The document provides information on abstracts, including their purpose and structure. There are two main types of abstracts: descriptive and informative. Descriptive abstracts summarize the key points of works such as humanities papers, while informative abstracts inform the reader of the background, methods, results and conclusions of works like scientific reports. The document offers guidelines for writing abstracts, noting they should be concise while covering the main aspects of the work in a manner proportionate to their coverage in the full document.
IN THIS Presentation will see:
1- WHAT IS AN ABSTRACT
2- FOR WHAT PURPOSES
3- DIFFERENT TYPES OF ABSTRACT
4- WHAT TO INCLUDE
5- WHAT NOT TO INCLUDE
6- SOME EXAMPLES
IN THIS Presentation will see:
1- WHAT IS AN ABSTRACT
2- FOR WHAT PURPOSES
3- DIFFERENT TYPES OF ABSTRACT
4- WHAT TO INCLUDE
5- WHAT NOT TO INCLUDE
6- SOME EXAMPLES
This includes:
1. Definition of abstract
2. Uses of importance of abstracts
3. Reasons for writing abstracts
4. Parts or sections of an abstract
5. Types of abstracts
6. Tips on how to write abstracts
7. Qualities of a good abstract
An abstract is important because it shows the readers if this piece of writing will serve to fulfill their purpose of studying the subject. The quality of the abstract decides whether any reader will go further with the paper or not. Thus, the main goal of any writer would be to make the abstract useful for the readers
Reference Link: https://myassignmenthelp.com/blog/how-to-write-an-abstract/
https://myassignmenthelp.com/Home/
Email id:
contact@myassignmenthelp.com
This screencast was produced for the Inf6350 Information Resources and Information Literacy class in October 2013. This is a class in the Masters programme at Sheffield University's Information School. It describes what abstracts are and why they are useful, identifies different types of abstract, and describes a process for abstracting.
An abstract is a descriptive, self-contained, short summary of a larger work. It give a brief overview of the longer work that the person is a bout to read and informs them of all they key information that they should know going into it.
This includes:
1. Definition of abstract
2. Uses of importance of abstracts
3. Reasons for writing abstracts
4. Parts or sections of an abstract
5. Types of abstracts
6. Tips on how to write abstracts
7. Qualities of a good abstract
An abstract is important because it shows the readers if this piece of writing will serve to fulfill their purpose of studying the subject. The quality of the abstract decides whether any reader will go further with the paper or not. Thus, the main goal of any writer would be to make the abstract useful for the readers
Reference Link: https://myassignmenthelp.com/blog/how-to-write-an-abstract/
https://myassignmenthelp.com/Home/
Email id:
contact@myassignmenthelp.com
This screencast was produced for the Inf6350 Information Resources and Information Literacy class in October 2013. This is a class in the Masters programme at Sheffield University's Information School. It describes what abstracts are and why they are useful, identifies different types of abstract, and describes a process for abstracting.
An abstract is a descriptive, self-contained, short summary of a larger work. It give a brief overview of the longer work that the person is a bout to read and informs them of all they key information that they should know going into it.
Chapter 11Presenting Your ResearchResearch is complete onlshpopkinkz
Chapter 11
Presenting Your Research
Research is complete only when the results are shared with the scientific community.
-American Psychological Association
Imagine that you have identified an interesting research question, reviewed the relevant literature, designed and conducted an empirical study, analyzed the data, and drawn your conclusions. There is still one more step in the process of conducting scientific research. It is time to add your research to the literature so that others can learn from it and build on it. Remember that science is a social process—a large-scale collaboration among many researchers distributed across space and time. For this reason, it could be argued that unless you make your research public in some form, you are not really engaged in science at all.
In this chapter, we look at how to present your research effectively. We begin with a discussion of American Psychological Association (APA) style—the primary approach to writing taken by researchers in psychology and related fields. Then we consider how to write an APA-style empirical research report. Finally, we look at some of the many other ways in which researchers present their work, including review and theoretical articles, theses and other student papers, and talks and posters at professional meetings.
This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.
Saylor URL: http://www.saylor.org/books
Saylor.org
263
11.1 American Psychological Association (APA) Style
1. Define APA style and list several of its most important characteristics.
2. Identify three levels of APA style and give examples of each.
3. Identify multiple sources of information about APA style.
LEARNIN G OBJE CTIVE S
What Is APA Style?
