844 lines
35 KiB
TeX
844 lines
35 KiB
TeX
\documentclass[a4paper,11pt]{report}
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\usepackage{multicol}
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\usepackage[utf8]{inputenc}
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\usepackage{textcomp}
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\usepackage{graphicx}
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\usepackage{ulem}
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\usepackage[
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backend=biber,
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urldate=long, % default: short, e.g. 08/15/2010
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style=authoryear-icomp, % Harvard citation style
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backref, % if you like (cit. on p. 2)
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sorting=nty, % this is default: sort by name, title, year
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sortlocale=de_DE, % set according to your needs
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ibidpage=false,
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natbib=true, % if you want to use natbib compatible citation commands; do _not_ use package natbib!
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maxbibnames=1000, % show all authors in the bibliography
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]{biblatex}
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\addbibresource{final-ex.bib}
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\usepackage[ % hyperref should be last package loaded
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pdftex, % driver
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%TODO: check pdf information (title, name)
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pdftitle={English Summary by Moser, Sommer and Wolfimajer},
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pdfsubject={English Summary},
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pdfauthor={Moser Benjamin, Sommer Daniel, Wolfimajer Philipp},
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breaklinks, % permits line breaks for long links
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bookmarks, % create Adobe bookmarks
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bookmarksnumbered, % ... and include section numbers
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linktocpage, % "make page number, not text, be link on TOC ..."
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colorlinks, % yes ...
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linkcolor=black, % normal internal links;
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anchorcolor=black, % don't make scientific papers too much colourful => "black"
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citecolor=black,
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urlcolor=blue, % quite common
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pdfstartview={Fit}, % "Fit" fits the page to the window
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pdfpagemode=UseOutlines, % open bookmarks in Acrobat
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plainpages=false, % avoids duplicate page number problem
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pdfpagelabels,
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]{hyperref}
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\begin{document}
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\title{English Summary}
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\author{Benjamin Moser\\Daniel Sommer\\Philipp Wolfmajer}
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\maketitle
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\tableofcontents
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\chapter{Scientific/Academic Writing}
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\section{Do's and Don'ts}
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\begin{enumerate}
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\item Use straightforward language.
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\begin{itemize}
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\item Take care with grammar and sentence construction.
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||
\item Avoid using a note-style of writing.
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||
\end{itemize}
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||
\item Try not to use pompous language.
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||
\begin{itemize}
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\item For example: use "find out" rather than "endeavour to ascertain".
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\end{itemize}
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\item Provide definitions.
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||
\begin{itemize}
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\item Include explanations of technical or unusual terms
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||
\end{itemize}
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||
\item Use impersonal language.
|
||
\begin{itemize}
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\item write in the third person singular \textrightarrow avoid 'I' or 'We' and use 'It' instead
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\end{itemize}
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\item Be precise.
|
||
\begin{itemize}
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||
\item Avoid using terms such as 'nice', 'good' or 'excellent'
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\end{itemize}
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\item Be concise and to the point.
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\begin{itemize}
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\item \sout{'at the time of writing'} \sout{'at this point in time'} \textrightarrow
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'now', ‘currently'
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\end{itemize}
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\item Try not to make generalizations.
|
||
\begin{itemize}
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\item \sout{"Everyone agrees that cold calling does not produce results".}
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"According to the Mori Report (2000), cold calling does not produce results."
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\end{itemize}
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\item Use cautious language.
|
||
\begin{itemize}
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\item This means that statements cannot easily be challenged.
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\begin{itemize}
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\item e.g. ``Cold calling \textbf{may} not produce results.''
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\end{itemize}
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\end{itemize}
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\item Use appropriate verb tenses.
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\begin{itemize}
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\item Reports often use
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\begin{itemize}
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\item the present tense in the introduction \textrightarrow "This report examines..."
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\item the past tense when discussing findings \textrightarrow "Results showed that..."
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\end{itemize}
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\end{itemize}
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||
\item Be careful when using acronyms.
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||
\begin{itemize}
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\item acronyms must be written full out the first time they are used \textrightarrow
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e.g. curriculum vitae (C.V.)
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\end{itemize}
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\item Ensure you are linking points together
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||
\begin{itemize}
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\item When using a lead sentence make sure that the points that follow on link to this:
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\begin{itemize}
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\item This style of CV creates the opportunity to:
|
||
\begin{itemize}
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\item \sout{Can highlight skills and achievements.}
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\item highlight skills and achievements.
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\item \sout{Identifies personal attributes.}
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\item identify personal attributes.
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\end{itemize}
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||
\end{itemize}
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||
\end{itemize}
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\item Do not address the reader directly or use questions
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\item Be careful not to use redundant phrases.
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\begin{itemize}
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\item 'various differences'. Various implies different so you do not need both words.
