10 research abstracts

Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

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• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

Published on February 28, 2019 by Shona McCombes . Revised on July 18, 2023 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a thesis ,  dissertation or research paper ). The abstract concisely reports the aims and outcomes of your research, so that readers know exactly what your paper is about.

Although the structure may vary slightly depending on your discipline, your abstract should describe the purpose of your work, the methods you’ve used, and the conclusions you’ve drawn.

One common way to structure your abstract is to use the IMRaD structure. This stands for:

• Introduction

Abstracts are usually around 100–300 words, but there’s often a strict word limit, so make sure to check the relevant requirements.

In a dissertation or thesis , include the abstract on a separate page, after the title page and acknowledgements but before the table of contents .

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Table of contents

Abstract example, when to write an abstract, step 1: introduction, step 2: methods, step 3: results, step 4: discussion, tips for writing an abstract, other interesting articles, frequently asked questions about abstracts.

Hover over the different parts of the abstract to see how it is constructed.

This paper examines the role of silent movies as a mode of shared experience in the US during the early twentieth century. At this time, high immigration rates resulted in a significant percentage of non-English-speaking citizens. These immigrants faced numerous economic and social obstacles, including exclusion from public entertainment and modes of discourse (newspapers, theater, radio).

Incorporating evidence from reviews, personal correspondence, and diaries, this study demonstrates that silent films were an affordable and inclusive source of entertainment. It argues for the accessible economic and representational nature of early cinema. These concerns are particularly evident in the low price of admission and in the democratic nature of the actors’ exaggerated gestures, which allowed the plots and action to be easily grasped by a diverse audience despite language barriers.

Keywords: silent movies, immigration, public discourse, entertainment, early cinema, language barriers.

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You will almost always have to include an abstract when:

• Completing a thesis or dissertation
• Submitting a research paper to an academic journal
• Writing a book or research proposal
• Applying for research grants

It’s easiest to write your abstract last, right before the proofreading stage, because it’s a summary of the work you’ve already done. Your abstract should:

• Be a self-contained text, not an excerpt from your paper
• Be fully understandable on its own
• Reflect the structure of your larger work

Start by clearly defining the purpose of your research. What practical or theoretical problem does the research respond to, or what research question did you aim to answer?

You can include some brief context on the social or academic relevance of your dissertation topic , but don’t go into detailed background information. If your abstract uses specialized terms that would be unfamiliar to the average academic reader or that have various different meanings, give a concise definition.

After identifying the problem, state the objective of your research. Use verbs like “investigate,” “test,” “analyze,” or “evaluate” to describe exactly what you set out to do.

This part of the abstract can be written in the present or past simple tense  but should never refer to the future, as the research is already complete.

• This study will investigate the relationship between coffee consumption and productivity.
• This study investigates the relationship between coffee consumption and productivity.

Next, indicate the research methods that you used to answer your question. This part should be a straightforward description of what you did in one or two sentences. It is usually written in the past simple tense, as it refers to completed actions.

• Structured interviews will be conducted with 25 participants.
• Structured interviews were conducted with 25 participants.

Don’t evaluate validity or obstacles here — the goal is not to give an account of the methodology’s strengths and weaknesses, but to give the reader a quick insight into the overall approach and procedures you used.

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Next, summarize the main research results . This part of the abstract can be in the present or past simple tense.

• Our analysis has shown a strong correlation between coffee consumption and productivity.
• Our analysis shows a strong correlation between coffee consumption and productivity.
• Our analysis showed a strong correlation between coffee consumption and productivity.

Depending on how long and complex your research is, you may not be able to include all results here. Try to highlight only the most important findings that will allow the reader to understand your conclusions.

Finally, you should discuss the main conclusions of your research : what is your answer to the problem or question? The reader should finish with a clear understanding of the central point that your research has proved or argued. Conclusions are usually written in the present simple tense.

• We concluded that coffee consumption increases productivity.
• We conclude that coffee consumption increases productivity.

If there are important limitations to your research (for example, related to your sample size or methods), you should mention them briefly in the abstract. This allows the reader to accurately assess the credibility and generalizability of your research.

If your aim was to solve a practical problem, your discussion might include recommendations for implementation. If relevant, you can briefly make suggestions for further research.

If your paper will be published, you might have to add a list of keywords at the end of the abstract. These keywords should reference the most important elements of the research to help potential readers find your paper during their own literature searches.

Be aware that some publication manuals, such as APA Style , have specific formatting requirements for these keywords.

It can be a real challenge to condense your whole work into just a couple of hundred words, but the abstract will be the first (and sometimes only) part that people read, so it’s important to get it right. These strategies can help you get started.

Read other abstracts

The best way to learn the conventions of writing an abstract in your discipline is to read other people’s. You probably already read lots of journal article abstracts while conducting your literature review —try using them as a framework for structure and style.

You can also find lots of dissertation abstract examples in thesis and dissertation databases .

Reverse outline

Not all abstracts will contain precisely the same elements. For longer works, you can write your abstract through a process of reverse outlining.

For each chapter or section, list keywords and draft one to two sentences that summarize the central point or argument. This will give you a framework of your abstract’s structure. Next, revise the sentences to make connections and show how the argument develops.

Write clearly and concisely

A good abstract is short but impactful, so make sure every word counts. Each sentence should clearly communicate one main point.

To keep your abstract or summary short and clear:

• Avoid passive sentences: Passive constructions are often unnecessarily long. You can easily make them shorter and clearer by using the active voice.
• Avoid long sentences: Substitute longer expressions for concise expressions or single words (e.g., “In order to” for “To”).
• Avoid obscure jargon: The abstract should be understandable to readers who are not familiar with your topic.
• Avoid repetition and filler words: Replace nouns with pronouns when possible and eliminate unnecessary words.
• Avoid detailed descriptions: An abstract is not expected to provide detailed definitions, background information, or discussions of other scholars’ work. Instead, include this information in the body of your thesis or paper.

If you’re struggling to edit down to the required length, you can get help from expert editors with Scribbr’s professional proofreading services or use the paraphrasing tool .

Check your formatting

If you are writing a thesis or dissertation or submitting to a journal, there are often specific formatting requirements for the abstract—make sure to check the guidelines and format your work correctly. For APA research papers you can follow the APA abstract format .

Checklist: Abstract

The word count is within the required length, or a maximum of one page.

The abstract appears after the title page and acknowledgements and before the table of contents .

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

The abstract can be understood by someone without prior knowledge of the topic.

You've written a great abstract! Use the other checklists to continue improving your thesis or dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

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An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarizes the contents of your paper.

An abstract for a thesis or dissertation is usually around 200–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis , dissertation or research paper .

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

The abstract appears on its own page in the thesis or dissertation , after the title page and acknowledgements but before the table of contents .

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How to Write an Abstract in Research Papers (with Examples)

An abstract in research papers is a keyword-rich summary usually not exceeding 200-350 words. It can be considered the “face” of research papers because it creates an initial impression on the readers. While searching databases (such as PubMed) for research papers, a title is usually the first selection criterion for readers. If the title matches their search criteria, then the readers read the abstract, which sets the tone of the paper. Titles and abstracts are often the only freely available parts of research papers on journal websites. The pdf versions of full articles need to be purchased. Journal reviewers are often provided with only the title and abstract before they agree to review the complete paper. [ 1]  

Abstracts in research papers provide readers with a quick insight into what the paper is about to help them decide whether they want to read it further or not. Abstracts are the main selling points of articles and therefore should be carefully drafted, accurately highlighting the important aspects. [ 2]  

This article will help you identify the important components and provide tips on how to write an abstract in research papers effectively

What is an Abstract?  

An abstract in research papers can be defined as a synopsis of the paper. It should be clear, direct, self-contained, specific, unbiased, and concise. These summaries are published along with the complete research paper and are also submitted to conferences for consideration for presentation.  

Abstracts are of four types and journals can follow any of these formats: [ 2]  

• Structured  
• Unstructured  
• Descriptive  
• Informative  

Structured abstracts are used by most journals because they are more organized and have clear sections, usually including introduction/background; objective; design, settings, and participants (or materials and methods); outcomes and measures; results; and conclusion. These headings may differ based on the journal or the type of paper. Clinical trial abstracts should include the essential items mentioned in the CONSORT (Consolidated Standards Of Reporting Trials) guidelines.  

Figure 1. Structured abstract example [3] 

Unstructured abstracts are common in social science, humanities, and physical science journals. They usually have one paragraph and no specific structure or subheadings. These abstracts are commonly used for research papers that don’t report original work and therefore have a more flexible and narrative style.  

Figure 2. Unstructured abstract example [3] 

Descriptive abstracts are short (75–150 words) and provide an outline with only the most important points of research papers. They are used for shorter articles such as case reports, reviews, and opinions where space is at a premium, and rarely for original investigations. These abstracts don’t present the results but mainly list the topics covered.  

Here’s a sample abstract . [ 4]  

“Design of a Radio-Based System for Distribution Automation”  

A new survey by the Maryland Public Utilities Commission suggests that utilities have not effectively explained to consumers the benefits of smart meters. The two-year study of 86,000 consumers concludes that the long-term benefits of smart meters will not be realized until consumers understand the benefits of shifting some of their power usage to off-peak hours in response to the data they receive from their meters. The study presents recommendations for utilities and municipal governments to improve customer understanding of how to use the smart meters effectively.  

Keywords: smart meters, distribution systems, load, customer attitudes, power consumption, utilities  

Informative abstracts (structured or unstructured) give a complete detailed summary, including the main results, of the research paper and may or may not have subsections.   

Figure 3. Informative abstract example [5] 

Purpose of Abstracts in Research    

Abstracts in research have two main purposes—selection and indexing. [ 6,7]  

• Selection : Abstracts allow interested readers to quickly decide the relevance of a paper to gauge if they should read it completely.   
• Indexing : Most academic journal databases accessed through libraries enable you to search abstracts, allowing for quick retrieval of relevant articles and avoiding unnecessary search results. Therefore, abstracts must necessarily include the keywords that researchers may use to search for articles.  

Thus, a well-written, keyword-rich abstract can p ique readers’ interest and curiosity and help them decide whether they want to read the complete paper. It can also direct readers to articles of potential clinical and research interest during an online search.  

Contents of Abstracts in Research  

Abstracts in research papers summarize the main points of an article and are broadly categorized into four or five sections. Here are some details on how to write an abstract .   

Introduction/Background and/or Objectives  

This section should provide the following information:  

• What is already known about the subject?  
• What is not known about the subject or what does the study aim to investigate?  

The hypothesis or research question and objectives should be mentioned here. The Background sets the context for the rest of the paper and its length should be short so that the word count could be saved for the Results or other information directly pertaining to the study. The objective should be written in present or past simple tense.  

Examples:  

The antidepressant efficacy of desvenlafaxine (DV) has been established in 8-week, randomized controlled trials. The present study examined the continued efficacy of DV across 6 months of maintenance treatment . [ 1]  

Objective: To describe gastric and breast cancer risk estimates for individuals with CDH1 variants.  

Design, Setting, and Participants (or Materials and Methods)  

This section should provide information on the processes used and should be written in past simple tense because the process is already completed.  

A few important questions to be answered include:  

• What was the research design and setting?  
• What was the sample size and how were the participants sampled?  
• What treatments did the participants receive?  
• What were the data collection and data analysis dates?  
• What was the primary outcome measure?  

Hazard ratios (HRs) were estimated for each cancer type and used to calculate cumulative risks and risks per decade of life up to age 80 years.  

This section, written in either present or past simple tense, should be the longest and should describe the main findings of the study. Here’s an example of how descriptive the sentences should be:  

Avoid: Response rates differed significantly between diabetic and nondiabetic patients.  

Better: The response rate was higher in nondiabetic than in diabetic patients (49% vs 30%, respectively; P<0.01).  

This section should include the following information:  

• Total number of patients (included, excluded [exclusion criteria])  
• Primary and secondary outcomes, expressed in words, and supported by numerical data  
• Data on adverse outcomes  

Example: [ 8]  

In total, 10.9% of students were reported to have favorable study skills. The minimum score was found for preparation for examination domain. Also, a significantly positive correlation was observed between students’ study skills and their Grade Point Average (GPA) of previous term (P=0.001, r=0.269) and satisfaction with study skills (P=0.001, r=0.493).  

Conclusions  

Here, authors should mention the importance of their findings and also the practical and theoretical implications, which would benefit readers referring to this paper for their own research. Present simple tense should be used here.  

Examples: [ 1,8]  

The 9.3% prevalence of bipolar spectrum disorders in students at an arts university is substantially higher than general population estimates. These findings strengthen the oft-expressed hypothesis linking creativity with affective psychopathology.  

The findings indicated that students’ study skills need to be improved. Given the significant relationship between study skills and GPA, as an index of academic achievement, and satisfaction, it is necessary to promote the students’ study skills. These skills are suggested to be reinforced, with more emphasis on weaker domains.  

When to Write an Abstract  

In addition to knowing how to write an abstract , you should also know when to write an abstract . It’s best to write abstracts once the paper is completed because this would make it easier for authors to extract relevant parts from every section.  

Abstracts are usually required for: [ 7]    

• submitting articles to journals  
• applying for research grants   
• writing book proposals  
• completing and submitting dissertations  
• submitting proposals for conference papers  

Mostly, the author of the entire work writes the abstract (the first author, in works with multiple authors). However, there are professional abstracting services that hire writers to draft abstracts of other people’s work.   

How to Write an Abstract (Step-by-Step Process)  

Here are some key steps on how to write an abstract in research papers: [ 9]  

• Write the abstract after you’ve finished writing your paper.  
• Select the major objectives/hypotheses and conclusions from your Introduction and Conclusion sections.  
• Select key sentences from your Methods section.  
• Identify the major results from the Results section.  
• Paraphrase or re-write the sentences selected in steps 2, 3, and 4 in your own words into one or two paragraphs in the following sequence: Introduction/Objective, Methods, Results, and Conclusions. The headings may differ among journals, but the content remains the same.  
• Ensure that this draft does not contain: a.   new information that is not present in the paper b.   undefined abbreviations c.   a discussion of previous literature or reference citations d.   unnecessary details about the methods used  
• Remove all extra information and connect your sentences to ensure that the information flows well, preferably in the following order: purpose; basic study design, methodology and techniques used; major findings; summary of your interpretations, conclusions, and implications. Use section headings for structured abstracts.  
• Ensure consistency between the information presented in the abstract and the paper.  
• Check to see if the final abstract meets the guidelines of the target journal (word limit, type of abstract, recommended subheadings, etc.) and if all the required information has been included.  

Choosing Keywords for Abstracts  

Keywords [ 2] are the important and repeatedly used words and phrases in research papers and can help indexers and search engines find papers relevant to your requirements. Easy retrieval would help in reaching a wider audience and eventually gain more citations. In the fields of medicine and health, keywords should preferably be chosen from the Medical Subject Headings (MeSH) list of the US National Library of Medicine because they are used for indexing. These keywords need to be different from the words in the main title (automatically used for indexing) but can be variants of the terms/phrases used in the title, abstract, and the main text. Keywords should represent the content of your manuscript and be specific to your subject area.  

Basic tips for authors [ 10,11]  

• Read through your paper and highlight key terms or phrases that are most relevant and frequently used in your field, to ensure familiarity.  
• Several journals provide instructions about the length (eg, 3 words in a keyword) and maximum number of keywords allowed and other related rules. Create a list of keywords based on these instructions and include specific phrases containing 2 to 4 words. A longer string of words would yield generic results irrelevant to your field.  
• Use abbreviations, acronyms, and initializations if these would be more familiar.  
• Search with your keywords to ensure the results fit with your article and assess how helpful they would be to readers.  
• Narrow down your keywords to about five to ten, to ensure accuracy.  
• Finalize your list based on the maximum number allowed.  

  Few examples: [ 12]  

Important Tips for Writing an Abstract  

Here are a few tips on how to write an abstract to ensure that your abstract is complete, concise, and accurate. [ 1,2]  

• Write the abstract last.  
• Follow journal-specific formatting guidelines or Instructions to Authors strictly to ensure acceptance for publication.  
• Proofread the final draft meticulously to avoid grammatical or typographical errors.  
• Ensure that the terms or data mentioned in the abstract are consistent with the main text.  
• Include appropriate keywords at the end.

Do not include:  

• New information  
• Text citations to references  
• Citations to tables and figures  
• Generic statements  
• Abbreviations unless necessary, like a trial or study name  

Key Takeaways    

Here’s a quick snapshot of all the important aspects of how to write an abstract . [2]

• An abstract in research is a summary of the paper and describes only the main aspects. Typically, abstracts are about 200-350 words long.  
• Abstracts are of four types—structured, unstructured, descriptive, and informative.  
• Abstracts should be simple, clear, concise, independent, and unbiased (present both favorable and adverse outcomes).  
• They should adhere to the prescribed journal format, including word limits, section headings, number of keywords, fonts used, etc.  
• The terminology should be consistent with the main text.   
• Although the section heading names may differ for journals, every abstract should include a background and objective, analysis methods, primary results, and conclusions.  
• Nonstandard abbreviations, references, and URLs shouldn’t be included.  
• Only relevant and specific keywords should be used to ensure focused searches and higher citation frequency.  
• Abstracts should be written last after completing the main paper.  

Frequently Asked Questions   

Q1. Do all journals have different guidelines for abstracts?  

A1. Yes, all journals have their own specific guidelines for writing abstracts; a few examples are given in the following table. [ 6,13,14,15]  

Q2. What are the common mistakes to avoid when writing an abstract?  

A2. Listed below are a few mistakes that authors may make inadvertently while writing abstracts.  

• Copying sentences from the paper verbatim  

An abstract is a summary, which should be created by paraphrasing your own work or writing in your own words. Extracting sentences from every section and combining them into one paragraph cannot be considered summarizing.  

• Not adhering to the formatting guidelines  

Journals have special instructions for writing abstracts, such as word limits and section headings. These should be followed strictly to avoid rejections.  

• Not including the right amount of details in every section  

Both too little and too much information could discourage readers. For instance, if the Background has very little information, the readers may not get sufficient context to appreciate your research. Similarly, incomplete information in the Methods and a text-heavy Results section without supporting numerical data may affect the credibility of your research.  

• Including citations, standard abbreviations, and detailed measurements  

Typically, abstracts shouldn’t include these elements—citations, URLs, and abbreviations. Only nonstandard abbreviations are allowed or those that would be more familiar to readers than the expansions.  

• Including new information  

Abstracts should strictly include only the same information mentioned in the main text. Any new information should first be added to the text and then to the abstract only if necessary or if permitted by the word limit.  

• Not including keywords  

Keywords are essential for indexing and searching and should be included to increase the frequency of retrieval and citation.  

