WHAT IS AN ABSTRACT, PRÉCIS OR SUMMARY?

Technically speaking, texts classified as abstract, précis, or summary, and sometimes as synopsis, are all the
same.
These text aims to precisely condense a larger work to present only the key ideas. They tell the audience the gist
of what has been read, listened to or viewed.
Note that the way we write an abstract, précis, or summary depends on the expectations of a particular discipline
or field. For example, publishing companies, libraries and movie catalogs do not give away the actual content of the
material when they write summaries of materials. Their purpose is simply to pique the interest of the target audience.
These kinds of abstracts are called descriptive abstracts.
Research papers, on the other hand, readily present the key ideas and major findings of the study. This kind of
abstract is known as a summative abstract. Between these two types of abstracts, a summative abstract is more preferred
in an academic setting.
Since an abstract, a précis, and a summary aim to present the key ideas of the text, the general rule is to condense
the information into around 15% of the original length of the text. However, this is not a hard and fast rule. In most cases,
a 6000-word research article for an academic journal may require only 200-250 words for its abstract.
Structure of an Abstract, a Precis, or a Summary
Research abstract
For instance, the abstract of a Research Paper usually contains 150-300 words. It does not use any citation, does
not include specific result statistics, and is last to be written. In terms of structure, it follows:
a. Rationale (20%)
b. Research Problems (10%)
c. Methodology (10%)
d. Major Findings (40%)
e. Conclusion and Implications (10%)
Summary for Expository Texts
A précis or summary for non-academic text generally condenses information into 15 to 30 percent of the original
text. It is achieved by getting the thesis statement of the text and the main idea or topic sentence of each paragraph. These
main ideas are then combined into paragraph using cohesive devices. Furthermore, when writing a précis or summary, the
name of the author and the title of the article are indicated in the first sentence.
GUIDELINES IN WRITING AN ABSTRACT, PRECIS OR SUMMARY
1. Read the text at least twice until you fully understand its content
2. Highlight key ideas and phrases
3. Annotate the text
4. State the author’s name, the title of the passage and the main idea at the beginning sentence.
5. Use words or phrases indicating that you are presenting an abstract, a précis or summary.
6. Write the main idea of the paragraph using your own words. In some cases, you can write one main idea for multiple
paragraphs particularly of a research paper.
7. Never copy in verbatim.
8. Combine the main ideas to form one paragraph.
9. Refrain from adding comments about the text.
10. Edit your draft abstract, précis or summary by eliminating redundant ideas and making sure it contains the
properties of a well-written text.
11. Compare your output with the original text to ensure accuracy.
SAMPLE OF A RESEARCH ABSTRACT

Previous studies revealed that meaning –focused instruction (MFI) and form-focused instruction (FFI) are two of the most
effective approaches in developing the overall language skills of second language learners, separately. However,
experimental studies have been conducted to prove their effectiveness when integrated. This study, therefore, aims to fill
in this gap by investigating the effects of combining MFI and FFI in developing the speaking, writing and grammar skills
of selected secondary ESL students in public high schools in the Philippines. The participants involved in this study are
 PRECIS OR SUMMARY

In the book of Gustafson and Branch (2002) titled “Survey of Instructional Development Models,” they presented four
models that are classified as classroom –oriented models. These models include Gerlach and Ely model (1980), Heinich,
Molenda, Russell and Smaldino model (1999). Newby, Stepich, Lehman, and Russell model (2000), and Morrison Ross,a
nd Kemp model (2001). Gerlach and Ely model (1980) follows a linear but recursive pattern in its activities. Heinich,
Molenda, Russell, and Smaldino model (1999), on the other hand follows the ASSURE sequence which stands for
analysis of learners, statement of objectives, selection and utilization of media and materials, requirement for
participation among learners, and evaluation. Unlike the first two models, Newby, Stepich, Lehman and Russell model
(2000) is a more learner-centered model that follows the planning-implementation- evaluation sequence. Finally, there is
the Morrison, Ross and Kemp Model (2001) that incorporates nine essential elements in its instructional design.