WRITING ABSTRACTSWRITING ABSTRACTS

Week 12

Definitions

• The word abstract comes from the Latin word abstractum, which means a condensed form of a longer piece of writing.

• There are two main types of abstract: the (1) Descriptive and the (2) Informative abstract. The type of abstract you write depends on your discipline area.

(1) Descriptive abstracts • Descriptive abstracts are generally used for Humanities

and Social Science papers or Psychology essays. This type of abstract is usually very short (50-100 words). Most descriptive abstracts have certain key parts in common. They are:

• Background • Purpose • Particular interest/focus of paper • Overview of contents (not always included)

(2) Informative abstracts • Informative abstracts are generally used for science,

engineering or psychology reports. You must get the essence of what your report is about, usually in about 200 words. Most informative abstracts also have key parts in common. Each of these parts might consist of 1-2 sentences. The parts include:

• Background • Aim or purpose of research • Method used • Findings/results • Conclusion

Comparison between abstract styles

(1) Sample of a Descriptive abstract

The opportunity to design and deliver short programs on referencing and avoiding plagiarism for transnational UniSA students has confirmed the necessity of combating both the ‘all-plagiarism-is-cheating’ reaction and the ‘just-give-them-a-referencing-guide’ response. The notion of referencing is but the tip of a particularly large and intricate iceberg. Consequently, teaching referencing is not adequate in educating students to avoid plagiarism. In this paper, the transnational teaching experience is used to highlight what educating to avoid plagiarism entails.

Abstract (Stevenson, 2004)

key parts

background

purpose and aim

particular focus of paper

(2) Sample of an Informative abstract

Metalinguistic awareness contributes to effective writing at university. Writing is a meaning-making process where linguistic, cognitive, social and creative factors are at play. University students need to master the skills of academic writing not only for getting their degree but also for their future career. It is also significant for lecturers to know who our students are, how they think and how we can best assist them. This study examines first-year undergraduate Australian and international engineering students as writers of academic texts in a multicultural setting at the University of Adelaide. A questionnaire and interviews were used to collect data about students’ level of metalinguistic awareness, their attitudes toward, expectations for, assumptions about and motivation for writing. The preliminary results of the research show that students from different cultures initially have different concepts about the academic genres and handle writing with different learning and writing styles, but those with a more developed metalanguage are more confident and motivated. The conclusion can also be drawn that students’ level of motivation for academic writing positively correlates with their opinion about themselves as writers. Following an in-depth multi-dimensional analysis of preliminary research results, some recommendations for writing instruction will also be presented.

Abstract (Zoltan, 2005)

key parts background

purpose and aim

methods

results

conclusions

How do I write an abstract? • First re-read your paper/report for an overview. Then read

each section and condense the information in each section to 1-2 sentences;

• Next read these sentences again to ensure that they cover the major points in your paper;

• Ensure you have written something for each of the key points outlined above for either the descriptive or informative abstract;

• Check the word length and further reduce your words if necessary by cutting out unnecessary words or rewriting some of the sentences into a single, more succinct sentence; and

• Edit for flow and expression.

LANGUAGE FOCUS:VERB TENSES

Recommended Tense in Writing the Abstract (1)Purpose: Past/ present perfect tense

E.g. (i)The use of the dictionary among university students was evaluated.

(ii)Analyses of the effects of biofuels have

been carried out.

Methodology: Past tense

E.g. Lecturers were observed for a 3-month

period.

Tense in Writing the Abstract (2)

Findings: Past tense

E.g. (i) Students preferred e-dictionaries.

(ii) Dictionaries were found to be useful in

assisting students.

iii) Biofuels led to the scarcity of food in

some countries.

(iv)The study was carried out over one

weekend.

(v) SPSS was used to analyse the results.

Tense in Writing the Abstract (3)

Conclusion and recommendation: Present tense/tentative verbs/modals

E.g. (i) The outcome suggests that dictionaries

should be used in universities.

(ii) It is recommended that the use of

biofuels be delayed.

Example 3• The ineffectiveness of ‘zakat’ management in Malaysia has been

widely debated. This issue is directly related to how ‘Pusat Zakat’ administers ‘zakat’ throughout the country. Thus this study attempts to examine the problems contributed to the ineffectiveness of ‘zakat’ management which is believed to need urgent reformation and improvements. This research was conducted through library research by analyzing journals, articles, annual reports and also through an interview with an expert in this matter. The research indicated that internal management and ‘zakat’ collections and distributions failures were the main reasons of its incompetence. The paper recommends that PPZ Malaysia should consistently observe their performance on both sectors to ensure its success as a body that functions as social justice. It is hoped that this paper will initiate more research in making the PPZ an efficient, effective and respectable organization.

Tense in reporting facts• + + +

1) The land rush is accelerated by biofuels.

2) Brazil ranks fourth in carbon

emissions.

3) Biofuels do slightly reduce dependence on

imported oil.

Topic Verb(present)

Fact

Tense in reporting facts (past) + +

1)Indonesia was hit by a powerful tsunami in December 2004 (time

reference phrase).

2)Gold mining went dormant after the communist takeover in 1949 (time

reference phrase)

Topic FactVerb(past)

Tense in General Statements

+ +

•Little research has been done on the effects of the

Merapi ash on

Malaysians. •Much still needs to be done to improve collection of zakat in Malaysia.

Generality Verb (present perfect)

Topic

Tense in Reporting Specific Findings• + + + + +•

• Davis found that the practice of dictation and showed brought alive

Rinvolucri reported an activity regarded (1988) noted as retrograde and observed semi-moribund.

(Adapted fr: Maley, A., Where do New Ideas Come From?, Readings on ELT Materials II, Longman, 2006

AuthorReporting

VerbTHAT Findings

Verbs in Tentative Findings

+ + +

E.g. Zaleha (2010) proposed that dictionary work may

suggested be re-introduced in

hypothesized English language

classes.

Author Reporting Verb

THATTentative Findings

(modal + verb)

Active/Passive Voice

The lecturer used an e-dictionary in class.

An e-dictionary was used (by the lecturer) in class.

AgentMain Verb

(Active) Object

AgentMain Verb(Passive)Subject

The Passive• A lot of the passive voice is used in the research paper.

• For a list of active to passive voice guide, see

Understanding and Using English Grammar,

by Betty Schrampfer Azar, 1989,

Prentice Hall, pg. 120.

Tense in Reporting Procedures/ Experiments/ Findings:Past tense

E.g. The study was carried out over one weekend.

SPSS was used to analyse the results.

Ordering Information (1)• In presenting your findings, include two elements:

1.present most important findings

2.comment on the findings

USE:● Alternating pattern: F + C; F2 + C2 ; F3 + C3

or

● Sequential pattern: F + F2 + F3 + C

Ordering Information (2)

• Use the correct tense.

• Present tense

E.g. comparison:

This is consistent with earlier findings.

• Modals

E.g. explanations:

These results can be explained by…

may

Ordering Information (3)• Tentative verbs

E.g. appears

seems that secondhand smoking is more

It dangerous than smoking itself.

is likely

Or: These findings suggest that secondhand smoking

…

Sources• Weissberg, R. and S. Buker. (1990). Writing Up

Research: Experimental Research Report Writing for Students of English. Englewood Cliffs, nj: Prentice Hall.

Links:• http://gpsa.unlv.edu/forms/How%20to%20write%20an

%20abstract.pdf • http://owl.english.purdue.edu/workshops/hypertext/report

W/abstract.html • http://writingcenter.gmu.edu/resources/handouts/abstract.

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