APA style is a set of guidelines for writing in psychology and related fields. These guidelines are set down in the Publication Manual of the American Psychological Association (APA,
2006). [1] The Publication Manual originated in 1929 as a short journal article that provided basic
standards for preparing manuscripts to be submitted for publication (Bentley et al., 1929). [2] It was later expanded and published as a book by the association and is now in its sixth edition. The primary purpose of APA style is to facilitate scientific communication by promoting clarity of expression and by standardizing the organization and content of research articles and book chapters. It is easier to write about research when you know what information to present, the order in which to present it, and even the style in which to present it. Likewise, it is easier to read about research when it is presented in familiar and expected ways.
APA style is best thought of as a “genre” of writing that is appropriate for presenting the results of psychological research—especially in academic and professional contexts. It is not ...
Essay Topic:
Name(s):
Category
5
4
3
2
1
Your score
Supporting Evidence
Student(s) provide a very wide range of materials to support their claims and statements (articles, cases, legislations, etc.)
Student(s) provide strong supporting evidence to back their claims
Student(s) provide adequate evidence to support claims
Student(s) provide weak evidence.
Student(s) provide no supporting evidence.
Structure and effectiveness
Essay is excellently structured with an introduction, body and conclusion. Essay maintains a clear thesis, and clear focus.
Essay is well structured with a good thesis and effective structure.
Essay is adequately structured and presented.
Essay is poorly structured and not well presented.
Essay has no structure and is ineffective in explaining the concepts.
Use of Sources
Essay contains a wide variety of sources and the student makes excellent use of referencing throughout the essay.
Essay contains a decent number of sources and student makes strong use of reference throughout.
Essay contains an adequate amount of sources and student makes adequate use of references throughout.
Essay contains a weak variety of sources and little referencing is made throughout essay.
Essay contains no references and a weak/non-existent bibliography
Critical Thinking
Essay contains insightful analysis with unique presentation clear connections made to real life.
Essay contains strong indications of critical thinking.
Essay contains average indications of critical thinking
Essay contains very little critical thinking.
Essay contains no critical thinking and weak analysis.
Comments
TOTAL
/20
Your assignment is to write a research project that includes a review of the current understanding of the topic, a clearly stated hypothesis, a description of the experimental or observational methods you would use to test your hypothesis, and a discussion of how your research will contribute to the field of this Course. Before you begin writing your proposal, you must conduct considerable research to determine what studies have been done and what questions remain unanswered. This library research should continue as you write to help you dig deeper into the topic, formulate your ideas, and devise your methods. Be prepared to make room for this back and forth between research and writing as you consider and reconsider your project ideas and begin drafting your proposal. You are free to select a topic you feel comfortable with.
The length of paper should contain no more than 1500 words.
I. Organisation
1. Abstract
The objective of this very short statement is to tell the reader something about the purpose of the course work and its content. You should explain what you intend to do and why. Then you should tell the reader what you did and what you would recommend.
The Abstract should be written at the end, when you have finished your work and the structure is complete. It may du.
To complete this assignment, you need .docxturveycharlyn
To
complete
this
assignment,
you
need
to
understand
the
premise
of
the
final
paper.
The
following
flow
chart
will
walk
you
through
each
part
of
your
paper.
Your
Final Paper
will consist of:
Introducti
on
Part I
Part II
Conclusion
Use the introduction to set up the topic of your paper, giving
a preview of the information you will pr
esent in the body of
the paper.
The
thesis statement
is the last sentence or two
of the introduction and states what the main point
structuring your paper will be. In this paper, you'll be
examining an aspect of your o
wn culture from an etic
perspective and an aspect of another culture from an emic
perspective.
Choose
one
aspect
of culture
from
this
list
. Review
the relevant
section of
the
textbook.
Find at
least one
scholarly
source to
support
your
analysis.
Using
the article by
Miner
as a guide,
describe an aspect
of your o
wn culture
from an etic
perspective. Cite
your
sources
.
Review the article
for Part II that
corresponds with
the to
pic you
chose.
Using information from
this source, describe an
aspect of another culture
from an emic perspective.
Cite your source(s).
End with a concluding paragraph that
reinforces
your thesis.
Summarize and tie together your main points for the reader.
Provide a brief
self
-
reflexive analysis of what you learned
while writing this paper.
See the assignment
description for
full instructions and examples of each section of this paper.
Week Three Assignment Worksheet
Please review this assignment tutorial for help filling out this worksheet.
1) Select one aspect of culture from the list. Once you've made your selection, please delete all other
options.
