterclaim
✓ Giving Evidences for the Argument
B. The Argument
✓ Assertion of Claim No. 1
a. Opinion
b. Support
✓ Assertion of Claim No. 2
a. Opinion
b. Support
✓ Assertion of Claim No. 3
a. Opinion
b. Support

III. Conclusion
✓ Restating of Argument
✓ Providing Plan of Action
 PRINCIPLES IN WRITNG A SURVEY/FIELD REPORT

CONNECTING

• determines the objectives and structures of various survey reports,

CS_EN11/12A-EAPP-IIe-j-6
• designs, tests and revises survey questionnaires, CS_EN11/12A-EAPP-IIe-j-7
• conducts surveys, experiments or observations, CS_EN11/12A-EAPP-IIe-j-8
• gathers information from surveys, experiments, or observations, CS_EN11/12A-EAPP-IIe-j-9
• disseminates written forms of information from surveys, experiments or observations,
CS_EN11/12A-EAPP-IIe-j-10
• summarizes findings and executes the report through narrative and visual/graphic forms,
CS_EN11/12A-EAPP-IIe-j-11
• writes various reports, CS_EN11/12A-EAPP-IIe-j-12

CONFIGURING

What best interests you as a growing teenager?

Source: https://www.bing.com/images/search?q=sample+survey+questions&FORM=HDRSC2

DECODING

1. What do you think is the purpose of doing the interest inventory?

2. Do you think you will get honest responses from your respondents?
3. If you were to make a survey questionnaire now, what would that be?
Why?
 ADVANCING

As part of our everyday living, we ask an individual or a specific group of individuals

about their views over a particular matter, their perspectives over an issue or their
preferences on a particular situation. This is what we call, survey. In school, especially when we do our
research, we either use survey questionnaire or personal interview to collect and gather data from a huge
number of participants or respondents. The participation of our respondents is necessary, for without it, we
may not be able to collect information needed to complete our research work. The survey questionnaires
used vary on the degree in which they are structured.

Though other researchers prefer using interviews because they can clarify some questions,
rephrase some items, and get complete responses from the respondents, many researchers still prefer the
use of questionnaires for these reasons:

1. The use of questionnaires is less expensive.

2. Less time is needed in administering the survey questionnaire.
3. Survey questionnaires can be sent through postal or electronic mail when it is needed.
4. Privacy and anonymity are likely to be assured.

PRINCIPLES IN WRITING A GOOD SURVEY DESIGN

Here are the guiding principles on how to write a good survey questionnaire.

1. Focus. This is the first principle what a researcher should consider in writing his questionnaire.
You can only acquire the relevant and helpful information in your survey if you know what your
objectives are in doing the survey. Your objectives in doing the survey are the bases of your
questions. Every question you create ties back to a specific objective.
2. Connection. The quality of information you will get from your survey depends on how well you
connect with your respondents. Understanding who will be taking your survey will help you
know more about them. Communicating the objectives in your survey as well as the benefits
with your respondents is one way of building connection with them.
3. Respect. As a researcher, it is necessary that you show respect for your respondents’ time.
Make it certain that you are not asking too much from them. Ask only relevant questions and
avoid asking information you already know. Asking your respondents to do the survey
questionnaire at their most convenient time is a way of respecting them.
4. Action. The only reason why you are doing the survey is you want to take some kind of action
or make a relevant decision after you do the survey. The action might be to improve the facilities
 of the school, change the services you offer, enhance the quality of teaching, and the like. If
there is no need to take some significant action, then there is no need to conduct a survey.
5. Engagement. This principle sums up the other four principles. If you follow the first four
principles the result will be an engaged respondent and that will mean better response rates
and better information. Furthermore, you may offer to share the results with your respondents
and let them know what was done with the information they have provided for you. This will
definitely make them more engaged and will be more willing to do the next surveys.