Q3. What is the difference between abstracts in research papers and conference abstracts? [16]  

A3. The table summarizes the main differences between research and conference abstracts.  

  Thus, abstracts are essential “trailers” that can market your research to a wide audience. The better and more complete the abstract the more are the chances of your paper being read and cited. By following our checklist and ensuring that all key elements are included, you can create a well-structured abstract that summarizes your paper accurately.  

References  

• Andrade C. How to write a good abstract for a scientific paper or conference presentation. Indian J Psychiatry . 2011; 53(2):172-175. Accessed June 14, 2024. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3136027/  
• Tullu MS. Writing the title and abstract for a research paper: Being concise, precise, and meticulous is the key. 2019; 13(Suppl 1): S12-S17. Accessed June 14, 2024. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398294/  
• Zawia J. Writing an Academic Paper? Get to know Abstracts vs. Structured Abstracts. Medium. Published October 16, 2023. Accessed June 16, 2024. https://medium.com/@jamala.zawia/writing-an-academic-paper-get-to-know-abstracts-vs-structured-abstracts-11ed86888367  
• Markel M and Selber S. Technical Communication, 12 th edition. 2018; pp. 482. Bedford/St Martin’s.  
• Abstracts. Arkansas State University. Accessed June 17, 2024. https://www.astate.edu/a/global-initiatives/online/a-state-online-services/online-writing-center/resources/How%20to%20Write%20an%20Abstract1.pdf  
• AMA Manual of Style. 11 th edition. Oxford University Press.  
• Writing an Abstract. The University of Melbourne. Accessed June 16, 2024. https://services.unimelb.edu.au/__data/assets/pdf_file/0007/471274/Writing_an_Abstract_Update_051112.pdf  
• 10 Good Abstract Examples that will Kickstart Your Brain. Kibin Essay Writing Blog. Published April 5, 2017. Accessed June 17, 2024. https://www.kibin.com/essay-writing-blog/10-good-abstract-examples/  
• A 10-step guide to make your research paper abstract more effective. Editage Insights. Published October 16, 2013. Accessed June 17, 2024. https://www.editage.com/insights/a-10-step-guide-to-make-your-research-paper-abstract-more-effective  
• Using keywords to write your title and abstract. Taylor & Francis Author Services. Accessed June 15, 2024. https://authorservices.taylorandfrancis.com/publishing-your-research/writing-your-paper/using-keywords-to-write-title-and-abstract/  
• How to choose and use keywords in research papers. Paperpal by Editage blog. Published March 10, 2023. Accessed June 17, 2024. https://paperpal.com/blog/researcher-resources/phd-pointers/how-to-choose-and-use-keywords-in-research-papers  
• Title, abstract and keywords. Springer. Accessed June 16, 2024. https://www.springer.com/it/authors-editors/authorandreviewertutorials/writing-a-journal-manuscript/title-abstract-and-keywords/10285522  
• Abstract and keywords guide. APA Style, 7 th edition. Accessed June 18, 2024. https://apastyle.apa.org/instructional-aids/abstract-keywords-guide.pdf  
• Abstract guidelines. American Society for Microbiology. Accessed June 18, 2024. https://asm.org/events/asm-microbe/present/abstract-guidelines  
• Guidelines for conference abstracts. The Lancet. Accessed June 16, 2024. https://www.thelancet.com/pb/assets/raw/Lancet/pdfs/Abstract_Guidelines_2013.pdf  
• Is a conference abstract the same as a paper abstract? Global Conference Alliance, Inc. Accessed June 18, 2024. https://globalconference.ca/is-a-conference-abstract-the-same-as-a-paper-abstract/  

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Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

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How to Write an Abstract (With Examples)

By Sarah Oakley

Table of Contents

What is an abstract in a paper, how long should an abstract be, 5 steps for writing an abstract, examples of an abstract, how prowritingaid can help you write an abstract.

If you are writing a scientific research paper or a book proposal, you need to know how to write an abstract, which summarizes the contents of the paper or book.

When researchers are looking for peer-reviewed papers to use in their studies, the first place they will check is the abstract to see if it applies to their work. Therefore, your abstract is one of the most important parts of your entire paper.

In this article, we’ll explain what an abstract is, what it should include, and how to write one.

An abstract is a concise summary of the details within a report. Some abstracts give more details than others, but the main things you’ll be talking about are why you conducted the research, what you did, and what the results show.

When a reader is deciding whether to read your paper completely, they will first look at the abstract. You need to be concise in your abstract and give the reader the most important information so they can determine if they want to read the whole paper.

Remember that an abstract is the last thing you’ll want to write for the research paper because it directly references parts of the report. If you haven’t written the report, you won’t know what to include in your abstract.

If you are writing a paper for a journal or an assignment, the publication or academic institution might have specific formatting rules for how long your abstract should be. However, if they don’t, most abstracts are between 150 and 300 words long.

A short word count means your writing has to be precise and without filler words or phrases. Once you’ve written a first draft, you can always use an editing tool, such as ProWritingAid, to identify areas where you can reduce words and increase readability.

If your abstract is over the word limit, and you’ve edited it but still can’t figure out how to reduce it further, your abstract might include some things that aren’t needed. Here’s a list of three elements you can remove from your abstract:

Discussion : You don’t need to go into detail about the findings of your research because your reader will find your discussion within the paper.

Definition of terms : Your readers are interested the field you are writing about, so they are likely to understand the terms you are using. If not, they can always look them up. Your readers do not expect you to give a definition of terms in your abstract.

References and citations : You can mention there have been studies that support or have inspired your research, but you do not need to give details as the reader will find them in your bibliography.

Good writing = better grades

ProWritingAid will help you improve the style, strength, and clarity of all your assignments.

If you’ve never written an abstract before, and you’re wondering how to write an abstract, we’ve got some steps for you to follow. It’s best to start with planning your abstract, so we’ve outlined the details you need to include in your plan before you write.

Remember to consider your audience when you’re planning and writing your abstract. They are likely to skim read your abstract, so you want to be sure your abstract delivers all the information they’re expecting to see at key points.

1. What Should an Abstract Include?

Abstracts have a lot of information to cover in a short number of words, so it’s important to know what to include. There are three elements that need to be present in your abstract:

Your context is the background for where your research sits within your field of study. You should briefly mention any previous scientific papers or experiments that have led to your hypothesis and how research develops in those studies.

Your hypothesis is your prediction of what your study will show. As you are writing your abstract after you have conducted your research, you should still include your hypothesis in your abstract because it shows the motivation for your paper.

Throughout your abstract, you also need to include keywords and phrases that will help researchers to find your article in the databases they’re searching. Make sure the keywords are specific to your field of study and the subject you’re reporting on, otherwise your article might not reach the relevant audience.

2. Can You Use First Person in an Abstract?

You might think that first person is too informal for a research paper, but it’s not. Historically, writers of academic reports avoided writing in first person to uphold the formality standards of the time. However, first person is more accepted in research papers in modern times.

If you’re still unsure whether to write in first person for your abstract, refer to any style guide rules imposed by the journal you’re writing for or your teachers if you are writing an assignment.

3. Abstract Structure

Some scientific journals have strict rules on how to structure an abstract, so it’s best to check those first. If you don’t have any style rules to follow, try using the IMRaD structure, which stands for Introduction, Methodology, Results, and Discussion.

Following the IMRaD structure, start with an introduction. The amount of background information you should include depends on your specific research area. Adding a broad overview gives you less room to include other details. Remember to include your hypothesis in this section.

The next part of your abstract should cover your methodology. Try to include the following details if they apply to your study:

What type of research was conducted?

How were the test subjects sampled?

What were the sample sizes?

What was done to each group?

How long was the experiment?

How was data recorded and interpreted?

Following the methodology, include a sentence or two about the results, which is where your reader will determine if your research supports or contradicts their own investigations.

The results are also where most people will want to find out what your outcomes were, even if they are just mildly interested in your research area. You should be specific about all the details but as concise as possible.

The last few sentences are your conclusion. It needs to explain how your findings affect the context and whether your hypothesis was correct. Include the primary take-home message, additional findings of importance, and perspective. Also explain whether there is scope for further research into the subject of your report.

Your conclusion should be honest and give the reader the ultimate message that your research shows. Readers trust the conclusion, so make sure you’re not fabricating the results of your research. Some readers won’t read your entire paper, but this section will tell them if it’s worth them referencing it in their own study.

4. How to Start an Abstract

The first line of your abstract should give your reader the context of your report by providing background information. You can use this sentence to imply the motivation for your research.

You don’t need to use a hook phrase or device in your first sentence to grab the reader’s attention. Your reader will look to establish relevance quickly, so readability and clarity are more important than trying to persuade the reader to read on.

5. How to Format an Abstract

Most abstracts use the same formatting rules, which help the reader identify the abstract so they know where to look for it.

Here’s a list of formatting guidelines for writing an abstract:

Stick to one paragraph

Use block formatting with no indentation at the beginning

Put your abstract straight after the title and acknowledgements pages

Use present or past tense, not future tense

There are two primary types of abstract you could write for your paper—descriptive and informative.

An informative abstract is the most common, and they follow the structure mentioned previously. They are longer than descriptive abstracts because they cover more details.

Descriptive abstracts differ from informative abstracts, as they don’t include as much discussion or detail. The word count for a descriptive abstract is between 50 and 150 words.

Here is an example of an informative abstract:

A growing trend exists for authors to employ a more informal writing style that uses “we” in academic writing to acknowledge one’s stance and engagement. However, few studies have compared the ways in which the first-person pronoun “we” is used in the abstracts and conclusions of empirical papers. To address this lacuna in the literature, this study conducted a systematic corpus analysis of the use of “we” in the abstracts and conclusions of 400 articles collected from eight leading electrical and electronic (EE) engineering journals. The abstracts and conclusions were extracted to form two subcorpora, and an integrated framework was applied to analyze and seek to explain how we-clusters and we-collocations were employed. Results revealed whether authors’ use of first-person pronouns partially depends on a journal policy. The trend of using “we” showed that a yearly increase occurred in the frequency of “we” in EE journal papers, as well as the existence of three “we-use” types in the article conclusions and abstracts: exclusive, inclusive, and ambiguous. Other possible “we-use” alternatives such as “I” and other personal pronouns were used very rarely—if at all—in either section. These findings also suggest that the present tense was used more in article abstracts, but the present perfect tense was the most preferred tense in article conclusions. Both research and pedagogical implications are proffered and critically discussed.

Wang, S., Tseng, W.-T., & Johanson, R. (2021). To We or Not to We: Corpus-Based Research on First-Person Pronoun Use in Abstracts and Conclusions. SAGE Open, 11(2).

Here is an example of a descriptive abstract:

From the 1850s to the present, considerable criminological attention has focused on the development of theoretically-significant systems for classifying crime. This article reviews and attempts to evaluate a number of these efforts, and we conclude that further work on this basic task is needed. The latter part of the article explicates a conceptual foundation for a crime pattern classification system, and offers a preliminary taxonomy of crime.

Farr, K. A., & Gibbons, D. C. (1990). Observations on the Development of Crime Categories. International Journal of Offender Therapy and Comparative Criminology, 34(3), 223–237.

If you want to ensure your abstract is grammatically correct and easy to read, you can use ProWritingAid to edit it. The software integrates with Microsoft Word, Google Docs, and most web browsers, so you can make the most of it wherever you’re writing your paper.

Before you edit with ProWritingAid, make sure the suggestions you are seeing are relevant for your document by changing the document type to “Abstract” within the Academic writing style section.

You can use the Readability report to check your abstract for places to improve the clarity of your writing. Some suggestions might show you where to remove words, which is great if you’re over your word count.

We hope the five steps and examples we’ve provided help you write a great abstract for your research paper.

Sarah Oakley

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Abstract Writing: A Step-by-Step Guide With Tips & Examples

Table of Contents

Introduction

Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of paper-bound manuscripts.

Abstracts serve to "sell" your research and can be compared with your "executive outline" of a resume or, rather, a formal summary of the critical aspects of your work. Also, it can be the "gist" of your study. Since most educational research is done online, it's a sign that you have a shorter time for impressing your readers, and have more competition from other abstracts that are available to be read.

The APCI (Academic Publishing and Conferences International) articulates 12 issues or points considered during the final approval process for conferences & journals and emphasises the importance of writing an abstract that checks all these boxes (12 points). Since it's the only opportunity you have to captivate your readers, you must invest time and effort in creating an abstract that accurately reflects the critical points of your research.

With that in mind, let’s head over to understand and discover the core concept and guidelines to create a substantial abstract. Also, learn how to organise the ideas or plots into an effective abstract that will be awe-inspiring to the readers you want to reach.

What is Abstract? Definition and Overview

The word "Abstract' is derived from Latin abstractus meaning "drawn off." This etymological meaning also applies to art movements as well as music, like abstract expressionism. In this context, it refers to the revealing of the artist's intention.

Based on this, you can determine the meaning of an abstract: A condensed research summary. It must be self-contained and independent of the body of the research. However, it should outline the subject, the strategies used to study the problem, and the methods implemented to attain the outcomes. The specific elements of the study differ based on the area of study; however, together, it must be a succinct summary of the entire research paper.

Abstracts are typically written at the end of the paper, even though it serves as a prologue. In general, the abstract must be in a position to:

• Describe the paper.
• Identify the problem or the issue at hand.
• Explain to the reader the research process, the results you came up with, and what conclusion you've reached using these results.
• Include keywords to guide your strategy and the content.

Furthermore, the abstract you submit should not reflect upon any of  the following elements:

• Examine, analyse or defend the paper or your opinion.
• What you want to study, achieve or discover.
• Be redundant or irrelevant.

After reading an abstract, your audience should understand the reason - what the research was about in the first place, what the study has revealed and how it can be utilised or can be used to benefit others. You can understand the importance of abstract by knowing the fact that the abstract is the most frequently read portion of any research paper. In simpler terms, it should contain all the main points of the research paper.

What is the Purpose of an Abstract?

Abstracts are typically an essential requirement for research papers; however, it's not an obligation to preserve traditional reasons without any purpose. Abstracts allow readers to scan the text to determine whether it is relevant to their research or studies. The abstract allows other researchers to decide if your research paper can provide them with some additional information. A good abstract paves the interest of the audience to pore through your entire paper to find the content or context they're searching for.

Abstract writing is essential for indexing, as well. The Digital Repository of academic papers makes use of abstracts to index the entire content of academic research papers. Like meta descriptions in the regular Google outcomes, abstracts must include keywords that help researchers locate what they seek.

Types of Abstract

Informative and Descriptive are two kinds of abstracts often used in scientific writing.

A descriptive abstract gives readers an outline of the author's main points in their study. The reader can determine if they want to stick to the research work, based on their interest in the topic. An abstract that is descriptive is similar to the contents table of books, however, the format of an abstract depicts complete sentences encapsulated in one paragraph. It is unfortunate that the abstract can't be used as a substitute for reading a piece of writing because it's just an overview, which omits readers from getting an entire view. Also, it cannot be a way to fill in the gaps the reader may have after reading this kind of abstract since it does not contain crucial information needed to evaluate the article.

To conclude, a descriptive abstract is:

• A simple summary of the task, just summarises the work, but some researchers think it is much more of an outline
• Typically, the length is approximately 100 words. It is too short when compared to an informative abstract.
• A brief explanation but doesn't provide the reader with the complete information they need;
• An overview that omits conclusions and results

An informative abstract is a comprehensive outline of the research. There are times when people rely on the abstract as an information source. And the reason is why it is crucial to provide entire data of particular research. A well-written, informative abstract could be a good substitute for the remainder of the paper on its own.

A well-written abstract typically follows a particular style. The author begins by providing the identifying information, backed by citations and other identifiers of the papers. Then, the major elements are summarised to make the reader aware of the study. It is followed by the methodology and all-important findings from the study. The conclusion then presents study results and ends the abstract with a comprehensive summary.

In a nutshell, an informative abstract:

• Has a length that can vary, based on the subject, but is not longer than 300 words.
• Contains all the content-like methods and intentions
• Offers evidence and possible recommendations.

Informative Abstracts are more frequent than descriptive abstracts because of their extensive content and linkage to the topic specifically. You should select different types of abstracts to papers based on their length: informative abstracts for extended and more complex abstracts and descriptive ones for simpler and shorter research papers.

What are the Characteristics of a Good Abstract?

• A good abstract clearly defines the goals and purposes of the study.
• It should clearly describe the research methodology with a primary focus on data gathering, processing, and subsequent analysis.
• A good abstract should provide specific research findings.
• It presents the principal conclusions of the systematic study.
• It should be concise, clear, and relevant to the field of study.
• A well-designed abstract should be unifying and coherent.
• It is easy to grasp and free of technical jargon.
• It is written impartially and objectively.

What are the various sections of an ideal Abstract?

By now, you must have gained some concrete idea of the essential elements that your abstract needs to convey . Accordingly, the information is broken down into six key sections of the abstract, which include:

An Introduction or Background

Research methodology, objectives and goals, limitations.

Let's go over them in detail.

The introduction, also known as background, is the most concise part of your abstract. Ideally, it comprises a couple of sentences. Some researchers only write one sentence to introduce their abstract. The idea behind this is to guide readers through the key factors that led to your study.

It's understandable that this information might seem difficult to explain in a couple of sentences. For example, think about the following two questions like the background of your study:

• What is currently available about the subject with respect to the paper being discussed?
• What isn't understood about this issue? (This is the subject of your research)

While writing the abstract’s introduction, make sure that it is not lengthy. Because if it crosses the word limit, it may eat up the words meant to be used for providing other key information.

Research methodology is where you describe the theories and techniques you used in your research. It is recommended that you describe what you have done and the method you used to get your thorough investigation results. Certainly, it is the second-longest paragraph in the abstract.

In the research methodology section, it is essential to mention the kind of research you conducted; for instance, qualitative research or quantitative research (this will guide your research methodology too) . If you've conducted quantitative research, your abstract should contain information like the sample size, data collection method, sampling techniques, and duration of the study. Likewise, your abstract should reflect observational data, opinions, questionnaires (especially the non-numerical data) if you work on qualitative research.

The research objectives and goals speak about what you intend to accomplish with your research. The majority of research projects focus on the long-term effects of a project, and the goals focus on the immediate, short-term outcomes of the research. It is possible to summarise both in just multiple sentences.

In stating your objectives and goals, you give readers a picture of the scope of the study, its depth and the direction your research ultimately follows. Your readers can evaluate the results of your research against the goals and stated objectives to determine if you have achieved the goal of your research.

In the end, your readers are more attracted by the results you've obtained through your study. Therefore, you must take the time to explain each relevant result and explain how they impact your research. The results section exists as the longest in your abstract, and nothing should diminish its reach or quality.

