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Chapter7Abstract
GraduateAcademicEnglishWriting
ContentsDefinitionofanAbstract123TypesofAbstractsStructureofAbstractsCharacteristicsofAbstracts45ReadingandWritingStepsofAbstracts6VerbTensesinWritingAbstracts1.DefinitionofanIntroductionAnabstractisaconcisesummaryofapaper,coveringthepurpose,methods,results,andconclusions.Itshouldbeobjectiveandtypicallybetween150to300words,varyingbydisciplineandjournal.Reviewersusetheabstracttojudgeapaper'spublicationvalue,impactingitschancesofbeingpublished.Ithelpsreadersquicklyunderstandthepaper'scorecontent,increasingcitationpotential.Theabstractfacilitatesliteraturesearches,affectingthepaper'sretrievalandcitationrates.Theabstracthelpsreadersquicklydecideiftheyneedtoreadthefullpaperandaidsintheselectionandcompilationofsecondaryliterature.2.
TypesofAbstractsDescriptive
TypesDescriptiveabstractisgenerallybrief,andmostof
themconsistofsuchpartsasthebackground,the
purpose,andmainquestions/topicsofthearticle.Thedescriptiveabstractlacksdetailedresults,necessitatingaccesstothefulltextforcomprehensiveunderstanding.Example12.
TypesofAbstractsInformative
Types
Informative
abstractincludesthebackground,theaimorpurposeoftheresearch,themethod
used,thefindings/results,andtheconclusion.Informativeabstractsfurnishpreciseresearchdata,particularlyresults,akintobriefpapersofferingkeyinsights,possiblyobviatingtheneedforfulltextreading.Example22.
TypesofAbstractsStructured
Types
Structuredabstractconsistsoffourparts:
Introduction/Background,MaterialsandMethods,
Results/Finding,andConclusion.AstructuredabstractwithlabeledIMRACsections(Intro,Methods,Results,Conclusion)aidsrapidcomprehension,reflecting
scientificdiscovery.Itbenefitsauthors/readersbyprecisesummarization,streamliningpeer-review,andboostingcomputerizedsearch.Example33.
Structure
ofAbstractsBackgroundoftheresearchAbstractconsistsoffivepartsShortcomingsofthepreviousresearchMethodologyConclusionSignificanceoftheresearch3.
Structure
ofAbstractsExample4Background:Thequalityofmedicaleducationisakeyfactor.Thefactthatmostly
physiciansteachtomorrow’sphysicianswithoutacquiringpedagogicalskillsbefore
becomingateacherisacauseofconcern.Shortcomings:InHungary,wheretraditionalteachingmethodsarecommon,and
teachershavenothadpedagogicalcoursesinmedicaleducationtherehasnotbeenanyresearchdealingwiththeissue.Objectives:Ontheonehand,weaimedwiththiscross-sectionalstudytoexamine
theattitudesofteacherstowardslearningoutcomesofmedicalstudentstogetaview
abouttheopinionsabouttheirimportanceandrateofdelivery.Ontheotherhand,we
analyzedthepedagogicalskillsofteachersfromthestudents’andteachers’perspective
inHungary.3.
Structure
ofAbstractsExample4Methods:Datacollectionthroughself-reportedquestionnairesinonlineformin
allthefourHungarianhighereducationinstitutionsofferingmedicaleducationwas
carriedoutamongteachersandstudentswithactivestudentlegalstatusin2017.We
validatedthequestionnairesofthetworespondents’groups.Weusedgapmatricesto
representthecorrespondencesofthedeliveryandperceivedimportanceofthelearning
outcomes.Wecalculatedaveragesofthepedagogicalskillsandcomparedthemwith
t-tests.Results:Theresultsindicatethelackofconcordancebetweentheratesofthe
learningoutcomesintermsoftheirimportanceanddelivery—nopositivegapcan
beobserved—andtheneedforpedagogicalskillsamongteachersandstudents.The
opinionsofstudentscomparedtoteachers’areallstatisticallyhigheraccordingtothe
averages.Conclusionandsignificance:Thestudyresultsunderlinethenecessityofa
transitionandparadigmshiftinmedicaleducationfromdeliveringsolelyprofessional
knowledgetowardspedagogicallypreparedpracticeandpatientorientedteaching
methodsaswellasacquiringpedagogicalknowledgeaspartofthetrainingofmedical
teachersinHungary.4.
Characteristics
ofAbstractsThreecharacteristicsAccuracyObjectivityNormalization4.
