abstract essay writing definition

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An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long.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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Writing an Abstract

What is an abstract.

An abstract is a 150- to 250-word paragraph that provides readers with a quick overview of your essay or report and its organization. It should express your thesis (or central idea) and your key points; it should also suggest any implications or applications of the research you discuss in the paper.

According to Carole Slade, an abstract is “a concise summary of the entire paper.”

The function of an abstract is to describe, not to evaluate or defend, the paper.

The abstract should begin with a brief but precise statement of the problem or issue, followed by a description of the research method and design, the major findings, and the conclusions reached.

The abstract should contain the most important key words referring to method and content: these facilitate access to the abstract by computer search and enable a reader to decide whether to read the entire dissertation.

Note: Your abstract should read like an overview of your paper, not a proposal for what you intended to study or accomplish. Avoid beginning your sentences with phrases like, “This essay will examine...” or “In this research paper I will attempt to prove...”  

(The examples above are taken from Form and Style (10th ed.), by Carole Slade; The Scott, Foresman Handbook for Writers (5th ed.); and the Publication Manual of the American Psychological Association (5th ed.).)

Note: The following are specifications for an abstract in APA style, used in the social sciences, such as psychology or anthropology. If you are in another discipline, check with your professor about the format for the abstract.

Writing an Abstract for an IMRaD Paper

Many papers in the social sciences, natural sciences, and engineering sciences follow IMRaD structure: their main sections are entitled Introduction, Methods, Results, and Discussion. People use the abstract to decide whether to read the rest of the paper, so the abstract for such a paper is important.

Because the abstract provides the highlights of the paper, you should draft your abstract after you have written a full draft of the paper. Doing so, you can summarize what you’ve already written in the paper as you compose the abstract.

Typically, an abstract for an IMRaD paper or presentation is one or two paragraphs long (120 – 500 words). Abstracts usually spend

25% of their space on the purpose and importance of the research (Introduction)

25% of their space on what you did (Methods)

35% of their space on what you found (Results)

15% of their space on the implications of the research

Try to avoid these common problems in IMRaD abstracts:

1. The abstract provides a statement of what the paper will ask or explore rather than what it found:

X This report examines the causes of oversleeping. (What did it find out about these causes?) √ Individuals oversleep because they go to bed too late, forget to set their alarms, and keep their rooms dark.

2. The abstract provides general categories rather than specific details in the findings:

X The study draws conclusions about which variables are most important in choosing a movie theater. (What, specifically, are these variables?)

√ The study concludes that the most important variables in choosing a movie theater are comfortable seats and high-quality popcorn.

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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 .

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.

What can proofreading do for your paper?

Scribbr editors not only correct grammar and spelling mistakes, but also strengthen your writing by making sure your paper is free of vague language, redundant words, and awkward phrasing.

See editing example

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!

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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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What Exactly is an Abstract, and How Do I Write One?

An abstract is a short summary of your completed research. It is intended to describe your work without going into great detail. Abstracts should be self-contained and concise, explaining your work as briefly and clearly as possible. Different disciplines call for slightly different approaches to abstracts, as will be illustrated by the examples below, so it would be wise to study some abstracts from your own field before you begin to write one.

General Considerations

Probably the most important function of an abstract is to help a reader decide if he or she is interested in reading your entire publication. For instance, imagine that you’re an undergraduate student sitting in the library late on a Friday night. You’re tired, bored, and sick of looking up articles about the history of celery. The last thing you want to do is reading an entire article only to discover it contributes nothing to your argument. A good abstract can solve this problem by indicating to the reader if the work is likely to be meaningful to his or her particular research project. Additionally, abstracts are used to help libraries catalogue publications based on the keywords that appear in them.

An effective abstract will contain several key features:

• Motivation/problem statement: Why is your research/argument important? What practical, scientific, theoretical or artistic gap is your project filling?
• Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students)
• Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create?
• Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified previously? Why is this research valuable?

In Practice

Let’s take a look at some sample abstracts, and see where these components show up. To give you an idea of how the author meets these “requirements” of abstract writing, the various features have been color-coded to correspond with the numbers listed above. The general format of an abstract is largely predictable, with some discipline-based differences. One type of abstract not discussed here is the “Descriptive Abstract,” which only summarizes and explains existing research, rather than informing the reader of a new perspective. As you can imagine, such an abstract would omit certain components of our four-colored model.

SAMPLE ABSTRACTS

ABSTRACT #1: History / Social Science

"Their War": The Perspective of the South Vietnamese Military in Their Own Words Author: Julie Pham

Despite the vast research by Americans on the Vietnam War, little is known about the perspective of South Vietnamese military, officially called the Republic of Vietnam Armed Forces (RVNAF). The overall image that emerges from the literature is negative: lazy, corrupt, unpatriotic, apathetic soldiers with poor fighting spirits. This study recovers some of the South Vietnamese military perspective for an American audience through qualititative interviews with 40 RVNAF veterans now living in San José, Sacramento, and Seattle, home to three of the top five largest Vietnamese American communities in the nation. An analysis of these interviews yields the veterans' own explanations that complicate and sometimes even challenge three widely held assumptions about the South Vietnamese military: 1) the RVNAF was rife with corruption at the top ranks, hurting the morale of the lower ranks; 2) racial relations between the South Vietnamese military and the Americans were tense and hostile; and 3) the RVNAF was apathetic in defending South Vietnam from communism. The stories add nuance to our understanding of who the South Vietnamese were in the Vietnam War. This study is part of a growing body of research on non-American perspectives of the war. In using a largely untapped source of Vietnamese history—oral histories with Vietnamese immigrants—this project will contribute to future research on similar topics.

That was a fairly basic abstract that allows us to examine its individual parts more thoroughly.