One of the most important things you should adhere to is to spell out details and figures on the results of your research.

Instead of making a vague assertion such as, "We noticed that response rates varied greatly between respondents with high incomes and those with low incomes", Try these: "The response rate was higher for high-income respondents than those with lower incomes (59 30 percent vs. 30 percent in both cases; P<0.01)."

You're likely to encounter certain obstacles during your research. It could have been during data collection or even during conducting the sample . Whatever the issue, it's essential to inform your readers about them and their effects on the research.

Research limitations offer an opportunity to suggest further and deep research. If, for instance, you were forced to change for convenient sampling and snowball samples because of difficulties in reaching well-suited research participants, then you should mention this reason when you write your research abstract. In addition, a lack of prior studies on the subject could hinder your research.

Your conclusion should include the same number of sentences to wrap the abstract as the introduction. The majority of researchers offer an idea of the consequences of their research in this case.

Your conclusion should include three essential components:

• A significant take-home message.
• Corresponding important findings.
• The Interpretation.

Even though the conclusion of your abstract needs to be brief, it can have an enormous influence on the way that readers view your research. Therefore, make use of this section to reinforce the central message from your research. Be sure that your statements reflect the actual results and the methods you used to conduct your research.

Good Abstract Examples

Abstract example #1.

Children’s consumption behavior in response to food product placements in movies.

The abstract:

"Almost all research into the effects of brand placements on children has focused on the brand's attitudes or behavior intentions. Based on the significant differences between attitudes and behavioral intentions on one hand and actual behavior on the other hand, this study examines the impact of placements by brands on children's eating habits. Children aged 6-14 years old were shown an excerpt from the popular film Alvin and the Chipmunks and were shown places for the item Cheese Balls. Three different versions were developed with no placements, one with moderately frequent placements and the third with the highest frequency of placement. The results revealed that exposure to high-frequency places had a profound effect on snack consumption, however, there was no impact on consumer attitudes towards brands or products. The effects were not dependent on the age of the children. These findings are of major importance to researchers studying consumer behavior as well as nutrition experts as well as policy regulators."

Abstract Example #2

Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. The abstract:

"The research conducted in this study investigated the effects of Facebook use on women's moods and body image if the effects are different from an internet-based fashion journal and if the appearance comparison tendencies moderate one or more of these effects. Participants who were female ( N = 112) were randomly allocated to spend 10 minutes exploring their Facebook account or a magazine's website or an appearance neutral control website prior to completing state assessments of body dissatisfaction, mood, and differences in appearance (weight-related and facial hair, face, and skin). Participants also completed a test of the tendency to compare appearances. The participants who used Facebook were reported to be more depressed than those who stayed on the control site. In addition, women who have the tendency to compare appearances reported more facial, hair and skin-related issues following Facebook exposure than when they were exposed to the control site. Due to its popularity it is imperative to conduct more research to understand the effect that Facebook affects the way people view themselves."

Abstract Example #3

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

"The cellphone is always present on campuses of colleges and is often utilised in situations in which learning takes place. The study examined the connection between the use of cell phones and the actual grades point average (GPA) after adjusting for predictors that are known to be a factor. In the end 536 students in the undergraduate program from 82 self-reported majors of an enormous, public institution were studied. Hierarchical analysis ( R 2 = .449) showed that use of mobile phones is significantly ( p < .001) and negative (b equal to -.164) connected to the actual college GPA, after taking into account factors such as demographics, self-efficacy in self-regulated learning, self-efficacy to improve academic performance, and the actual high school GPA that were all important predictors ( p < .05). Therefore, after adjusting for other known predictors increasing cell phone usage was associated with lower academic performance. While more research is required to determine the mechanisms behind these results, they suggest the need to educate teachers and students to the possible academic risks that are associated with high-frequency mobile phone usage."

Quick tips on writing a good abstract

There exists a common dilemma among early age researchers whether to write the abstract at first or last? However, it's recommended to compose your abstract when you've completed the research since you'll have all the information to give to your readers. You can, however, write a draft at the beginning of your research and add in any gaps later.

If you find abstract writing a herculean task, here are the few tips to help you with it:

1. Always develop a framework to support your abstract

Before writing, ensure you create a clear outline for your abstract. Divide it into sections and draw the primary and supporting elements in each one. You can include keywords and a few sentences that convey the essence of your message.

2. Review Other Abstracts

Abstracts are among the most frequently used research documents, and thousands of them were written in the past. Therefore, prior to writing yours, take a look at some examples from other abstracts. There are plenty of examples of abstracts for dissertations in the dissertation and thesis databases.

3. Avoid Jargon To the Maximum

When you write your abstract, focus on simplicity over formality. You should  write in simple language, and avoid excessive filler words or ambiguous sentences. Keep in mind that your abstract must be readable to those who aren't acquainted with your subject.

4. Focus on Your Research

It's a given fact that the abstract you write should be about your research and the findings you've made. It is not the right time to mention secondary and primary data sources unless it's absolutely required.

Conclusion: How to Structure an Interesting Abstract?

Abstracts are a short outline of your essay. However, it's among the most important, if not the most important. The process of writing an abstract is not straightforward. A few early-age researchers tend to begin by writing it, thinking they are doing it to "tease" the next step (the document itself). However, it is better to treat it as a spoiler.

The simple, concise style of the abstract lends itself to a well-written and well-investigated study. If your research paper doesn't provide definitive results, or the goal of your research is questioned, so will the abstract. Thus, only write your abstract after witnessing your findings and put your findings in the context of a larger scenario.

The process of writing an abstract can be daunting, but with these guidelines, you will succeed. The most efficient method of writing an excellent abstract is to centre the primary points of your abstract, including the research question and goals methods, as well as key results.

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What this handout is about

This handout provides definitions and examples of the two main types of abstracts: descriptive and informative. It also provides guidelines for constructing an abstract and general tips for you to keep in mind when drafting. Finally, it includes a few examples of abstracts broken down into their component parts.

What is an abstract?

An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. An abstract of a social science or scientific work may contain the scope, purpose, results, and contents of the work. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage.

Why write an abstract?

You may write an abstract for various reasons. The two most important are selection and indexing. Abstracts allow readers who may be interested in a longer work to quickly decide whether it is worth their time to read it. Also, many online databases use abstracts to index larger works. Therefore, abstracts should contain keywords and phrases that allow for easy searching.

Say you are beginning a research project on how Brazilian newspapers helped Brazil’s ultra-liberal president Luiz Ignácio da Silva wrest power from the traditional, conservative power base. A good first place to start your research is to search Dissertation Abstracts International for all dissertations that deal with the interaction between newspapers and politics. “Newspapers and politics” returned 569 hits. A more selective search of “newspapers and Brazil” returned 22 hits. That is still a fair number of dissertations. Titles can sometimes help winnow the field, but many titles are not very descriptive. For example, one dissertation is titled “Rhetoric and Riot in Rio de Janeiro.” It is unclear from the title what this dissertation has to do with newspapers in Brazil. One option would be to download or order the entire dissertation on the chance that it might speak specifically to the topic. A better option is to read the abstract. In this case, the abstract reveals the main focus of the dissertation:

This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I’s gradual loss of control over the mechanisms of power. As the newspapers became more numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.

From this abstract you now know that although the dissertation has nothing to do with modern Brazilian politics, it does cover the role of newspapers in changing traditional mechanisms of power. After reading the abstract, you can make an informed judgment about whether the dissertation would be worthwhile to read.

Besides selection, the other main purpose of the abstract is for indexing. Most article databases in the online catalog of the library enable you to search abstracts. This allows for quick retrieval by users and limits the extraneous items recalled by a “full-text” search. However, for an abstract to be useful in an online retrieval system, it must incorporate the key terms that a potential researcher would use to search. For example, if you search Dissertation Abstracts International using the keywords “France” “revolution” and “politics,” the search engine would search through all the abstracts in the database that included those three words. Without an abstract, the search engine would be forced to search titles, which, as we have seen, may not be fruitful, or else search the full text. It’s likely that a lot more than 60 dissertations have been written with those three words somewhere in the body of the entire work. By incorporating keywords into the abstract, the author emphasizes the central topics of the work and gives prospective readers enough information to make an informed judgment about the applicability of the work.

When do people write abstracts?

• when submitting articles to journals, especially online journals
• when applying for research grants
• when writing a book proposal
• when completing the Ph.D. dissertation or M.A. thesis
• when writing a proposal for a conference paper
• when writing a proposal for a book chapter

Most often, the author of the entire work (or prospective work) writes the abstract. However, there are professional abstracting services that hire writers to draft abstracts of other people’s work. In a work with multiple authors, the first author usually writes the abstract. Undergraduates are sometimes asked to draft abstracts of books/articles for classmates who have not read the larger work.

Types of abstracts

There are two types of abstracts: descriptive and informative. They have different aims, so as a consequence they have different components and styles. There is also a third type called critical, but it is rarely used. If you want to find out more about writing a critique or a review of a work, see the UNC Writing Center handout on writing a literature review . If you are unsure which type of abstract you should write, ask your instructor (if the abstract is for a class) or read other abstracts in your field or in the journal where you are submitting your article.

Descriptive abstracts

A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short—100 words or less.

Informative abstracts

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the writer presents and explains all the main arguments and the important results and evidence in the complete article/paper/book. An informative abstract includes the information that can be found in a descriptive abstract (purpose, methods, scope) but also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of a longer work, it may be much less.

Here are examples of a descriptive and an informative abstract of this handout on abstracts . Descriptive abstract:

The two most common abstract types—descriptive and informative—are described and examples of each are provided.

Informative abstract:

Abstracts present the essential elements of a longer work in a short and powerful statement. The purpose of an abstract is to provide prospective readers the opportunity to judge the relevance of the longer work to their projects. Abstracts also include the key terms found in the longer work and the purpose and methods of the research. Authors abstract various longer works, including book proposals, dissertations, and online journal articles. There are two main types of abstracts: descriptive and informative. A descriptive abstract briefly describes the longer work, while an informative abstract presents all the main arguments and important results. This handout provides examples of various types of abstracts and instructions on how to construct one.

Which type should I use?

Your best bet in this case is to ask your instructor or refer to the instructions provided by the publisher. You can also make a guess based on the length allowed; i.e., 100-120 words = descriptive; 250+ words = informative.

How do I write an abstract?

The format of your abstract will depend on the work being abstracted. An abstract of a scientific research paper will contain elements not found in an abstract of a literature article, and vice versa. However, all abstracts share several mandatory components, and there are also some optional parts that you can decide to include or not. When preparing to draft your abstract, keep the following key process elements in mind:

• Reason for writing: What is the importance of the research? Why would a reader be interested in the larger work?
• Problem: What problem does this work attempt to solve? What is the scope of the project? What is the main argument/thesis/claim?
• Methodology: An abstract of a scientific work may include specific models or approaches used in the larger study. Other abstracts may describe the types of evidence used in the research.
• Results: Again, an abstract of a scientific work may include specific data that indicates the results of the project. Other abstracts may discuss the findings in a more general way.
• Implications: What changes should be implemented as a result of the findings of the work? How does this work add to the body of knowledge on the topic?

(This list of elements is adapted with permission from Philip Koopman, “How to Write an Abstract.” )

All abstracts include:

• A full citation of the source, preceding the abstract.
• The most important information first.
• The same type and style of language found in the original, including technical language.
• Key words and phrases that quickly identify the content and focus of the work.
• Clear, concise, and powerful language.

Abstracts may include:

• The thesis of the work, usually in the first sentence.
• Background information that places the work in the larger body of literature.
• The same chronological structure as the original work.

How not to write an abstract:

• Do not refer extensively to other works.
• Do not add information not contained in the original work.
• Do not define terms.

If you are abstracting your own writing

When abstracting your own work, it may be difficult to condense a piece of writing that you have agonized over for weeks (or months, or even years) into a 250-word statement. There are some tricks that you could use to make it easier, however.

Reverse outlining:

This technique is commonly used when you are having trouble organizing your own writing. The process involves writing down the main idea of each paragraph on a separate piece of paper– see our short video . For the purposes of writing an abstract, try grouping the main ideas of each section of the paper into a single sentence. Practice grouping ideas using webbing or color coding .

For a scientific paper, you may have sections titled Purpose, Methods, Results, and Discussion. Each one of these sections will be longer than one paragraph, but each is grouped around a central idea. Use reverse outlining to discover the central idea in each section and then distill these ideas into one statement.

Cut and paste:

To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages. This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph.

If you are abstracting someone else’s writing

When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:

Identify key terms:

Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.

Highlight key phrases and sentences:

Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

Don’t look back:

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted.

Revise, revise, revise

No matter what type of abstract you are writing, or whether you are abstracting your own work or someone else’s, the most important step in writing an abstract is to revise early and often. When revising, delete all extraneous words and incorporate meaningful and powerful words. The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length.

Example 1: Humanities abstract

Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984” Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998

This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Now let’s break down this abstract into its component parts to see how the author has distilled his entire dissertation into a ~200 word abstract.

What the dissertation does This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so.

How the dissertation does it The time period studied in this dissertation includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies.

What materials are used Data have been collected from archives, interviews, newspapers, and published reports.

Conclusion This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to movement demands and the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Keywords social movements Civil Rights Movement Mississippi voting rights desegregation

Example 2: Science Abstract

Luis Lehner, “Gravitational radiation from black hole spacetimes” Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998

The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search for and analysis of detected signals. The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm. This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

This science abstract covers much of the same ground as the humanities one, but it asks slightly different questions.

Why do this study The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search and analysis of the detected signals.

What the study does The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm.

Results This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

Keywords gravitational radiation (GR) spacetimes black holes

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Belcher, Wendy Laura. 2009. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Thousand Oaks, CA: Sage Press.

Koopman, Philip. 1997. “How to Write an Abstract.” Carnegie Mellon University. October 1997. http://users.ece.cmu.edu/~koopman/essays/abstract.html .

Lancaster, F.W. 2003. Indexing And Abstracting in Theory and Practice , 3rd ed. London: Facet Publishing.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write an Abstract for a Research Paper | Examples

What is a research paper abstract?

Research paper abstracts summarize your study quickly and succinctly to journal editors and researchers and prompt them to read further. But with the ubiquity of online publication databases, writing a compelling abstract is even more important today than it was in the days of bound paper manuscripts.

Abstracts exist to “sell”  your work, and they could thus be compared to the “executive summary” of a business resume: an official briefing on what is most important about your research. Or the “gist” of your research. With the majority of academic transactions being conducted online, this means that you have even less time to impress readers–and increased competition in terms of other abstracts out there to read.

The APCI (Academic Publishing and Conferences International) notes that there are  12 questions or “points” considered in the selection process  for journals and conferences and stresses the importance of having an abstract that ticks all of these boxes. Because it is often the ONLY chance you have to convince readers to keep reading, it is important that you spend time and energy crafting an abstract that faithfully represents the central parts of your study and captivates your audience.

With that in mind, follow these suggestions when structuring and writing your abstract, and learn how exactly to put these ideas into a solid abstract that will captivate your target readers.

Before Writing Your Abstract

How long should an abstract be.

All abstracts are written with the same essential objective: to give a summary of your study. But there are two basic styles of abstract: descriptive and informative . Here is a brief delineation of the two:

Of the two types of abstracts, informative abstracts are much more common, and they are widely used for submission to journals and conferences. Informative abstracts apply to lengthier and more technical research and are common in the sciences, engineering, and psychology, while descriptive abstracts are more likely used in humanities and social science papers. The best method of determining which abstract type you need to use is to follow the instructions for journal submissions and to read as many other published articles in those journals as possible.

Research Abstract Guidelines and Requirements

As any article about research writing will tell you, authors must always closely follow the specific guidelines and requirements indicated in the Guide for Authors section of their target journal’s website. The same kind of adherence to conventions should be applied to journal publications, for consideration at a conference, and even when completing a class assignment.

Each publisher has particular demands when it comes to formatting and structure. Here are some common questions addressed in the journal guidelines:

• Is there a maximum or minimum word/character length?
• What are the style and formatting requirements?
• What is the appropriate abstract type?
• Are there any specific content or organization rules that apply?

There are of course other rules to consider when composing a research paper abstract. But if you follow the stated rules the first time you submit your manuscript, you can avoid your work being thrown in the “circular file” right off the bat.

Identify Your Target Readership

The main purpose of your abstract is to lead researchers to the full text of your research paper. In scientific journals, abstracts let readers decide whether the research discussed is relevant to their own interests or study. Abstracts also help readers understand your main argument quickly. Consider these questions as you write your abstract:

• Are other academics in your field the main target of your study?
• Will your study perhaps be useful to members of the general public?
• Do your study results include the wider implications presented in the abstract?

Outlining and Writing Your Abstract

What to include in an abstract.

Just as your  research paper title  should cover as much ground as possible in a few short words, your abstract must cover  all  parts of your study in order to fully explain your paper and research. Because it must accomplish this task in the space of only a few hundred words, it is important not to include ambiguous references or phrases that will confuse the reader or mislead them about the content and objectives of your research. Follow these  dos  and  don’ts  when it comes to what kind of writing to include:

• Avoid acronyms or abbreviations since these will need to be explained in order to make sense to the reader, which takes up valuable abstract space. Instead, explain these terms in the Introduction section of the main text.
• Only use references to people or other works if they are well-known. Otherwise, avoid referencing anything outside of your study in the abstract.
• Never include tables, figures, sources, or long quotations in your abstract; you will have plenty of time to present and refer to these in the body of your paper.

Use keywords in your abstract to focus your topic

A vital search tool is the research paper keywords section, which lists the most relevant terms directly underneath the abstract. Think of these keywords as the “tubes” that readers will seek and enter—via queries on databases and search engines—to ultimately land at their destination, which is your paper. Your abstract keywords should thus be words that are commonly used in searches but should also be highly relevant to your work and found in the text of your abstract. Include 5 to 10 important words or short phrases central to your research in both the abstract and the keywords section.

For example, if you are writing a paper on the prevalence of obesity among lower classes that crosses international boundaries, you should include terms like “obesity,” “prevalence,” “international,” “lower classes,” and “cross-cultural.” These are terms that should net a wide array of people interested in your topic of study. Look at our nine rules for choosing keywords for your research paper if you need more input on this.

Research Paper Abstract Structure

As mentioned above, the abstract (especially the informative abstract) acts as a surrogate or synopsis of your research paper, doing almost as much work as the thousands of words that follow it in the body of the main text. In the hard sciences and most social sciences, the abstract includes the following sections and organizational schema.

Each section is quite compact—only a single sentence or two, although there is room for expansion if one element or statement is particularly interesting or compelling. As the abstract is almost always one long paragraph, the individual sections should naturally merge into one another to create a holistic effect. Use the following as a checklist to ensure that you have included all of the necessary content in your abstract.