Characteristics
ofAbstractsAccuracyCorrespondenceandCompleteness:An
abstractshouldaccuratelyreflectthecontentofapaper,includingallimportantaspectswithoutdeviatingintounrelatedtopics.Itensuresthatthemaincontentofthepaperiscomprehensivelycovered.ClarityandTerminology:Thelanguageusedintheabstractshouldbeconsistentwiththeoriginalresearch,employingclearandprecisetermstoavoidambiguityormisunderstandings.Forspecificfields,itisimperativetoutilizeaccurateandauthoritativeterminology.DataAccuracyandEthicalConsiderations:Theabstractmustadheretostrictaccuracyinpresentingdata,experimentalresults,andconclusions.Allinformationmentionedmustbethoroughlyverifiedtopreventerrorsormisleadingstatements.Furthermore,itupholdsethicalstandardsbyensuringtheaccuracyandcompletenessofcitedliterature,thusavoidingacademicmisconduct.4.
Characteristics
ofAbstractsHighlightOriginality&Innovation:Anabstractshouldemphasizethepaper'soriginalandmostinnovativeaspects,showcasingthenovelcontributions.MaintainObjectivity:Thecontentoftheabstractmustbefactualandunbiased,avoidingsubjectiveopinions,comments,orself-evaluations.Statementslike"domesticinnovation,""fillingthegap,"or"reportingforthefirsttime"shouldbeomittedtopreventexaggeratedevaluations.Letauthoritativeacademicinstitutionsorexpertsassessthepaper'sacademicvalue.SeriousTone&Impartiality:Theabstractshouldreflectthepaper'sviewpointswithaserious,objective,andimpartialtone.Avoidusingliterarydeviceslikerhetoric,metaphors,interrogativesentences,exclamations,ordescriptivelanguage.It'sunnecessaryandinappropriatetoevaluatethepaperhighlywithintheabstract,andphraseslike"thisarticlesurpassespreviousresearch"or"thisarticlecomprehensivelydiscussesthisissue"shouldnotbeincluded.Objectivity4.
Characteristics
ofAbstractsConciseandStandardizedLanguage:Theabstractshouldbewrittenconciselywithstandardizedterminologyandappropriateuseofabbreviations.Abbreviationsforwell-knowncountries,institutions,andspecializedterminologyshouldbeusedtokeepthetextsuccinct.ProperAnnotationandAvoidanceofUnnecessaryElements:Specialterms,abbreviations(excludingmeasurementunits),andnewtermswithoutsuitableChineseequivalentsshouldbeannotatedinparentheseswiththeiroriginalortranslatedtext.Theabstractshouldrefrainfromcitations,examples,illustrations,tables,referencenumbers,mathematicalformulas,andchemicalstructuralformulas,unlessabsolutelynecessary.SubjectFocus:Thesubjectoftheabstractshouldnotbephrasedinfirst-persontermslike"thisarticle,""thisresearch,""thisauthor,"or"author."Instead,itshouldfocusontheobjectofresearchpresentedinthepaper,maintaininganobjectiveandresearch-centeredtone.Normalization5.
ReadingandWritingStepsofAbstractsReadingStepsStep1:Readthebackground/introduction,includingthepurposeofthestudy,the
significanceofthestudy,theresearchstatus,etc.Step2:Readthemethodsandmaterials,includingtheresearchdesign,the
researchsteps,the
materialsandtoolsused,etc.Step3:Readtheresults/findings,includingthequantitativeandqualitativeresults,
andtheclearanalysisandexplanationofresults/findings.Step4:Readtheconclusions,includingthe
implications,andthetheoreticaland
practicalmeaning.5.
ReadingandWritingStepsofAbstractsWritingStepsStep1:Brieflydeclaretheresearchtopicinonetotwosentences,andintroduce
thebackgroundoftheresearch,includingtheaimsofthestudy,theproblemstobe
solvedandthesignificanceofthestudy.Step2:Brieflydescribetheresearchdesign,themethods,materialsused,introduce
theprocedureoftheresearch,explaintheresearchresults,andfinallypresentthe
researchconclusionsandimplications.Step3:Revisetheabstract,includingthefollowingsteps:readtheabstractand
ensurethatitcoverstheessentialelementsofthepaper,removethesuperfluous
information,addtheinformationoriginallyleftout,checkforgrammaticalandspelling
mistakes,payattentiontotheproperuseofconjunctionstomaketheabstractcoherent,
checkthewordlength,avoidredundancyandwordinesstomaketheabstractconcise
andreadable.5.
ReadingandWritingStepsofAbstractsWritingTipsThedescriptionofthebackgroundinformationshouldbeconcise.Theirrelevantinformationshouldnotbementionedintheabstract.Termsorconceptsshouldnotbeexplainedordefinedintheabstract.Citationsshouldnotbeincludedintheabstract.Ellipticalforms,abbreviations,acronyms,figureortable
shouldnotbeusedintheabstract.Thefirstperson“I”shouldnotbeusedinacademicwriting.6.