(Source: https://www.surveygizmo.com/survey-blog/five-guiding-principles-of-good-survey-design/.)
PRINCIPLES IN WRITING A GOOD SURVEY DESIGN

Here are the guiding principles on how to write a good survey questionnaire.

1. Focus. This is the first principle what a researcher should consider in writing his questionnaire.
You can only acquire the relevant and helpful information in your survey if you know what your
objectives are in doing the survey. Your objectives in doing the survey are the bases of your
questions. Every question you create ties back to a specific objective.
2. Connection. The quality of information you will get from your survey depends on how well you
connect with your respondents. Understanding who will be taking your survey will help you
know more about them. Communicating the objectives in your survey as well as the benefits
with your respondents is one way of building connection with them.
3. Respect. As a researcher, it is necessary that you show respect for your respondents’ time.
Make it certain that you are not asking too much from them. Ask only relevant questions and
avoid asking information you already know. Asking your respondents to do the survey
questionnaire at their most convenient time is a way of respecting them.
4. Action. The only reason why you are doing the survey is you want to take some kind of action
or make a relevant decision after you do the survey. The action might be to improve the facilities
of the school, change the services you offer, enhance the quality of teaching, and the like. If
there is no need to take some significant action, then there is no need to conduct a survey.
5. Engagement. This principle sums up the other four principles. If you follow the first four
principles the result will be an engaged respondent and that will mean better response rates
and better information. Furthermore, you may offer to share the results with your respondents
and let them know what was done with the information they have provided for you. This will
definitely make them more engaged and will be more willing to do the next surveys.

(Source: https://www.surveygizmo.com/survey-blog/five-guiding-principles-of-good-survey-design/.)

HOW TO WRITE A GOOD SURVEY QUESTIONNAIRE

Several books have suggested tips on how to write a good survey questionnaire. The ones discussed below
are the tips the author finds useful in writing a good survey questionnaire.

1. Speak the Language of your Respondents

When you prepare for your survey questionnaire, you have to consider a simple language- a
language that is direct to the point. Draft questions on the level of your prospective respondents.
Avoid grammatical messines like double negatives or avoid using high-falutin terminologies,
unfamiliar jargons or overly technical concepts.
 For example: “What can you suggest to those who have halitosis problem?”

The use of the medical jargon, halitosis, is highly technical, and this might not be understood
immediately when this question is asked to ordinary people.

2. Keep it Simple
Asking one idea at a time is the key of getting the right response. If you will ask about many ideas
in one question, it becomes difficult for you respondent to answer; hence, making it also difficult for
you to interpret the responses.

For example: “How organized and clear was the resource speaker?”

Organization and clarity are two different things. When you will ask about organization and clarity
in one question, your respondents might mix responses up or might think that being organized and
being clear are the same. This will lead confusion to your respondents and to you as well as a
researcher. You will have a hard time interpreting the responses whether the resource speaker is
well organized in his thoughts but not so clear in his delivery or vice-versa.

3. Consider “Balance, not Bias” in Drafting your Questions

In writing your survey questions, you have to consider “balance”. Questions that lead to biased
responses violate the objectivity of the survey.

For example: Our admissions personnel are really working great. How great do you think our
admission personnel are?

This type of questioning will pressure your respondents in answering a more favorable response
than what they actually feel about the admissions personnel.

As a researcher, you must always remember that the respondents’ answers will be recorder,
tabulated, interpreted and analyzed in order for you to come up with a definition course of action. In the
construction of the questionnaire, he has to consider different question structure types.

Fixed alternate question- This gives choices or alternative for the respondent to choose.

