Writing an effective abstract
Download as PPTX, PDF0 likes85 views
- The document provides guidance on writing effective abstracts, including that they should be concise (300 words or less), written in past tense, and include the purpose, background/context, methodology, major findings, conclusions, and implications of the study. - It notes that abstracts can be written at the end of the paper and act as a summary that helps readers decide whether to read the full paper. - The document outlines two types of abstracts: unstructured and structured, and provides an example of each.
![• Word limit should be 300 or less.
• It should be one paragraph
• Single spaced
• It should not contain lengthy information or repetitive information
• It should not contain Acronyms or abbreviations
• It should not contain References to other literature [say something like, "current research
shows that..." or "studies have indicated..."] and quotations
• It should not contain citations to other works
• It should not contain any sort of image, illustration, figure, or table, or references to them.
• No page number](https://image.slidesharecdn.com/writinganeffectiveabstract-200622055550/85/Writing-an-effective-abstract-3-320.jpg)
Writing an effective abstract
- 2. • Abstract can be written at the very end of a paper even it is the first section • Abstract, according to Shah (2017), is a mini article that provides purpose of the study, background and context. • The writer elaborates the major aspects of the paper and helps readers whether to read or not the rest of the paper. • Abstract should be concise and complete sentences always in the past tense that get to the point quickly.
- 3. • Word limit should be 300 or less. • It should be one paragraph • Single spaced • It should not contain lengthy information or repetitive information • It should not contain Acronyms or abbreviations • It should not contain References to other literature [say something like, "current research shows that..." or "studies have indicated..."] and quotations • It should not contain citations to other works • It should not contain any sort of image, illustration, figure, or table, or references to them. • No page number
- 4. • It is a summary of the entire paper that includes; • Introduction or background • Research Objectives or overall purpose of the study • Research design or Methodology • Major findings • Conclusion • implications, or applications to practice and, if appropriate, can be followed by a statement about the need for additional research revealed from the findings. • Keywords
- 5. Types of Abstracts 1. Unstructured Abstract Learner autonomy (LA) has received a lot of attention in ELT research. This paper explores learner autonomy in theory and practice from the teachers’ points of view. The authors first review the literature on learner autonomy and explore the relationship between learner autonomy and teachers’ beliefs. After that, they report on a qualitative study that set to examine teachers’ perspectives on learner autonomy. The study aimed at investigating the teachers’ views with regards to their definition of learner autonomy and the sources of their ideas. Based on the findings of the study, the teachers defined LA from different perspectives, reflecting their diverse experiences and perceptions about the concept. Some of the definitions are influenced by the teachers’ classroom experience while others are based on the literature. The teachers also varied in the sources of their definitions, ranging from pre- or in-service teacher training to classroom practices., an This study brings new insights to the literature on LA where it sheds light into teachers' definitions of LA and the sources of these definitions that has not been explored much in the literature. Keywords—learner autonomy, definition of learner autonomy, teacher beliefs, curriculum, teaching methodology
- 6. 2. Structured Abstract Background. Previous research with structured abstracts has taken place in mainly medical contexts. This research indicated that such abstracts are more informative, more readable, and more appreciated by readers than are traditional abstracts. Aim. The aim of this study was to test the hypothesis that structured abstracts might also be appropriate for a particular psychology journal. Method. 24 traditional abstracts from the Journal of Educational Psychology were re-written in a structured form. Measures of word length, information content and readability were made for both sets of abstracts, and 48 authors rated their clarity. Results. The structured abstracts were significantly longer than the original ones, but they were also significantly more informative and readable, and judged significantly clearer by these academic authors. Conclusions. These findings support the notion that structured abstracts could be profitably introduced into psychology journals. Keywords: abstracts; structured writing; information clarity; readability