VerbTensesinWritingAbstractsThesimplepresentorpresentperfecttenseisoftenusedtostatethebackgroundortheproblemoftheresearch.Auditoryperformanceoutcomeofchildrenwithhearingimpairmenthas
beenwidelystudied,andtherelatedfactorsoftheperformancehavebeen
exploredamongdifferentagegroupsforEnglishspeaking-hearingimpaired
children.Manypatientswithsevereaorticstenosisandcoexistingconditionsarenot
candidatesforsurgicalreplacementoftheaorticvalve.Recently,transcatheter
aortic-valve
implantation(TAVI)hasbeensuggestedasalessinvasive
treatmentforhigh-riskpatientswithaorticstenosis.6.
VerbTensesinWritingAbstractsThispaperaimstostudytherelationshipbetweenhighereducationaccreditation
andteachingandlearningenhancementsinacademicinstitutions.Thesimplepasttenseisoftenusedtodescribethemethodologyormaterialsof
theresearch.Thesimplepresenttenseisoftenusedtostatethepurposeorobjectiveofthe
research.ThreeArabicquestionnairestargetingtheauditory
abilitieswereconstructedby
selectingitemsfromdifferentEnglish-basedquestionnairesandtranslatingthem
intoArabicandadaptedtoEgyptianculture.6.
VerbTensesinWritingAbstractsTherewerenon-significantdifferencesbetweencochlearimplantedchildren
andchildrenwithhearingaidsregardingauditoryabilitiesperformances.
Languageageandaidedpuretoneaudiometrywereconsideredthebest
predictorsofauditoryabilitiesofhearing-impairedEgyptianchildren.Thisresultindicatesthatevenafteralmostsevenyearsofdeviceuse,thespeech
ofHIchildrenstilldiffersfromthespeechofNHchildren.Thesimplepresentorpasttenseisoftenusedtopresenttheresultsandthe
findingsoftheresearch.6.
VerbTensesinWritingAbstractsThesimplepresentorpasttenseisoftentostatetheconclusionsandapplications
oftheresearch.ListenersagreethatthespeechofNHchildrensoundsbetterthanthespeechof
HIchildren.ModernTCMexpertshavede-emphasizedtheitemsonphysicalandtongue
expressionsandhaveadoptedinsteadthosefromWesternmedicine.Intra-expertagreementacrossitemswaslow,andeachexperttendedtosticktoher/
hisoriginalopinions.Thank
You!
Chapter8CitationandReferenceGraduateAcademicEnglishWriting
ContentsDefinitionsofCitationandReference1ImportanceofCitationandReferencing
2MethodstoCiteandReference3ReferencingSystems4ReferencingManagement51.DefinitionsofCitationandReferenceCitationcanbedefinedasthewordsorlinestakenfromatextoraspeech.Referenceisanotetorecognizeasourceofinformationorofaquotedpassage.Botharedirectorindirectacknowledgmentsofothers’wordsorideasinasuitableformat.toacknowledgetheworkofotherwriterstodemonstratethebodyofknowledgeonwhichyouhavebasedyourworktoenableotherresearcherstotraceyoursourcesandleadthemontofurtherinformation2.ImportanceofCitationandReferencingRefertothesourceinyourtext(thecitation).Givefulldetailsofthesourceinyourbibliographyorlistofreferencesattheendofyourwork(thereference).3.
MethodstoCiteandReferenceHowtocitesourcesinyourworkParaphrasingSummarizingReferringtoasourceQuotingUsingstatisticsordatafromasource
3.
MethodstoCiteandReferenceHowtocreateyourlistofreferencesorbibliographyAlistofreferencesgivingfulldetailsofalltheitemsyouhavecitedinthetextofyouressayorassignment.Onlysourceswhichmatchcitationsinthetextwillbeincluded.(Sometutorsrefertothisasa“bibliography”).Abibliographygivingfulldetailsofallitemscitedinyourtextplusanyotherrelevantitemswhichyouhaveconsultedforbackground.3.
MethodstoCiteandReference4.