Examples:

1. What academic strand do you want to enroll in?

__________ABM
 __________HUMSS

__________STEM

__________GAS

2. Rank the following programs according to your interest. Use numbers 1-5, being 1 as the highest
rank of interest.

________ Accountancy
________Business Administration
________Accounting Technology
________Marketing Management
________Others (please specify)

3. What is the family’s combined monthly income?

______ below 10,000Php ________11,000Php to 20,000Php

______ 21,000Php to 30,000Php ________31,000Php to 40,000Php

______ 41,000Php and Above

4. Using the description below, encircle the number that best corresponds your answer.

4- Always

3- Sometimes

2- Seldom

1-Never

I say my prayer before going to bed 4 3 2 1

I do “mano po” to my parents before I leave the house and 4 3 2 1

when I arrive in the house

I help the household chores 4 3 2 1

Open-ended question- This type of questioning provides the respondents to freely answer the question.
Examples:

What do you like best about the school?

What do you like least about your instructors?

Are you satisfied with the school’s polices?

When you are finished drafting your survey questions, you have to consult your teacher or an expert
to validate it before floating your questionnaire. After considering the comments and suggestions of the
expert, revise your questions. After revision has been made, your survey questionnaire must be tests to a
small number of respondents. The problems that the researcher and the respondents encounter during the
pilot testing must be addressed before floating the survey questionnaire to a bigger population.
Principles in Writing is
Concept Paper
 Objectives:

a. Identify the principles in writing a concept paper

b. Elaborate the procedures on how to write a concept paper
c. Creatively write their own concept paper.

2
What is Concept Paper?
 Concept Paper…

✔ It is a summary of a project or an issue that depicts the interests,

experiences and expertise of the writer it provides an in-depth analysis
and discussion of a topic that the writer has a strong position on.
✔ Concept paper may likewise be utilized as an instructional tool that
may have been the aftereffect of a concentrated investigation,
advisory group input or as a result of the current project.

4
 Concept Paper…

 Concept paper uses definition as a mode of paragraph development.

This can be done in various ways like; origin or etymology, synonyms and
antonyms, similarity, metaphor and contrast or negation

5
However, even though there are individual guidelines that may have been
Writing a concept
published, paper
the format andhas
thenocommonly
fixed format
usedorelements
style. The
areguidelines
consistentin doing
the concept
among will depend on the organization
all organizations
6
Concept papers are
meant to persuade
sponsors, convincing a. Grab your
them to fund or adopt reader’s attention
your idea.

This means it’s critical to “hook” them right at

the beginning. 7
Remember!

✔ For instance, you could start off your paper with an

attention-grabbing statistic related to your project:
“Every year, 10.5 million pounds of food go to waste due to
one common pest: rats.”
Example:

✔ Giving your concept paper a descriptive title, like “Lock the

Rat Box: Humane, Hands-Free Rodent Control,” is another
good way to grab their attention.
After getting your reader’s
attention, the introduction to
your concept paper should
b. Explain why you
then describe how your goals are approaching the
and the sponsor’s mission audience.
mesh.

This tells the sponsor that you’ve done your homework and
are serious about approaching them. 10
The next section of a concept
paper will devote a few c. Describe the
sentences or short problem that your
paragraphs to the specific project addresses
purpose of your project.

Describe the problem you want to solve, and illustrate how you
know it exists. 11
Show how your project relates
to current issues, questions, d. Put the problem
or problems. Statistics and
in context to
other numerical data can help
explain why it
build a convincing case for
matters
why your problem matters.

Some readers might also be moved by narratives or personal

stories, so consider including those as well. 12
 Even if readers are convinced you
e. Share the have identified an issue that
matters, they’ll still want to
basics of
know that you have an idea for
your method how to solve or investigate
it. Spend some time in your
concept paper describing the
methods you will use.
13
f. Emphasize
what makes Explain what sets your project
your method apart from the others. Ask
yourself the question: “What is
unique
my project doing that no one has
done or tried before?”

