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Abstract Writing Quiz (Dr.

Amitabh V Dwivedi)

1. The word abstract comes from the …………………………………..., which means a condensed form of
a longer piece of writing.

a) Latin abstractum b) Latin abstrahere c) Latin abstractus

2. The two main types of abstract are:

a) Descriptive & Informative b) Evaluative & Informative c) Descriptive & Calculative

3. The abstract is the ………………….. item that you write.

a) First b) Last c) Intermediate

4. Which works as an advertisement for your research writing:

a) Introduction b) Abstract c) Keywords

5. Which one is not true for abstract writing? It is

a) Written in plain English b) Often uses passive structures c) Must include referencing

6. Descriptive Abstract are written for:

a) Sciences b) Humanities c) Psychology essay/reports, Humanities & Social Sciences

7. Which one is generally not included in Descriptive Abstract?

a) Focus of paper b) Background c) Method

8. If you have written a 200 words abstract, then it is on the …………………. side.

a) Descriptive b) Informative c) Suggestive

9. Read two abstracts, and mark which sentence is background; purpose; aim; methods; results; conclusions

Abstract-1 Indicate: Abstract-2 Indicate: background;

background; purpose and aim;
purpose and methods; results;
aim; methods; conclusions
Metalinguistic awareness The opportunity to
contributes to effective writing at design and deliver short
university (1). Writing is a programs on referencing
meaning-making process where and avoiding plagiarism
linguistic, cognitive, social and for transnational UniSA
creative factors are at play. students has confirmed
University students need to the necessity of
master the skills of academic combating both the ‘all-
writing not only for getting their plagiarism-is-cheating’
degree but also for their future reaction and the ‘just-
career (2). It is also significant for give-them-a-
lecturers to know who our referencing-guide’
students are, how they think and response (1) . The
how we can best assist them. This notion of referencing is
study examines first-year but the tip of a
undergraduate Australian and particularly large and
international engineering students intricate iceberg.
as writers of academic texts in a Consequently, teaching
multicultural setting at the referencing is not
University of Adelaide (3). A adequate in educating
questionnaire and interviews were students to avoid
used to collect data about plagiarism (2). In this
students’ level of metalinguistic study, I will use the
awareness, their attitudes toward, transnational teaching
expectations for, assumptions experience to highlight
about and motivation for writing what educating to avoid
(4). The preliminary results of the plagiarism entails (3).
research show that students from
different cultures initially have
different concepts about the
academic genres and handle
writing with different learning
and writing styles, but those with
a more developed metalanguage
are more confident and motivated
(5). The conclusion can also be
drawn that students’ level of
motivation for academic writing
positively correlates with their
opinion about themselves as
writers (6). Following an in-depth
multi-dimensional analysis of
preliminary research results, some
recommendations for writing
instruction will also be presented