LESSON 7

Writing an abstract, precis, or

summary
Research Abstract
Precis

Source: https://bid4papers.com/blog/critical-precis/
 Summary

Photo from: https://www.slideserve.com/gaura/alice-s-adventures-in-wonderland

 Compare and Contrast

Differentiate: Abstract, Precis, Summary

Abstract Precis Summary

Compare and Contrast

Commonalities: Abstract, Precis, Summary

Photo from: https://pediaa.com/difference-between-abstract-and-summary/
Photo from: https://handmadewriting.com/blog/guides/precis/
 Abstract? Precis? Summary?

• Abstract- presents an overview of an article or

report in condensed form.
- a well-developed write up that highlights the
major findings and purpose of the article or research

• Precis- summary of an article or book that uses the

language (particularly the key terms, phrases) and
overall structure of the original source.

• Summary- you must use your own words as much

as possible, focusing on the main idea/s of the text.
Why write an abstract?

➤ It is a good training in research and writing.

➤ It provides a clear and concise summary of

an article or report.

➤ It is a valuable practice in writing with

precision and accuracy.
The Goal:

Communicate to the reader the main

idea and major points in the most concise
form!

Source: http://www.uwosh.edu/facstaff/barnhill/490-docs/assignments/precis
Basic components of an abstract

➤ Research question or problem

statement
➤ Method/procedure
➤ Findings
➤ Conclusion/implication
Qualities of a good abstract
➤ not be more than 300 words

➤ well-developed paragraph/s

➤ presents the article’s purpose, methodology, results/findings,

conclusion and recommendations in condensed form

➤ understandable to the audience

➤ focus on the subject matter
➤ emphasizes the important information of the article or
research
How to write an abstract
➤ Read the article thoroughly
➤ Look for the main parts of the article or report:
research problem, methodology, findings, conclusion
and recommendation
➤ Write a summary of the main ideas for each main parts
of the article.
➤ Synthesize all these main ideas in one coherent and
concise paragraph/s.
➤ Use compound and complex sentence
 Sample abstract
(1) This research was conducted to examine the conditions under which learner-
generated illustrations serve as an instructional strategy promoting conceptual
change. (2) Specifically, the nature of students’ misconceptions and the effects of
student-generated descriptive drawings on conceptual understanding of
scientific principles associated with the law of conservation of energy were
studied. (3) Students were randomly assigned to groups in which they copied an
illustration, generated a drawing, or wrote a description about the principles. (4) A
statistically significant difference on a posttest conceptual understanding
measure was found between students who generated descriptive drawings and
those who wrote in a science log. (5) Students who copied an illustration also
scored higher than the writing group, but not at a significant level. (6) Also, the
quality and number of concept units present in the drawing/writing log were
significantly correlated with posttest and delay test scores. (7) Findings suggest
that under certain conditions, descriptive drawing is a viable way for students to
learn scientific concepts, a finding which supports the use of generative
drawings as a conceptual change strategy.

Edens, K.M. & Potter, E. (2003). Using descriptive drawings as a conceptual change strategy in elementary science. School Science and Mathematics, 103 (3), 135-144.
Components of the abstract

➤ Research question or problem statement

Sentence 1 and 2
➤ Method/procedure
Sentence 3
➤ Findings
Sentence 4 - 6
➤ Conclusion/implication

Sentence 7
Identify the components of the abstract
(1)Despite living in an era where visual images are readily available and easily accessible in the
various forms of media, there are still some students who could not use these images to form
mental pictures when reading. (2) Students who experience difficulty in visualizing the words
while reading often struggle to comprehend the text. (3) When they struggle to construct
meaning, their motivation and attitude toward reading are likely to get affected as well. (4) In
this study, incoming third grade students were provided with explicit visualization instruction in
Filipino for five weeks. (5) A modified version of Nanci Bell’s Visualizing and Verbalizing program
was used in the instruction to develop the participants’ comprehension, reading attitude, and
mental imagery. (6) The participants were also instructed to draw their mental images as their
visual composition and guide during the verbal retelling. (7) Results show that Visual Imagery
Instruction in Filipino affects third graders’ reading comprehension by improving their skills in
noting details, making an inference, drawing conclusion, and thinking critically. (8) It also
provided a framework for concretizing, organizing, and remembering textual information that
aids in effective comprehension. (9) The instruction also helps third graders to gain a better
attitude toward reading. (10) Furthermore, Visual Imagery Instruction affects third graders’
mental imagery by developing their ability to form images with color and movement when
reading.

Mendoza, N.S. (2017). Effects of Visual Imagery Instruction on Third Graders’ Reading Comprehension, Reading Attitude, and
Visual Imagery (Unpublished master’s thesis). University of the Philippines, Quezon City, Philippines.
Components of the abstract

➤ Research question or problem statement

Sentence 1- 3
➤ Method/procedure
Sentence 4-6
➤ Findings
Sentence 7 -10
➤ Conclusion/implication
None
 Identify the components of the abstract

(1) This study describes multilingual students’ authentic use of their first and second
languages in a translanguaging science classroom, from a sociocultural perspective. (2)
The study is ethnographic, and has followed some lessons each month in a
translanguaging science classroom at a primary school for three years. (3) The observed
lessons were documented by four video cameras and four audio recorders, while field
notes and different types of students’ texts and other teaching materials were also
collected. (4) In order investigate how language operates, and to realise the meaning
semantically, we analysed the students’ use of both first and second language to tie
paradigmatic relations, and how they move in linguistic loops between languages and
discourses. (5) The results illustrate the ways in which a translanguaging science
classroom constitutes a resource in joint negotiations of the scientific content and its
related language for multilingual students, and benefits the students’ ability to relate and
contextualise the science content to prior experience. (6) The creation of translanguaging
science classrooms, in which students’ experiences and diverse cultural and linguistic
resources interweave with school science, and in which multilingual students are enabled
and encouraged to use all available language resources, has important implications for
science education.

Karlsson, A., Larsson, P.N., & Jakobsson, A. (2018): Multilingual students’ use of translanguaging in science classrooms.
International Journal of Science Education, DOI: 10.1080/09500693.2018.1477261
 Components of the abstract

➤ Research question or problem statement

Sentence 1
➤ Method/procedure
Sentence 2-4
➤ Findings
Sentence 5
➤ Conclusion/implication
Sentence 6
 Summary
• Abstract- presents an overview of an article or
report in condensed form.
- a well-developed write up that highlights the
major findings and purpose of the article or research

• Precis- summary of an article or book that uses the

language (particularly the key terms, phrases) and
overall structure of the original source.

• Summary- you must use your own words as much

as possible, focusing on the main idea/s of the text.
Basic components of an abstract

➤ Research question or problem

statement
➤ Method/procedure
➤ Findings
➤ Conclusion/implication