14
 g. Give
concrete part of your job in the concept
examples of paper is to explain how to
measure your project’s outcomes.
how you will
If you are developing a product,
assess your for example, that success can be
project measured in units produced
and/or sold
15
 Wrap things up with a short
h. End with paragraph at the end of your
paper, reiterating your project’s
summary purpose, basic plan of action, and
needs. Focus on the essential
points you want to stick in the
sponsor’s mind
16
To summary…
 Concept Paper…
✔ It is a summary of a project or an issue that
depicts the interests, experiences and expertise
of the writer
✔ It provides an in-depth analysis and discussion of a
topic that the writer has a strong position on.

18
a. Grab your reader’s attention
b. Explain why you are approaching the audience.
c. Describe the problem that your project addresses
d. Put the problem in context to explain why it matters
19
e. Share the basics of your method
f. Emphasize what makes your method unique
g. Give concrete examples of how you will assess your project
h. End with summary
20
1.↑https://www.aub.edu.lb/ogc/Documents/Writing_Concept_Paper.pdf
2.↑https://www.aub.edu.lb/ogc/Documents/Writing_Concept_Paper.pdf
3.↑https://www.aub.edu.lb/ogc/Documents/Writing_Concept_Paper.pdf
4.↑https://www.ias.edu/sites/default/files/media-
assets/Guidance%20Doc_Concept%20Paper.pdf
5.↑https://www.aub.edu.lb/ogc/Documents/Writing_Concept_Paper.pdf
6.↑https://www.aub.edu.lb/ogc/Documents/Writing_Concept_Paper.pdf

21
SURVEY QUESTIONNAIRE
PITFALLS
SURVEY QUESTIONNAIRE
PITFALLS
(Week 16)
Pitfalls to AVOID when developing a
Survey :
1. Beware of jargon terms that a limited number of people may know

2. Watch out for “fuzzy” words that have ambiguous meaning

3. Do not ask more than one question at a time

4. Make sure that fixed-response questions have a place for

every possible answer

5. Use filter questions to guide subjects if all of the

questions do not need to be answers (i.e., If you answered
no to question 1, skip to question).
Pitfalls to AVOID when developing a
Survey :
6. Minimize the amount of writing the respondents must do.

7. Put the questions in a logical order. Place sensitive or

difficult questions at the end of the survey.

8. Begin with clear directions

9. Unbalanced listings

10. Field test the survey.

 TYPES
OF
SURVEY QUESTIONNAIRE
 Categorical Interval/Ratio
Questions Questions
these types of survey are the most common
questions enable type of survey
different types of question, and we use
analyses (usually
involving counts and
them to capture the
percentages) and, as level of feelings the
such, work very well for respondent has about
graphs and charts. the topic of interest.
 Categorical Interval/Ratio
Questions Questions
 Rating Scale Questions
 Likert Scale Questions
 Dichotomous Questions
 Multiple-Choice
 Matrix Questions
Questions  Open-Ended Questions
 Checkbox questions  Demographic Questions
1. Dichotomous Questions
As the word ‘dichotomous’ adds a somewhat
unnecessary sense of complexity to the issue,
in the simplest of terms, these are what we
generally call ‘yes/no’ questions – the types of
survey questions that can be answered with a
simple ‘yes’ or ‘no’.

YES NO
2. Multiple-Choice Questions
Multiple-choice survey questions usually
offer three or more predetermined
answer options, while they can allow for
single or multiple answers.
3.Checkbox questions
Checkbox questions are multiple choice-type
questions that add the flexibility of being able to
choose more than one option. Add as many
answers as you want, and respondents can pick
as many answers to the question as you allow
them to.
4. Rating Scale Questions
With rating scale survey questions, the
respondents are asked to assess an issue on the
basis of an already predetermined dimension.
The question usually displays a range of answer
options that can be on any scale you want (1 to
10, 0 to 100, and so on).