ReferencingSystemsFormat:Fields:Format:Fields:MLAFormatUsedinEnglish,foreignlanguage,literaturecourses,humanities.APAFormatUsedinsocialsciences,education,engineeringandbusiness.ChicagoFormatUsedinhistory,economicsandsocialsciences.AAAFormatUsedinanthropologyandethnography.CSEFormatUsedinbiologicalsciences.AMAFormatUsedinBiomedicalsciences,medicineandnursing.ACSFormatUsedinchemistry.AIPFormatUsedinphysics.BluebookFormatUsedinAmericanacademiclegalwriting.1.MLAStyleMLACoverPage:Thispageisdoublespacedandthelettersarecentered.Font:TimesNewRomanFontsize:12Thefirstletterofeachwordshouldbecapitalizedwiththeexceptionof:articles(a/an/the);conjunctions(and/for/but/or/nor);shortpreposition(nomorethan4words);toin“todo”Note:thefirstletterofthefirstwordshouldbecapitalized,regardlessofwhatkindofworditis.Typethenameofyouruniversityorcollege.Skiptoaboutone-thirdofthepageandtypeyourresearchpapertitle,includeasubtitleifyouhave.Skipseverallinesdownandtypeyourname,yourcoursenameandnumber,yourinstructornameandyourpaper’sduedate.4.
ReferencingSystems1.MLAStyleMLAFormatHeading:1.TheOpeningPage2.TheInnerPages3.TheWorksCitedpage4.
ReferencingSystems1.MLAStyleMLAIn-textCitations:1.Author’sNameinParentheses:Whenpeoplemarrynow“thereisanimportantsenseinwhichtheydon’tknowwhattheyaredoing”
(Giddens46).
2.Author’sNameinDiscussion:Giddens
claimsthatwhenpeoplemarrynow“thereisanimportantsenseinwhichtheydon’tknowwhattheyaredoing”
(46).
3.GeneralReference:
Ageneralreferencereferstoasourceasawhole,toitsmainideas,ortoinformationthroughout;itneedsnopagenumber.Inparentheses:
Manyspeciesofanimalshavecomplexsystemsofcommunication(Bright).Indiscussion:
As
MichaelBright
observes,manyspeciesofanimalshavecomplexsystemsofcommunication.
4.
ReferencingSystems4.SpecificReference:
Aspecificreferencedocumentswords,ideas,orfactsfromaparticularplaceinasource,suchasthepageforaquotationorparaphrase.Quotation:
Dolphinscanperceiveclickingsounds“madeupof700unitsofsoundpersecond”
(Bright52).Paraphrase+Facts:
Bright
reportsthatdolphinsrecognizepatternsconsistingofsevenhundredclickseachsecond
(52).
5.OneAuthor:
Providetheauthor’slastnameinparentheses,orintegrateeitherthefullnameorlastnamealoneintothediscussion:AccordingtoMaureenHoney,governmentpostersduringWorldWarIIoftenportrayedhomemakers“asvitaldefendersofthenation’shomes”
(135).
6.TwoorThreeAuthors:TheitemisnotedinapartiallistofFrancisBacon’sdebtsfrom1603on
(JardineandStewart275).Forthreeauthors:
(Norman,Fraser,andJenko209).
MLAFormatWorksCitedTemplates/Formulas:4.
ReferencingSystems4.
ReferencingSystems4.
ReferencingSystems4.
ReferencingSystems2.APAStyleprofessionalpaperstudentpaperthetitleofthepaper,theauthor’sname,andtheinstitutionalaffiliationthetitleofthepaper,theauthor’sname,andtheinstitutionalaffiliation
thecoursenumberandname,instructorname,andassignmentduedateauthornote:theORCIDiD(OpenResearcherandContributorIdentifier),andtheURL(UniformResourceLocation)4.
ReferencingSystemsAPACitationBasics1.ShortQuotationsAccordingtoJones(1998),“studentsoftenhaddifficultyusingAPAstyle,especiallywhenitwastheirfirsttime”(p.199).Jones(1998)found“studentsoftenhaddifficultyusingAPAstyle”(p.199);whatimplicationsdoesthishaveforteachers?Shestated,“StudentsoftenhaddifficultyusingAPAstyle”(Jones,1998,p.199),butshedidnotofferanexplanationastowhy.4.
ReferencingSystems2.LongQuotations
Startthequotationonanewline.Indented1/2inchfromtheleftmargin,i.e.,inthesameplaceyouwouldbegina
newparagraph.Typetheentirequotationonthenewmargin,andindentthefirstlineofany
subsequentparagraphwithinthequotation1/2inchfromthenewmargin.Maintaindouble-spacingthroughout,butdonotaddanextrablanklinebeforeor
afterit.Theparentheticalcitationshouldcomeaftertheclosingpunctuationmark.4.
ReferencingSystems3.
QuotationsfromSourcesWithoutPagesJones(1998)foundavarietyofcausesforstudentdissatisfactionwithprevailingcitationpractices(paras.4–5).Ameta-analysisofavailableliterature(Jones,1998)revealedinconsistencyacrosslarg
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