1) Identify your purpose and motivation

So your research is about rabies in Brazilian squirrels. Why is this important? You should start your abstract by explaining why people should care about this study—why is it significant to your field and perhaps to the wider world? And what is the exact purpose of your study; what are you trying to achieve? Start by answering the following questions:

• What made you decide to do this study or project?
• Why is this study important to your field or to the lay reader?
• Why should someone read your entire article?

In summary, the first section of your abstract should include the importance of the research and its impact on related research fields or on the wider scientific domain.

2) Explain the research problem you are addressing

Stating the research problem that your study addresses is the corollary to why your specific study is important and necessary. For instance, even if the issue of “rabies in Brazilian squirrels” is important, what is the problem—the “missing piece of the puzzle”—that your study helps resolve?

You can combine the problem with the motivation section, but from a perspective of organization and clarity, it is best to separate the two. Here are some precise questions to address:

• What is your research trying to better understand or what problem is it trying to solve?
• What is the scope of your study—does it try to explain something general or specific?
• What is your central claim or argument?

3) Discuss your research approach

Your specific study approach is detailed in the Methods and Materials section .  You have already established the importance of the research, your motivation for studying this issue, and the specific problem your paper addresses. Now you need to discuss  how  you solved or made progress on this problem—how you conducted your research. If your study includes your own work or that of your team, describe that here. If in your paper you reviewed the work of others, explain this here. Did you use analytic models? A simulation? A double-blind study? A case study? You are basically showing the reader the internal engine of your research machine and how it functioned in the study. Be sure to:

• Detail your research—include methods/type of the study, your variables, and the extent of the work
• Briefly present evidence to support your claim
• Highlight your most important sources

4) Briefly summarize your results

Here you will give an overview of the outcome of your study. Avoid using too many vague qualitative terms (e.g, “very,” “small,” or “tremendous”) and try to use at least some quantitative terms (i.e., percentages, figures, numbers). Save your qualitative language for the conclusion statement. Answer questions like these:

• What did your study yield in concrete terms (e.g., trends, figures, correlation between phenomena)?
• How did your results compare to your hypothesis? Was the study successful?
• Where there any highly unexpected outcomes or were they all largely predicted?

5) State your conclusion

In the last section of your abstract, you will give a statement about the implications and  limitations of the study . Be sure to connect this statement closely to your results and not the area of study in general. Are the results of this study going to shake up the scientific world? Will they impact how people see “Brazilian squirrels”? Or are the implications minor? Try not to boast about your study or present its impact as  too  far-reaching, as researchers and journals will tend to be skeptical of bold claims in scientific papers. Answer one of these questions:

• What are the exact effects of these results on my field? On the wider world?
• What other kind of study would yield further solutions to problems?
• What other information is needed to expand knowledge in this area?

After Completing the First Draft of Your Abstract

Revise your abstract.

The abstract, like any piece of academic writing, should be revised before being considered complete. Check it for  grammatical and spelling errors  and make sure it is formatted properly.

Get feedback from a peer

Getting a fresh set of eyes to review your abstract is a great way to find out whether you’ve summarized your research well. Find a reader who understands research papers but is not an expert in this field or is not affiliated with your study. Ask your reader to summarize what your study is about (including all key points of each section). This should tell you if you have communicated your key points clearly.

In addition to research peers, consider consulting with a professor or even a specialist or generalist writing center consultant about your abstract. Use any resource that helps you see your work from another perspective.

Consider getting professional editing and proofreading

While peer feedback is quite important to ensure the effectiveness of your abstract content, it may be a good idea to find an academic editor  to fix mistakes in grammar, spelling, mechanics, style, or formatting. The presence of basic errors in the abstract may not affect your content, but it might dissuade someone from reading your entire study. Wordvice provides English editing services that both correct objective errors and enhance the readability and impact of your work.

Additional Abstract Rules and Guidelines

Write your abstract after completing your paper.

Although the abstract goes at the beginning of your manuscript, it does not merely introduce your research topic (that is the job of the title), but rather summarizes your entire paper. Writing the abstract last will ensure that it is complete and consistent with the findings and statements in your paper.

Keep your content in the correct order

Both questions and answers should be organized in a standard and familiar way to make the content easier for readers to absorb. Ideally, it should mimic the overall format of your essay and the classic “introduction,” “body,” and “conclusion” form, even if the parts are not neatly divided as such.

Write the abstract from scratch

Because the abstract is a self-contained piece of writing viewed separately from the body of the paper, you should write it separately as well. Never copy and paste direct quotes from the paper and avoid paraphrasing sentences in the paper. Using new vocabulary and phrases will keep your abstract interesting and free of redundancies while conserving space.

Don’t include too many details in the abstract

Again, the density of your abstract makes it incompatible with including specific points other than possibly names or locations. You can make references to terms, but do not explain or define them in the abstract. Try to strike a balance between being specific to your study and presenting a relatively broad overview of your work.

Wordvice Resources

If you think your abstract is fine now but you need input on abstract writing or require English editing services (including paper editing ), then head over to the Wordvice academic resources page, where you will find many more articles, for example on writing the Results , Methods , and Discussion sections of your manuscript, on choosing a title for your paper , or on how to finalize your journal submission with a strong cover letter .    

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Home » Research Paper Abstract – Writing Guide and Examples

Research Paper Abstract – Writing Guide and Examples

Table of Contents

Research Paper Abstract

Research Paper Abstract is a brief summary of a research pape r that describes the study’s purpose, methods, findings, and conclusions . It is often the first section of the paper that readers encounter, and its purpose is to provide a concise and accurate overview of the paper’s content. The typical length of an abstract is usually around 150-250 words, and it should be written in a concise and clear manner.

Research Paper Abstract Structure

The structure of a research paper abstract usually includes the following elements:

• Background or Introduction: Briefly describe the problem or research question that the study addresses.
• Methods : Explain the methodology used to conduct the study, including the participants, materials, and procedures.
• Results : Summarize the main findings of the study, including statistical analyses and key outcomes.
• Conclusions : Discuss the implications of the study’s findings and their significance for the field, as well as any limitations or future directions for research.
• Keywords : List a few keywords that describe the main topics or themes of the research.

How to Write Research Paper Abstract

Here are the steps to follow when writing a research paper abstract:

• Start by reading your paper: Before you write an abstract, you should have a complete understanding of your paper. Read through the paper carefully, making sure you understand the purpose, methods, results, and conclusions.
• Identify the key components : Identify the key components of your paper, such as the research question, methods used, results obtained, and conclusion reached.
• Write a draft: Write a draft of your abstract, using concise and clear language. Make sure to include all the important information, but keep it short and to the point. A good rule of thumb is to keep your abstract between 150-250 words.
• Use clear and concise language : Use clear and concise language to explain the purpose of your study, the methods used, the results obtained, and the conclusions drawn.
• Emphasize your findings: Emphasize your findings in the abstract, highlighting the key results and the significance of your study.
• Revise and edit: Once you have a draft, revise and edit it to ensure that it is clear, concise, and free from errors.
• Check the formatting: Finally, check the formatting of your abstract to make sure it meets the requirements of the journal or conference where you plan to submit it.

Research Paper Abstract Examples

Research Paper Abstract Examples could be following:

Title : “The Effectiveness of Cognitive-Behavioral Therapy for Treating Anxiety Disorders: A Meta-Analysis”

Abstract : This meta-analysis examines the effectiveness of cognitive-behavioral therapy (CBT) in treating anxiety disorders. Through the analysis of 20 randomized controlled trials, we found that CBT is a highly effective treatment for anxiety disorders, with large effect sizes across a range of anxiety disorders, including generalized anxiety disorder, panic disorder, and social anxiety disorder. Our findings support the use of CBT as a first-line treatment for anxiety disorders and highlight the importance of further research to identify the mechanisms underlying its effectiveness.

Title : “Exploring the Role of Parental Involvement in Children’s Education: A Qualitative Study”

Abstract : This qualitative study explores the role of parental involvement in children’s education. Through in-depth interviews with 20 parents of children in elementary school, we found that parental involvement takes many forms, including volunteering in the classroom, helping with homework, and communicating with teachers. We also found that parental involvement is influenced by a range of factors, including parent and child characteristics, school culture, and socio-economic status. Our findings suggest that schools and educators should prioritize building strong partnerships with parents to support children’s academic success.

Title : “The Impact of Exercise on Cognitive Function in Older Adults: A Systematic Review and Meta-Analysis”

Abstract : This paper presents a systematic review and meta-analysis of the existing literature on the impact of exercise on cognitive function in older adults. Through the analysis of 25 randomized controlled trials, we found that exercise is associated with significant improvements in cognitive function, particularly in the domains of executive function and attention. Our findings highlight the potential of exercise as a non-pharmacological intervention to support cognitive health in older adults.

When to Write Research Paper Abstract

The abstract of a research paper should typically be written after you have completed the main body of the paper. This is because the abstract is intended to provide a brief summary of the key points and findings of the research, and you can’t do that until you have completed the research and written about it in detail.

Once you have completed your research paper, you can begin writing your abstract. It is important to remember that the abstract should be a concise summary of your research paper, and should be written in a way that is easy to understand for readers who may not have expertise in your specific area of research.

Purpose of Research Paper Abstract

The purpose of a research paper abstract is to provide a concise summary of the key points and findings of a research paper. It is typically a brief paragraph or two that appears at the beginning of the paper, before the introduction, and is intended to give readers a quick overview of the paper’s content.

The abstract should include a brief statement of the research problem, the methods used to investigate the problem, the key results and findings, and the main conclusions and implications of the research. It should be written in a clear and concise manner, avoiding jargon and technical language, and should be understandable to a broad audience.

The abstract serves as a way to quickly and easily communicate the main points of a research paper to potential readers, such as academics, researchers, and students, who may be looking for information on a particular topic. It can also help researchers determine whether a paper is relevant to their own research interests and whether they should read the full paper.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Write an Abstract

• Research Process

Abstracts are the first thing people read when they come across your manuscript on online databases. It's also a deciding factor in peer reviews. Do not overlook its importance.

Updated on March 24, 2022

You've finished your entire paper. All those hours put into your research have finally paid off. Research writing can be tough .

But hold on; you're not quite finished yet. You forgot to write your abstract!

The abstract can sometimes be overlooked, but that does not mean it's unimportant. In fact, some researchers argue that the abstract is the most important part of your manuscript. It's the first thing people read when they come across your manuscript on online databases. Depending on how well written it is, it could also be the first and last thing your audience reads.

It's also what publications and journals use to determine whether they want to publish your research. Continue reading to learn how to write an abstract and how AJE can help you with your writing.

What is an abstract?

An abstract is a concise summary of the major findings in your research paper. It is usually found at the beginning of your research paper. A good abstract should be able to give the average lay reader a strong sense of the main findings within your full-text paper.

Abstracts are typically one paragraph depending on how you decide to structure it. Your target publication could have specific guidelines that determine the structure of your abstract. However, all abstracts have the commonality of being brief summaries of your longer research.

Types of abstracts

Informative abstracts.

A good informative abstract acts as a thorough summary for your full paper. It should be a structured abstract. It includes sections for the introduction, methods, results, discussion and conclusion. Each section should only be a couple sentences each. The total number of words should typically be around 250, but they can be longer, too.

Informative abstracts are typically meant for psychology, science, and engineering papers.

Components of an informative abstract

Introduction.

The introduction should only be one or two sentences. This is where you state your thesis and why your research is important. The introduction should state:

• Your paper's purpose
• The problems your research solves
• Historical references

Start writing your methods sections by explaining what you did in the experiment. Begin by setting the scene. The methods section should only be a couple sentences long.

Who/what was involved in the study?

• State who or what was used in the experiment. Include the population studied; mention any plants, animals, or humans and how many were involved.

When did the experiment take place?

• State the time frame or duration of the experiment.

Where did the experiment take place?

• Give the geographical location of the experiment.

Tips for writing the methods section

• Write your research methods section as you are doing your experimentation. Some details of your experiment could be left out if you wait too long between the experiment and writing an abstract.
• If you're having trouble structuring your methods, look at what others have done. Look at an abstract from a study in your target publication.

The results section should describe your most important findings with the data to back it up. Write this section in the past tense.

Conclusions

Your conclusions section should only be two to three sentences. In this short amount of space, you should include your interpretation of the experiment to answer the main question of your research. It should answer this question: How do these results have an effect on my area of study or the wider population?

Descriptive abstracts

A descriptive abstract is also called a limited abstract for a good reason. It's much shorter than an informative abstract - about half the size. It's a very brief summary.

It should include background information, the study's purpose, the focus of the paper, and an optional overview of the contents.

A descriptive abstract is generally used for psychology, social sciences, and humanities papers.

Tip for writing a descriptive abstract

If you're having trouble writing a descriptive abstract, take your main headings from your table of contents and write them into a paragraph format.

Critical abstracts

A critical abstract is less common than the other abstracts, but it's still worth knowing. It still includes your general findings, but it also has a section devoted to the completeness, validity, and readability of your paper. In a critical abstract, your work is compared with other studies on your subject matter.

Incorporate keywords found in your research paper

It is wise to list the key phrases and words in your research paper for Search Engine Optimization (SEO) purposes. Your key terms section helps search engines like Google and Bing direct readers and other researchers to your work. The key words section comes at the bottom of your abstract. It can be formatted as follows:

Keywords: example 1, example 2, example 3

How to format the abstract

Some researchers make their abstract a single paragraph that looks like one giant block of text. If you wish to make it easier on your readers, you can break your abstract into sections depending on your target journal's specifications.

It should immediately follow the title page. There should be no page number on the abstract page.

When should you write your abstract?

Since the abstract is the first thing your audience reads, it would make sense to write an abstract first, right?

Not exactly.

Trying to summarize your research before you've written your research paper can be incredibly challenging.

Instead, the abstract should be the last thing you write. Your research should still be fresh in your mind and you should have no problem summarizing the important findings.

There are plenty of other tips for writing your abstract as well.

Final Thoughts

Abstract writing can be difficult. Luckily, AJE's editing staff can edit your abstract . If your target journal requests a graphic abstract, our Figure Formatting team can make you one for you.

Jonny Rhein, BA

See our "Privacy Policy"

Abstracts are formal summaries writers prepare of their completed work. Abstracts are important tools for readers, especially as they try to keep up with an explosion of information in print and on the Internet.

Definition of Abstract

Abstracts, like all summaries, cover the main points of a piece of writing. Unlike executive summaries written for non-specialist audiences, abstracts use the same level of technical language and expertise found in the article itself. And unlike general summaries which can be adapted in many ways to meet various readers' and writers' needs, abstracts are typically 150 to 250 words and follow set patterns.

Because readers use abstracts for set purposes, these purposes further define abstracts.

Purposes for Abstracts

Abstracts typically serve five main goals:

Help readers decide if they should read an entire article

Readers use abstracts to see if a piece of writing interests them or relates to a topic they're working on. Rather than tracking down hundreds of articles, readers rely on abstracts to decide quickly if an article is pertinent. Equally important, readers use abstracts to help them gauge the sophistication or complexity of a piece of writing. If the abstract is too technical or too simplistic, readers know that the article will also be too technical or too simplistic.

Help readers and researchers remember key findings on a topic

Even after reading an article, readers often keep abstracts to remind them of which sources support conclusions. Because abstracts include complete bibliographic citations, they are helpful when readers begin writing up their research and citing sources.

Help readers understand a text by acting as a pre-reading outline of key points

Like other pre-reading strategies, reading an abstract before reading an article helps readers anticipate what's coming in the text itself. Using an abstract to get an overview of the text makes reading the text easier and more efficient.

Index articles for quick recovery and cross-referencing

Even before computers made indexing easier, abstracts helped librarians and researchers find information more easily. With so many indexes now available electronically, abstracts with their keywords are even more important because readers can review hundreds of abstracts quickly to find the ones most useful for their research. Moreover, cross-referencing through abstracts opens up new areas of research that readers might not have known about when they started researching a topic.

Allow supervisors to review technical work without becoming bogged down in details

Although many managers and supervisors will prefer the less technical executive summary, some managers need to keep abreast of technical work. Research shows that only 15% of managers read the complete text of reports or articles. Most managers, then, rely on the executive summary or abstract as the clearest overview of employees' work.

Types of Abstracts

Although you'll see two types of abstracts—informative and descriptive—most writers now provide informative abstracts of their work.

Descriptive Abstract

A descriptive abstract outlines the topics covered in a piece of writing so the reader can decide whether to read the entire document. In many ways, the descriptive abstract is like a table of contents in paragraph form. Unlike reading an informative abstract, reading a descriptive abstract cannot substitute for reading the document because it does not capture the content of the piece. Nor does a descriptive abstract fulfill the other main goals of abstracts as well as informative abstracts do. For all these reasons, descriptive abstracts are less and less common. Check with your instructor or the editor of the journal to which you are submitting a paper for details on the appropriate type of abstract for your audience.

Informative Abstract

An informative abstract provides detail about the substance of a piece of writing because readers will sometimes rely on the abstract alone for information. Informative abstracts typically follow this format:

• Identifying information (bibliographic citation or other identification of the document)
• Concise restatement of the main point, including the initial problem or other background
• Methodology (for experimental work) and key findings
• Major conclusions

Informative abstracts usually appear in indexes like Dissertation Abstracts International ; however, your instructor may ask you to write one as a cover sheet to a paper as well.

A More Detailed Comparison of Descriptive vs. Informative

The typical distinction between descriptive and informative is that the descriptive abstract is like a table of contents whereas the informative abstract lays out the content of the document. To show the differences as clearly as possible, we compare a shortened Table of Contents for a 100-page legal argument presented by the FDA and an informative abstract of the judge's decision in the case.

Related Information: Informative Abstract of the Decision

Summary of Federal District Court's Ruling on FDA's Jurisdiction Over, and Regulation of, Cigarettes and Smokeless Tobacco

May 2, 1997

http://www.fda.gov/opacom/backgrounders/bg97-9.html

On April 25, 1997, Judge William Osteen of the Federal District Court in Greensboro, North Carolina, ruled that FDA has jurisdiction under the Federal Food, Drug, and Cosmetic Act to regulate nicotine-containing cigarettes and smokeless tobacco. The Court held that "tobacco products fit within the FDCA's definitions of drug and device, and that FDA can regulate cigarettes and smokeless tobacco products as drug delivery devices under the combination product and restricted device provisions of the Act.

With respect to the tobacco rule, the Court upheld all restrictions involving youth access and labeling, including two access provisions that went into effect Feb. 28: (1) the prohibition on sales of cigarettes and smokeless tobacco products to children and adolescents under 18, and (2) the requirement that retailers check photo identification of customers who are under 27 years of age.