Motivation/problem statement: The author identifies that previous research has been done about the Vietnam War, but that it has failed to address the specific topic of South Vietnam’s military. This is good because it shows how the author’s research fits into the bigger picture. It isn’t a bad thing to be critical of other research, but be respectful from an academic standpoint (i.e. “Previous researchers are stupid and don’t know what they’re talking about” sounds kind of unprofessional).

Methods/procedure/approach: The author does a good job of explaining how she performed her research, without giving unnecessary detail. Noting that she conducted qualitative interviews with 40 subjects is significant, but she wisely does not explicitly state the kinds of questions asked during the interview, which would be excessive.

Results/findings/product: The results make good use of numbering to clearly indicate what was ascertained from the research—particularly useful, as people often just scan abstracts for the results of an experiment.

Conclusion/implications: Since this paper is historical in nature, its findings may be hard to extrapolate to modern-day phenomena, but the author identifies the importance of her work as part of a growing body of research, which merits further investigation. This strategy functions to encourage future research on the topic.

ABSTRACT #2: Natural Science “A Lysimeter Study of Grass Cover and Water Table Depth Effects on Pesticide Residues in Drainage Water” Authors: A. Liaghat, S.O. Prasher

A study was undertaken to investigate the effect of soil and grass cover, when integrated with water table management (subsurface drainage and controlled drainage), in reducing herbicide residues in agricultural drainage water. Twelve PVC lysimeters, 1 m long and 450 mm diameter, were packed with a sandy soil and used to study the following four treatments: subsurface drainage, controlled drainage, grass (sod) cover, and bare soil. Contaminated water containing atrazine, metolachlor, and metribuzin residues was applied to the lysimeters and samples of drain effluent were collected. Significant reductions in pesticide concentrations were found in all treatments. In the first year, herbicide levels were reduced significantly (1% level), from an average of 250 mg/L to less than 10 mg/L . In the second year, polluted water of 50 mg/L, which is considered more realistic and reasonable in natural drainage waters, was applied to the lysimeters and herbicide residues in the drainage waters were reduced to less than 1 mg/L. The subsurface drainage lysimeters covered with grass proved to be the most effective treatment system.

Motivation/problem statement: Once again, we see that the problem—more like subject of study —is stated first in the abstract. This is normal for abstracts, in that you want to include the most important information first. The results may seem like the most important part of the abstract, but without mentioning the subject, the results won’t make much sense to readers. Notice that the abstract makes no references to other research, which is fine. It is not obligatory to cite other publications in an abstract, and in fact, doing so might distract your reader from YOUR experiment. Either way, it is likely that other sources will surface in your paper’s discussion/conclusion.

Methods/procedure/approach: Notice that the authors include pertinent numbers and figures in describing their methods. An extended description of the methods would probably include a long list of numerical values and conditions for each experimental trial, so it is important to include only the most important values in your abstract—ones that might make your study unique. Additionally, we see that a methodological description appears in two different parts of the abstract. This is fine. It may work better to explain your experiment by more closely connecting each method to its result. One last point: the author doesn’t take time to define—or give any background information about—“atrazine,” “metalachlor,” “lysimeter,” or “metribuzin.” This may be because other ecologists know what these are, but even if that’s not the case, you shouldn’t take time to define terms in your abstract.

Results/findings/product: Similar to the methods component of the abstract, you want to condense your findings to include only the major result of the experiment. Again, this study focused on two major trials, so both trials and both major results are listed. A particularly important word to consider when sharing results in an abstract is “significant.” In statistics, “significant” means roughly that your results were not due to chance. In your paper, your results may be hundreds of words long, and involve dozens of tables and graphs, but ultimately, your reader only wants to know: “What was the main result, and was that result significant?” So, try to answer both these questions in the abstract.

Conclusion/implications: This abstract’s conclusion sounds more like a result: “…lysimeters covered with grass were found to be the most effective treatment system.” This may seem incomplete, since it does not explain how this system could/should/would be applied to other situations, but that’s okay. There is plenty of space for addressing those issues in the body of the paper.

ABSTRACT #3: Philosophy / Literature [Note: Many papers don’t precisely follow the previous format, since they do not involve an experiment and its methods. Nonetheless, they typically rely on a similar structure.]

“Participatory Legitimation: A Reply to Arash Abizadeh” Author: Eric Schmidt, Louisiana State University, 2011

Arash Abizadeh’s argument against unilateral border control relies on his unbounded demos thesis, which is supported negatively by arguing that the ‘bounded demos thesis’ is incoherent. The incoherency arises for two reasons: (1) Democratic principles cannot be brought to bear on matters (border control) logically prior to the constitution of a group, and (2), the civic definition of citizens and non-citizens creates an ‘externality problem’ because the act of definition is an exercise of coercive power over all persons. The bounded demos thesis is rejected because the “will of the people” fails to legitimate democratic political order because there can be no pre-political political will of the people. However, I argue that “the will of the people” can be made manifest under a robust understanding of participatory legitimation, which exists concurrently with the political state, and thus defines both its borders and citizens as bounded , rescuing the bounded demos thesis and compromising the rest of Abizadeh’s article.

This paper may not make any sense to someone not studying philosophy, or not having read the text being critiqued. However, we can still see where the author separates the different components of the abstract, even if we don’t understand the terminology used.

Motivation/problem statement: The problem is not really a problem, but rather another person’s belief on a subject matter. For that reason, the author takes time to carefully explain the exact theory that he will be arguing against.

Methods/procedure/approach: [Note that there is no traditional “Methods” component of this abstract.] Reviews like this are purely critical and don’t necessarily involve performing experiments as in the other abstracts we have seen. Still, a paper like this may incorporate ideas from other sources, much like our traditional definition of experimental research.