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\end{itemize}
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\item Do not start sentences with these linking words.
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\begin{itemize}
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\item but, and, yet
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\end{itemize}
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||
\item Avoid using contractions.
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||
\begin{itemize}
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||
\item \sout{``they're'',``don't''} \textrightarrow ``they are'',``do not''
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\item \sout{``etc'',``ie''}
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||
\end{itemize}
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\item Avoid making negative statements.
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||
\begin{itemize}
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\item \sout{”Calling firms directly should not be discouraged.”}
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\item ”Calling firms directly should be encouraged.”
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\end{itemize}
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\item Try to avoid making sentences overlong and complicated.
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\item Limit the use of run-on expressions
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\begin{itemize}
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\item \sout{“and so forth”, “etc.”}
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\end{itemize}
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\item use digits to write numbers unless they come at the beginning of a sentence.
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\begin{itemize}
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\item Expenses had to be reduced by \textbf{80 \%}
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\item \textbf{Eighty percent} of the respondents said that they would never shop there again.
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\end{itemize}
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\end{enumerate}
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\section{Rules}
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\subsection{Choose the more formal alternative}
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\begin{itemize}
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\item use single verbs instead of verb + preposition \sout{(looked at)}
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\item Researchers \textbf{observed} the way children \textbf{acquired} their second language.
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\end{itemize}
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\subsection{Some words / phrases to avoid}
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\begin{itemize}
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\item a lot of \textrightarrow counting:many,several; non-counting:much,substantial,significant
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\item getting \textrightarrow becoming
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\item big \textrightarrow large,significant,substantial
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\item really \textrightarrow very,extremely,quite
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\item \textbf{When it comes to}... \textrightarrow in terms of,concerning
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\item \textbf{Last but not least}, Lumpi will cover the recent developements in ..... \textrightarrow in conclusion,finally
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\item \textbf{As a matter of fact},... \textrightarrow in fact
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\item anymore \textrightarrow no longer
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\end{itemize}
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\subsection{Formal Grammar and Style}
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\begin{enumerate}
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\item avoid contractions \textrightarrow won´t = will not
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\item use the more appropiate formal negative forms
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\begin{itemize}
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\item \textrightarrow The analysis provided no positive results.
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\item \textrightarrow They did little research in this area.
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\item \textrightarrow This problem hasfew feasible solutions.
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\end{itemize}
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\item Limit the use of 'run on' expressions, such as 'and so forth' and 'etc. '
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\begin{itemize}
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\item \textrightarrow The reasons for the heightened security \textbf{include} the data sensitivity and the frequent public access.
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\end{itemize}
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\item Limit the use of direct questions. \textrightarrow What can be done to avoid similar problems in the future? =
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We now need to consider what can be done to avoid similar problems in the future.
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\item Avoid exclamations marks!
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\item Avoid addressing the reader as "you. " \textrightarrow no second person form
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\begin{itemize}
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\item Unacceptable: \sout{In order to make your system secure, you should install redundant firewalls.}
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\item Acceptable: In order to make systems secure, redundant firewalls should be installed.
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\end{itemize}
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\item Writing numbers \textrightarrow Use digits to write numbers unless they come at the beginning of a sentence.
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\begin{itemize}
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\item Expenses had to be reduced by 80\%.
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\item Zero out of 100 people listen to pezis shit.
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\end{itemize}
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\end{enumerate}
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\subsection{Gender neutrality}
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When possible,you should use sentence strutures that do not require 3rd person,singular pronouns.
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The most common way to do this is to use plural forms.
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\begin{itemize}
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\item Unacceptable: \sout{When a user posts content on his blog or website,he effectively becomes a
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"broadcaster. "}
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\item Acceptable: When users post content on their blogs or websites, they effectively become "broadcasters."
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\end{itemize}
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If this is not possible, you can use the slash forms (i.e. he/she, his/her, him/her).
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\subsection{passive voice}
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\subsubsection{example 1}
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You can often eliminate a passive construction simply by rearranging the existing elements in the
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sentence.
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\begin{itemize}
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\item Unacceptable: \sout{Female customers are targeted by this advertisement.}
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\item Acceptable: This advertisement targets female customers.
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\item Optimal: They believe that employees, competitors and special-interest groups have to be addressed by
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corporate communication.
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\end{itemize}
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\subsubsection{example 2}
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In other cases, an appropriate noun can be inserted, even if the idea behind the sentence is a general one.
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\begin{itemize}
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\item Unacceptable: \sout{It has to be considered that men prefer products that suggest power and control.}
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\item Acceptable: Marketers (advertisers, companies)must consider that men prefer products that
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suggest power and control.
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\end{itemize}
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\subsubsection{example 3}
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With truly general observations use \textbf{one} constructions instead of passive writing.