The Court also upheld additional access and labeling restrictions originally scheduled to go into effect Aug. 28, 1997, including a prohibition on self-service displays and the placement of vending machines where children have access to them. The Court also upheld the ban on distribution of free samples, the sale of so-called kiddie packs of less than 20 cigarettes, and the sale of individual cigarettes. However, the Court delayed implementation of the provisions that have not yet gone into effect pending further action by the Court.

The Court invalidated on statutory grounds FDA's restrictions on the advertising and promotion of cigarettes and smokeless tobacco. Judge Osteen found that the statutory provision relied on by FDA, section 520(e) of the Act (21 U.S.C. 360j(e)), does not provide FDA with authority to regulate the advertising and promotion of tobacco products. Specifically, the Court found that the authority in that section to set "such other conditions" on the sale, distribution, or use of a restricted device does not encompass advertising restrictions. Because Judge Osteen based his ruling on the advertising provisions on purely statutory grounds, he declined to consider the First Amendment challenge to those parts of the rule. The government is appealing the advertising portion of the ruling.

(accessed January 26, 1998)

Related Information: Sample Descriptive Abstract

"Bonanza Creek LTER [Long Term Ecological Research] 1997 Annual Progress Report" http://www.lter.alaska.edu/pubs/1997pr.html

We continue to document all major climatic variables in the uplands and floodplains at Bonanza Creek. In addition, we have documented the successional changes in microclimate in 9 successional upland and floodplain stands at Bonanza Creek (BNZ) and in four elevational locations at Caribou-Poker Creek (CPCRW). A sun photometer is operated cooperatively with NASA to estimate high-latitude atmospheric extinction coefficients for remote-sensing images. Electronic data are collected monthly and loaded into a database which produces monthly summaries. The data are checked for errors, documented, and placed on-line on the BNZ Web page. Climate data for the entire state have been summarized for the period of station records and krieged to produce maps of climate zones for Alaska based on growing-season and annual temperature and precipitation.

Related Information: Sample Informative Abstract based on Experimental Work

Palmquist, M., & Young, R. (1992). The Notion of Giftedness and Student Expectations About Writing. Written Communication, 9(1), 137-168.

Research reported by Daly, Miller, and their colleagues suggests that writing apprehension is related to a number of factors we do not yet fully understand. This study suggests that included among those factors should be the belief that writing ability is a gift. Giftedness, as it is referred to in the study, is roughly equivalent to the Romantic notion of original genius. Results from a survey of 247 postsecondary students enrolled in introductory writing courses at two institutions indicate that higher levels of belief in giftedness are correlated with higher levels of writing apprehension, lower self-assessments of writing ability, lower levels of confidence in achieving proficiency in certain writing activities and genres, and lower self-assessments of prior experience with writing instructors. Significant differences in levels of belief in giftedness were also found among students who differed in their perceptions of the most important purpose for writing, with students who identified "to express your own feelings about something" as the most important purpose for writing having the highest mean level of belief in giftedness. Although the validity of the notion that writing ability is a special gift is not directly addressed, the results suggest that belief in giftedness may have deleterious effects on student writers.

Related Information: Sample Informative Abstract based on Non-experimental Work

Environmental Impact Statement. Federal Register: December 11, 1997 (Volume 62, Number 238). "Endangered and Threatened Wildlife and Plants; Proposed Revision of Special Regulations for the Gray Wolf." Fish and Wildlife Service, Department of the Interior.

http://www.epa.gov/fedrgstr/EPA-SPECIES/1997/December/Day-11/e32440.htm

On November 22, 1994, the U.S. Fish and Wildlife Service published special rules to establish nonessential experimental populations of gray wolves (Canis lupus) in Yellowstone National Park and central Idaho. The nonessential experimental population areas include all of Wyoming, most of Idaho, and much of central and southern Montana. A close reading of the special regulations indicates that, unintentionally, the language reads as though wolf control measures apply only outside of the experimental population area. This proposed revision is intended to amend language in the special regulations so that it clearly applies within the Yellowstone nonessential experimental population area and the central Idaho nonessential experimental population area. This proposed change will not affect any of the assumptions and earlier analysis made in the environmental impact statement or other portions of the special rules. (accessed January 26, 1998)

Related Information: Table of Contents of the Argument

Court Brief (edited Table of Contents) Filed Dec. 2, 1996, by the Department of Justice in defense of FDA's determination of jurisdiction over cigarettes and smokeless tobacco products and its regulations restricting those products to protect children and adolescents. http://www.usdoj.gov/civil/cases/tocnts.htm Statement of the matter before the court; statement of material facts

• The health effects of cigarettes and smokeless tobacco
• The evidence that nicotine in cigarettes and smokeless tobacco "affect[s] the structure or any function of the body"
• The evidence that the pharmacological effects of nicotine in cigarettes and smokeless tobacco are "intended"
• The evidence that cigarettes and smokeless tobacco are "combination products"
• Cigarettes and smokeless tobacco as combination products
• The regulatory goal
• Youth access restrictions
• Advertising and promotion restrictions

Questions Presented

Congress has not precluded FDA from regulating cigarettes and smokeless tobacco under the FDCA.

• Standard of review: Chevron, U.S.A., Inc. v. Natural Resources Defense Council, Inc.
• Chevron, step one
• Chevron, step two: FDA's application of the FDCA to cigarettes and smokeless tobacco is "based on a permissible construction of the statute"
• No statute, or combination of statutes, can override the FDCA in the absence of express preclusion or other clearly expressed Congressional intent
• Federal Cigarette Labeling and Advertising Act
• Comprehensive Smokeless Tobacco Health Education Act
• Alcohol, Drug Abuse, and Mental Health Administration Reorganization Act
• The separation of powers doctrine does not prohibit FDA's regulation of tobacco products

Nicotine in cigarettes and smokeless tobacco is a drug, and cigarettes and smokeless tobacco are drug delivery devices under the FDCA.

• Cigarettes and smokeless tobacco "affect the structure or any function of the body"
• Nicotine's effects are intended by the manufacturers
• Cigarettes and smokeless tobacco are combination drug/device products and may be regulated under the Act's device authorities
• FDA's application of device provisions to cigarettes and smokeless tobacco is reasonable

The restrictions imposed by FDA on advertising and other promotion of cigarettes and smokeless tobacco are fully consistent with the first amendment.

• The Central Hudson standard and the proper First Amendment analysis
• Recent rulings by the Supreme Court in 44 Liquormart, and by the Fourth Circuit in Anheuser-Busch and Penn Advertising
• In applying the Central Hudson test, the Court's decision should be based on the record created by the Agency, and the reasonable determinations made by FDA are not to be disregarded
• The government's interest here is plainly substantial
• FDA has demonstrated that advertising affects tobacco use by minors, to the detriment of the public health, and that the agency's restrictions on advertising of these products should alleviate that problem to a material degree
• The restrictions are designed to preserve the flow of information to lawful consumers
• The availability of non-Speech related regulatory alternatives does not invalidate FDA's regulations
• Each of FDA's individual advertising restrictions is narrowly tailored

Bibliographic Citation or Identification

As more and more databases are stored and accessed electronically, abstracts are more frequently reproduced apart from the entire article or document. In a large corporation or government entity, for instance, an abstract of a progress report might be circulated and stored in a dozen offices or on multiple computers even though the report itself is filed in only one location. Clear identification is crucial so that readers who want to review the entire text can locate it from the information given with the abstract.

Depending on where your writing is printed and stored, you'll need to include different kinds of identifying information with your abstract:

Bibliographic Citation

If your writing will be printed and disseminated as a book, part of a book, or an article in a journal or magazine, give a full bibliographic citation that includes all the publication information so that readers can find print copies of the article (even if your abstract will appear in unrelated electronic databases). For example, an abstract for a journal article begins with this citation:

Harris, L.D., & Wambeam, C.A. (1996). The Internet-Based Composition Classroom: A Study in Pedagogy. Computers and Composition , 13(3), 353-372.

Organizational Identification

If your abstract is part of a corporate or government document that will not be printed or disseminated outside the organization, you need only include your name, the title of the document, its completion date, a project name (if you produced the document as part of the work on a larger project), and an authorization or organizational number (if there is one).

If your abstract will be circulated outside your organization (for instance, if you work for a consulting company that writes reports for other companies), add to the information above: your company or organization name, the name of the organization that commissioned the document, a contract number (if there is one), a security classification (as appropriate for government documents), and key words to help in cataloguing your abstract.

Internet Citation

If you're "publishing" your own work on the World Wide Web or if your writing will appear on the Internet as part of a full-text electronic database, you can save readers time by citing the Internet address for the full text. Typically, writers note both print publication information and the URL (universal resource locator)--the http or www address--with the abstract.

For example, one of the abstracts cited in this module has this citation that includes both bibliographic information and the Internet address:

Environmental Impact Statement. "Endangered and Threatened Wildlife and Plants; Proposed Revision of Special Regulations for the Gray Wolf." Federal Register: December 11, 1997 (Volume 62, Number 238). Fish and Wildlife Service, Department of the Interior. http://www.epa.gov/fedrgstr/EPA-SPECIES/1997/December/Day-11/e32440.htm

Processes for Writing Abstracts

Unless you work for an abstracting service, you'll usually write abstracts of your own finished work. This section explores some strategies for drafting your abstract.

Cut and Paste Method

Beginning with reading may seem odd since you wrote the paper, but it can frequently be the fastest way to write an abstract because it allows you to "lift" as much of the abstract from your original paper as possible.

• As you read through your own paper, highlight or copy sentences which summarize the entire paper or individual sections or sub-points of your main argument.
• Write (or copy) a sentence that summarizes the main point.
• Add sentences that summarize sections (or write new sentences for sections that lack a concise summary sentence).
• If you're writing a descriptive abstract, you're ready to begin revising.
• If you're writing an informative abstract, look through your paper for details, particularly of key findings or major supporting arguments and major conclusions. Paste these into your abstract and proceed to editing for consistency and length--frequently in the original "cuts" you will still have more detail than is necessary in an abstract.

Outlining Method

Frequently, the best place to start writing an abstract is to first make an outline of the paper to serve as a rough draft of your abstract. The most efficient way to do this is to write what Kenneth Bruffee calls a descriptive or "backwards" outline.

Backwards Outline Instructions

• Read through each paragraph of your paper and write one phrase or sentence that answers the question "what does this paragraph do?"
• Take your list of descriptions for each paragraph and look for connections: i.e., do these 3 or 5 paragraphs do something similar? What is it?
• When you've reduced your outline to 4 or 5 accurate generalizations, you most likely have a descriptive abstract.
• If you're writing an informative abstract, fill in key details about your content.

Detailed Backwards Outline

Because informative abstracts need more detail, the regular backwards outline may not be as useful a strategy for this type of abstract. Instead, do a backwards outline on the left-hand side of a piece of paper. Then, on the right-hand side, answer the question "what does this paragraph say?" for each paragraph in the paper. Then complete the steps below:

• Take your first column and generalize down to 4-5 sentences about what the paper does.
• Use these sentences as topic sentences for the paragraphs in your abstract.
• Now, go to your second column and choose appropriate content for each section you outlined in #2. In other words, use the right-hand column to fill in details about what your paper says on each point outlined in #2.

Key Issues in Preparing Abstracts

Concise, accurate statement of the main idea.

Abstracts begin with a one-sentence summary of the main point of your paper and often introduce the problem the paper explores. Especially for papers based on research, the first sentence (or two) of the abstract announces the subject and scope of the research as well as the problem and your thesis. That's quite a bit of information to condense into a sentence or two, and so the concise statement of the main idea often takes careful revision.

Condensing Information for Non-research Papers

Most non-research papers can be summed up in a nutshell statement—a single sentence that boils down a paper to its essential main point and doesn't aim to capture details, supporting arguments, or types of proof.

One-sentence Summaries for Different Types of Papers Each of these non-research papers summarizes its main point based on its overall purpose:

This paper argues that the "saving democracy" rhetoric surrounding the Gulf War was merely a mask for the U.S.'s interest in keeping oil prices down. (From a political science paper whose purpose was to construct an argument .)

Ethnography and ethnology are the preferred research methods of many anthropologists. (From an anthropology paper whose purpose was to inform others about a research methodology.)

Condensing Information for Research Papers

In addition to stating the main point of the paper, research-based papers often need to set up the context and scope of the research as well. Setting the context includes stating the subject of your work as well as the problem that prompted your research. You might also refer to major researchers who have already done work on your topic as a way of setting the context. Remember, too, that your abstract must always include the main point of your paper, so don't neglect that focus as you work on stating the problem and context. Click on the following links to view examples of condensed statements in research papers:

Related Information: Example 1

In this example, note that the writer uses the names of key researchers to set the context and then focuses on what researchers don't yet know. After setting up the problem he's addressing in the research, the writer then announces the scope and focus of the paper in the second sentence:

Research reported by Daly, Miller, and their colleagues suggests that writing apprehension is related to a number of factors we do not yet fully understand. This study suggests that included among those factors should be the belief that writing ability is a gift. . . .

Related Information: Example 2

In this example, the writer announces the subject and scope of the research although he doesn't set context or suggest the problem that prompted the research. Depending on your ultimate goals for the abstract, you may be more successful with this approach that states the main point of your research paper even without setting context:

This report examines the changes in photosynthesis with an energy-producing carnivorous plants, specifically the Venus Fly Trap. (From a botany research report which involved original lab research.)

Beware of Focusing too Narrowly

No one who has ever written a concise restatement of a complex point will claim that the work was easy or straightforward. Usually, a writer needs to work back and forth between revising the restatement and re-reading the paper to be sure the main idea is stated accurately and clearly. Having worked so hard on that point, though, don't assume that you don't need to revise other parts of your abstract. In this example, the writer restates only the main point and dismisses key information from the 15-page document that should be included in the abstract.

Sample Abstract with Overly Narrow Focus

Community Right-to-Know Notice. Federal Register : January 23, 1998 (Volume 63, Number 15). "Phosphoric Acid; Toxic Chemical Release Reporting." Environmental Protection Agency (EPA).

http://www.epa.gov/fedrgstr/EPA-WASTE/1998/January/Day-23/f1644.htm

EPA is denying a petition to delete phosphoric acid from the reporting requirements under section 313 of the Emergency Planning and Community Right-to-Know Act of 1986 (EPCRA) and section 6607 of the Pollution Prevention Act of 1990 (PPA). This action is based on EPA's conclusion that phosphoric acid does not meet the deletion criteria of EPCRA section 313(d)(3). Specifically, EPA is denying this petition because EPA's review of the petition and available information resulted in the conclusion that phosphoric acid meets the listing criterion in EPCRA section 313(d)(2)(C) in that the phosphates that result from the neutralization of phosphoric acid may cause algal blooms. Algal blooms result in deoxygenation of the water and other effects that may ultimately lead to a number of serious adverse effects on ecosystems, including fish kills and changes in the composition of animal and plant life.

Test Your Ability to Judge Conciseness

The biggest problem writers run into when beginning an abstract is providing enough accurate information to convey an article's main idea without providing more detail than is needed. To test your ability to judge conciseness, read the detailed summary below, and then judge sample restatements of the main idea.

A Detailed Summary

A summary of: Jaime O'Neill, No Allusions in the Classroom, Newsweek , September 23, 1985.

Author Jaime O'Neill's article, "No Allusions in the Classroom," emphasizes the communication problem between teachers and students due to the students' lack of basic knowledge. The author supports this assertion by using a combination of personal experience, evidence obtained from recent polls, other professors' opinions, and the results of an experiment he conducted in his own classroom. The experiment O'Neill conducted was an ungraded eighty-six question "general knowledge" test issued to students on the first day of classes. On this test, "most students answered incorrectly far more often than they answered correctly." Incorrect answers included fallacies such as: "Darwin invented gravity" and "Leningrad was in Jamaica." Compounding the problem, students don't ask questions. This means that their teachers assume they know things that they do not. O'Neill shows the scope of this problem by showing that, according to their teachers, this seems to be a typical problem across the United States. O'Neill feels that common knowledge in a society is essential to communicate. Without this common knowledge, learning is made much more difficult because teacher and student do not have a common body of knowledge from which to draw. The author shows the deterioration of common knowledge through poll results, personal experience, other teachers' opinions, and his own experiment's results.

Related Information: Restatement Test Answers

• Yes - This sentence is inaccurate. While O'Neill was frustrated that his students didn't understand his allusions, the reason he was frustrated is because this lack of knowledge led to a communication problem. The problem of communication in the classroom is O'Neill's main point. The students' misunderstanding of allusions only illustrates this point.
• style="color:#0000ff;"> No - While O'Neill was frustrated that his students didn't understand his allusions, the reason he was frustrated is because this lack of knowledge led to a communication problem. The problem of communication in the classroom is O'Neill's main point. The students' misunderstanding of allusions only illustrates this point.
• Yes - While part of what O'Neill does is expose his students lack of knowledge, he is trying to demonstrate how that lack of knowledge leads to miscommunication. This sentence ignores the communication aspect of his main point.
• style="color:#0000ff;"> No - While part of what O'Neill does is expose his students lack of knowledge, he is trying to demonstrate how that lack of knowledge leads to miscommunication. This sentence ignores the communication aspect of his main point.
• style="color:#ff0000;"> Yes - While this statement is the most accurate so far (because it includes O'Neill's main point that a lack of common knowledge leads to miscommunication in the education process), it fails to show the connection between the two parts of the main point. Nor is it concise, because it separates those two parts of the main point with irrelevant information.
• No - While this statement is the most accurate so far (because it includes O'Neill's main point that a lack of common knowledge leads to miscommunication in the education process), it fails to show the connection between the two parts of the main point. Nor is it concise, because it separates those two parts of the main point with irrelevant information.
• style="color:#ff0000;"> Yes - Though this is the best we've seen so far, it could still be improved slightly by combining the two sentences to make it more concise.
• style="color:#0000ff;"> No - Though this is the best we've seen so far, it could still be improved slightly by combining the two sentences to make it more concise.
• style="color:#ff0000;"> Yes - This is an accurate and concise portrayal of O'Neill's main idea.
• style="color:#0000ff;"> No - This is an accurate and concise portrayal of O'Neill's main idea.

Related Information: Sample Restatements of Main Idea

To test your ability to find a balance between insufficient/inaccurate information and too much information, judge these sample restatements of the main idea of Jaime O'Neill's article.

Organization of Subpoints

After a summary of the main topic/problem/point of your paper or report, the abstract provides some detail on how you reached this point. The information provided in the abstract should follow the organization of the paper/report itself, almost like providing an outline for the reader in text form.