Results/findings/product: In a paper like this, the “findings” tend to resemble what you have concluded about something, which will largely be based on your own opinion, supported by various examples. For that reason, the finding of this paper is: “The ‘will of the people,’ actually corresponds to a ‘bounded demos thesis.’” Even though we aren’t sure what the terms mean, we can plainly see that the finding (argument) is in support of “bounded,” rather than “unbounded.”

Conclusion/implications: If our finding is that “bounded” is correct, then what should we conclude? [In this case, the conclusion is simply that the initial author, A.A., is wrong.] Some critical papers attempt to broaden the conclusion to show something outside the scope of the paper. For example, if A.A. believes his “unbounded demos thesis” to be correct (when he is actually mistaken), what does this say about him? About his philosophy? About society as a whole? Maybe people who agree with him are more likely to vote Democrat, more likely to approve of certain immigration policies, more likely to own Labrador retrievers as pets, etc.

Applying These Skills

Now that you know the general layout of an abstract, here are some tips to keep in mind as you write your own:

1. The abstract stands alone

• An abstract shouldn’t be considered “part” of a paper—it should be able to stand independently and still tell the reader something significant.

2. Keep it short

• A general rule of abstract length is 200-300 words, or about 1/10th of the entire paper.

3. Don’t add new information

• If something doesn’t appear in your actual paper, then don’t put it in the abstract.

4. Be consistent with voice, tone, and style

• Try to write the abstract in the same style as your paper (i.e. If you’re not using contractions in your paper, the do not use them in your abstract).

5. Be concise

• Try to shorten your sentences as often as possible. If you can say something clearly in five words rather than ten, then do it.

6. Break up its components

• If allowed, subdivide the components of your abstract with bolded headings for “Background,” “Methods,” etc.

7. The abstract should be part of your writing process

• Consider writing your abstract after you finish your entire paper.
• There’s nothing wrong with copying and pasting important sentences and phrases from your paper … provided that they’re your own words.
• Write multiple drafts, and keep revising. An abstract is very important to your publication (or assignment) and should be treated as such.

"Abstracts." The Writing Center. The University of North Carolina, n.d. Web. 1 Jun 2011. http://www.unc.edu/depts/wcweb/handouts/abstracts.html "Abstracts." The Writing Center. Rensselaer Polytechnic Institute, n.d. Web. 1 Jun 2011. http://www.rpi.edu/web/writingcenter/abstracts.html

Last updated August 2013

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How to Write an Abstract

Definition and Tips

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

An abstract is a brief overview of the key points of an article , report , thesis, or proposal . Positioned at the head of a paper, the abstract is usually "the first thing that individuals read and, as such, decide whether to continue reading" the article or report, wrote Dan W. Butin in his book "The Education Dissertation." "It is also what is most accessed by search engines and researchers conducting their own literature reviews " (2010). The abstract is also called a synopsis or an executive summary (especially in business writing).

What a Good Abstract Contains

An abstract serves the purpose of summarizing your research or making your case for a project (or grant funding) to be awarded to you. It should encapsulate the most important information that the paper or proposal will present. In the case of obtaining grants or bids, that could include why your firm or organization is the best for the job or award. Present your company as the solution to the problem.

If you're summarizing research, you'll want to mention your methodology behind how you tackled the question or problem and your basic conclusion. It's not like writing a news lead—you don't want to tease your readers with unanswered questions to get them to read the article. You want to hit the high points so that readers will know that your in-depth research is just what they are seeking out, without reading the whole piece at that moment.

Tips on Writing an Abstract

The abstract may not be what you write first, as it might be easiest to summarize your whole paper after it's been completed. You could draft it from your outline, but you'll want to double-check later that you have included the most important points from your article and that there's nothing in the abstract that you decided not to include in your report.

The abstract is a summary and shouldn't have anything in it that's not in the paper itself. Neither is it the same as the introduction to your report, which sets out your thesis and your aims. The abstract also contains information about your conclusion.

There are two types of abstracts, descriptive or informative. "The Handbook of Technical Writing" explains it this way:

Abstract Length

An abstract is not overly long. Mikael Berndtsson and colleagues advise, "A typical [informative] abstract is about 250-500 words. This is not more than 10-20 sentences, so you will obviously have to choose your words very carefully to cover so much information in such a condensed format." (Mikael Berndtsson, et al., "Thesis Projects: A Guide for Students in Computer Science and Information Systems," 2nd ed. Springer-Verlag, 2008.)

If you can hit all the high points in fewer words—if you're just writing a descriptive abstract—don't add extra just to reach 250 words, of course. Unnecessary detail doesn't do you or your reviewers any favors. Also, the proposal requirements or the journal that you wish to be published in may have length requirements. Always follow guidelines you've received, as even minor errors can cause your paper or grant request to be rejected.

• Jennifer Evans, " Your Psychology Project: The Essential Guide ." Sage, 2007.
• David Gilborn, quoted by Pat Thomson and Barbara Kamler in " Writing for Peer-Reviewed Journals: Strategies for Getting Published ." Routledge, 2013.
• Sharon J. Gerson and Steven M. Gerson, " Technical Writing: Process and Product ." Pearson, 2003
• Gerald J. Alred, Charles T. Brusaw, and Walter E. Oliu, " Handbook of Technical Writing ." Bedford/St. Martin's, 2006
• Robert Day and Barbara Gastel, " How to Write and Publish a Scientific Paper ," 7th ed. Cambridge University Press, 2012.
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Definition of abstract

 (Entry 1 of 3)

Definition of abstract  (Entry 2 of 3)

Definition of abstract  (Entry 3 of 3)

transitive verb

intransitive verb

Did you know?

