SlideShare a Scribd company logo
1 of 19
Download to read offline
Abstracting
Inf6350 Information Resources and
Information Literacy
October 2013
Sheila Webber
Copyright Sheila Webber and Sheffield University Information School
Objectives
• Understand the nature and utility of an abstract
• Understand the difference between an
indicative, an informative and a structured
abstract
• Develop ability to evaluate abstracts
Sheila Webber, 2013
Abstract
A concise and accurate representation of
the contents of a document
Concise: short, clear sentences
Accurate representation: should convey what the
document is about, without misrepresenting the
author(s) and their views
Sheila Webber, 2013
Not the same as …
• Indexing: representing the subject of a document by
keywords/phrases
• Extract: direct lifting of one or more portions of text,
unchanged
• Paraphrase: interpretation of the ideas in a document,
in the language of the interpreter
• Annotation or review – where you will be giving your
opinion on an article’s usefulness, reliability etc.
Sheila Webber, 2013
Why have abstracts?
• Saves the time of the reader
• Acts as substitute for document
• May be more accessible than original (e.g.
employing less specialist jargon)
• Can use to assess relevance of original
document (is it worth going on to read the whole
thing?)
Sheila Webber, 2013
Why are they relevant to you?
• A number of modules require an abstract of your
essay, dissertation etc.
• In workplace: ability to identify and convey key
points of a document important: most managers
do not like long documents
• There are also still some information and library
jobs where producing abstracts is a key part of
the job
Sheila Webber, 2013
Where do you often find
abstracts?
• With the documents themselves e.g. at the start
of an article
• In abstracting journals/databases e.g. Library
and Information Science Abstracts
Sheila Webber, 2013
Problems with abstracts written by
the author him/herself
• May be badly written
• May give an unbalanced view of the paper
• May reflect what author wished he/she had
written
• May be copyright restrictions concerning how
the abstract can be used
Sheila Webber, 2013
Ways abstracts vary
• Audience they are aimed at (abstract may be
slanted to suit their interests)
• Nature of original document (e.g. scholarly
research article, opinion piece, lengthy report)
• Indicative or informative
• Ordinary or Structured abstract
Sheila Webber, 2013
Indicative
• Tells you the overall scope
and purpose of the document
• Indicates key themes,
methods, conclusions
• Enough information to tell you
what it is about, not usually
enough to substitute for
document
• Tells you the overall scope
and purpose of the document
• Informs you about key
themes, methods,
conclusions
• May substitute for document
if you only need the most
important data
• Usually takes longer to write
Informative
Sheila Webber, 2013
Structured abstracts
• Use headings to give the abstract a more obvious
structure (though all abstracts should have a clear
structure)
• Normally informative
• Research has shown that structured abstracts are quicker
to read and understand
• When you are writing for a journal, then you will be told
which headings to use
• We in the Information School will also normally give you a
list of headings for structured abstracts (e.g. for your
dissertation)
Sheila Webber, 2013
Informative & Structured – when?
• Informative and structured abstracts are most
appropriate
– when the original document is well structured e.g. an
article reporting on research results and/or
– when the audience will derive significant benefit from
having something close to a substitute for the
document (e.g. saving time or money) The audience
may have to pay extra for this benefit
• Informative and structured abstracts are less
appropriate for opinion pieces, longer items, less
formal writing
Sheila Webber, 2013
Which should you use?
• In this Department: your assignment briefing
should tell which is required! If it doesn’t, then
ask the module coordinator
Sheila Webber, 2013
Abstract
• Makes sense by itself
• Gives an overview of key
points from the whole
document and includes
aims & conclusions
• Only mentions points
made in the document
• Cites no references &
includes no quotes from
other authors
• Provides an introduction to
the work e.g. by explaining
the aims, why the topic is
interesting
• Forecasts the structure of
the work but does not give
you substance about key
points or conclusions
• May include quotes and
references
Introduction
Difference between an abstract & an introduction
Sheila Webber, 2013
All abstracts should have a structure
e.g. for a scholarly article, a common structure is:
Purpose and scope; Methodology; Results; Conclusions
• This structure is the same for indicative and informative
abstracts
• Informative abstracts would have more detailed content
• A Structured Abstract would differ in having headings for
each aspect, rather than being in ordinary paragraphs
• See examples on handout
Sheila Webber, 2013
Abstracting a document
• Use grammatically correct sentences: short and
clear, rather than long and intricate
• Make it readable (can do readability tests)
• Avoid ambiguity
• Use terminology appropriate to target audience
• Do not add your own interpretation
• The abstract should make sense on its own
Sheila Webber, 2013
Process
• Read the article.
– Try to avoid getting bogged down in detail at this point: you
are identifying what the article is about
– The document’s introduction, conclusions and headings will
normally give pointers to what is important
• Make notes on the key points
• If you are producing a structured abstract, use whatever
headings given
• Otherwise, use structure from the previous slide (if it is a
scholarly article) to make notes for your informative or
indicative abstract
Sheila Webber, 2013
Process II
• Draft a rough abstract
– Summarise essential information about the purpose of the
article in your first sentence. Do not duplicate the title.
– Do not lift sentences from the original article
• Redraft the abstract until it is in its final form.
• Unless it is a Structured Abstract, it will normally be
in one paragraph
• Read through your abstract, then read through the
article again. Is your abstract a good representation
of the article?
Sheila Webber, 2013
Sheila Webber
Information School, University of Sheffield, UK
s.webber@sheffield.ac.uk
http://information-literacy.blogspot.com/
http://www.slideshare.net/sheilawebber
Twitter: @sheilayoshikawa
Sheila Webber, 2013