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\begin{itemize}
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\item Unacceptable: \sout{It must be remembered that there are vast cultural differences between
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countries.}
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%\pagebreak
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\item Acceptable: One must remember that there are vast cultural differences between countries.
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\end{itemize}
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\subsubsection{Special Note}
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\begin{itemize}
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\item Unacceptable: \sout{In this paper the important facts for intemational management are covered.}
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\item Acceptable: This paper covers the important facts for international management.
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\item Unacceptable: \sout{The amount of computers in Europe over the last 10 years is shown in graph 4.}
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\item Acceptable: Graph 4 shows the amount of computers in Europe over the last 10 years.
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\end{itemize}
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\subsection{ongoing trends \textrightarrow present progressive}
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When describing ongoing trends, use the present progressive:
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||
\begin{itemize}
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\item Due to modem communication and information technologies,the markets \sout{become} \textbf{are becoming} more and more integrated.
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\item But in today's world, the pressure of competition \sout{increases} \textbf{is increasing} in every branch.
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\item More and more companies \sout{become} \textbf{are becoming} involved in global marketing, and the cost of intemational ad placement \sout{rises} \textbf{is rising}.
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\end{itemize}
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\subsection{never start sentences with an adjective like in german writing}
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\begin{itemize}
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\item As an example, we commonly start sentences with adjectives \textrightarrow "`Wichtig ist, dass man die richtige Grammatik verwendet"'
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\item In English, this construction sounds akward and should be avoided:
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\begin{itemize}
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\item Unacceptable: \sout{Important is that one uses proper grammar.}
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||
\item Acceptable: It is important to use proper grammar.
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||
\item This is particularly awkward in the case of adjective clauses:
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||
\begin{itemize}
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\item Uncacceptable: \sout{Paricularly important for people who work oveseas is an awareness of cultural differences.}
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\item Acceptable: An awareness of cultural differences is particularly important for people who work overseas.
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||
\end{itemize}
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||
\end{itemize}
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||
\end{itemize}
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||
\subsection{The position of "`also"'}
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||
\begin{itemize}
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\item In formal writing, never use "`also"' at the beginnning of a sentence. Use linking words instead (in addition, furthermore).
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||
\begin{itemize}
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\item Unacceptable: \sout{Also the company spent a considerable amount of money on market research.}
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\item Acceptable: In addition, the company spent a considerable amount of money on market research.
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\end{itemize}
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||
\end{itemize}
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\subsubsection{As with many adverbs, "`also"' comes before all verbs except "`to be"'}
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||
\begin{itemize}
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||
\item The company \textbf{also sells} health care products.
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||
\item The sales figures for last quarter \textbf{were also} lower.
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||
\end{itemize}
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\subsubsection{"`Also"' comes between the modal verbs and the main verb}
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\begin{itemize}
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\item Online shoppers \textbf{should also investigate} the security measures of a web site before marking a purchase.
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\end{itemize}
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\subsubsection{"`Also"' comes between the helping verb and the main verb}
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\begin{itemize}
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\item They \textbf{were also building} a new factory.
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\end{itemize}
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\subsection{Not only but also}
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\subsubsection{When using this construction, omit do/does}
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\begin{itemize}
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\item Unacceptable: \sout{They \textbf{do} not only improve customer loyalty but also increase brand awareness.}
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\item Acceptable: They not only improve customer loyalty, but also increase brand awareness.
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\end{itemize}
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\subsubsection{If there is only one verb, "`not only"' comes \textbf{after} the verb:}
|
||
\begin{itemize}
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||
\item Unacceptable: \sout{They \textbf{do not only} increase customer loyalty but also increase brand awareness.}
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\item Acceptable: They increase not only customer loyalty, but also brand awareness.
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\end{itemize}
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\subsection{As well as}
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Austrian students tend to use "`as well as"' \textrightarrow It is better to use "`and"' instead, whenever it is possible
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\subsubsection{In general, if the word "`and"' works, use it}
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\begin{itemize}
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\item The main purposes of concept testing are eliminating poor concepts, gaining a rough
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estimate of potential sales \sout{as well as} \textbf{and} identifying potential areas of improvement.
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\end{itemize}
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\subsubsection{"`As well as"' \textbf{is appropriate}, when "`and"' is already used (more items)}
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\begin{itemize}
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\item The agency handles the creation, planning and production of advertisements, as well as
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research and focus group testing.
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\item It can lead to long-term competitive differentiation and economic advantages within the
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sales channel, as well as higher productivity and enhanced partner cooperation.
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\end{itemize}
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||
\section{Problematic Expressions}
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||
\subsection{``Exist'' cannot be translated to ``es gibt''}
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||
\begin{itemize}
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||
\item \sout{to exist} \textrightarrow ``there is''/ ``there are''
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||
\item \sout{There exist models that that combine the two approaches.}
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\item There are models that combine the two approaches.