The Crisscrossing Histories of Abstract and Extract

Abstract is most frequently used as an adjective (“abstract ideas”) and a noun (“an abstract of the article”), but its somewhat less common use as a verb in English helps to clarify its Latin roots. The verb abstract is used to mean “summarize,” as in “abstracting an academic paper.” This meaning is a figurative derivative of the verb’s meanings “to remove” or “to separate.”

We trace the origins of abstract to the combination of the Latin roots ab- , a prefix meaning “from” or “away,” with the verb trahere , meaning “to pull” or “to draw.” The result was the Latin verb abstrahere , which meant “to remove forcibly” or “to drag away.” Its past participle abstractus had the meanings “removed,” “secluded,” “incorporeal,” and, ultimately, “summarized,” meanings which came to English from Medieval Latin.

Interestingly, the word passed from Latin into French with competing spellings as both abstract (closer to the Latin) and abstrait (which reflected the French form of abstrahere , abstraire ), the spelling retained in modern French.

The idea of “removing” or “pulling away” connects abstract to extract , which stems from Latin through the combination of trahere with the prefix ex- , meaning “out of” or “away from.” Extract forms a kind of mirror image of abstract : more common as a verb, but also used as a noun and adjective. The adjective, meaning “derived or descended,” is now obsolete, as is a sense of the noun that overlapped with abstract , “summary.” The words intersected and have separated in modern English, but it’s easy to see that abstract applies to something that has been summarized, and summarized means “extracted from a larger work.”

• metaphysical
• theoretical
• theoretic
• encapsulation
• recapitulation
• resume
• resumé
• run-through
• summarization

Example Sentences

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'abstract.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle English, "withdrawn, removed, abstruse, extracted from a longer work, (of nouns in grammar) not concrete," borrowed from Medieval Latin abstractus "removed, secluded, incorporeal, universal, extracted from a larger work, summarized," going back to Latin, past participle of abstrahere "to remove forcibly, turn aside, divert," from abs- (variant of ab- ab- before c- and t- ) + trahere "to drag, draw, take along" — more at draw entry 1

Middle English, derivative of abstract abstract entry 1 (or borrowed directly from Medieval Latin abstractus )

Middle English abstracten "to draw away, remove," derivative of abstract abstract entry 1 (or borrowed directly from Latin abstractus )

14th century, in the meaning defined at sense 2

15th century, in the meaning defined at transitive sense 4

Phrases Containing abstract

• abstract algebra
• abstract of title
• in the abstract
• abstract expressionism

Articles Related to abstract

Examples of 'Abstract' in a Sentence

Dictionary entries near abstract, cite this entry.

“Abstract.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/abstract. Accessed 1 Sep. 2023.

Kids Definition

Kids definition of abstract.

Kids Definition of abstract  (Entry 2 of 3)

Kids Definition of abstract  (Entry 3 of 3)

from Latin abstractus "abstract," from earlier abstrahere "to draw away," from abs-, ab- "from, away" and trahere "to draw" — related to attract , trace entry 1 , trace entry 3

Medical Definition

Medical definition of abstract.

 (Entry 1 of 2)

Medical Definition of abstract  (Entry 2 of 2)

Legal Definition

Legal definition of abstract, more from merriam-webster on abstract.

Nglish: Translation of abstract for Spanish Speakers

Britannica English: Translation of abstract for Arabic Speakers

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Writing a long research paper can be difficult. There are so many parts and often a lot of precise steps to follow. When someone asks what the paper is about, it can be tough to describe it in just a few words. This is where an abstract comes in.Abstracts provide readers with a short summary of a research paper, from…

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Writing a long research paper can be difficult. There are so many parts and often a lot of precise steps to follow. When someone asks what the paper is about, it can be tough to describe it in just a few words. This is where an abstract comes in.

Abstracts provide readers with a short summary of a research paper, from the research concepts and process to the main findings. Writing an abstract can be difficult at first because the process requires writers to summarize their entire paper in under 300 words. Mastering the art of writing abstracts is important because it requires strong research and writing skills to sum up an entire paper completely and concisely.

Abstract Definition

An abstract helps someone understand your research.

• An abstract is a concise summary of a research paper.

An abstract is a summary of a paper that authors include after the title page and before the introduction. When writing formal research papers, dissertations, and professional papers, writers need to create abstracts. In less than 300 words, an abstract informs readers of the research motive, the investigation, the findings, and their importance.

The word abstract comes from Latin and means detached or pulled away . This might help you remember that an abstract is a condensed summary of a paper detached from the paper itself.

Types of Abstracts

There are several types of abstracts, which vary in length and content. These include informative abstracts, descriptive abstracts, critical abstracts, and highlight abstracts.

Informative Abstracts and Their Characteristics

The most common type of abstract writers and researchers use is the informative abstract. Informative abstracts are approximately 250 words in length, and they provide the reader with a summary of the main concepts of the research, the research methodology, conclusions, and recommendations based on the research.

How to Write an Informative Abstract

The informative abstract should be the last part of a researcher's paper. It is impossible to write a comprehensive abstract unless the researcher has already gone through the research process and reflected on the limitations and implications of the research findings. There are several vital pieces of information that writers need to include in an abstract:

The purpose of the research . Writers should start their abstract by explaining the aims of their research. They should state the main topic and why they wanted to study it. This may include social or historical context, but not too much.

The research question . Writers should state what research question or questions they asked about the main topic.

The methodology. Writers should then explain how they went about conducting their research. They should briefly describe the procedures they used to perform research but not provide any analysis about the effectiveness of those procedures.

Research findings. Writers should then briefly summarize what their research showed. This section should be a short summary of the main conclusions and not describe any nuances.

