Informative abstracts
The University of Melbourne (n.d.) suggests the following questions to consider for each section:
Background information
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What problem does this work attempt to solve?
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What is the scope of the project?
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What is the main argument, thesis or claim?
The aim or purpose
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What is the real-world impact of the issue or problem you are researching?
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Why is it interesting or useful to undertake this research?
The methods
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An abstract may include specific models or approaches used in the larger study.
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Other abstracts may describe the types of evidence used in the research.
The results
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An abstract of a scientific work may include specific data that indicates the results of the project.
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Other abstracts may discuss the findings in a more general way.
The conclusion
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How does this work add to the body of knowledge on the topic?
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Are there any practical or theoretical applications from your findings or implications for future research?
Example:
The University of Adelaide (2014) identifies the sections of an informative abstract for a psychology report below.
Abstract (Zoltan, 2005)
Metalinguistic awareness contributes to effective writing at university. Writing is a meaning-making process where linguistic, cognitive, social and creative factors are at play. University students need to excel at the skills of academic writing not only for getting their degree but also for their future career. It is also significant for lecturers to know who our students are, how they think and how we can best assist them. This study examines first-year undergraduate Australian and international engineering students as writers of academic texts in a multicultural setting at the University of Adelaide. A questionnaire and interviews were used to collect data about students’ level of metalinguistic awareness, their attitudes toward, expectations for, assumptions about and motivation for writing. The preliminary results of the research show that students from different cultures initially have different concepts about the academic genres and handle writing with different learning and writing styles, but those with a more developed metalanguage are more confident and motivated. The conclusion can also be drawn that students’ level of motivation for academic writing positively correlates with their opinion about themselves as writers. Following an in-depth multi-dimensional analysis of preliminary research results, some recommendations for writing instruction will also be presented.
Key parts
Select the key part type for a specific example.
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Background
Metalinguistic awareness contributes to effective writing at university. Writing is a meaning-making process where linguistic, cognitive, social and creative factors are at play. University students need to excel at the skills of academic writing not only for getting their degree but also for their future career. It is also significant for lecturers to know who our students are, how they think and how we can best assist them.
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Purpose and aim
This study examines first-year undergraduate Australian and international engineering students as writers of academic texts in a multicultural setting at the University of Adelaide.
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Methods
A questionnaire and interviews were used to collect data about students’ level of metalinguistic awareness, their attitudes toward, expectations for, assumptions about and motivation for writing.
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Results
The preliminary results of the research show that students from different cultures initially have different concepts about the academic genres and handle writing with different learning and writing styles, but those with a more developed metalanguage are more confident and motivated.
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Conclusions
The conclusion can also be drawn that students’ level of motivation for academic writing positively correlates with their opinion about themselves as writers. Following an in-depth multi-dimensional analysis of preliminary research results, some recommendations for writing instruction will also be presented.
