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Unit 14.3 - Structure of an Abstract

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17 views

Unit 14.3 - Structure of an Abstract

Uploaded by

Jack Jan
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Unit 14.

3
Structure of an Abstract
Descriptive Abstract
Descriptive abstracts are often written before a research project is
completed. They may be required for conference proposals or
progress reports.

Main Heads of Descriptive Abstracts:

• Purpose
• Problem
• Methodology
Example of Descriptive Abstract
This article presents a tool of fictional analysis for secondary education that aims at
providing standards of interpretation and allaying fears of standard imposition. The
semantic core of the tool adapts the deontic, alethic, and axiomatic modalities used
in Dolezel (1998). Four "extensions" are added to this core -- "cultural," "visual,"
"(meta) cognitive," and "epistemic" -- which above all mediate between student
experience and pure abstraction, and invite students to think with and about tools
and texts rather than blindly apply models. The relationship of the tool with literary
theory and the appropriate age for learning such a tool are also discussed.
Informative Abstract
Informative abstracts are written after a research project is completed.
Emphasis is placed on the results and conclusions.

Main Heads of Descriptive Abstracts:

• Purpose
• Problem
• Methodology
• Result
• Conclusion & Recommendation
Example of Informative Abstract
Critical thinking is currently much celebrated in the contemporary West and beyond, not least in higher education. Tertiary
education students are generally expected to adopt a critical attitude in order to become responsible and constructive
participants in the development of modern democratic society. Currently, the perceived desirability of critical thinking has
even made it into a seemingly successful marketable commodity. A brief online search yields a vast number of books that are
mostly presented as self-help manuals to enable readers to enhance their critical abilities. But how should critical thinking be
taught? Is it at all possible? Instead of attempting to provide a direct answer to this pressing question, this paper seeks
inspiration in a culturally rather remote philosophy of education that hitherto has not been regarded as a stimulant for critical
thinking, namely the ancient philosophy of Confucianism. The paper argues that not only are most if not all types of
thinking regarded in the West as 'critical' also present in Confucianism, but also that the Confucian philosophy presides over
a
particular type which increasingly tends to be neglected in the contemporary West; a type that I call 'transformative
self-critical attitude'. Through a comparison with the well-known Teaching Perspectives Inventory in higher education, the
transformative self-critical attitude is used to elucidate some further aspects of the Confucian philosophy of education that
may offer valuable insights to contemporary educators.
What to include
01 Purpose

02 Problem

03 Methodology

04 Result

05 Conclusion & Recommendation


What not to include
01 Generalised background information

02 Claims that are not supported in the paper

03 Terms that are too technical or too generic

04 Definitions of key terms

05 References to other papers


Reference

Wallwork, A. (2011). English for Writing Research papers. New


York, NY: Springer

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