The abstract is a mini-version of the thesis. It should give a brief summary of the main sections of the paper. In other words, it is a summary of the "information" the thesis contains.
Its purpose:
To give readers a quick identification of the basic content of the thesis. It should "stand on its own" and be a self-contained document. There should be no need to look elsewhere in the thesis for an understanding of what is said in the abstract. Length: The abstract should be very concise - the maximum length being 50% of one page (outside of the header formatting and keywords line). This means you will need to economise your use of words and tie ideas together. Use the most precise and relevant words to best express the content of the abstract. Abstracts that are too long will have to be re-written.
Content: The abstract can be written as one large paragraph, or for easy reading you can use paragraphs for each section of the content. Paragraph 1 should contain your objectives and scope, Paragraph 2 a description of the methods used, Paragraph 3 a summary of the results, and Paragraph 4 a statement of the main conclusions. Other considerations:
The abstract is usually written in the past tense because the research is already done. In other words, write the thesis first!
While first person ("I", "we") may be used in the body of your thesis, you must use third person (passive) in the abstract.
DO NOT include abbreviations or acronyms in your abstract if you can help it, but if you must, don't use them without explaining them first. For example, the first time you use the abbreviation you must write out the full form and put the abbreviation in brackets. e.g. "Chief Executive Officer (CEO)" From then on you may use "CEO" for the duration of the abstract.
DO NOT use headings for your abstract paragraphs. (e.g. Objectives, Methods, Results and Conclusions)
Keep your abstract clear and simple - you are trying to show the key points of your thesis to attract interest.
Always check your grammar, spelling, and formatting. Please use either British English spelling conventions or American English spelling conventions throughout your abstract, but not both.
Remember: The abstract is the first thing a reader reads. It is an indication of the quality of your thesis and what is to come for the reader. Impressions drawn from the reading of the abstract greatly impact the reading of your thesis.
Using some of language samples below that; for example, introduce the different sections of the abstract, will help make the abstract easier to read and more clear to the reader. These are examples only - use must use the language correctly in the proper context and for the correct purpose.
Other words:
objective aim intention purpose goal target Objective(s) The purpose of this study was to investigate... Another aim was to find out... Finally, ... was examined in the study.
Method(s) (X) method was applied. (Eg. quantitative/qualitative - both/other?)
The study/survey/thesis/questionnaire/opinion poll...examined, inspected, focused on, was conducted, carried out, sent out, administered (see list of more descriptive verbs) Questionnaires were sent out/administered... ( X number) responses were received Result(s)/Conclusion(s) The results of the study were that... It was found/discovered that... The results revealed/indicated... The principal conclusion was that... One conclusion was that...
Miscellaneous Please note the correct singular and plural versions of the following:
Singular Plural
thesis theses
criterion criteria
phenomenon phenomena
appendix appendices (British English)
appendixes (American English)
Writing a Message
A message is a statement or set of statements that describes your work and why it is important. It should be written in clear, concise language that is easily understood by a wide range of people. Here, we provide a few tips on creating effective messages for your research.
What is the benefit? You have committed your professional life to this work, but the rest of us have not. You have to create a context for your research that encourages people to care. How many people are affected by the disease you are studying? What is the cost to society? What is the pay-off for your hard work?
Why is it important to you? Is there a personal reason why this matters? Describing this connection is often a good way to connect to an audience.
Translate from scientific jargon to concrete, common language. Even in scientific audiences, colleagues are relieved to hear presentations or see posters that are presented clearly. And given the interdisciplinary focus of much of today’s research, “generalist” language will enable others outside your area of expertise to engage your work more effectively.
Use metaphors and symbolic language to connect complex scientific concepts to commonly known images and processes. Is the neoplasm two centimeters wide or is the cancer the size of a dime?
It is not enough to simply describe what you are doing. Often (indeed, almost always in research), the really exciting stuff is up ahead. What’s next? What do we hope to see from your research or from others in the coming months or years? Is there a call to action? If possible, describe what people in the audience can do to push this work ahead.
Marshall a range of evidence. In a scientific presentation, you will need a clear, data-driven description of your research to back up your findings. But for non-scientific groups (and even for scientists to some extent), don’t forget to tell stories or provide anecdotes that support the case for why your work is important and how it is effective.