More Related Content

What's hot

Abstract writting
Abstract writtingAbstract writting
Abstract writtingwarda aziz
 
what is an Abstract & importance of an Abstract
what is an Abstract & importance of an Abstract what is an Abstract & importance of an Abstract
what is an Abstract & importance of an Abstract zeetariq
 
Reference Sources: Origin, Evaluation and Use
Reference Sources: Origin, Evaluation and UseReference Sources: Origin, Evaluation and Use
Reference Sources: Origin, Evaluation and UsePrince Raja
 
Footnote and bibliography
Footnote and bibliographyFootnote and bibliography
Footnote and bibliographymarimar27
 
Bibliography: definitions and types
Bibliography: definitions and typesBibliography: definitions and types
Bibliography: definitions and typesAllana Delgado
 
Trends in scientific_comm. by Aman Kr Kushwaha
Trends in scientific_comm. by Aman Kr KushwahaTrends in scientific_comm. by Aman Kr Kushwaha
Trends in scientific_comm. by Aman Kr KushwahaAMAN KUMAR KUSHWAHA
 
AGRIS (agricultural information system)
AGRIS (agricultural information system)AGRIS (agricultural information system)
AGRIS (agricultural information system)Abid Fakhre Alam
 
Abstract writing for formal writing
Abstract writing for formal writing Abstract writing for formal writing
Abstract writing for formal writing Tayyba Noor
 
Referencing and Citation
Referencing and CitationReferencing and Citation
Referencing and CitationVijay R. Joshi
 

What's hot (20)

Bibliographies
Bibliographies Bibliographies
Bibliographies
 
Abstract writting
Abstract writtingAbstract writting
Abstract writting
 
what is an Abstract & importance of an Abstract
what is an Abstract & importance of an Abstract what is an Abstract & importance of an Abstract
what is an Abstract & importance of an Abstract
 
Reference Sources: Origin, Evaluation and Use
Reference Sources: Origin, Evaluation and UseReference Sources: Origin, Evaluation and Use
Reference Sources: Origin, Evaluation and Use
 
Abstract writing
Abstract writingAbstract writing
Abstract writing
 
Footnote and bibliography
Footnote and bibliographyFootnote and bibliography
Footnote and bibliography
 
Types of indexes
Types of indexesTypes of indexes
Types of indexes
 
Bibliography: definitions and types
Bibliography: definitions and typesBibliography: definitions and types
Bibliography: definitions and types
 
How to access the e resources (2)
How to access the e  resources (2)How to access the e  resources (2)
How to access the e resources (2)
 
Trends in scientific_comm. by Aman Kr Kushwaha
Trends in scientific_comm. by Aman Kr KushwahaTrends in scientific_comm. by Aman Kr Kushwaha
Trends in scientific_comm. by Aman Kr Kushwaha
 
INTRODUCTION OF LIBRARY
INTRODUCTION OF LIBRARYINTRODUCTION OF LIBRARY
INTRODUCTION OF LIBRARY
 
Opac search
Opac searchOpac search
Opac search
 
Librarianship as a profession
Librarianship as a professionLibrarianship as a profession
Librarianship as a profession
 
AGRIS (agricultural information system)
AGRIS (agricultural information system)AGRIS (agricultural information system)
AGRIS (agricultural information system)
 
Abstract writing for formal writing
Abstract writing for formal writing Abstract writing for formal writing
Abstract writing for formal writing
 
Encyclopedias
EncyclopediasEncyclopedias
Encyclopedias
 
Reference services in Libraries
Reference services in LibrariesReference services in Libraries
Reference services in Libraries
 
