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Writing An Abstract, Précis, or

Here are the responses: 1. N 2. N 3. E 4. N 5. N 6. E 7. E 8. N 9. N 10. E

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Mauie Uy Jonas
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94 views14 pages

Writing An Abstract, Précis, or

Here are the responses: 1. N 2. N 3. E 4. N 5. N 6. E 7. E 8. N 9. N 10. E

Uploaded by

Mauie Uy Jonas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Writing an Abstract, Précis, or

Summary
Learning Targets
• I can identify the features of an effective abstract,
précis, or summary.
• I can analyze the features of an abstract, précis, or
summary.
• I can write an effective abstract, précis, or summary.
What is an abstract, précis, or summary?
• Technically, all these terms are the same.
• Aims to condense a larger work to present only the key ideas
• Tells the audience the gist of what has been read, listened to, or viewed.
• Structure depends on the expectations of a particular discipline or field
• Has 2 kinds: Descriptive and Summative
• Preferably, it should be 15% of the original length of the text
• Or, may require only 200-250 words.
Kinds of Abstracts
• Descriptive abstract provides description of the
report’s main topic or purpose together with an
overview of the contents.
Kinds of Abstracts
• Summative abstract tells what the research is about
and gives the key information. It summarizes what
the main findings and conclusions are and it is more
preferred in academic setting.
Structure of an Abstract, Précis, or Summary

1.Research Abstract
– Usually contains 150-300 words
– Does not use any citation
– Does not include specific statistics results
– Is the last to be written
–Structure
– Rationale (around 20%)
– Research problems (10%)
– Methodology (20%)
– Major Findings (40%)
– Conclusion and implications (10%)
Sample Research Abstract
(1) 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, no experimental studies have been conducted to prove
their effectiveness when integrated. (2) 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 ESL students in public high schools in the Philippines. (3) The
participants involved in this study are 480 third year high school students. These students were
divided into four groups: Group A (n=120) received both the MFI and FFI, Group B (n=120)
received MMI only, Group C (n=120) received FFI only, and Group D (n=120) received standard
English programme for secondary ESL students. (4) Findings revealed that students from Group A,
B, and C significantly improved in their speaking, writing, and grammar skills but not Group D.
Based on ANOVA, findings further showed that students from Group A have out performed
students from Groups B, C, and D. (5) From these findings, it is concluded that combining MFI
and FFI is an effective way in significantly improving the language skills of students. Future
directions and implications for teaching are also discussed.
Structure of an Abstract, Précis, or Summary

2.Summary for Expository Texts


•Used for non-research academic texts
•Generally condenses information into 15%-30% of original text

•Done by combining the thesis statement of the text and the main idea and/or the topic sentence
of each paragraph
•Combined by cohesive devices

•Includes the author’s name and article title in the first sentence
Sample Summary for Expository Text

In the book of Gustafan 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,
and Kemp model (2001). Gerlachand Ely model (1980) follows a linear but recursive pattern in its activities. Heinich,
Molenda, Russel and Smaldino model (1999), on the other hand, follows the ASSURE sequene which stands for analysis of
learners statements of objectives, selection and utilization of media and materials, requirement for participation among
learners, and evaluation. Unlike the first two that models, Newby, Stepich, Lehman, and Russell model (2000) is more
learner-centered model that follows the planning-implementation-evaluation sequence. Finally, there is Morrison, Ross,
and Kemp model (2001) that incorporates nine essential elements in its instructional design.
Guidelines in Writing an Abstract, Précis, or Summary

1. Read and understand the text.


2. Highlight/annotate key ideas.
3. State the author’s name, title, and the main idea at the
beginning of the sentence.
4. Use words or phrases that indicate that you are presenting an
abstract.
5. Write the main idea of each paragraph using your own words.
Guidelines in Writing an Abstract, Précis, or Summary

6. Never copy verbatim a single sentence from the original text.


7. Combine the main ideas in one paragraph using transitional
devices.
8. Refrain from adding comments.
9. Edit your abstract.
10. Compare your output to the original text.
Write E if the statement shows an effective strategy in
writing an abstract, precis or summary and N if not.
1. Kip adds his own explanation to some of the key ideas he writes in his
summary.
2. Joey copies in verbatim some of the sentences from the original texts.
3. Rachel highlights the key ideas in the original text while reading it.
4. Monica includes the specific examples that the original text used to
support a certain key idea.
5. Janice presents her summary in bullet form.
6. Mona reads her summary and compares it to the original text.
7. Emily reads the original texts several times until she fully understands
it.
8. Gunther writes a research abstract without any major findings in it.
9. Ross writes in his summary how he feels after reading the text to be
summarized.
10. Chandler writes the name of the author, year of publication, and title
of the text at the beginning of the summary.

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