END
5. Likert Scale Questions
Remember that last time when you were taking a
survey and ‘neither agreed nor disagreed’ or
‘completely agreed/disagreed’ with a question?
You may not have known it at the time, but
those questions were based on what’s called
a Likert scale.
6. Matrix Questions
Matrix survey questions are perfect if
you’re looking to ask several questions in a
row that contain the same answer options.
Basically, a matrix question is a series of
rating scale or Likert scale questions.
7. Open-Ended Questions
Open-ended survey questions enable respondents to
supply their own answers. This means that there are no
predefined answers and respondents have the freedom
to express their opinion in the wording of their choice. It
also gives them the chance to respond in more detail.
8. Demographic Questions
Demographic survey questions are particularly useful if
you’re looking to gather some background information
about your user. If used properly, these enable you to
learn more about your target audience. They are often
used to segment audiences on the basis of who they are
and what they do, thus making it easier for you to be
certain you’re targeting the right people.
THANK YOU! 
 Part 1

Writing a
Position Paper
EAPP week 13
 • Definition of Position
Paper

• Steps in writing an
effective position
paper

AGENDA
Position Paper

In an academic and professional setting, the learners are

given the opportunity to put into writing their opinions
regarding the issue that is termed as position paper.
Position Paper

A position paper is an essay that expounds a standpoint of an

author or specified entity about an issue. The main objective
of a position paper is to persuade the readers with opinions
which are valid and defensible.
 Writing an Effective
Position Paper
“Position papers are demanding
assignments that require you to take a
stand on an issue or idea presented in a
text. Although your opinion is
important and forms the basis for your
argument, it should not dominate the
assignment. Position papers rely on
critical evaluation that goes beyond a
mere surface reading or a passionate
personal reaction. Remember, if there’s
no other side to your argument …you
don’t have one.”
Think in debate mode
You have to choose a side
and argue in favor of your
point of view. A position paper
should not restate the
obvious facts about the text
or topic; a strong position
paper shows the author’s
ability to pick a side or take a
stand.
Think in debate mode
Whether you choose to write
about a theme throughout a
particular work, a specific
scene that captures the
essence of an entire text, or
one side of an issue,
remember to write definitively
about your position.
Ineffective: Effective:
Legislators continue to A responsible government
debate the extent to which must respect the rights of
government should be individuals and agree not
involved in the lives of to interfere with citizens’
individual citizens. abilities to make sensible
decisions for themselves.

The second point can easily be debated while the first

states a well-known fact that is not open to individual
interpretation.
Consider the
opposing side
What would somebody say to
challenge your stance? You must
consider the other viewpoint and
dismantle it in your paper, using
enough details to show that you
understand both sides.

Remember, though, name calling has

no place in position papers.
Ineffective:
People who think
otherwise are idiots and
therefore their opinions
don’t count. Such
personal attacks can
backfire and make you
appear to have no valid
reasons for holding
different views.
Include evidence
Although you are expressing
your personal opinion, it must
be upheld by references to
specific details — supporting
facts, arguments, quotations —
In order to have any validity.
Include evidence
You must be able to prove that
your position is valid based on
a thorough knowledge of the
topic, text, or argument.
Outside research may be
required; look for other sources
based on opinion as well as
sources providing factual
background information.
 Use vivid verbs,
concrete nouns.
In a position paper, avoid using the
passive voice and words such as
“maybe, perhaps, possibly, etc.” that
weaken your argument. Phrases like
“in my opinion” are also needless
and sound apologetic instead of
certain; if you’re writing the paper,
it’s obviously your opinion.
Ineffective: Effective:
It is possible that people By threatening to pass
support the idea of antiabortion laws, the
abortion because women government violates an
should have the right to essential right for all
decide what to do with mankind: the right to
their bodies. choose.
Express your thoughts clearly and concisely.

Don’t be afraid to be argumentative…that’s the

reason it’s called a “position” paper.

Look at all sides of the issue and base your

position on a thorough examination of all the
relevant evidence.

Convince the reader that you have critically

read the text or analyzed the issue.