Library cataloging
Library catalogingLibrary cataloging
Library cataloging
 
Referencing and Citation
Referencing and CitationReferencing and Citation
Referencing and Citation
 
The abstract ppt
The abstract pptThe abstract ppt
The abstract ppt
 

Viewers also liked

How to write abstract dissertation?
How to write abstract dissertation?How to write abstract dissertation?
How to write abstract dissertation?Assignment Writer
 
How to write an abstract
How to write an abstractHow to write an abstract
How to write an abstractdanix_cata
 
Abstract writing by Ameer Hamza
Abstract writing by Ameer HamzaAbstract writing by Ameer Hamza
Abstract writing by Ameer HamzaAmeer Hamza
 
Writing the abstract
Writing the abstractWriting the abstract
Writing the abstractunmgrc
 
Abstract writing
Abstract writingAbstract writing
Abstract writingolpal77
 
Abstract
AbstractAbstract
AbstractAWKUM
 
Writing Report Abstracts
Writing Report AbstractsWriting Report Abstracts
Writing Report AbstractstheLecturette
 
How to write an abstract
How to write an abstractHow to write an abstract
How to write an abstractMarc van Gurp
 
Writing effective abstracts
Writing effective abstractsWriting effective abstracts
Writing effective abstractsbneiswender
 
Planning the analysis and interpretation of resseaech data
Planning the analysis and interpretation of resseaech dataPlanning the analysis and interpretation of resseaech data
Planning the analysis and interpretation of resseaech dataramil12345
 
Chapter 12: Abstract ( english for writing research papers)
Chapter 12: Abstract ( english for writing research papers)Chapter 12: Abstract ( english for writing research papers)
Chapter 12: Abstract ( english for writing research papers)Hafiza Abas
 
How to write a good abstract for a research paper
How to write a good abstract for a research paperHow to write a good abstract for a research paper
How to write a good abstract for a research paperEssayAcademy
 

Viewers also liked (20)

Ch14
Ch14Ch14
Ch14
 
How to write abstract dissertation?
How to write abstract dissertation?How to write abstract dissertation?
How to write abstract dissertation?
 
How to write an abstract
How to write an abstractHow to write an abstract
How to write an abstract
 
Abstract writing by Ameer Hamza
Abstract writing by Ameer HamzaAbstract writing by Ameer Hamza
Abstract writing by Ameer Hamza
 
Ppt14
Ppt14Ppt14
Ppt14
 
Abstract of a research
Abstract of a researchAbstract of a research
Abstract of a research
 
Writing an abstract
Writing an abstractWriting an abstract
Writing an abstract
 
Abstracts
AbstractsAbstracts
Abstracts
 
Writing the abstract
Writing the abstractWriting the abstract
Writing the abstract
 
Abstract writing
Abstract writingAbstract writing
Abstract writing
 
Abstract
AbstractAbstract
Abstract
 
Abstract of a Research
Abstract of a ResearchAbstract of a Research
Abstract of a Research
 
Writing Report Abstracts
Writing Report AbstractsWriting Report Abstracts
Writing Report Abstracts
 
How to write an abstract
How to write an abstractHow to write an abstract
How to write an abstract
 
Writing Abstracts and Introductions
Writing Abstracts and IntroductionsWriting Abstracts and Introductions
Writing Abstracts and Introductions
 
Ch21
Ch21Ch21
Ch21
 
Writing effective abstracts
Writing effective abstractsWriting effective abstracts
Writing effective abstracts
 
Planning the analysis and interpretation of resseaech data
Planning the analysis and interpretation of resseaech dataPlanning the analysis and interpretation of resseaech data
Planning the analysis and interpretation of resseaech data
 
Chapter 12: Abstract ( english for writing research papers)
Chapter 12: Abstract ( english for writing research papers)Chapter 12: Abstract ( english for writing research papers)
Chapter 12: Abstract ( english for writing research papers)
 
How to write a good abstract for a research paper
How to write a good abstract for a research paperHow to write a good abstract for a research paper
How to write a good abstract for a research paper
 

Similar to Abstracting

Research article structure
Research article structureResearch article structure
Research article structureAhmed Meri
 
STEPS IN WRITIN RESEARCH REPORT.pptx
STEPS IN WRITIN RESEARCH REPORT.pptxSTEPS IN WRITIN RESEARCH REPORT.pptx
STEPS IN WRITIN RESEARCH REPORT.pptxjaheermuktharkp
 
Planning and writing essays
Planning and writing essaysPlanning and writing essays
Planning and writing essaysal bani
 