Education
Healthcare
Gender
Rites of passage
Religion
Politics
Business
2) Select a source to use for Part I of the paper. You will be using your textbook and the article by Miner
for this part of the paper, but for this worksheet, include the source you found through your own
research. Review the tutorial on Evaluating sources and enter your reference in the space below.
Reference entry in APA format:
3) Include the reference for Part II that corresponds to the topic you’ve chosen. Copy and paste the
reference entry from the table (e.g., if you chose Education, you would use the article by Jonsson for
Part II).
4) Summarize the main points from each of your sources. See this guide for help with summarizing your
sources.
Summary of your source for Part I (include one to two paragraphs, totaling at least 300 words). Enter
your summary in the space below.
Summary of your source for Part II (include one to two paragraphs, totaling at least 300 words). Enter
your summary in the s ...
257Speaking of researchGuidelines for evaluating resea.docxnovabroom
257
Speaking of research
Guidelines for evaluating research articles
Phillip Rumrill∗, Shawn Fitzgerald and
Megen Ware
Kent State University, Department of Educational
Foundations and Special Services Center for
Disability Studies, 405 White Hall, P.O. Box 5190,
Kent, OH 44242-0001, USA
The article describes the components and composition of
journal articles that report empirical research findings in the
field of rehabilitation. The authors delineate technical writing
strategies and discuss the contents of research manuscripts,
including the Title, Abstract, Introduction, Method, Results,
Discussion, and References. The article concludes with a
scale that practitioners, manuscript reviewers, educators, and
students can use in critically analyzing the content and scien-
tific merits of published rehabilitation research.
Keywords: Evaluation, research articles, guidelines for cri-
tique
1. Introduction
The purpose of this article is to examine the com-
ponents of a research article and provide guidelines
for conducting critical analyses of published works.
Distilled from the American Psychological Associa-
tion’s [1] Publication Manual and related descriptions
in several research design texts [4,8,9,12,15], descrip-
tions of how authors in rehabilitation and disability
studies address each section of a research article are
featured. The article concludes with a framework that
rehabilitation educators, graduate students, practition-
ers, and other Work readers can use in critiquing re-
search articles on the basis of their scientific merits and
practical utility.
∗Corresponding author: Tel.: +1 330 672 2294; Fax: +1 330 672
2512; E-mail: [email protected]
2. Anatomy of a research article
For nearly 50 years, the American Psychological As-
sociation has presented guidelines for authors to follow
in composing manuscripts for publication in profes-
sional journals [1]. Most journals in disability studies
and rehabilitation adhere to those style and formatting
guidelines. In the paragraphs to follow, descriptions
of each section of a standard research article are pre-
sented: Title, Abstract, Introduction, Method, Results,
Discussion, and References.
2.1. Title
As with other kinds of literature, the title of a scien-
tific or scholarly journal article is a very important fea-
ture. At the risk of contravening the age-old adage “You
can’t judge a book by its cover,” Bellini and Rumrill [4]
speculated that most articles in rehabilitation journals
are either read or not read based upon the prospective
reader’s perusal of the title. Therefore, developing a
clear, concise title that conveys the article’s key con-
cepts, hypotheses, methods, and variables under study
is critical for researchers wishing to share their findings
with a large, professional audience. A standard-length
title for a journal article in the social sciences is 12–15
words, including a sub-title if appropriate. Because so-
cial science and medical indexing systems rely hea.
257Speaking of researchGuidelines for evaluating reseabartholomeocoombs
257
Speaking of research
Guidelines for evaluating research articles
Phillip Rumrill∗, Shawn Fitzgerald and
Megen Ware
Kent State University, Department of Educational
Foundations and Special Services Center for
Disability Studies, 405 White Hall, P.O. Box 5190,
Kent, OH 44242-0001, USA
The article describes the components and composition of
journal articles that report empirical research findings in the
field of rehabilitation. The authors delineate technical writing
strategies and discuss the contents of research manuscripts,
including the Title, Abstract, Introduction, Method, Results,
Discussion, and References. The article concludes with a
scale that practitioners, manuscript reviewers, educators, and
students can use in critically analyzing the content and scien-
tific merits of published rehabilitation research.
Keywords: Evaluation, research articles, guidelines for cri-
tique
1. Introduction
The purpose of this article is to examine the com-
ponents of a research article and provide guidelines
for conducting critical analyses of published works.