Conclusions and recommendations. Writers should wrap up their abstract by stating the answer to their research question. They might also mention implications or the need for further research.

Sometimes writers will include keywords at the bottom of an abstract. Writers typically include keywords when writing a paper for a professional publication, such as a scholarly journal. If writers choose to include keywords, they should identify the core concepts of their research that other researchers might search for and put those words in a list. For example, in the sample abstract below, the author's research question is about medical students. Thus, "medical school" and "academic performance" are listed as keywords. Abstracts typically have three to five keywords.

Descriptive Abstracts and Their Characteristics

Writers also commonly use descriptive abstracts. Descriptive abstracts are similar to informative abstracts in content but shorter in length. They are typically about 100 words and include only the main focus of the study, not the conclusion and recommendations.

Critical Abstracts and Their Characteristics

Critical abstracts are much longer than descriptive and informative abstracts. They tend to be around 450 words long and include a lot of analysis, such as points about a study's validity or reliability. Critical abstracts are often used in social science research.

Highlight Abstracts and Their Characteristics

Highlight abstracts are uncommon. Their purpose is to hook the reader's attention, not inform the reader about the paper with a useful summary. Highlight abstracts emphasize what is unique about the research, such as important conclusions or results.

Abstract Example

The following is an example of what an informative abstract looks like.

The default tense for academic writing is the present simple, and the simple past tense is the next appropriate tense. Therefore, writers should always write their abstracts in the present simple or simple past tense. They should not write their abstracts in the future tense because that implies that they have not done the research yet. For instance, note how this abstract states: "This study examines" in the present simple tense. If academic writers do not use the present simple or simple past tense, they should use the present perfect tense, which is used to discuss things that have just happened. For instance, the following sentence uses the present perfect: "I have already read that article."

The Importance of Abstracts

Abstracts are also important because they tell readers how the paper they are about to read will be organized. Reading long academic papers with complex methodologies can often be confusing. The paper's abstract can serve as a frame of reference for readers, as they can refer back to it to understand the researcher's main aims and process.

Reading other researchers' abstracts can be a useful way to quickly identify the information in a source for one's own research. For instance, imagine a writer is tasked with crafting a literature review that is an overview of all recent and relevant literature in a specific field. This can be an overwhelming task, especially if the field has a lot of research. Reading abstracts of potential sources can help speed up the research process because it tells researchers exactly what others have asked and found on a topic. To use an abstract to identify relevant research, writers should ask:

Is this paper's research question relevant to the question that I am asking?

Does the methodology of this study align with the types of studies I'm interested in?

Do the findings of this study provide valuable insight into this field?

If the answers to all of the above questions were yes, then the research is likely worth reading in full to identify if it can contribute to one's research process. If the answer to one or more of these questions is "no," a researcher can move on and look for other relevant studies.

Abstract - Key Takeaways

• The four main types of abstracts are informative, descriptive, critical, and highlight.
• An informative abstract is the most common and should include the purpose of research, the research question(s), the methodology, the findings, and the implications.
• An informative abstract should be approximately 150-250 words.
• Reading abstracts can help researchers identify relevant research for their own work.

Frequently Asked Questions about Abstract

--> what is the meaning of abstract.

An abstract is a concise summary of a research paper. 

--> What is the importance of an abstract?

An abstract is important because it introduces a reader to the main concepts and design of a research paper. 

--> What are the types of abstracts?

The types of abstracts are: informative abstracts, descriptive abstracts, critical abstracts, and highlight abstracts. 

--> What are the characteristics of an abstract?

Abstracts typically include the main ideas of the research, the research question, the research methodology, major findings, and conclusions.

--> How long is an abstract?

Informative abstracts are about 150-250 words. They should not be more than 300 words. 

Final Abstract Quiz

Abstract quiz - teste dein wissen.

An abstract is a concise summary of a(n) _____. 

Show answer

Research paper

Show question

What are the four main types of abstracts?

Informative, descriptive, critical, and highlight abstracts are the four main types of abstracts.

What are the four main components of an informative abstract?

1. The purpose of the research

2. The research question 

3. The methodology

4. Research findings

True or False? Abstracts can be written in the future tense. 

False. Abstracts should be written in the present tense.

Where does the word "abstract" come from? 

Latin, meaning detached. 

How many keywords does an abstract have?

Which type of abstract has about 450 words?

Critical abstract

Which type of abstract has about 100 words?

Descriptive abstract

What is the difference between an informative abstract and a descriptive abstract?

An informative abstract discusses conclusions and recommendations and descriptive abstracts do not. 

Reading abstracts can help researchers...

Choose the best articles and papers for their research question.

An abstract appears after what?

An abstract appears before what?

They  are approximately 250 words in length, and they provide the reader with a summary of the main concepts of the research, the   research methodology , conclusions, and recommendations based on the research.

Informative abstract

To begin an informative abstract, begin with _____.

The purpose of the research

They appear at the bottom of the abstract.

They are similar to informative abstracts in content but shorter in length.  

Descriptive abstracts

They   are much longer than descriptive and informative abstracts.

Critical abstracts

They hook the reader's attention. They  do  not inform the reader about the paper with a useful   summary .

High abstracts

They are important because they tell readers how the paper they are about to read will be organized.

How long is a descriptive abstract and how long is a critical abstract, typically?

100 words, 450 words

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How to Write an Abstract Definition Essay

Lee millisaw.

When writing an abstract definition essay, you attempt to a define an abstract term. Some examples of abstract terms are love, honor, fidelity and virtue. An abstract definition essay relies more on the writer's personal views than definition essays, which define concrete terms such as apple or door and employ technical descriptions. Personal experiences and anecdotes may render your essay more engaging. Breaking the term down into various aspects and analyzing those aspects is one method of structuring such an essay.