Writing a Research Paper
Writing a Research PaperWriting a Research Paper
Writing a Research PaperPadma Metta
 
Nzcom writing for the journal.pptx with sound
Nzcom writing for the journal.pptx with soundNzcom writing for the journal.pptx with sound
Nzcom writing for the journal.pptx with soundNZCollegeofMidwives
 
Research Paper
Research PaperResearch Paper
Research PaperAli Rehman
 
Advice on academic writing
Advice on academic writingAdvice on academic writing
Advice on academic writingMarceloGalarza4
 
Academic witing.pptx
Academic witing.pptxAcademic witing.pptx
Academic witing.pptxSalemZemali
 
Academic writing and and publishing
Academic writing and and publishing  Academic writing and and publishing
Academic writing and and publishing Ghulam Fareed Malik
 
How to Write Professional Research Paper Outline
How to Write Professional Research Paper OutlineHow to Write Professional Research Paper Outline
How to Write Professional Research Paper OutlineResearch Paper Outline
 
Writing for academic publishing Griffith College, Dublin
Writing for academic publishing Griffith College, DublinWriting for academic publishing Griffith College, Dublin
Writing for academic publishing Griffith College, DublinHelen Fallon
 
Publishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and PracticePublishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and PracticeHelen Fallon
 
A guide to essay writing
A guide to essay writingA guide to essay writing
A guide to essay writinguolill
 
Tata kelola jurnal menuju akreditasi online
Tata kelola jurnal menuju akreditasi onlineTata kelola jurnal menuju akreditasi online
Tata kelola jurnal menuju akreditasi onlineabudira354
 
Publishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and PracticePublishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and PracticeHelen Fallon
 

Similar to Abstracting (20)

write a report
 write a report  write a report
write a report
 
Research article structure
Research article structureResearch article structure
Research article structure
 
STEPS IN WRITIN RESEARCH REPORT.pptx
STEPS IN WRITIN RESEARCH REPORT.pptxSTEPS IN WRITIN RESEARCH REPORT.pptx
STEPS IN WRITIN RESEARCH REPORT.pptx
 
Advice on academic writing
Advice on academic writing Advice on academic writing
Advice on academic writing
 
Planning and writing essays
Planning and writing essaysPlanning and writing essays
Planning and writing essays
 
Lesson7
Lesson7Lesson7
Lesson7
 
Writing a Research Paper
Writing a Research PaperWriting a Research Paper
Writing a Research Paper
 
Writing advice 1
Writing advice 1Writing advice 1
Writing advice 1
 
Nzcom writing for the journal.pptx with sound
Nzcom writing for the journal.pptx with soundNzcom writing for the journal.pptx with sound
Nzcom writing for the journal.pptx with sound
 
Advice academic writing
Advice academic writingAdvice academic writing
Advice academic writing
 
Research Paper
Research PaperResearch Paper
Research Paper
 
Advice on academic writing
Advice on academic writingAdvice on academic writing
Advice on academic writing
 
Academic witing.pptx
Academic witing.pptxAcademic witing.pptx
Academic witing.pptx
 
Academic writing and and publishing
Academic writing and and publishing  Academic writing and and publishing
Academic writing and and publishing
 
How to Write Professional Research Paper Outline
How to Write Professional Research Paper OutlineHow to Write Professional Research Paper Outline
How to Write Professional Research Paper Outline
 
Writing for academic publishing Griffith College, Dublin
Writing for academic publishing Griffith College, DublinWriting for academic publishing Griffith College, Dublin
Writing for academic publishing Griffith College, Dublin
 
Publishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and PracticePublishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and Practice
 
A guide to essay writing
A guide to essay writingA guide to essay writing
A guide to essay writing
 
Tata kelola jurnal menuju akreditasi online
Tata kelola jurnal menuju akreditasi onlineTata kelola jurnal menuju akreditasi online
Tata kelola jurnal menuju akreditasi online
 
Publishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and PracticePublishing and Disseminating your Research and Practice
Publishing and Disseminating your Research and Practice
 

More from Sheila Webber

Continuing Professional Development for teaching information literacy & digit...
Continuing Professional Development for teaching information literacy & digit...Continuing Professional Development for teaching information literacy & digit...
Continuing Professional Development for teaching information literacy & digit...Sheila Webber
 
UNESCO - Media and Information Literacy initiatives
UNESCO - Media and Information Literacy initiativesUNESCO - Media and Information Literacy initiatives
UNESCO - Media and Information Literacy initiativesSheila Webber
 
Curriculum, community, context, sustainability: A reflection
Curriculum, community, context, sustainability: A reflectionCurriculum, community, context, sustainability: A reflection
Curriculum, community, context, sustainability: A reflectionSheila Webber
 
