An abstract offers a summary of a research article or thesis by highlighting its key elements. By reading the abstract, readers can quickly assess whether the paper is relevant to their interests or if they should read the full article. Typically concise and written in a short paragraph, abstracts include the following key elements:

• Background information: This should be short.
• Purpose statement: State the purpose of your paper clearly.
• Gap Statement: Indicate the gap or the problem you are addressing. 
• Research objectives: Describe major research objectives.
• Methodology: Briefly describe the methodology used.
• Results/findings: List major findings of the paper.
• Conclusion: Write what conclusions your paper make.
• Limitations: If applicable.
• Significance: Write the contribution your research makes or why is it important. 

it is importnat to note that authors generally write abstracts in a similar manner across all fields.. However, some authors may choose to emphasize certain key elements and may include or exclude one or two of the points mentioned above. This flexibility allows for adjustments based on the specific focus and requirements of the research.

Remember, an abstract is different from executive summary. Learn more about How to Write an Executive Summary and Abstract vs. Executive Summary: Key Differences and Similarities.

Key Notes to Write Abstract

1. Use Active Voice: Create clarity with action verbs.
2. Use Present Simple, Past, or Present Perfect: Use tenses like “This paper
3. examines…” or “The study used a test-retest design…” for clarity.
4. Be Objective: Keep the tone neutral, without personal opinions or emotional statements.
5. Be Specific: Replace vague phrases with concrete, clear statements. Avoid vague terms like “things” or “issues.”
6. Avoid Wordiness: Use “now” instead of “at this point in time,” “yearly” instead of “on a yearly basis.”
7. Do not use adjectives or adverbs where possible: Keep it concise.
8. Avoid First-Person Pronouns: Use “the study” instead of “I” or “We” unless you are an expert in your area.
9. Avoid Citations: Abstracts should not reference other studies or sources.
10. Include keywords: Include relevant terms from your research question, objective or broader topic.
11. Do not indent: Do not indent Abstract in APA citation style.

Annotated Abstract Examples

How should resource-rich countries diversify? Estimating forward linkage effects of mining on productivity growth

Dr. Omar Joya

Abstract:

(1) Resource-rich countries are willing to diversify their economies are faced with dual policy options; to either develop resource-based industries, or diversify their economies as a whole and invest into new activities that are not necessarily resource dependent.  (2) Not only does the economic theory fail to provide a consensual guidance on this issue but empirical evidence is also lacking. (3) This paper empirically assesses which of these two patterns of diversification is associated with higher productivity growth outcomes for resource-rich countries. (4) Using panel data for 50 resource-abundant countries and extracting over the period 1970-2010, I find that stronger downstream linkages to mining and extractives do not lead to productivity enhancements. (5) Broadening and diversifying the production structures as a whole offers potential for productivity growth at higher levels of income.

Keywords: diversification, resource-based industrialization, productivity growth, natural resources. 

Annotations:

• Background info (1)
• Indicating a gap (2)
• Methodology (3)
• Methodology and finding (4)
• Significance (5)

Use of A Writing Web-Site By Pre-Masters Students On An English for Academic Purposes Course

A. J. Gillett, University of Hertfordshire

Abstract:

(1) During the last 10 years, use of the World-Wide-Web for educational purposes has increased dramatically . (2) However, very little empirical research has been carried out to determine the effectiveness of this use. (3) The aim of this study was therefore to investigate the effectiveness of using the World-Wide-Web on an EAP writing course. (4)
Two groups of students were taught writing by two different methods: one group was taught by a teacher in a traditional classroom, while a second group included use of an on-line web-site in their course. The two groups were assessed in the same way after a twelve-week period of instruction. (5) Results of the assessment showed significant differences between the two groups, the group that used the on-line web-site performing much better on all aspects of the test. (6) This suggests that the use of computer assisted learning programmes for at least some of the teaching time available can be recommended for EAP writing courses.

Annotations

• Background info (1)
• Indicating a gap (2)
• Aim or purpose (3)
• Methodology (4)
• Results (5)
• Significance (6) 
• Keywords?