Identify the term being defined. Once you have the abstract term you intend to define, the research and brainstorming should become more focused and effective. If you have a choice, choose a term which interests you.

Avoid technical jargon and dictionary definitions. Personalize your essay with anecdotes and experiences which relate to the term being defined. Adding your own experiences allows the reader to engage more with the subject of your writing.

Develop a structure for your essay. An abstract definition essay may be structured according to various formats. You can define the term in relation to an opposite term, or you can analyze various aspects of a term.

Focus on anecdotes or examples that support your abstract definition. Avoid anecdotes or examples that stray from the definition.

Conclude the essay by restating the definition and unifying the themes that were addressed. The reader should finish the essay feeling more informed about the concept that you attempted to define.

• 1 Essay Town: How to Write a Definition Essay

About the Author

Lee Millisaw has been writing since 1998. He's been published in "Beyond Baroque Magazine," "Bordercrossing Berlin" and the "Berkeley Poetry Review." His work has also been featured on National Public Radio. He has a Bachelor of Arts in rhetoric from University of California, Berkeley.

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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.

Kilborn, Judith. 1998. “Writing Abstracts.” LEO: Literacy Education Online. Last updated October 20, 1998. https://leo.stcloudstate.edu/bizwrite/abstracts.html .

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.

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Abstracts often form part of larger pieces of writing, such as reports , journal articles or conference papers, though they may also be stand-alone pieces of writing. This page considers what an abstract is , types of abstract , how to structure one , and language for writing an abstract.

What is an abstract?

An abstract is a shortened version of an academic paper, such as a report, a conference paper or a journal article, appearing before the paper itself. It is intended for someone who has not read the article, and its purpose is to provide concise information to the reader so that they can decide whether to read the article in detail. It is therefore the most frequently read part of any paper, apart from the title. Abstracts for journal papers are often reprinted in special abstracting journals or electronic indexing services.

An abstract is similar to, though not the same as, an executive summary . While both present a summary of the whole document, they differ in terms of audience, purpose and length. An abstract is intended for an expert audience, while an executive summary presents an overview of the document to a non-expert audience, such as management personnel. In contract to an abstract, which is written so that the reader can decide whether or not to read the whole document, an executive summary is intended to provide enough information so the reader does not have to read the whole document. For this reason, an executive summary is usually longer than an abstract, typically 10-20% of the original, which compares to 5-10% for an abstract.

Types of abstract

There are two kinds of abstract which can be written.

• Informative abstract . This type of abstract summarises the information in the main sections of the paper. It is the most common type of abstract, and is suitable for papers or reports about original research.
• Descriptive abstract . This type of abstract describes the structure of the document. This type is far less common, although it might be appropriate for review articles or research the results of which you do not want to reveal to the reader until they have read the whole paper.

Structure of abstracts

An abstract is generally written as a single paragraph, though it is increasingly common for journals to request abstracts using headings. The contents of the abstract will depend on how the paper is structured. For a typical IMRAD structure (Introduction, Method, Results and Discussion), an abstract will normally include the following elements.

• Background (the background to the research)
• Aim (the aim of the research)
• Method (how the research was conducted)
• Results (what the main findings were)
• Conclusions (what the findings mean)

The description of the methods is likely to be very brief (unless the paper is presenting a new method), while the results are likely to take up the greatest number of words. The description should be as quantitative as possible, in other words using numerical data. The abstract may also contain recommendations (e.g. for further research) and limitations (what the limitations of the research were).

The following would not normally be included in an abstract: information not contained in the paper itself; tables and diagrams; citations.

Language for abstracts

It is advisable to use short, simple sentences and active statements in order to convey the information as effectively as possible. Non-standard abbreviations should be avoided for clarity; most journals will be able to provide a list of standard abbreviations. It is common in abstracts to refer to the researchers using the third person plural pronoun 'we' or possessive pronoun 'our', as in the following examples.

• In this review, we discuss...
• Our findings/results suggest/that...
• We show that...
• We also found...
• We provide recommendations...

There are some differences in language depending on the type of abstract. If you are writing an informative abstract, it is likely that past tense will be used most often to describe what you did or found out in your research. The language will be fairly precise and specific.

On the other hand, if you are writing a descriptive abstract, the present tense is more common as you describe what your paper does. The language may include more generalised vocabulary and phrases, such as the following.

• The paper/This paper describes/explores/considers [X].
• [X] is analysed.

Example abstracts

Example abstracts, as well as exercises for abstracts, can be found in the book Academic Writing Genres: Essays, Reports & Other Genres , part of the EAP Foundation series of books. You can use the form below to download a sample of the book .

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Below is a checklist for abstracts. Use it to check your own writing, or get a peer (another student) to help you.

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Author: Sheldon Smith    ‖    Last modified: 26 March 2020.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

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APA Abstract – Definition, Methods & Examples

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In the field of academic writing, the abstract is a vital part of ensuring that your possibly-groundbreaking research is able to reach the right audience once it has been published. As one might expect, the American Psychological Association has some pretty strict APA style guidelines that can make the process of writing an abstract feel a little intimidating or overwhelming. This article has the aim to help you make sure your own APA abstract is as good as it can be.

Inhaltsverzeichnis

• 1 APA Abstract – In a Nutshell
• 2 Definition: APA abstract
• 3 Formatting an APA abstract
• 4 Writing your first APA abstract

APA Abstract – In a Nutshell

• Whilst the concept itself paired with the APA’s exacting approach to formatting and style can make the process seem a little unwelcoming, the APA abstract really is nothing to fear.
• Over the course of this article, the APA abstract will be broken down, both in terms of how it should be structured and what the content should be .