Creating connections for enhancing collaborative and professional development...
Creating connections for enhancing collaborative and professional development...Creating connections for enhancing collaborative and professional development...
Creating connections for enhancing collaborative and professional development...Sheila Webber
 
The importance of creating relevant material to develop information literacy
The importance of creating relevant material to develop information literacy The importance of creating relevant material to develop information literacy
The importance of creating relevant material to develop information literacy Sheila Webber
 
Using theory of change to evaluate information literacy initiatives
Using theory of change to evaluate information literacy initiativesUsing theory of change to evaluate information literacy initiatives
Using theory of change to evaluate information literacy initiativesSheila Webber
 
Older people as active, creative agents in the Media and Information Literate...
Older people as active, creative agents in the Media and Information Literate...Older people as active, creative agents in the Media and Information Literate...
Older people as active, creative agents in the Media and Information Literate...Sheila Webber
 
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Sheila Webber
 
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Fake news: has it changed UK academic librarians’ ideas about teaching Inform...
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Sheila Webber
 
Using theories of change to evaluate information literacy initiatives
Using theories of change to evaluate information literacy initiatives Using theories of change to evaluate information literacy initiatives
Using theories of change to evaluate information literacy initiatives Sheila Webber
 
3D Virtual Worlds for Professional Development and Lifelong Learning
3D Virtual Worlds for Professional Development and Lifelong Learning3D Virtual Worlds for Professional Development and Lifelong Learning
3D Virtual Worlds for Professional Development and Lifelong LearningSheila Webber
 
The information worlds of non resident informal carers: stakeholder perceptions
The information worlds of non resident informal carers: stakeholder perceptionsThe information worlds of non resident informal carers: stakeholder perceptions
The information worlds of non resident informal carers: stakeholder perceptionsSheila Webber
 
Ageism and libraries
Ageism and librariesAgeism and libraries
Ageism and librariesSheila Webber
 
Transformational Media and Information Literacy learning for adult citizens: ...
Transformational Media and Information Literacy learning for adult citizens: ...Transformational Media and Information Literacy learning for adult citizens: ...
Transformational Media and Information Literacy learning for adult citizens: ...Sheila Webber
 
Media and Information Literacy: creative and critical engagement across the c...
Media and Information Literacy: creative and critical engagement across the c...Media and Information Literacy: creative and critical engagement across the c...
Media and Information Literacy: creative and critical engagement across the c...Sheila Webber
 
What's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your researchWhat's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your researchSheila Webber
 
Media and Information Literacy for Informed Citizens in the Digital Age
Media and Information Literacy for Informed Citizens in the Digital AgeMedia and Information Literacy for Informed Citizens in the Digital Age
Media and Information Literacy for Informed Citizens in the Digital AgeSheila Webber
 
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...
#AFMIL The Age-Friendly Media and Information Literate City:  Combining polic...#AFMIL The Age-Friendly Media and Information Literate City:  Combining polic...
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...Sheila Webber
 
What makes us trust online information? The perspective of health Information
What makes us trust online information? The perspective of health InformationWhat makes us trust online information? The perspective of health Information
What makes us trust online information? The perspective of health InformationSheila Webber
 
What's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your researchWhat's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your researchSheila Webber
 

More from Sheila Webber (20)

Continuing Professional Development for teaching information literacy & digit...
Continuing Professional Development for teaching information literacy & digit...Continuing Professional Development for teaching information literacy & digit...
Continuing Professional Development for teaching information literacy & digit...
 
UNESCO - Media and Information Literacy initiatives
UNESCO - Media and Information Literacy initiativesUNESCO - Media and Information Literacy initiatives
UNESCO - Media and Information Literacy initiatives
 
Curriculum, community, context, sustainability: A reflection
Curriculum, community, context, sustainability: A reflectionCurriculum, community, context, sustainability: A reflection
Curriculum, community, context, sustainability: A reflection
 
Creating connections for enhancing collaborative and professional development...
Creating connections for enhancing collaborative and professional development...Creating connections for enhancing collaborative and professional development...
Creating connections for enhancing collaborative and professional development...
 
The importance of creating relevant material to develop information literacy
The importance of creating relevant material to develop information literacy The importance of creating relevant material to develop information literacy
The importance of creating relevant material to develop information literacy
 
Using theory of change to evaluate information literacy initiatives
Using theory of change to evaluate information literacy initiativesUsing theory of change to evaluate information literacy initiatives
Using theory of change to evaluate information literacy initiatives
 
Older people as active, creative agents in the Media and Information Literate...
Older people as active, creative agents in the Media and Information Literate...Older people as active, creative agents in the Media and Information Literate...
Older people as active, creative agents in the Media and Information Literate...
 