Distilled from the American Psychological Associa-
tion’s [1] Publication Manual and related descriptions
in several research design texts [4,8,9,12,15], descrip-
tions of how authors in rehabilitation and disability
studies address each section of a research article are
featured. The article concludes with a framework that
rehabilitation educators, graduate students, practition-
ers, and other Work readers can use in critiquing re-
search articles on the basis of their scientific merits and
practical utility.
∗Corresponding author: Tel.: +1 330 672 2294; Fax: +1 330 672
2512; E-mail: [email protected]
2. Anatomy of a research article
For nearly 50 years, the American Psychological As-
sociation has presented guidelines for authors to follow
in composing manuscripts for publication in profes-
sional journals [1]. Most journals in disability studies
and rehabilitation adhere to those style and formatting
guidelines. In the paragraphs to follow, descriptions
of each section of a standard research article are pre-
sented: Title, Abstract, Introduction, Method, Results,
Discussion, and References.
2.1. Title
As with other kinds of literature, the title of a scien-
tific or scholarly journal article is a very important fea-
ture. At the risk of contravening the age-old adage “You
can’t judge a book by its cover,” Bellini and Rumrill [4]
speculated that most articles in rehabilitation journals
are either read or not read based upon the prospective
reader’s perusal of the title. Therefore, developing a
clear, concise title that conveys the article’s key con-
cepts, hypotheses, methods, and variables under study
is critical for researchers wishing to share their findings
with a large, professional audience. A standard-length
title for a journal article in the social sciences is 12–15
words, including a sub-title if appropriate. Because so-
cial science and medical indexing systems rely hea ...
2. The word abstract comes from the Latin
abstractum, which means a condensed form of
a longer piece of writing.
There are two main types of abstract:
1. Descriptive abstract – Тойм хураангуй
2. Informative abstract – Мэдээллийн
хураангуй
3. An abstract is a self-contained, short, and
powerful statement that describes a larger
work.
Abstracts are important because they give a
first impression of the document that follows,
letting readers decide whether to continue
reading and showing them what to look for if
they do. Though some abstracts only list the
contents of the document, the most useful
abstracts tell the reader more.
4. Abstracts are important parts of reports and
research papers and sometimes academic
assignments. The abstract is often the last item
that you write , but the first thing people read
when they want to have a quick overview of the
whole paper. We suggest you leave writing the
abstract to the end, because you will have a
clearer picture of all your findings and
conclusions.
5. First re-read your paper/report for an overview. Then read
each section and condense the information in each down to 1-2
sentences.
Next read these sentences again to ensure that they cover the
major points in your paper.
Ensure you have written something for each of the key points
outlined above for either the descriptive or informative
abstract.
Check the word length and further reduce your words if
necessary by cutting out unnecessary words or rewriting some
of the sentences into a single, more succinct sentence.
Edit for flow and expression.
6. when submitting articles to journals,
especially online journals
when applying for research grants
when writing a book proposal
when completing the Ph.D. dissertation or
M.A. thesis
when writing a proposal for a conference
paper
when writing a proposal for a book chapter
7. Descriptive abstracts are generally used for humanities
and social science papers or psychology essays. This
type of abstract is usually very short (50-100 words).
Most descriptive abstracts have certain key parts in
common. They are:
background
purpose
particular interest/focus of paper
overview of contents (not always included)
9. Informative abstracts are generally used for science,
engineering or psychology reports. You must get the essence
of what your report is about, usually in about 200 words. Most
informative abstracts also have key parts in common. Each of
these parts might consist of 1-2 sentences. The parts include:
background
aim or purpose of research
method used
findings/results
conclusion
11. Typically, an informative abstract answers
these questions in about 100-250 words:
Why did you do this study or project?
What did you do, and how?
What did you find?
What do your findings mean?
12. If the paper is about a new method or
apparatus the last two questions might be
changed to
What are the advantages (of the method or
apparatus)?
How well does it work?
13. Here are some other points to keep in mind about abstracts:
• An abstract will nearly always be read along with the title, so do not
repeat or rephrase the title. It will likely be read without the rest of
the document, however, so make it complete enough to stand on its
own.
• Your readers expect you to summarize your conclusions as well as
your purpose, methods, and main findings. Emphasize the different
points in proportion to the emphasis they receive in the body of the
document.
• Do not refer in the abstract to information that is not in the
document.
• Avoid using I or we, but choose active verbs instead of passive when
possible
• Avoid if possible avoid trade names, acronyms, abbreviations, or
symbols. You would need to explain them, and that takes too much
room.
• Use key words from the document.
