Writing Abstracts
Gina Koczberski
Research Fellow
Humanities Faculty
29th June, 2013
What is an abstract?
What is an abstract?
• A presentation of the essential elements of a
longer work in a short and powerful statement
(concise summary).
• A statement of xxx words maximum –the
number you are told to write.
• An abstract presents all the main arguments
and important results contained in the longer
work (tells the reader what to expect in the
written work) .
Humanities Factpack for HDR students:
“After reading the abstract, the reader should be
able to understand the research question and
objectives, have a sense of the contexts
(theoretical, practical) of the research, be able
to identify in general terms what methodologies
will be used, and have a sense of the project’s
significance and its likely outcomes” (2012: 22).
When to write an abstract?
• Before the longer work is produced, as with
conference presentation proposals,
book/chapter proposals.
• While the longer work is being produced, as
with research grant applications.
• After the longer work has been produced, as
with theses and journal articles.
Why write an abstract?
• To gain an audience (to attract people to your
presentation, to read your article etc –
especially important with the increase use of
on-line search databases.).
• It is increasingly essential for anyone
embarking on an academic career to publish
and apply for grants.
• To gain acceptance (of a conference
presentation, a book proposal etc.).
How to write an Abstract
An abstract should provide answers to the following
questions:
1. What was done? (background/context of study).
2. Why was it done? (purpose, aim, argument,
problem).
3. How was it done? (methods/approach).
4. What was found (results).
5. What are the implications of the findings?
(conclusion, significance, so what?).
Numbasa, G & Koczberski G. (2012) Migration, informal urban settlements and non-market land transactions: a case
study of Wewak, East Sepik Province, Papua New Guinea. Australian Geographer 43(2), 143-161.
This paper examines the various ways migrant settlers have gained and
maintained access to land in the informal urban settlements of Wewak, the
provincial capital of East Sepik Province, Papua New Guinea (PNG). Urban
population growth in PNG and in Pacific Island States more generally, is
predicted to grow rapidly over the next two decades. Given the limited
availability of formal housing for lower income people, it is likely that many will
live in informal urban settlements on land owned by customary landowners. To
date, there is very little information on how migrants living in informal
settlements obtain and maintain access to land to erect dwellings and pursue
livelihoods. Drawing on field research carried out in seven informal settlements
in Wewak, the paper describes the historical, trading and/or marital ties
between landowners and the original settler community. The discussion
focuses on how access rights are maintained and have changed over time as
the social and exchange relationships deteriorate between second generation
urban migrants and younger generation landowners. The weakening of the
social relationships between these two groups undermines the long-term use
rights of migrants. By examining the changing tenure security of second
generation migrants the paper shows that whilst informal land markets
perform an important role in housing provision for the urban poor they often
fail to deliver long-term tenure security. The paper finishes with a brief
consideration of the implications of the research findings for guiding policies
on urban land reform and planning on customary land in PNG.
What was
done?
Why was it
done?
How was it
done?
What was
found?
What are the
implications?
Shanthy, T. & Thiagarajan, R. (2012) Interactive multimedia instruction versus traditional training programmes:
analysis of their effectiveness and perception. The Journal of Agricultural Education and Extension 17(5),459-472.
In this article, the practicability of the introduction of computer multimedia as
an educational tool was compared with the traditional approach for training
sugarcane growers in ratoon management practices in three villages of Tamil
Nadu state, India using pre-test and post-test control group experimental
design. A CD-ROM was developed as a multimedia resource to support the
training process using Macromedia Flash as the authorware. Three modes of
message delivery –traditional lecture alone, lecture followed by multimedia
and multimedia alone were analysed for their effectiveness in term of
knowledge gain, learning index and extent of adoption. The group which was
exposed to lecture followed by multimedia had better knowledge gain and
learning index. Farmers perceived that the use of different multimedia building
blocks made it an interesting and educative tool. The message, when given
through lecture alone was perceived as boring and monotonous with limited
attention span. The extent of adoption of ratoon management practices was
almost on par; however the group which had received instructions through
lecture followed by computer multimedia had a better adoption rate. Such a
comparative analysis is an opportunity for a better understanding of the role
that multimedia could play in technology transfer to farmers.
What was
done?
Why was it
done?
How was it
done?
What was
found?
What are the
implications?
Other things to consider
•
•
•
•
•
•
•
Title
Key words
Be concise.
Use plain English.
Avoid vague statements.
Must meet the word count limitations.
Don’t include information not discussed in the
paper.
• Usually don’t include references.
Exercises: learning to write good
abstracts