4.4 Technical writing: models for writing informative abstracts  (Page 2/3)

Each abstract follows the specific criteria for the particular field of study.

Slide # 10: Informative Abstract Format. Next, the instructor will discuss slide # 10, the required criteria and format for writing informative abstracts. This slide may be adapted to incorporate more specific relevant criteria for abstracts in a particular discipline.

The instructor should highlight the above quote by McGirr, 1973, and explain that, many times, when conducting database research, the abstract and the paper’s title are the only elements offered. As a result, the abstract should appeal to readers’ interests and persuade them that they should obtain a full text copy of the document for in-depth information.

Slide # 11: Abstract Lengths. This slide explains typical lengths of abstracts based on their genre (ANSI/NISO, 1997, p.4). A good rule of thumb is that an abstract is usually 10% or less the length of a report.

Slide # 12: Abstract Basics. This slide provides specific criteria observed for all abstracts.

Slide # 13: The Informative Abstract. This slide lists the items that should be briefly summarized in informative abstracts. While discussing this slide, highlight that the abstract is a “miniature version of the paper” (Day&Gastel, 2011, p. 53).

Slide # 14: Appealing Abstracts. Repeat to the students that the abstract is read first and will determine whether the reader will read the paper. Therefore, it should fulfill the below conditions.

Slide # 15:&16 Writing the Abstract. If students follow these steps (Kretchmer&Blanco, 2008), they will more efficiently be able to identify chief elements and organize abstracts accordingly.

Slide # 17: 5 Questions Good Abstracts Answer. According to the ERS (2010), good abstracts should briefly address the questions mentioned in this slide. Students should be asked why it is important that abstracts address these questions. Questions can include the following for the points (possible responses are provided in parentheses):

1. What importance do background and summary have in an abstract? (To present the most up-to-date information and clarify the study’s purpose.)
2. Why should the study’s primary objectives be presented? (To explain possible hypotheses and justify why it was studied.
3. Which methods or techniques should be highlighted? (Those needed for the reader to understand the study. Those that demonstrate the study’s design and context.)
4. What type of findings should be included in an abstract? (Significant data and results.)
5. Why explain its significance? (To highlight the study’s importance and descibe its potential implications. To justify the reason for conducting the study.)

Slide # 18: Group Activity. For this activity, the instructor should have one or more abstracts (with varying degrees of accuracy) available to the students for reading in class or as an assignment. The links provided in the Materials section (above) of this module also contain exercises that may be adapted for the students.

Groups of three or more students should read the abstract(s) and locate the statements that respond to the questions in Slide # 17. Class dialogue should follow for the students to present and discuss their responses.