14. Abstract - Хураангуй Introduction - Удиртгал
Covers the following academic
elements:
background - оршил
purpose and focus - зорилго ба гол
хэсэг
methods - арга
results - үр дүн (also called
‘findings’)
conclusions - дүгнэлт
recommendations - зөвлөмж (or
‘implication’, not always relevant)
Covers the following academic
elements:
background - оршил
purpose - зорилго
proposition - санал (also called
‘point of view’ or ‘thesis’ statement)
Outline of key issues – Гол
асуудлын тойм
Scope – хамрах хүрээ (not always
relevant)
15. Descriptive abstract Informative abstract
Describes the major points of the
project to the reader. Includes the
background, purpose and focus of the
paper or article, but never the
methods, results and conclusions, if it
is a research paper. Is most likely used
for humanities and social science
papers or psychology essays.
Informs the audience of all essential
points of the paper. Briefly
summarises the background, purpose,
focus, methods, results, findings and
conclusions of the full-length paper.
Is concise, usually 10% of the original
paper length, often just one paragraph.
Is most likely used for sciences,
engineering or psychology reports.
16. During the late 2000s, due to the influence of
computer storage and retrieval systems such as
the Internet, some scientific publications, such as
Journal of Colloid and Interface Science, started
including graphical abstracts alongside the text
abstracts. The graphic is intended to summarize
or be an exemplar for the main thrust of the
article. It is not intended to be as exhaustive a
summary as the text abstract, rather it is
supposed to indicate the type, scope, and
technical coverage of the article at a glance.
17. Humanities Abstracts
“Margaret C. Anderson’s Little Review”
This research looks at the work of Margaret C.
Anderson, the editor of the Little Review. The review
published first works by Sherwood Anderson, James
Joyce, Wyndham Lewis, and Ezra Pound. This research
draws upon mostly primary sources including memoirs,
published letters, and a complete collection of the Little
Review. Most prior research on Anderson focuses on
her connection to the famous writers and personalities
that she published and associated with. This focus
undermines her role as the dominant creative force
behind one of the most influential little magazines
published in the 20th Century. This case example
shows how little magazine publishing is arguably a
literary art.
18. "The Commemoration and Memorialization of the American
Revolution”
This project involves discovering how the American
Revolution was remembered during the nineteenth
century. The goal is to show that the American Revolution
was memorialized by the actions of the United States
government during the 1800s. This has been done by
examining events such as the Supreme Court cases of John
Marshall and the Nullification Crisis. Upon examination of
these events, it becomes clear that John Marshall and John
Calhoun (creator of the Doctrine of Nullification) attempted
to use the American Revolution to bolster their claims by
citing speeches from Founding Fathers. Through showing
that the American Revolution lives on in memory, this
research highlights the importance of the revolution in
shaping the actions of the United States government.
19. 1. Model descriptive abstract (Stevenson, 2004) Key Parts
The opportunity to design and deliver short programs on referencing and
avoiding plagiarism for transnational UniSA students has confirmed the
necessity of combating both the ‘all-plagiarism-is-cheating’ reaction and the
‘just-give-them-a-referencing-guide’ response. The notion of referencing is but
the tip of a particularly large and intricate iceberg. Consequently, teaching
referencing is not adequate in educating students to avoid plagiarism. In this
presentation, I will use the transnational teaching experience to highlight what
educating to avoid plagiarism entails.
Оршил
Зорилго ба
Зорилт
particular
focus of
paper
20. 2. Model informative abstract (Zoltan, 2005) Key Parts
Metalinguistic awareness contributes to effective writing at university. Writing is a
meaning-making process where linguistic, cognitive, social and creative factors are at play.
University students need to master the skills of academic writing not only for getting their
degree but also for their future career. It is also significant for lecturers to know who our
students are, how they think and how we can best assist them. This study examines first-
year undergraduate Australian and international engineering students as writers of
academic texts in a multicultural setting at the University of Adelaide. A questionnaire and
interviews were used to collect data about students’level of metalinguistic awareness, their
attitudes toward, expectations for, assumptions about and motivation for writing. The
preliminary results of the research show that students from different cultures initially have
different concepts about the academic genres and handle writing with different learning
and writing styles, but those with a more developed metalanguage are more confident and
motivated. The conclusion can also be drawn that students’level of motivation for
academic writing positively correlates with their opinion about themselves as writers.
Following an in-depth multi-dimensional analysis of preliminary research results, some
recommendations for writing instruction will also be presented.
Оршил
Зорилго ба
Зорилт
Арга
Үр дүн
Дүгнэлт