Related Information: Abstracts of Papers With Sub-Headings

When abstracting a paper that has headings and sub-headings, use those to help you identify key parts of the paper for your abstract. The following sample abstract, based on a research paper, uses the introduction, subjects, methods, results, and discussion headings from the original paper.

Note : The numbers in this abstract are for illustration purposes only. Number 1 designates a concise statement of the main point and "problem" prompting the research. Number 2 designates a summary of the selection of research subjects. Numbers 3 and 4 correspond to summaries of research methods and results, respectively, and Number 5 designates a summary of conclusions.

(1) "Students in networked classrooms" examines the question of whether students in a computer classroom are more likely to engage in peer review than students in traditional classrooms. (2) To test this question, two classes in each environment were studied. (3) An observer participated in all four classes for the duration of a semester, noting the nature of the interaction between students. Further, the observer interviewed both students and teachers about the nature of peer interaction and review. (4) Based on this sample, the study finds that students in computer classrooms are more likely, by a ratio of 2:1, to engage in peer review. (5) As a result of this finding, the paper concludes that for this one variable, computer classrooms are a more effective environment in which to teach writing.

Related Information: Abstracts of Papers Without Headings

When abstracting a paper that doesn't have headings and sub-headings, you must depend on your sense of major "chunks" in the text. As you'll see in the following example, this writer followed his concise statement of the main point with two sentences that focus on the two main arguments presented in the paper.

Note: The numbers in this abstract are for illustration purposes only. Number 1 designates a concise statement of the main point. Number 2 designates a summary statement of the first major argument and its support (five pages in the original article). Number 3 corresponds to a summary of the second major argument (two pages in the original), and Number 4 corresponds to the second argument's support (two pages).

(1) This paper argues that the "saving democracy" rhetoric surrounding the Gulf War was merely a mask for the U.S.'s interest in keeping oil prices down. (2) Such an argument is made by first describing the ways in which OPEC controlled oil prices by limiting sales, pointing specifically to how Kuwait was producing more oil than allowed by current OPEC agreements. (3) Second, the paper examines why the U.S. was invested in keeping good relations with the only two OPEC nations--Kuwait and Saudi Arabia--which frequently made trade agreements that benefited the U.S. (4) Finally, the paper does a close reading of the newspaper coverage of the Gulf War, examining how an early recognition of the monetary incentive changed to a democratic one when Bush ordered trOops to Saudi Arabia.

Use of Details

Details should be used judiciously in abstracts. Determining the amount of detail to provide depends a great deal on what type of abstract you are writing (informative or descriptive), the complexity of the paper, the word limit for the abstract, and the purposes you imagine readers of your abstract have for reading.

Complexity of the Paper

An abstract of a five-page progress report is likely to be shorter than an abstract for a 100-page Master's thesis, mainly because a long paper will include more main ideas, not just details. Keep in mind your readers and their reasons for reading your abstract. Focus your abstract on main ideas and provide only those details that are crucial for readers to understand your main points.

Word Limit for the Abstract

Some publications limit the length of abstracts to no more than 75 words. Others allow abstracts of complex documents to run up to 350 words. Be sure to check the publication's guidelines. If it has a low word limit, concentrate on capturing only main ideas from your paper. Don't try to cut a 200-word abstract down to 125 words by simply cutting connecting words, articles, etc. Even the shortest abstracts need to be readable, not telegraphic.

Readers' Purposes

If you're abstracting a report for technical managers, more detail is probably better. But if you're abstracting for a publication, readers will probably skim the abstract to see if they should read the article. Don't give readers more detail than you imagine they'll need to suit their primary goal in reading your abstract.

The five main purposes for abstracts are discussed elsewhere in this guide.

Revising and Editing

When you work from your own texts, abstracts are usually easy to draft. After all, most writers begin by cutting and pasting from the text itself. But abstracts can be tricky to revise and edit, particularly if you need to reach a low word count. In this section, we offer some advice on strategies for moving from a first draft of an abstract to a polished finished version.

Being Concise

When you cut and paste parts of your paper into your draft abstract, you may find that you initially include words and phrases that clarify the meaning in the paper but that simply add extra words in the abstract. Read your drafts carefully to cut unnecessary words. Note that the italicized words in the example can be cut without any loss of meaning in the abstract.

Palmquist, M. (1995). "Students in Networked Classrooms." Computers and Composition, 10 (4), 25-57.

"Students in networked classrooms" examines the question of whether students in a computer classroom are more likely to engage in peer review than students in traditional classrooms. To test this question , two classes in each environment were studied. An observer participated in all four classes for the duration of a semester, noting the nature of the interaction between students. Further, the observer interviewed both students and teachers about the nature of peer interaction and review. Based on this sample , the study finds that students in computer classrooms are more likely, by a ratio of 2:1, to engage in peer review. As a result of this finding , the paper concludes that, for this one variable, computer classrooms are a more effective environment in which to teach writing.

Smoothing out Connections

After you revise for conciseness, you will also want to be sure that each sentence in your abstract leads smoothly into the next. Sometimes you need to add or change transitional words and phrases. Sometimes you need to repeat key words. And sometimes, you need to combine sentences so that the connections between ideas are logically clear.

In our example, we combine what were sentences 2 and 3 and the last two sentences.

This paper examines whether students in a computer classroom are more likely to engage in peer review than students in a traditional classroom. Two classes in each environment were observed, with the participant-observer noting interactions between students. Further, the observer interviewed both students and teachers about peer interaction and review. The study finds that students in computer classrooms are twice as likely to engage in peer review and concludes that, for this one variable, computer classrooms are a more effective environment in which to teach writing.

Avoiding Telegraphic Abstracts

A highly condensed style can save money when you send a telegram but can make abstracts too dense. Don't cut articles ( a, an, the ) or connecting words that show relationships among ideas. Do repeat key words that show the content of your paper. Abstracts may be short, but they are meant to be readable.

Polishing Style

A reader looks at a summary for the sole purpose of getting a quick glimpse of the article. As a result, she doesn't want to waste time with a lot of phrases and words that do not further the meaning, nor is she interested in the summary writer's opinion. Accounting for audience needs, there are three generalizable principles about the style of summaries:

Use of "I"

Although use of "I" or "we" is acceptable in some disciplines, many frown on its use in abstracts. Read several abstracts in the publication you're submitting to or the databases you expect to include your abstract. When in doubt, do not use "I." Instead, use the following strategies:

Substitute for "I" Most abstracts make the paper/report/study the focus of the abstract and the grammatical subject of sentences in the abstract. Try these sentence openers:

• This paper explores. . .
• This study suggests. . .
• The report investigates. . . .

Passive Voice In combination with substitutes for "I," passive voice helps writers focus on the paper/report/study. Instead of, "I propose that ethnography is a better research method than case study" (active voice), the abstract might use: "Ethnography is proposed as a better research method than case study." (passive voice) Be sure to combine substitutes for "I" with passive voice to avoid overusing the passive.

Use of Quotes

When using your own sentences, you don't need to put them in quotation marks. For example, if your methods section begins with "Three methods were used to investigate this question: case study, surveys, and observational research," feel free to repeat the sentence in its entirety in the abstract. Remember, however, the following points:

• Revise the sentence so it makes sense in the abstract (i.e., if you have not summarized "this question" in the abstract, omit substitute for that phrase).
• Do not "lift" sentences which are not your own (i.e., quotes from other people's work).

Use of Literary Present Tense

Abstracts use the present tense because we assume texts speak to the present even if their authors are dead and/or wrote the words in the past. As a result, write about the text and/or author as if they were composing the words at the moment. For example:

• Hemingway describes Paris as......
• The Declaration of Independence states that all men are created equal.

Caution: This rule varies from discipline to discipline.

Abstracts in Specific Disciplines

Abstracts have common elements and uses, but read enough abstracts in your field to be aware of their specific details or differences. Choose from the examples to see additional sample abstracts. The abstract from Civil Engineering includes instructor comments.

Civil Engineering

MASK Engineering has designed a performing arts center for the CSU campus in order to provide a complex that will better serve the campus and the community. This facility will not only improve the performing arts programs on campus but will encourage students and community members to attend more cultural events in Fort Collins. The capacity of the new facility will exceed that of existing structures on campus, and the quality of sound and aesthetics will be improved. Some of the features included are a large performing hall, a coffee shop, a banquet hall, and a recording studio. The total area of the complex is 56,500 square feet split into three levels.

Instructor Comments

This abstract summarizes the accomplishments of the project and what it will do. It also summarizes some of the actual design and indicates that it's going to include a performing hall, coffee shop, banquet hall, and recording studio.

The writing, however, could be a little tighter in my opinion. The first sentence looks like it's around 20 words long. First of all, the expression "will better service the campus and the community" doesn't mean anything. What does "better serve" mean? A better choice might be, "MASK Engineering has designed a new Performing Arts Center that will meet the needs of the theater community," or something more specific.

The second sentence is typical. It gives the particular vehicle for doing the programs. However, it implies that the facility improves programs, and I'm not sure that's quite the right subject for this sentence. Furthermore, there's no point to the word "but" here. There's no contrast here, so this is a grammatical problem. This kind of problem can be avoided through careful reading, asking what each sentence accomplishes.

The abstract gets stronger after this. "The capacity of the new facility will exceed that" is very specific. "The quality, sound and aesthetics will be improved. Some of the features included are this..." The writers are very good at being descriptive. I think engineering students are more comfortable with the descriptive aspect of their material than with the lead-in.

LeCourt, D. (1996. Composition's Theoretical Irony: WAC as Uncritical Pedagogy. Journal of Advanced Composition, 16 (3), 389-406.

This paper argues that writing across the curriculum has failed to consider how its practices and theories serve to inscribe students within normalized discourses. As scholars such as Susan McLeod, Anne Herrington and Charles Moran begin to re-think the way writing-across-the-curriculum programs have situated themselves within composition theory, an intriguing disparity has presented itself between writing-to-learn and learning-to-write. As McLeod points out, these two approaches to WAC, which she designates the "cognitive" and the "rhetorical," respectively, exist in most programs simultaneously despite their radically different epistemological assumptions. This paper suggests, however, that despite the two approaches' seeming epistemological differences, they work toward a similar goal: the accommodation or inscription of (student) subjects into the various disciplinary strands of academic discourse. From a poststructural perspective, the goals of both these models function as a coherent technology of subject production. Writing to learn exercises provide a discursive space in which students learn to write themselves as subjects of the discourse, using the writing space to "practice" an integration of self with a disciplinary subjectivity. The rhetorical model reinforces such an integration even more strongly, providing explicit instruction in how the discursive subject must write herself in order to produce "effective" prose which mirrors the texts of other "speaking" subjects of the discourse. In sum, both approaches to WAC are subject to the same description and critique of how academic discourse seeks to inscribe students as subjects that has been forged against composition instruction in English departments (e.g., Schilb, Clifford, Faigley). Ironically, in WAC, we have presumed a clear mission for writing instruction that is not nearly so evident in our own approach to advanced literacy. The paper concludes, then, by offering yet a third model of WAC, one which suggests that students, as well as their instructors, engage in the investigative process of discovering how discursive conventions relate to their discipline's epistemology and consider how that connection limits what can be said or thought within that discourse.

Neurobiology

High Performance Computing Applications in Neurobiological Research; Muriel D. Ross, NASA Ames Research Center, Moffett Field, CA 94035; Kevin Montgomery, Sterling Software, Palo Alto, CA 94303; David G. Doshay, Sterling Software, Palo Alto, CA 94303; Thomas C. Chimento, Sterling Software, Palo Alto, CA 94303; Bruce R. Parnas, National Research Council Research Associate, Biocomputation Center, NASA Ames Research Center, Moffett Field, CA 94035

The human nervous system is a massively parallel processor of information. The vast numbers of neurons, synapses and circuits is daunting to those seeking to understand the neural basis of consciousness and intellect. Pervading obstacles are lack of knowledge of the detailed, three-dimensional (3-D) organization of even a simple neural system and the paucity of large scale, biologically relevant computer simulations. We use high performance graphics workstations and supercomputers to study the 3-D organization of gravity sensors as a prototypic architecture foreshadowing more complex systems. Scaled-down simulations run on a Silicon Graphics workstation and scaled-up, three-dimensional versions run on the Cray Y-MP and CM5 supercomputers.

To assist this research, we developed generalized computer-based methods for semiautomated, 3-D reconstruction of this tissue from transmission electron microscope (TEM) serial sections and for simulations of the reconstructed neurons and circuits. Sections are digitized directly from the TEM. Contours of objects are traced on the computer screen. Mosaicking images into sections, registration and visualization are automated. The same grids generated to connect contours for viewing objects provide tesselated surfaces for 1-D, 2-D and 3-D simulations of neuronal functioning. Finite element analysis of prism or segment volumes and color coding are used to track current spread after synapse activation. The biologically accurate simulation is reducible to a symbolic model that mimics the flow of information processing. Discharge patterns are displayed as spike trains. The symbolic model can be converted to an electronic circuit for potential implementation as a chip. The reconstructions can also be rendered in visual, sonic and tactile virtual media.

Using these methods, we demonstrated that gravity sensors are organized for parallel distributed processing of information. They have non-modular receptive fields that are organized into overlapping, dynamic cell assemblies. These provide a basis for functional degeneracy and graceful degradation. The sensors have two intrinsic microcircuits that are prototypic of more advanced systems. These microcircuits are highly channeled (type I cell to a nerve terminal called a calyx) and distributed modifying (type II cells and feedforward/feedback neural lOops). A circuit of extrinsic origin likely biases the intrinsic circuits. We use simulation methods to study the effects of intrinsic feedback-feedforward lOops and of extrinsically driven biases on discharge patterns. These and similar investigations into the functioning of huge assemblies of neurons require supercomputer capabilities and pave the way for studies of human brain functioning as a grand challenge in supercomputer applications.

http://biocomp.arc.nasa.gov/papers/hpc_abstract.94.html

(accessed February 3, 1998)

Department of the Interior - U.S. Geological Survey

Inventory of Landslides Triggered by the 1994 Northridge, California Earthquake Edwin L. Harp and Randall W. Jibson Open-File Report 95-213 USGS Denver, CO 80225 1995

The 17 January 1994 Northridge, California, earthquake (M=6.7) triggered more than 11,000 landslides over an area of about 10,000 km. Most of the landslides were concentrated in a 1,000-km area that includes the Santa Susana Mountains and the mountains north of the Santa Clara River valley. We mapped landslides triggered by the earthquake in the field and from 1:60,000-scale aerial photography provided by the U.S. Air Force and taken the morning of the earthquake; these were subsequently digitized and plotted in a GIS-based format, as shown on the accompanying maps (which also are accessible via Internet). Most of the triggered landslides were shallow (1-5 m), highly disrupted falls and slides in weakly cemented Tertiary to Pleistocene clastic sediment. Average volumes of these types of landslides were less than 1,000 m, but many had volumes exceeding 100,000 m. Many of the larger disrupted slides traveled more than 50 m, and a few moved as far as 200 m from the bases of steep parent slopes. Deeper ( >5 m) rotational slumps and block slides numbered in the hundreds, a few of which exceeded 100,000 m in volume. The largest triggered landslide was a block slide having a volume of 8X10E06 m. Triggered landslides damaged or destroyed dozens of homes, blocked roads, and damaged oil-field infrastructure. Analysis of landslide distribution with respect to variations in (1) landslide susceptibility and (2) strong shaking recorded by hundreds of instruments will form the basis of a seismic landslide hazard analysis of the Los Angeles area.

http://gldage.cr.usgs.gov/html_ files/ofr95-213/ABSTRAC2.html

LeCourt, Donna,  Kate Kiefer, Luann Barnes, Mike Palmquist, & Tom Siller. (2004). Abstracts. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=59

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• Jan 2, 2021

Writing an Abstract for a Research Paper: Guidelines, Examples, and Templates

There are six steps to writing a standard abstract. (1) Begin with a broad statement about your topic. Then, (2) state the problem or knowledge gap related to this topic that your study explores. After that, (3) describe what specific aspect of this problem you investigated, and (4) briefly explain how you went about doing this. After that, (5) describe the most meaningful outcome(s) of your study. Finally, (6) close your abstract by explaining the broad implication(s) of your findings.

In this article, I present step-by-step guidelines for writing an abstract for an academic paper. These guidelines are fo llowed by an example of a full abstract that follows these guidelines and a few fill-in-the-blank templates that you can use to write your own abstract.

Guidelines for Writing an Abstract

The basic structure of an abstract is illustrated below.

A standard abstract starts with a very general statement and becomes more specific with each sentence that follows until once again making a broad statement about the study’s implications at the end. Altogether, a standard abstract has six functions, which are described in detail below.

Start by making a broad statement about your topic.

The first sentence of your abstract should briefly describe a problem that is of interest to your readers. When writing this first sentence, you should think about who comprises your target audience and use terms that will appeal to this audience. If your opening sentence is too broad, it might lose the attention of potential readers because they will not know if your study is relevant to them.

Too broad : Maintaining an ideal workplace environment has a positive effect on employees.

The sentence above is so broad that it will not grab the reader’s attention. While it gives the reader some idea of the area of study, it doesn’t provide any details about the author’s topic within their research area. This can be fixed by inserting some keywords related to the topic (these are underlined in the revised example below).

Improved : Keeping the workplace environment at an ideal temperature positively affects the overall health of employees.

The revised sentence is much better, as it expresses two points about the research topic—namely, (i) what aspect of workplace environment was studied, (ii) what aspect of employees was observed. The mention of these aspects of the research will draw the attention of readers who are interested in them.

Describe the general problem that your paper addresses.

After describing your topic in the first sentence, you can then explain what aspect of this topic has motivated your research. Often, authors use this part of the abstract to describe the research gap that they identified and aimed to fill. These types of sentences are often characterized by the use of words such as “however,” “although,” “despite,” and so on.

However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking.

The above example is typical of a sentence describing the problem that a study intends to tackle. The author has noticed that there is a gap in the research, and they briefly explain this gap here.

Although it has been established that quantity and quality of sleep can affect different types of task performance and personal health, the interactions between sleep habits and workplace behaviors have received very little attention.

The example above illustrates a case in which the author has accomplished two tasks with one sentence. The first part of the sentence (up until the comma) mentions the general topic that the research fits into, while the second part (after the comma) describes the general problem that the research addresses.

Express the specific problem investigated in your paper.

After describing the general problem that motivated your research, the next sentence should express the specific aspect of the problem that you investigated. Sentences of this type are often indicated by the use of phrases like “the purpose of this research is to,” “this paper is intended to,” or “this work aims to.”

Uninformative : However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. The present article aimed to provide new insights into the relationship between workplace bullying and absenteeism .