By making the abstract the last thing you write, and by following the methodical question-based approach to composition outlined here, you can have every confidence that your insightful research will be paired with a quality APA abstract to match.

Definition: APA abstract

In the most reductive sense, the abstract is a high-level summary of your research paper that is prepended to the main body content.

A well-written APA abstract will offer prospective readers a quick, precise overview of complex scientific research , allowing them to decide quickly whether committing to reading the whole paper is likely to benefit them.

Academic journals use indexing software to search the abstracts of published articles for potentially relevant research to include in future volumes.

Thus, a properly-structured APA abstract is an integral part of ensuring that your insights are able to disseminate to the proper audience.

Formatting an APA abstract

As with other parts of their style guide, the APA abstract is subject to some fairly rigorous guidelines around page and text formatting.

The bullet points below run through the five most important considerations:

Writing your first APA abstract

Now that you’ve got a handle on the formatting requirements, you’re well on your way to being able to write your first APA abstract.

However, you could be forgiven for still feeling a little lost as far as springboarding into, you know, actually writing it. With this in mind, you may find the below questions to be a useful starting point when it comes to building out the content:

What did you discover?

This is, fundamentally, why people are considering reading your paper in the first place: they want to know what you found.

Give them a brief summary of your key findings and conclusions to entice them to read in more detail.

Why did you do this research?

It’s important to explicitly position your research against the contemporary landscape.

Give a little insight into your motivations , including key research questions, and with reference to any gaps in the extant literature that you identified.

What are the implications of your research?

Okay, great: you found out some interesting things. But what do they mean for the big picture?

Your APA abstract should include some reference to how your work may impact future research .

How did you do it?

Prospective readers – many of whom will be scientists themselves – will absolutely want to know about the methods that brought you to your conclusion.

It doesn’t need to be too detailed, but a little clarity around your approach to the research can go a long way here.

Is it mandatory to include an APA abstract?

In a functional sense, yes : it absolutely is.

Between the synoptic information, it offers and the aforementioned synergy with journal indexing services, neglecting to include an APA abstract significantly reduces – if not entirely restricts – your potential readership.

How long does the APA abstract need to be?

Per the APA’s own style guide, your APA abstract should be no longer than 250 words .

Where does the abstract need to go?

The APA abstract should be on page 2 of your paper, the first page immediately following your title page and immediately preceding any contents pages or opening statements you may also be including.

Does the abstract need to be written in fluent, continuous prose?

In short: no . Although the body text (the summary of your research) should be written in this way , you will also need to append a brief keyword list to further aid your paper’s discoverability.

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• How to Write a Definition Essay

A definition essay can be deceivingly difficult to write. This type of paper requires you to write a personal yet academic definition of one specific word. The definition must be thorough and lengthy. It is essential that you choose a word that will give you plenty to write about, and there are a few standard tactics you can use to elaborate on the term. Here are a few guidelines to keep in mind when writing a definition essay.

Part 1 of 3: Choosing the Right Word

1: choose an abstract word with a complex meaning. [1].

A simple word that refers to a concrete word will not give you much to write about, but a complex word that refers to an abstract concept provides more material to explore.

• Typically, nouns that refer to a person, place, or thing are too simple for a definition essay. Nouns that refer to an idea work better, however, as do most adjectives.
• For example, the word “house” is fairly simple and an essay written around it may be dull. By switching to something slightly more abstract like “home,” however, you can play around with the definition more. A “home” is a concept, and there are many elements involved in the creation of a “home.” In comparison, a “house” is merely a structure.

2: Make sure that the word is disputable.

Aside from being complex, the word should also refer to something that can mean different things to different people.

• A definition essay is somewhat subjective by nature since it requires you to analyze and define a word from your own perspective. If the answer you come up with after analyzing a word is the same answer anyone else would come up with, your essay may appear to lack depth.

3: Choose a word you have some familiarity with.

Dictionary definitions can only tell you so much. Since you need to elaborate on the word you choose to define, you will need to have your own base of knowledge or experience with the concept you choose.

• For instance, if you have never heard the term “pedantic,” your understanding of the word will be limited. You can introduce yourself to the word for your essay, but without previous understanding of the concept, you will not know if the definition you describe is truly fitting.

4: Read the dictionary definition.

While you will not be relying completely on the dictionary definition for your essay, familiarizing yourself with the official definition will allow you to compare your own understanding of the concept with the simplest, most academic explanation of it.

• As an example, one definition of “friend” is “a person attached to another by feelings of affection or personal regard.” [2] Your own ideas or beliefs about what a “friend” really is likely include much more information, but this basic definition can present you with a good starting point in forming your own.

5:  Research the word’s origins.

Look up your chosen word in the Oxford English Dictionary or in another etymology dictionary. [3]

• These sources can tell you the history behind a word, which can provide further insight on a general definition as well as information about how a word came to mean what it means today.

Part 2 of 3: Potential Elements of an Effective Definition

1: write an analysis. [4].

Separate a word into various parts. Analyze and define each part in its own paragraph.

• You can separate “return” into “re-” and “turn.” The word “friendship” can be separated into “friend” and “ship.”
• In order to analyze each portion of a word, you will still need to use additional defining tactics like negation and classification.
• Note that this tactic only works for words that contain multiple parts. The word “love,” for instance, cannot be broken down any further. If defining “platonic love,” though, you could define both “platonic” and “love” separately within your essay.

2:  Classify the term.

Specify what classes and parts of speech a word belongs to according to a standard dictionary definition.

• While this information is very basic and dry, it can provide helpful context about the way that a given word is used.

3: Compare an unfamiliar term to something familiar.