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...
Older People in the “Post-Truth” Era: Countering Ageism by Developing Age Fri...
 
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...Fake news: has it changed UK academic librarians’ ideas about teaching Inform...
Fake news: has it changed UK academic librarians’ ideas about teaching Inform...
 
Using theories of change to evaluate information literacy initiatives
Using theories of change to evaluate information literacy initiatives Using theories of change to evaluate information literacy initiatives
Using theories of change to evaluate information literacy initiatives
 
3D Virtual Worlds for Professional Development and Lifelong Learning
3D Virtual Worlds for Professional Development and Lifelong Learning3D Virtual Worlds for Professional Development and Lifelong Learning
3D Virtual Worlds for Professional Development and Lifelong Learning
 
The information worlds of non resident informal carers: stakeholder perceptions
The information worlds of non resident informal carers: stakeholder perceptionsThe information worlds of non resident informal carers: stakeholder perceptions
The information worlds of non resident informal carers: stakeholder perceptions
 
Ageism and libraries
Ageism and librariesAgeism and libraries
Ageism and libraries
 
Transformational Media and Information Literacy learning for adult citizens: ...
Transformational Media and Information Literacy learning for adult citizens: ...Transformational Media and Information Literacy learning for adult citizens: ...
Transformational Media and Information Literacy learning for adult citizens: ...
 
Media and Information Literacy: creative and critical engagement across the c...
Media and Information Literacy: creative and critical engagement across the c...Media and Information Literacy: creative and critical engagement across the c...
Media and Information Literacy: creative and critical engagement across the c...
 
What's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your researchWhat's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your research
 
Media and Information Literacy for Informed Citizens in the Digital Age
Media and Information Literacy for Informed Citizens in the Digital AgeMedia and Information Literacy for Informed Citizens in the Digital Age
Media and Information Literacy for Informed Citizens in the Digital Age
 
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...
#AFMIL The Age-Friendly Media and Information Literate City:  Combining polic...#AFMIL The Age-Friendly Media and Information Literate City:  Combining polic...
#AFMIL The Age-Friendly Media and Information Literate City: Combining polic...
 
What makes us trust online information? The perspective of health Information
What makes us trust online information? The perspective of health InformationWhat makes us trust online information? The perspective of health Information
What makes us trust online information? The perspective of health Information
 
What's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your researchWhat's my approach? Deciding on the approach to use for your research
What's my approach? Deciding on the approach to use for your research
 

Recently uploaded

2024.03.16 How to write better quality materials for your learners ELTABB San...
2024.03.16 How to write better quality materials for your learners ELTABB San...2024.03.16 How to write better quality materials for your learners ELTABB San...
2024.03.16 How to write better quality materials for your learners ELTABB San...Sandy Millin
 
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxMetabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxDr. Santhosh Kumar. N
 
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxAUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxiammrhaywood
 
DLL Catch Up Friday March 22.docx CATCH UP FRIDAYS
DLL Catch Up Friday March 22.docx CATCH UP FRIDAYSDLL Catch Up Friday March 22.docx CATCH UP FRIDAYS
DLL Catch Up Friday March 22.docx CATCH UP FRIDAYSTeacherNicaPrintable
 
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxBBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxProf. Kanchan Kumari
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...Nguyen Thanh Tu Collection
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacySumit Tiwari
 
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdfArti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdfwill854175
 
POST ENCEPHALITIS case study Jitendra bhargav
POST ENCEPHALITIS case study  Jitendra bhargavPOST ENCEPHALITIS case study  Jitendra bhargav
POST ENCEPHALITIS case study Jitendra bhargavJitendra Bhargav
 
EDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderEDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderDr. Bruce A. Johnson
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxDr. Santhosh Kumar. N
 
Pharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfPharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfSumit Tiwari
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptxmary850239
 
LEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudLEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudDr. Bruce A. Johnson
 
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17Celine George
 
Material Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.pptMaterial Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.pptBanaras Hindu University
 
Riti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptxRiti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptxDhatriParmar
 
25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...
25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...
25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...Nguyen Thanh Tu Collection
 
3.14.24 The Selma March and the Voting Rights Act.pptx
3.14.24 The Selma March and the Voting Rights Act.pptx3.14.24 The Selma March and the Voting Rights Act.pptx
3.14.24 The Selma March and the Voting Rights Act.pptxmary850239
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...Nguyen Thanh Tu Collection
 

Recently uploaded (20)

2024.03.16 How to write better quality materials for your learners ELTABB San...
2024.03.16 How to write better quality materials for your learners ELTABB San...2024.03.16 How to write better quality materials for your learners ELTABB San...
2024.03.16 How to write better quality materials for your learners ELTABB San...
 