REMEMBER
End of part 1
 Part 2

Writing a
Position Paper
EAPP week 14
Agenda

• Definition of “argument”.
• Developing and
supporting an argument
• Parts of a position paper
Argument
In writing a position paper, an argument is used to convince
readers through logic and sound reasoning over a problem or an
issue. The writer can even utilize a dramatic language to emotionally
appeal to the readers to make them believe that what the author is
saying is true; thus, making his readers also stand on his beliefs,
values, and conviction.

a good argument means a good persuasion.

Developing and
Supporting an Argument
After the writer decides on which
specific stand he is agreeing or
disagreeing, he must provide
pieces of evidence to support his
claims.
 Below is the list of types of pieces of evidence:
A. Factual knowledge refers to the information that is
valid and justifiable.
B. Statistical inferences which are conclusions
derived from gathered data.

C. Personal testimony which is considered as

firsthand experience of the writer.

D. Informed opinion is based on knowledge of facts

which are carefully considered. It is drawn from
evidences instead of limited personal experience.
Parts of a
Position Paper
The format of a position paper
depends on the guidelines set by
an institution or by the teacher.
Below is a sample format of a position
paper that has the salient parts:
The Introduction, The Body, and The
Conclusion.

I. Introduction
A. Introduction of the Topic
B. Background of the Topic
C. Thesis Statement
II. Body
A. The Counterclaim
 Summary of the Counterclaim
 Supporting Information for
the Counterclaim
 Refuting of the Counterclaim
 Giving Evidences for the
Argument
B. The Argument
 Assertion of Claim No. 1
a. Opinion
b. Support
 Assertion of Claim No. 2
a. Opinion
b. Support
 Assertion of Claim No. 3
a. Opinion
b. Support
III. Conclusion
 Restating of Argument
 Providing Plan of Action
Thank You!
Principles in
writing a
survey
 Objectives
a. Classify the guiding
principles in writing a
good survey.
b. Construct a good survey
questionnaire.
Whoa!
Whoa!
Principles in Writing a Good
Survey Design
 Table of Contents

01 02 03
Focus Respect

04 05
Action
The quality of Communicating the
Understanding who
information you will objectives in your
will be taking your
get from your survey survey as well as the
survey will help you
depends on how well benefits with your
know more about them
you connect with your respondents is one way
respondents of building connection
with them
Images reveal large amounts of
data, so remember: use an
image instead of a long text
The only reason why
you are doing the If there is no need to
survey is you want to take some significant
The action might be
take some kind of action, then there is
to improve the
action or make a no need to conduct a
facilities of the school,
relevant decision after survey.
change the services
you do the survey. you offer, enhance the
quality of teaching
and the like.
This principle sums p the other four principles. I f you follow the four
principles, the result will be an engaged respondent and that will mean
better response rates and better information. Furthermore, you may
offer to share the results with your respondents and let them know
what was done with the information they have provided for you. This
will definitely make them more engaged and will be more willing to do
the next survey.
How to
write a
good
survey
questionnaire
 Speak the language
of your respondents
Consider simple language- a language
that is direct to the point. Avoid
grammatical messines, high-falutin
terminologies, jargons and technical
concepts.
 Keep it simple

Asking on idea at a time is the key of getting the

right response. If you will ask about many ideas
in one question, it becomes difficult for your
respondent to answer, hence making it also
difficult for you to interpret the responses
 Consider “Balance
not Bias” in drafting
your questions
In writing your survey questions, you have to
consider “balance”. Questions that lead to
biased responses violate the objectivity of the
survey
 Remember!
Recorded As a researcher,
You Must always
remember that
the respondents’
answers will be
…
Analyzed
 Types of Survey Question

Fixed Alternate Open-ended

Question Question
Fixed alternate Open-ended
question question
-is a type of survey -this type of
question that gives questioning
choices or provides the
alternatives for the respondents to
respondents to freely answer the
choose. question.
Thank you!