An unfamiliar or uncommon concept can be explained using concepts that are more accessible to the average person.

• Many people have never heard of the term “confrere,” for instance. One basic definition is “a fellow member of a profession, fraternity, etc.” As such, you could compare “confrere” with “colleague,” which is a similar yet more familiar concept. [5]

4:  Provide traditional details about the term.

Explain any physical characteristics or traditional thoughts used to describe your term of choice.

• The term “home” is often visualized physically as a house or apartment. In more abstract terms, “home” is traditionally thought to be a warm, cozy, and safe environment. You can include all of these features in a definition essay on “home.”

5: Use examples to illustrate the meaning.

People often relate to stories and vivid images, so using a fitting story or image that relates to the term can be used in clarifying an abstract, formless concept.

• In a definition essay about “kindness,” for example, you could write about an act of kindness you recently witnessed. Someone who mows the lawn of an elderly neighbor is a valid example, just as someone who gave you an encouraging word when you were feeling down might be.

6: Use negation to explain what the term does not mean.

If a term is often misused or misunderstood, mentioning what it is not is an effective way to bring the concept into focus.

• A common example would be the term “courage.” The term is often associated with a lack of fear, but many will argue that “courage” is more accurately described as acting in spite of fear.

7: Provide background information.

This is when your research about the etymology of a word will come in handy. Explain where the term originated and how it came to mean what it currently means.

Part 3 of 3: Definition Essay Structure

1: introduce the standard definition..

You need to clearly state what your word is along with its traditional or dictionary definition in your introductory paragraph.

• By opening with the dictionary definition of your term, you create context and a basic level of knowledge about the word. This will allow you to introduce and elaborate on your own definition.
• This is especially significant when the traditional definition of your term varies from your own definition in notable ways.

2: Define the term in your own words in your thesis.

Your actual thesis statement should define the term in your own words.

• Keep the definition in your thesis brief and basic. You will elaborate on it more in the body of your paper.
• Avoid using passive phrases involving the word “is” when defining your term. The phrases “is where” and “is when” are especially clunky. [6]
• Do not repeat part of the defined term in your definition.

3:  Separate different parts of the definition into separate paragraphs.

Each tactic or method used to define your term should be explored in a separate paragraph.

• Note that you do not need to use all the possible methods of defining a term in your essay. You should use a variety of different methods in order to create a full, well-rounded picture of the term, but some tactics will work great with some terms but not with others.

4: Conclude with a summary of your main points.

Briefly summarize your main points around the start of your concluding paragraph.

• This summary does not need to be elaborate. Usually, looking at the topic sentence of each body paragraph is a good way to form a simple list of your main points.
• You can also draw the essay to a close by referring to phrases or images evoked in your introduction.

5: Mention how the definition has affected you, if desired.

If the term you define plays a part in your own life and experiences, your final concluding remarks are a good place to briefly mention the role it plays.

• Relate your experience with the term to the definition you created for it in your thesis. Avoid sharing experiences that relate to the term but contradict everything you wrote in your essay.

Sources and Citations

• http://www.roanestate.edu/owl/Definition.html
• http://dictionary.reference.com/browse/friend?s=t
• http://www.etymonline.com/
• http://leo.stcloudstate.edu/acadwrite/definition.html
• http://dictionary.reference.com/browse/confrere?s=t
• http://grammar.ccc.commnet.edu/grammar/composition/definition.htm
• How to Write a Definition Essay. Provided by : WikiHow. Located at : http://www.wikihow.com/Write-a-Definition-Essay . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

• Introduction to the Writing Process
• Introduction to Writing
• Your Role as a Learner
• What is an Essay?
• Reading to Write
• Defining the Writing Process
• Videos: Prewriting Techniques
• Thesis Statements
• Organizing an Essay
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• Conclusions
• Editing and Proofreading
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• Peer Review Checklist
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• Quoting, Paraphrasing, and Avoiding Plagiarism
• Formatting the Works Cited Page (MLA)
• Citing Paraphrases and Summaries (APA)
• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

• Definitional Argument Essay
• Critical Thinking
• Video: Thesis Explained
• Effective Thesis Statements
• Student Sample: Definition Essay

Narrative Essay

• Introduction to Narrative Essay
• Student Sample: Narrative Essay
• "Shooting an Elephant" by George Orwell
• "Sixty-nine Cents" by Gary Shteyngart
• Video: The Danger of a Single Story
• How to Write an Annotation
• How to Write a Summary
• Writing for Success: Narration

Illustration/Example Essay

• Introduction to Illustration/Example Essay
• "She's Your Basic L.O.L. in N.A.D" by Perri Klass
• "April & Paris" by David Sedaris
• Writing for Success: Illustration/Example
• Student Sample: Illustration/Example Essay

Compare/Contrast Essay

• Introduction to Compare/Contrast Essay
• "Disability" by Nancy Mairs
• "Friending, Ancient or Otherwise" by Alex Wright
• "A South African Storm" by Allison Howard
• Writing for Success: Compare/Contrast
• Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

• Introduction to Cause-and-Effect Essay
• "Cultural Baggage" by Barbara Ehrenreich
• "Women in Science" by K.C. Cole
• Writing for Success: Cause and Effect
• Student Sample: Cause-and-Effect Essay

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
• Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
• Mini-lesson: Sentence Types
• Mini-lesson: Fragments I
• Mini-lesson: Run-ons and Comma Splices I
• Mini-lesson: Comma Usage
• Mini-lesson: Parallelism
• Mini-lesson: The Apostrophe
• Mini-lesson: Capital Letters
• Grammar Practice - Interactive Quizzes
• De Copia - Demonstration of the Variety of Language
• Style Exercise: Voice

Glossary - Abstract

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