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptxMetabolism , Metabolic Fate& disorders of cholesterol.pptx
Metabolism , Metabolic Fate& disorders of cholesterol.pptx
 
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptxAUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
AUDIENCE THEORY - PARTICIPATORY - JENKINS.pptx
 
DLL Catch Up Friday March 22.docx CATCH UP FRIDAYS
DLL Catch Up Friday March 22.docx CATCH UP FRIDAYSDLL Catch Up Friday March 22.docx CATCH UP FRIDAYS
DLL Catch Up Friday March 22.docx CATCH UP FRIDAYS
 
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxBBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
 
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdfArti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
 
POST ENCEPHALITIS case study Jitendra bhargav
POST ENCEPHALITIS case study  Jitendra bhargavPOST ENCEPHALITIS case study  Jitendra bhargav
POST ENCEPHALITIS case study Jitendra bhargav
 
EDD8524 The Future of Educational Leader
EDD8524 The Future of Educational LeaderEDD8524 The Future of Educational Leader
EDD8524 The Future of Educational Leader
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
 
Pharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfPharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdf
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx
 
LEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudLEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced Stud
 
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
How to Customise Quotation's Appearance Using PDF Quote Builder in Odoo 17
 
Material Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.pptMaterial Remains as Source of Ancient Indian History & Culture.ppt
Material Remains as Source of Ancient Indian History & Culture.ppt
 
Riti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptxRiti theory by Vamana Indian poetics.pptx
Riti theory by Vamana Indian poetics.pptx
 
25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...
25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...
25 CHUYÊN ĐỀ ÔN THI TỐT NGHIỆP THPT 2023 – BÀI TẬP PHÁT TRIỂN TỪ ĐỀ MINH HỌA...
 
3.14.24 The Selma March and the Voting Rights Act.pptx
3.14.24 The Selma March and the Voting Rights Act.pptx3.14.24 The Selma March and the Voting Rights Act.pptx
3.14.24 The Selma March and the Voting Rights Act.pptx
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - HK2 (...
 