The second sentence in the above example is a mere rewording of the first sentence. As such, it adds nothing to the abstract. The second sentence should be more specific than the preceding one.

Improved : However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. The present article aimed to define various subtypes of workplace bullying and determine which subtypes tend to lead to absenteeism .

The second sentence of this passage is much more informative than in the previous example. This sentence lets the reader know exactly what they can expect from the full research article.

Explain how you attempted to resolve your study’s specific problem.

In this part of your abstract, you should attempt to describe your study’s methodology in one or two sentences. As such, you must be sure to include only the most important information about your method. At the same time, you must also be careful not to be too vague.

Too vague : We conducted multiple tests to examine changes in various factors related to well-being.

This description of the methodology is too vague. Instead of merely mentioning “tests” and “factors,” the author should note which specific tests were run and which factors were assessed.

Improved : Using data from BHIP completers, we conducted multiple one-way multivariate analyses of variance and follow-up univariate t-tests to examine changes in physical and mental health, stress, energy levels, social satisfaction, self-efficacy, and quality of life.

This sentence is very well-written. It packs a lot of specific information about the method into a single sentence. Also, it does not describe more details than are needed for an abstract.

Briefly tell the reader what you found by carrying out your study.

This is the most important part of the abstract—the other sentences in the abstract are there to explain why this one is relevant. When writing this sentence, imagine that someone has asked you, “What did you find in your research?” and that you need to answer them in one or two sentences.

Too vague : Consistently poor sleepers had more health risks and medical conditions than consistently optimal sleepers.

This sentence is okay, but it would be helpful to let the reader know which health risks and medical conditions were related to poor sleeping habits.

Improved : Consistently poor sleepers were more likely than consistently optimal sleepers to suffer from chronic abdominal pain, and they were at a higher risk for diabetes and heart disease.

This sentence is better, as the specific health conditions are named.

Finally, describe the major implication(s) of your study.

Most abstracts end with a short sentence that explains the main takeaway(s) that you want your audience to gain from reading your paper. Often, this sentence is addressed to people in power (e.g., employers, policymakers), and it recommends a course of action that such people should take based on the results.

Too broad : Employers may wish to make use of strategies that increase employee health.

This sentence is too broad to be useful. It does not give employers a starting point to implement a change.

Improved : Employers may wish to incorporate sleep education initiatives as part of their overall health and wellness strategies.

This sentence is better than the original, as it provides employers with a starting point—specifically, it invites employers to look up information on sleep education programs.

Abstract Example

The abstract produced here is from a paper published in Electronic Commerce Research and Applications . I have made slight alterations to the abstract so that this example fits the guidelines given in this article.

(1) Gamification can strengthen enjoyment and productivity in the workplace. (2) Despite this, research on gamification in the work context is still limited. (3) In this study, we investigated the effect of gamification on the workplace enjoyment and productivity of employees by comparing employees with leadership responsibilities to those without leadership responsibilities. (4) Work-related tasks were gamified using the habit-tracking game Habitica, and data from 114 employees were gathered using an online survey. (5) The results illustrated that employees without leadership responsibilities used work gamification as a trigger for self-motivation, whereas employees with leadership responsibilities used it to improve their health. (6) Work gamification positively affected work enjoyment for both types of employees and positively affected productivity for employees with leadership responsibilities. (7) Our results underline the importance of taking work-related variables into account when researching work gamification.

In Sentence (1), the author makes a broad statement about their topic. Notice how the nouns used (“gamification,” “enjoyment,” “productivity”) are quite general while still indicating the focus of the paper. The author uses Sentence (2) to very briefly state the problem that the research will address.

In Sentence (3), the author explains what specific aspects of the problem mentioned in Sentence (2) will be explored in the present work. Notice that the mention of leadership responsibilities makes Sentence (3) more specific than Sentence (2). Sentence (4) gets even more specific, naming the specific tools used to gather data and the number of participants.

Sentences (5) and (6) are similar, with each sentence describing one of the study’s main findings. Then, suddenly, the scope of the abstract becomes quite broad again in Sentence (7), which mentions “work-related variables” instead of a specific variable and “researching” instead of a specific kind of research.

Abstract Templates

Copy and paste any of the paragraphs below into a word processor. Then insert the appropriate information to produce an abstract for your research paper.

Template #1

Researchers have established that [Make a broad statement about your area of research.] . However, [Describe the knowledge gap that your paper addresses.] . The goal of this paper is to [Describe the purpose of your paper.] . The achieve this goal, we [Briefly explain your methodology.] . We found that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

Template #2

It is well-understood that [Make a broad statement about your area of research.] . Despite this, [Describe the knowledge gap that your paper addresses.] . The current research aims to [Describe the purpose of your paper.] . To accomplish this, we [Briefly explain your methodology.] . It was discovered that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

Template #3

Extensive research indicates that [Make a broad statement about your area of research.] . Nevertheless, [Describe the knowledge gap that your paper addresses.] . The present work is intended to [Describe the purpose of your paper.] . To this end, we [Briefly explain your methodology.] . The results revealed that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

• How to Write an Abstract

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• How to Write An Abstract For Research Papers: Tips & Examples

In many ways, an abstract is like a trailer of a movie or the synopsis of your favorite book. Its job is to whet the reader’s appetite by sharing important information about your work. After reading a well-written abstract, one should have enough interest to explore the full research thesis. 

So how do you write an interesting abstract that captures the core of your study? First, you need to understand your research objectives and match them with the key results of your study. In this article, we will share some tips for writing an effective abstract, plus samples you can learn from. 

What is an Abstract in Research Writing?

In simple terms, an abstract is a concise write-up that gives an overview of your systematic investigation. According to Grammarly, it is a self-contained summary of a larger work, and it serves as a preview of the bigger document. 

It usually appears at the beginning of your thesis or research paper and helps the reader to have an overview of your work without going into great detail. This means that when someone reads your abstract, it should give them a clear idea of the purpose of your systematic investigation, your problem statement, key results, and any gaps requiring further investigation. 

So how long should your abstract be to capture all of these details? The reality is you don’t need a lot of words to capture key pieces of information in your abstract. Typically, 6–7 sentences made up of 150–250 words should be just right. 

Read: Writing Research Proposals: Tips, Examples & Mistakes

What are the Characteristics of a Good Abstract? 

• A good abstract clearly states the aims and objectives of the research.
• It outlines the research methodology for data gathering , processing and analysis. 
• A good abstract summarizes specific research results.
• It states the key conclusions of the systematic investigation.
• It is brief yet straight to the point. 
• A good abstract is unified and coherent. 
• It is easy to understand and devoid of technical jargon. 
• It is written in an unbiased and objective manner. 

What is the Purpose of an Abstract? 

Every abstract has two major purposes. First, it communicates the relevance of your systematic investigation to readers. After reading your abstract, people can determine how relevant your study is to their primary or secondary research purpose. 

The second purpose of an abstract is to communicate your key findings to those who don’t have time to read the whole paper. Research papers typically run into tens of pages so it takes time to read and digest them. To help readers grasp the core ideas in a systematic investigation, it pays to have a well-written abstract that outlines important information concerning your study. 

In all, your abstract should accurately outline the most important information in your research. Many times, it determines whether people would go ahead to read your dissertation. Abstracts are often indexed along with keywords on academic databases, so they make your thesis easily findable.

Learn About: How to Write a Problem Statement for your Research

What are the Sections of an Abstract?

You already know the key pieces of information that your abstract should communicate. These details are broken into six important sections of the abstract which are: 

• The Introduction or Background
• Research Methodology
• Aims and Objectives 
• Limitations

Let’s discuss them in detail. 

• The Introduction or Background 

The introduction or background is the shortest part of your abstract and usually consists of 2–3 sentences. In fact, some researchers write a single sentence as the introduction of their abstract. The whole idea here is to take the reader through the important events leading to your research. 

Understandably, this information may appear difficult to convey in a few sentences. To help out, consider answering these two questions in the background to your study : 

• What is already known about the subject, related to the paper in question? 
• What is not known about the subject (this is the focus of your study)? 

As much as possible, ensure that your abstract’s introduction doesn’t eat into the word count for the other key information. 

• Research Methodology 

This is the section where you spell out any theories and methods adopted for your study. Ideally, you should cover what has been done and how you went about it to achieve the results of your systematic investigation. It is usually the second-longest section in the abstract. 

In the research methodology section, you should also state the type of research you embarked on; that is, qualitative research or quantitative research —this will inform your research methods too. If you’ve conducted quantitative research, your abstract should contain information like the sample size, data collection methods , sampling technique, and duration of your experiment. 

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In the end, readers are most interested in the results you’ve achieved with your study. This means you should take time to outline every relevant outcome and show how they affect your research population . Typically, the results section should be the longest one in your abstract and nothing should compromise its range and quality. 

An important thing you should do here is spelled out facts and figures about research outcomes. Instead of a vague statement like, “we noticed that response rates differed greatly between high-income and low-income respondents”, try this: “The response rate was higher in high-income respondents than in their low-income counterparts (59% vs 30%, respectively; P

• Conclusion 

Like the introduction, your conclusion should contain a few sentences that wrap up your abstract. Most researchers express a theoretical opinion about the implications of their study, here. 

Your conclusion should contain three important elements: 

• The primary take-home message
• The additional findings of importance
• The perspective 

Although the conclusion of your abstract should be short, it has a great impact on how readers perceive your study. So, take advantage of this section to reiterate the core message in your systematic investigation. Also, make sure any statements here reflect the true outcomes and methods of your research. 

• Limitations 

Chances are you must have faced certain challenges in the course of your research—it could be at the data collection phase or during sampling . Whatever these challenges are, it pays to let your readers know about them, and the impact they had on your study. 

For example, if you had to switch to convenience sampling or snowball sampling due to difficulties in contacting well-suited research participants, you should include this in your abstract. Also, a lack of previous studies in the research area could pose a limitation on your study. Research limitations provide an opportunity to make suggestions for further research. 

Research aims and objectives speak to what you want to achieve with your study. Typically, research aims focus on a project’s long-term outcomes while the objectives focus on the immediate, short-term outcome of the investigation. You may summarize both using a single paragraph comprising a few sentences.

Stating your aims and objectives will give readers a clear idea of the scope, depth, and direction that your research will ultimately take. Readers would measure your research outcomes against stated aims and objectives to know if you achieved the purpose of your study. 

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Abstract Writing Styles and General Guidelines 

Now that you know the different sections plus information that your abstract should contain, let’s look at how to write an abstract for your research paper.

A common question that comes up is, should I write my abstract first or last? It’s best to write your abstract after you’ve finished working on the research because you have full information to present to your readers. However, you can always create a draft at the beginning of your systematic investigation and fill in the gaps later.  

Does writing an abstract seem like a herculean task? Here are a few tips to help out. 

1. Always create a framework for your abstract 

Before you start writing, take time to develop a detailed outline for your abstract. Break it into sections and sketch the main and supporting points for each section. You can list keywords plus 1–2 sentences that capture your core messaging. 

2. Read Other Abstracts 

Abstracts are one of the most common research documents, and thousands of them have been written in time past. So, before writing yours, try to study a couple of samples from others. You can find lots of dissertation abstract examples in thesis and dissertation databases.

3. Steer Clear of Jargon As Much As Possible 

While writing your abstract, emphasize clarity over style. This means you should communicate in simple terms and avoid unnecessary filler words and ambiguous sentences. Remember, your abstract should be understandable to readers who are not familiar with your topic. 

4. Focus on Your Research

It goes without saying that your abstract should be solely focused on your research and what you’ve discovered. It’s not the time to cite primary and secondary data sources unless this is absolutely necessary. 

This doesn’t mean you should ignore the scholarly background of your work. You might include a sentence or two summarizing the scholarly background to show the relevance of your work to a broader debate, but there’s no need to mention specific publications. 

Going further, here are some abstract writing guidelines from the University of Bergen: 

• An abstract briefly explains the salient aspects of the content. 
• Abstracts should be accurate and succinct, self-contained, and readable.  
• The abstract should paraphrase and summarise rather than quote from the paper.
• Abstracts should relate only to the paper to be presented/assessed.

Types of Abstracts with Examples 

According to the University of Adelaide, there are two major types of abstracts written for research purposes. First, we have informative abstracts and descriptive abstracts. 

1. Informative Abstract  

An informative abstract is the more common type of abstract written for academic research. It highlights the most important aspects of your systematic investigation without going into unnecessary or irrelevant details that the reader might not find useful. 

The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of longer work, it may be much less.

In any informative abstract, you’d touch on information like the purpose, method, scope, results, and conclusion of your study. By now, you’re thinking, “this is the type of abstract we’ve been discussing all along”, and you wouldn’t be far from the truth. 

Advantages of Informative Abstracts

• These abstracts save time for both the researcher and the readers. 
• It’s easy to refer to these abstracts as secondary research sources. 

Disadvantages of Informative Abstracts

• These types of abstracts lack personality.

Example of an Informative Abstract

• Sample Informative Abstract Based on Experimental Work From Colorado State University
• Sample Informative Abstract Based on Non-experimental Work From Colorado State University

2. Descriptive Abstract 

A descriptive abstract reads like a synopsis and focuses on enticing the reader with interesting information. They don’t care as much for data and details, and instead read more like overviews that don’t give too much away. 

You’d find descriptive abstracts in artistic criticism pieces and entertainment research as opposed to scientific investigations. This type of abstract makes no judgments about the work, nor does it provide results or conclusions of the research. They are usually written in 100 words or less. 

Advantages of Descriptive Abstracts

• It gives a very brief overview of the research paper. 
• It is easier to write descriptive abstracts compared to informational abstracts. 

Disadvantages of Descriptive Abstracts

• They are suitable for scientific research. 
• Descriptive abstracts might omit relevant information that deepens your knowledge of the systematic investigation.

Example of Descriptive Abstracts 

• Sample Descriptive Abstract From Colorado State University

FAQs About Writing Abstracts in Research Papers

1. How Long Should an Abstract Be?

A typical abstract should be about six sentences long or less than 150 words. Most universities have specific word count requirements that fall within 150–300 words. 

2. How Do You Start an Abstract Sentence?

There are several ways to start your abstract. Consider the following methods: 

• State a problem or uncertainty
• Make a general statement with the present research action.
• State the purpose or objective of your research
• State a real-world phenomena or a standard practice.

3. Should you cite in an abstract?

While you can refer to information from specific research papers, there’s no need to cite sources in your abstract. Your abstract should focus on your original research, not on the work of others. 

4. What should not be included in an abstract?

An abstract shouldn’t have numeric references, bibliographies, sections, or even footnotes. 

5. Which tense is used in writing an abstract?

An abstract should be written in the third-person present tense. Use the simple past tense when describing your methodology and specific findings from your study. 

Writing an abstract might appear challenging but with these steps, you should get it right. The easiest approach to writing a good abstract is centering it on key information including your research problem and objectives, methodology, and key results.

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What is an abstract?

What is a "good" abstract, techniques to write an abstract, "abstract checklist" from: how to write a good scientific paper. chris a. mack. spie. 2018..

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There are as many kinds as abstracts as there are types of research papers.  The classic abstract is usually a "Informative" abstract. This kind of abstract communicates compressed information and include the purpose, methods, and scope of the article. They are usually short (250 words or less) and allow the reader to decide whether they want to read the article.

The goal is to communicate:

• What was done?
• Why was it done?
• How was it done?
• What was found?
• What is the significance of the findings?
• Self contained. Uses 1 or more well developed paragraphs
• Uses introduction/body/conclusion structure
• Presents purpose, results, conclusions and recommendations in that order
• Adds no new information
• Is understandable to a wide audience
• Write the abstract last
• Reread the article looking specifically for the main parts: Purpose, methods, scope, results, conclusions, and recommendations
• Write a first rough draft without looking at the original article
• Edit your draft by correcting organization, improving transitions, dropping unnecessary information and words, and adding important information you left out

The abstract should be a concise (200 words or less), standalone summary of the paper, with 1–2 sentences on each of these topics:

• Background: What issues led to this work? What is the environment that makes this work interesting or important?
• Aim: What were the goals of this work? What gap is being filled?
• Approach: What went into trying to achieve the aims (e.g., experimental method, simulation approach, theoretical approach, combinations of these, etc.)? What was actually done?
• Results: What were the main results of the study (including numbers, if appropriate)?
• Conclusions: What were the main conclusions? Why are the results important? Where will they lead?

The abstract should be written for the audience of this journal: do not assume too much or too little background with the topic.

Ensure that all of the information found in the abstract also can be found in the body of the paper.

Ensure that the important information of the paper is found in the abstract.

Avoid: using the first paragraph of the introduction as an abstract; citations in the abstract; acronyms (but if used, spell them out); referring to figures or tables from the body of the paper; use of the first person; use of words like “new” or “novel,” or phrases like “in this paper,” “we report,” or “will be discussed.” 

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Writing an abstract - a six point checklist (with samples)

Posted in: abstract , dissertations

The abstract is a vital part of any research paper. It is the shop front for your work, and the first stop for your reader. It should provide a clear and succinct summary of your study, and encourage your readers to read more. An effective abstract, therefore should answer the following questions:

• Why did you do this study or project?
• What did you do and how?
• What did you find?
• What do your findings mean?

So here's our run down of the key elements of a well-written abstract.

• Size - A succinct and well written abstract should be between approximately 100- 250 words.
• Background - An effective abstract usually includes some scene-setting information which might include what is already known about the subject, related to the paper in question (a few short sentences).
• Purpose  - The abstract should also set out the purpose of your research, in other words, what is not known about the subject and hence what the study intended to examine (or what the paper seeks to present).
• Methods - The methods section should contain enough information to enable the reader to understand what was done, and how. It should include brief details of the research design, sample size, duration of study, and so on.
• Results - The results section is the most important part of the abstract. This is because readers who skim an abstract do so to learn about the findings of the study. The results section should therefore contain as much detail about the findings as the journal word count permits.
• Conclusion - This section should contain the most important take-home message of the study, expressed in a few precisely worded sentences. Usually, the finding highlighted here relates to the primary outcomes of the study. However, other important or unexpected findings should also be mentioned. It is also customary, but not essential, to express an opinion about the theoretical or practical implications of the findings, or the importance of their findings for the field. Thus, the conclusions may contain three elements:
• The primary take-home message.
• Any additional findings of importance.
• Implications for future studies.

Example Abstract 2: Engineering Development and validation of a three-dimensional finite element model of the pelvic bone.

Abstract from: Dalstra, M., Huiskes, R. and Van Erning, L., 1995. Development and validation of a three-dimensional finite element model of the pelvic bone. Journal of biomechanical engineering, 117(3), pp.272-278.