Abstracting

  • 1. Abstracting Inf6350 Information Resources and Information Literacy October 2013 Sheila Webber Copyright Sheila Webber and Sheffield University Information School
  • 2. Objectives • Understand the nature and utility of an abstract • Understand the difference between an indicative, an informative and a structured abstract • Develop ability to evaluate abstracts Sheila Webber, 2013
  • 3. Abstract A concise and accurate representation of the contents of a document Concise: short, clear sentences Accurate representation: should convey what the document is about, without misrepresenting the author(s) and their views Sheila Webber, 2013
  • 4. Not the same as … • Indexing: representing the subject of a document by keywords/phrases • Extract: direct lifting of one or more portions of text, unchanged • Paraphrase: interpretation of the ideas in a document, in the language of the interpreter • Annotation or review – where you will be giving your opinion on an article’s usefulness, reliability etc. Sheila Webber, 2013
  • 5. Why have abstracts? • Saves the time of the reader • Acts as substitute for document • May be more accessible than original (e.g. employing less specialist jargon) • Can use to assess relevance of original document (is it worth going on to read the whole thing?) Sheila Webber, 2013
  • 6. Why are they relevant to you? • A number of modules require an abstract of your essay, dissertation etc. • In workplace: ability to identify and convey key points of a document important: most managers do not like long documents • There are also still some information and library jobs where producing abstracts is a key part of the job Sheila Webber, 2013
  • 7. Where do you often find abstracts? • With the documents themselves e.g. at the start of an article • In abstracting journals/databases e.g. Library and Information Science Abstracts Sheila Webber, 2013
  • 8. Problems with abstracts written by the author him/herself • May be badly written • May give an unbalanced view of the paper • May reflect what author wished he/she had written • May be copyright restrictions concerning how the abstract can be used Sheila Webber, 2013
  • 9. Ways abstracts vary • Audience they are aimed at (abstract may be slanted to suit their interests) • Nature of original document (e.g. scholarly research article, opinion piece, lengthy report) • Indicative or informative • Ordinary or Structured abstract Sheila Webber, 2013
  • 10. Indicative • Tells you the overall scope and purpose of the document • Indicates key themes, methods, conclusions • Enough information to tell you what it is about, not usually enough to substitute for document • Tells you the overall scope and purpose of the document • Informs you about key themes, methods, conclusions • May substitute for document if you only need the most important data • Usually takes longer to write Informative Sheila Webber, 2013
  • 11. Structured abstracts • Use headings to give the abstract a more obvious structure (though all abstracts should have a clear structure) • Normally informative • Research has shown that structured abstracts are quicker to read and understand • When you are writing for a journal, then you will be told which headings to use • We in the Information School will also normally give you a list of headings for structured abstracts (e.g. for your dissertation) Sheila Webber, 2013
  • 12. Informative & Structured – when? • Informative and structured abstracts are most appropriate – when the original document is well structured e.g. an article reporting on research results and/or – when the audience will derive significant benefit from having something close to a substitute for the document (e.g. saving time or money) The audience may have to pay extra for this benefit • Informative and structured abstracts are less appropriate for opinion pieces, longer items, less formal writing Sheila Webber, 2013
  • 13. Which should you use? • In this Department: your assignment briefing should tell which is required! If it doesn’t, then ask the module coordinator Sheila Webber, 2013
  • 14. Abstract • Makes sense by itself • Gives an overview of key points from the whole document and includes aims & conclusions • Only mentions points made in the document • Cites no references & includes no quotes from other authors • Provides an introduction to the work e.g. by explaining the aims, why the topic is interesting • Forecasts the structure of the work but does not give you substance about key points or conclusions • May include quotes and references Introduction Difference between an abstract & an introduction Sheila Webber, 2013
  • 15. All abstracts should have a structure e.g. for a scholarly article, a common structure is: Purpose and scope; Methodology; Results; Conclusions • This structure is the same for indicative and informative abstracts • Informative abstracts would have more detailed content • A Structured Abstract would differ in having headings for each aspect, rather than being in ordinary paragraphs • See examples on handout Sheila Webber, 2013
  • 16. Abstracting a document • Use grammatically correct sentences: short and clear, rather than long and intricate • Make it readable (can do readability tests) • Avoid ambiguity • Use terminology appropriate to target audience • Do not add your own interpretation • The abstract should make sense on its own Sheila Webber, 2013
  • 17. Process • Read the article. – Try to avoid getting bogged down in detail at this point: you are identifying what the article is about – The document’s introduction, conclusions and headings will normally give pointers to what is important • Make notes on the key points • If you are producing a structured abstract, use whatever headings given • Otherwise, use structure from the previous slide (if it is a scholarly article) to make notes for your informative or indicative abstract Sheila Webber, 2013
  • 18. Process II • Draft a rough abstract – Summarise essential information about the purpose of the article in your first sentence. Do not duplicate the title. – Do not lift sentences from the original article • Redraft the abstract until it is in its final form. • Unless it is a Structured Abstract, it will normally be in one paragraph • Read through your abstract, then read through the article again. Is your abstract a good representation of the article? Sheila Webber, 2013
  • 19. Sheila Webber Information School, University of Sheffield, UK s.webber@sheffield.ac.uk http://information-literacy.blogspot.com/ http://www.slideshare.net/sheilawebber Twitter: @sheilayoshikawa Sheila Webber, 2013

Editor's Notes

  1. Unbalanced: e.g. paying disproportionate attention to one part that the author is proud of, skimming over another aspect
  2. Slanting to audience: e.g. there may be an article on KM which is abstracted in current awareness publications aimed at IT specialists and at human resources managers respectively. The former might have more detail on systems, the latter more detail on the findings concerning interpersonal communications and personnel impact. Critical abstract: includes concise critique of methods, research question, treatment etc. Needs to be done by a domain expert. Time consuming, so rare.
  3. Hartley and Sydes (1995) propose a longer set of headings: Background, aims, method, results, conclusions and (optional) comment. They also give guidelines on layout. Their report is a result of BL funded research
  4. Readability tests e.g. FOG index or the tools in Word i.e. “ Flesch Reading Ease score Rates text on a 100-point scale; the higher the score, the easier it is to understand the document. For most standard documents, aim for a score of approximately 60 to 70.” “ Flesch-Kincaid Grade Level score Rates text on a U.S. grade-school level. For example, a score of 8.0 means that an eighth grader can understand the document. For most standard documents, aim for a score of approximately 7.0 to 8.0.” [whatever an 8th grader is…]
  5. Try to avoid getting bogged down in detail: e.g. you might want to hold off using highlighter as this can get you too focused on individual sentences so you lose sight of the wood for the trees This implies reading the article at least twice to write a decent abstract. Some sources advise “skimming” rather than reading.
  6. Do not lift sentences: apart from plagiarism, they will be in a different style and may contain redundant words and phrases that are not central to the article