And finally...  A word on abstract types and styles

Abstract types can differ according to subject discipline. You need to determine therefore which type of abstract you should include with your paper. Here are two of the most common types with examples.

Informative Abstract

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the researcher presents and explains all the main arguments and the important results and evidence in the paper. An informative abstract includes the information that can be found in a descriptive abstract [purpose, methods, scope] but it also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is usually no more than 300 words in length.

Descriptive Abstract A descriptive abstract indicates the type of information found in the work. It makes no judgements about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract only describes the work being summarised. Some researchers consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short, 100 words or less.

Adapted from Andrade C. How to write a good abstract for a scientific paper or conference presentation. Indian J Psychiatry. 2011 Apr;53(2):172-5. doi: 10.4103/0019-5545.82558. PMID: 21772657; PMCID: PMC3136027 .

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How to Write a Comprehensive and Informative Research Abstract

Affiliations.

• 1 Associate Professor in General Nursing, School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland. Electronic address: [email protected].
• 2 Digestive oncology nurse specialist and researcher, Department of Gastrointestinal Surgery, Ghent University Hospital, Ghent, Belgium.
• 3 Associate Professor. School of Nursing and Midwifery, University of Galway, Ireland.
• 4 Specialist Nurse & PhD student, Department of Head and Neck and ENT Cancer Surgery of the Portuguese Institute of Oncology of Francisco Gentil, Lisbon, Portugal.
• 5 Nursing Research Head Nurse & Associate Professor, Catalan Institute of Oncology, School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain.
• 6 Reader, School of Health and Life Sciences, University of the West of Scotland, Blantyre, Scotland.
• 7 Reader in Supportive Cancer Care, School of Medicine, Dentistry & Nursing, University of Glasgow, Glasgow, Scotland.
• PMID: 36841679
• DOI: 10.1016/j.soncn.2023.151395

Objectives: This article provides practical guidance on developing a comprehensible abstract, including those required for funding applications, conferences, and publication. In addition, we discuss and demonstrate the practicalities of editing and revising an abstract for conference or peer review and identify emerging formats that may be more relevant to nurses and researchers.

Data sources: This article has been informed by literature and the coauthors' respective experiences of preparing and reviewing abstracts for publication and conference presentation.

Conclusion: Abstracts are a valuable tool to communicate the most important elements of the methods and results of a research project for a conference, manuscript, or even a research funding application. However, abstracts may often be an overlooked part of the dissemination process. An abstract determines whether or not a piece of research is relevant for presentation at a conference or valuable enough to be considered for peer review and subsequent publication. A strong and clearly written abstract positively predisposes reviewers of grant applications.

Implications for nursing practice: Writing an abstract is arguably the most challenging component of academic writing, summarizing the results of a substantive research project in three to five sentences and positioning them concisely within the background and implications for future practice, policy, and research. A well-written abstract is clear, concise, and critical and requires time and revision to ensure success.

Keywords: Abstract; Abstracting; Indexing; Journal article; Meeting abstract; Writing skills.

Copyright © 2023 The Author(s). Published by Elsevier Inc. All rights reserved.

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Apr 12, 2024

4 Types of Research Abstracts (with Examples)

Unlock the secret to the perfect abstract! Explore the 4 types to elevate your paper. Let's dive in!

TABLE OF CONTENTS

The abstract section of your paper, much like the conclusion, is a paragraph that you should write only after completing your entire paper and shaping it according to the rest of your paper. 

There are four types of abstracts you can use, regardless of the topic and argument of your paper. Although each abstract is suitable for any paper, you may need to choose the type of abstract you use depending on your argument and topic. If you're unsure which type of abstract to use, don't worry, we've got you covered! In this article, we'll discuss what an abstract is and introduce its four types.

Ready? Let's dive in!

• An abstract is a brief summary in which you convey the purpose, method, findings, and argument of your paper to the reader.
• To create an abstract, you must complete the research, state your argument, describe your method, and present the results.
• There are four types of abstracts that are suitable for different use cases and paper types: informative, descriptive, critical, and highlight abstract.
• If you are looking for a customizable AI assistant to help you with any of your writing, including all types of abstracts, TextCortex is the way to go.

What is an Abstract?

An abstract is an article that presents the argument of your paper and gives the reader general information about your paper. A well-written abstract can convey the argument, key points, main topics, methods, and conclusion of your paper. This way, readers can understand the purpose of your paper without reviewing your entire paper.

Role of an Abstract

Because it provides a brief overview of your paper, an abstract can enable readers to judge whether they want to read the larger body paragraphs of the paper. Additionally, an abstract introduces your topic and includes your argument about the topic. This way, readers can understand your approach to the topic and your writing tone and use it for their own research.

Sections of an Abstract

A well-written summary includes at least 4 main sections that each have different functions and communicative goals. It explains the background and purpose of your introduction paper, which is the first section of an abstract. This section “Why was this topic researched?” and “Why should people care?” should answer your questions.

The second section of an abstract should state your main argument and thesis points. In this section, your readers should clearly understand what your paper is about and your approach to this topic. The third section of your abstract should include your research method. This way, your readers can be confident in the reliability of the sources you use and decide to continue reading. The last section of your abstract should consist of one or a few short sentences containing your findings and conclusion.

How to Write an Abstract?

To write an abstract, you must first complete your paper and review research reports that support and oppose your topic and argument. After completing your paper, you need to prepare statement sentences or questions to create your abstract and mention the key points of your paper. You can then state your research method and approach to the subject, and finally share your findings and results with the reader.

To write an abstract, you must first complete your paper and review research reports that support and oppose your topic and argument. After completing your paper, you need to restate your argument sentences or questions to create your abstract and mention the key points of your paper. You can then state your research method and approach to the subject, and finally share your findings and results with the reader.

4 Types of Abstract: Characteristics & Use Cases

If you do not have specific guidelines from your instructor or institution, there are four types of abstracts you can write. These abstracts have characteristics depending on your argument and the information you want to convey to the reader. Let's take a closer look at the types of abstracts together.

1-) Informative Abstract

While an informative abstract gives details about the background of your paper, its major points, your research method, your findings and conclusions, and the conclusion you reached, it can also include conditions that readers should pay attention to before reading the body paragraphs. An informative abstract consists of approximately 250 words and is the most frequently used abstract type. Informative abstracts can be used for almost any topic and argument.

Informative Abstract Example

This paper explores the integration of state-of-the-art Natural Language Processing (NLP) methodologies into machine translation systems. By analyzing the linguistic intricacies and computational challenges of translation, the study introduces an innovative NLP framework that enhances language understanding and translation accuracy. Employing a mixed-method research approach, both quantitative metrics and qualitative assessments were utilized to validate the proposed model's effectiveness. Results indicate a significant improvement in translation quality, particularly in contextual accuracy and idiomatic expression handling. Readers are advised to consider the technical depth of NLP strategies discussed before delving into subsequent sections. This informative abstract, consisting of approximately 250 words, encapsulates the paper’s background, methodology, findings, and the conclusion that advanced NLP techniques hold the potential to revolutionize machine translation.

2-) Descriptive Abstract

A descriptive abstract provides an overview of your paper and contains brief information about your key points and research method. A descriptive abstract, unlike an informative one, does not include your findings and results or convey conclusions and recommendations to the reader. In other words, a descriptive abstract is a more compact version of an informative abstract that contains less information. A descriptive abstract consists of approximately 100 words and is less informative than an informative abstract.

Descriptive Abstract Example

This brief overview highlights the research conducted on the application of Natural Language Processing to machine translation. Key points include the formulation of an advanced NLP framework and the adoption of a diverse research methodology to assess its impact. Without delving into specific outcomes or conclusions, this 100-word descriptive abstract outlines the study's scope, hinting at the potential for NLP to advance the field of machine translation by improving contextual understanding.

3-) Critical Abstract

Instead of focusing on the key point and argument of your paper, a critical abstract focus on the findings, results, and conclusion. A well-written critical abstract typically restates the paper's findings and conclusions from the researcher's point of view. Moreover, a critical abstract can compare and contrast findings by referencing outside information. A critical abstract consists of approximately 500 words and is more focused on the paper's conclusion.

Critical Abstract Example

This extensive critical abstract scrutinizes the outcomes of implementing cutting-edge NLP techniques in machine translation. Results underscore a notable elevation in accuracy and fluency of translated texts, with the researcher providing a detailed critique of the improved model contrasted with traditional approaches. Comparative analysis with existing literature revealed that this study's NLP framework demonstrates a marked efficiency gain. However, the study also highlights limitations inherent to NLP's current state. At 500 words, this abstract evaluates the research critically, offering a perspective on the findings and situating them within the broader scholarly discourse on machine translation.

4-) Highlight Abstract

Hook sentences, which are used to attract the attention of the reader in an article or blog post, are exactly equivalent to a highlight abstract. A highlight abstract aims to persuade the reader to read the entire paper rather than just inform the reader or explain the findings. For this reason, a highlight abstract contains less information and more catchy sentences than the other three.

Highlight Abstract Example

Step into the future of translation! This study takes a groundbreaking leap, melding Natural Language Processing with machine translation to unlock unprecedented accuracy. Thrilling advancements await inside, marking a pivotal turn in technology and linguistics that demands your attention. This punchy, 50-word highlight abstract teases the revolutionary findings without revealing the full depth, spurring curiosity and drawing readers into the full narrative of NLP's transformative impact on machine translation.

TextCortex AI: Create Perfect Abstracts with AI

If you're looking for an AI assistant to help you complete a variety of writing tasks, including abstract types, look no further than TextCortex ! TextCortex aims to reduce the workload of its users and skyrocket their productivity with its advanced AI features, automation options and easy-to-use templates. TextCortex is available as a web application and browser extension. The TextCortex browser extension is integrated with 30,000+ websites and apps. So, he can continue to support you wherever and whenever.

Zeno Assistant

If you want to write an abstract and don't know where to start, or if you need a personal assistant while drafting your paper, Zeno Assistant can be your saviour. Zeno Assistant is offered by TextCortex and is designed to support you at every stage of your writing process, from creating an outline to proofreading.

To activate Zeno Assistant in any textbox on 30,000+ websites, including Pages and Google Docs, simply use the “Alt/Opt + Enter” shortcut. Thus, you can benefit from Zeno Assistant's advanced AI writing features. Some of the most popular Zeno Assistant features include:

• Make Longer/Shorter
• Simplify Language
• Continue Writing
• Draft Essay / Blog Post / Outline
• Find Action Items

TextCortex comes with the conversational AI of your dreams, called ZenoChat . ZenoChat is a customizable conversational AI designed to support its users in a variety of tasks, from research to text generation. ZenoChat offers clear and human-like responses, as well as text generation options such as abstracts, introductions, articles, conclusions, emails, and paraphrasing with different tones of voice.

ZenoChat comes with a web search feature that allows it to use the whole internet as a data source to generate output. The ZenoChat web search feature has 7 different options: Scholar, Internet, YouTube, Reddit, Twitter, News, and Wikipedia. If you activate the Scholar option, ZenoChat will only use the data it receives from scholarly sources when producing output.

ZenoChat offers a fully customizable AI experience through our "Individual Personas" and "Knowledge Bases" features. Our "Individual Personas" feature enables you to create ZenoChat's output style, tone of voice, and personality based on your preferences. Our "Knowledge Bases" feature allows you to train your own custom AI chatbot by uploading or connecting data sets that ZenoChat will use to generate output.

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September 23 – 25, 2024

ORIP’s S10 Instrument Program – The Best Resource You Never Knew Existed

The NIH Office of Research Infrastructure Programs (ORIP) supports investments in resources and infrastructure that enable scientists to conduct high-quality research, foster collaboration, train future professionals, and drive innovation and future economic growth. ORIP provides research resources and physical infrastructure support in several ways. Here we would like to highlight the long-standing S10 Instrumentation Grant Program which supports the purchase of state-of-the-art, commercially available instruments for NIH-funded investigators. Every instrument awarded by an S10 grant must be used on a shared basis, which makes the program cost-efficient and very beneficial to thousands of investigators at numerous institutions across the country. The goals of this poster are to describe the characteristics of the S10 program, review the impact of shared-use instruments awarded by the S10 programs on building research capacity in under resourced institutions, enabling advanced research discoveries in research institutions nationwide, and summarize how the S10 program fosters collaboration between NIH and academia, benefiting NIH trained scientists in their future research careers beyond NIH.

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FIP indicates International Pharmaceutical Federation.

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Ashraf AR , Mackey TK , Schmidt J, et al. Safety and Risk Assessment of No-Prescription Online Semaglutide Purchases. JAMA Netw Open. 2024;7(8):e2428280. doi:10.1001/jamanetworkopen.2024.28280

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Safety and Risk Assessment of No-Prescription Online Semaglutide Purchases

• 1 Department of Pharmaceutics, Faculty of Pharmacy, University of Pécs, Pécs, Hungary
• 2 Global Health Program, Department of Anthropology, University of California San Diego, La Jolla
• 3 Global Health Policy and Data Institute, San Diego, California
• 4 S-3 Research, San Diego, California
• 5 Institute of Biochemistry and Medical Chemistry, Medical School, University of Pécs, Pécs, Hungary
• 6 Department of Pharmaceutical Chemistry, Faculty of Pharmacy, University of Pécs, Pécs, Hungary

The popularity of branded semaglutide is surging, with widespread media coverage, viral social media exposure, and celebrity endorsements. 1 Although Wegovy (Novo Nordisk) is approved for long-term weight management, Ozempic (Novo Nordisk) (only approved for type 2 diabetes) is often used off-label for this purpose. Global regulatory agencies, including the US Food and Drug Administration (FDA), European Medicines Agency, and World Health Organization (WHO), have warned about fake versions driven by patient demand, high cost, and shortages. Illegal online pharmacies, which operate without valid licenses and sell medicines like semaglutide without prescription, represent a consumer risk for ineffective and dangerous products.

In this qualitative study, we conducted risk assessment of semaglutide online sourcing ( Figure and eAppendix in Supplement 1 ). We followed the SRQR reporting guideline.

First, we conducted structured searches on Google and Bing to catalog websites advertising semaglutide without a prescription in July 2023. Websites meeting inclusion criteria were selected for a product test buy protocol. 2 Two 0.25-mg per dose prefilled pens or equivalent semaglutide injection vials were ordered from each website. Upon product receipt, authors (A.R.A., and A.F.) used the International Pharmaceutical Federation’s (FIP) checklist for visual inspection to assess potential counterfeiting or falsification risks, compared with genuine Ozempic brand 1-mg semaglutide solution for injection in a prefilled pen. 3 Products were then tested for quality, including sterility and microbiological contamination, according to European Pharmacopoeia and US Pharmacopeia guidelines. Quantification of active ingredients was performed using liquid chromatography–mass spectrometry (LC-MS). Test purchases and analytical testing were performed August from 2023 to March 2024.

Search engine monitoring generated 1080 hyperlinks, with 317 (29.35%) for online pharmacies. Nearly one-half (134 sites [42.27%]) belonged to illegal pharmacy operations; 763 links were websites not offering products for sale, including 615 news and informational websites and 148 telemedicine websites requiring consultation to obtain prescription before purchase.

Six online vendors classified as not recommended or rogue by LegitScript and/or National Association of Boards of Pharmacy and offering parenteral semaglutide products were included in test buys. Three websites offered prefilled 0.25-mg per dose semaglutide injection pens, and 3 sold vials of lyophilized semaglutide to be reconstituted to solution for injection (1-3 mg). All vendors referred to weight loss and obesity on their product page. Prices for the smallest dose and quantity ranged from US $113 to $360 (mean [SD], US $218.5 [$93.6]) ( Table ).

Test purchases were confirmed via email and WhatsApp. Of 6 products purchased, only 3 were received. Three vendors selling Ozempic injections engaged in nondelivery scams requesting extra payments (range, US $650-$1200) to purportedly clear customs, confirmed as fraudulent by customs agencies. Although genuine Ozempic scored the full 22 points on the FIP checklist, test purchased products scored 8 or 9 with clear discrepancies in regulatory registration information, accurate labeling, and evidence products were likely unregistered or unlicensed.

Upon quality testing, one sample had elevated presence of endotoxin (8.95 EU/mg) indicating possible contamination, although no viable microorganisms were detected. LC-MS revealed the presence of semaglutide in all samples, but with considerably lower purity levels (7%-14% vs advertised 99%). The measured semaglutide content substantially exceeded the labeled amount in each sample by 29% to 39%, meaning that users could receive up to 39% more semaglutide per injection. These risk factors indicate likely falsification that does not meet legitimate product quality standards.

This qualitative study found that semaglutide products are actively being sold without prescription by illegal online pharmacies, with vendors shipping unregistered and falsified products. Two websites evaluated were sent FDA warning letters for unlawful sale of unapproved and misbranded semaglutide. 4 , 5 US poison centers have reported a 1500% increase in calls related to semaglutide, highlighting the need for enhanced pharmacovigilance including for online sourcing harms. 6 Study limitations include limited sample of products tested due to nondelivery scams. Furthermore, although tested products represent some accessible semaglutide products sold online, higher priced offerings were excluded, limiting generalizability of the findings.

Accepted for Publication: June 21, 2024.

Published: August 2, 2024. doi:10.1001/jamanetworkopen.2024.28280

Open Access: This is an open access article distributed under the terms of the CC-BY License . © 2024 Ashraf AR et al. JAMA Network Open .

Corresponding Author: Tim K. Mackey, MAS, PhD, Global Health Program, Department of Anthropology, University of California San Diego, 9500 Gilman Dr, MC 0505, La Jolla, CA 92093 ( [email protected] ).

Author Contributions: Dr Ashraf had full access to all of the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.

Concept and design: Ashraf, Mackey, Vida, Li, Fittler.

Acquisition, analysis, or interpretation of data: All authors.

Drafting of the manuscript: Ashraf, Mackey, Kulcsár, Vida, Fittler.

Critical review of the manuscript for important intellectual content: Ashraf, Mackey, Schmidt, Kulcsár, Li, Fittler.

Statistical analysis: Ashraf, Kulcsár, Li.

Obtained funding: Mackey, Fittler.

Administrative, technical, or material support: Ashraf, Mackey, Vida, Li.

Supervision: Mackey, Fittler.

Conflict of Interest Disclosures: Mr Schmidt reported receiving grant TKP2021-EGA-17 from the Hungarian National Research, Development and Innovation Office outside the submitted work. No other disclosures were reported.

Funding/Support: The research was supported by the Hungarian Scientific Research Fund (grant NKFI-ID 143684).

Role of the Funder/Sponsor: The funder had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

Data Sharing Statement: See Supplement 2 .

Additional Contributions: The research was performed in collaboration with Mass Spectrometry Core Facility at the Szentágothai Research Centre of the University of Pécs.

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