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\item Many computer systems exist side by side in the factory. \textrightarrow ok
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\end{itemize}
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||
\subsection{This/ These vs That/Those}
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||
\begin{itemize}
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||
\item \sout{``that, those''} \textrightarrow ``this, these''
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||
\end{itemize}
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||
\subsection{e.g. and i.e.}
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||
\begin{itemize}
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||
\item They performed a variety of functions \sout{e.g.} \textbf{such as} quality control.
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||
\end{itemize}
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||
\subsection{False friends (austrianisms)}
|
||
\begin{itemize}
|
||
\item ``for example'' cannot be translated to ``zum Beispiel, beispielsweise''
|
||
\begin{itemize}
|
||
\item The responsibilities of the marketing manager \sout{are for example} \textbf{include} the creation of ...
|
||
\end{itemize}
|
||
\item ``respectively'' cannot be translated to ``beziehungsweise'' \textrightarrow ``both ... and''
|
||
\item ``im folgenden'' \textrightarrow ``the following section describes...''
|
||
\item ``aktuell'' \textrightarrow ``the \textbf{current} crisis has...''
|
||
\item ``kontrollieren'' cannot be translated to ``control''
|
||
\begin{itemize}
|
||
\item Neutral auditors frequently \textbf{check/monitor} on safety standards.
|
||
\end{itemize}
|
||
\end{itemize}
|
||
\section{Linking words}
|
||
\begin{figure}[h!]
|
||
\centering
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||
\includegraphics[width=\textwidth]{images/table.png}
|
||
\caption{Linking words}
|
||
\end{figure}
|
||
\chapter{Paraphrasing}
|
||
\section{Definition}
|
||
\begin{itemize}
|
||
\item Paraphrasing
|
||
\begin{itemize}
|
||
\item is rewording a text and not shorting it.
|
||
\item means to include ideas or information from an original source in your paper by rephrasing in your own words.
|
||
\end{itemize}
|
||
\end{itemize}
|
||
\section{How to paraphrase}
|
||
\begin{itemize}
|
||
\item use as few words as possible from the original text
|
||
\item be mindful, not to change the meaning
|
||
\item proper cite your paraphrase to avoid plagiarism
|
||
\end{itemize}
|
||
\subsection{Citation}
|
||
\begin{itemize}
|
||
\item Citations are normally written in the present tense.
|
||
\item There are two parts for referencing sources.
|
||
\end{itemize}
|
||
\subsubsection{In-text citation}
|
||
``To write successfully at university you need a sense of what the final product should look and sound like, so if possible, read model assignments or if these are not available, study the way in which journal articles have been written in your specific area. These articles may be lengthy and some may be based on research rather than a discussion of issues, but from them you will get a sense of how academic writing 'sounds', that is, its tone, and also how respected writers in your field assemble information. You will also gain a sense of the complexity of being an apprentice writer in an academic culture, or rather cultures, where expectations may vary from discipline to discipline, even subject to subject and where you can build a repertoire of critical thinking and writing skills that enable you to enter the academic debates, even to challenge.
|
||
|
||
Morley-Warner, T 2001, Academic writing is…: a guide to writing in a university context , 2nd edn, CREA Publications, University of Technology Sydney, Lindfield, NSW.
|
||
''
|
||
\begin{figure}[h!]
|
||
\centering
|
||
\includegraphics[width=0.9\textwidth]{images/in-text.png}
|
||
\caption{In text citation}
|
||
\end{figure}
|
||
``Students will come to understand what is required of them in their writing by studying how journal articles are written (Morley-Warner 2001, p. 6). They will also become aware of the different demands of various disciplines and even the different requirements from subject to subject, argues Morley-Warner (2001, p. 6). Through this process, Morley-Warner maintains, students will develop critical thinking and writing skills that will allow them to participate in academic debate and even to challenge ideas.''
|
||
|
||
\begin{multicols}{3}
|
||
\begin{itemize}
|
||
\item according to
|
||
\item assess
|
||
\item assume
|
||
\item argue
|
||
\item agree
|
||
\item assert
|
||
\item believe
|
||
\item challenge
|
||
\item claim
|
||
\item compare
|
||
\item conclude
|
||
\item consider
|
||
\item contradict
|
||
\item define
|
||
\item demonstrate
|
||
\item describe
|
||
\item determine
|
||
\item develop
|
||
\item discuss
|
||
\item disagree
|
||
\item discover
|
||
\item emphasize
|
||
\item establish
|
||
\item examine
|
||
\item explore
|
||
\item evaluate
|
||
\item focus on
|
||
\item highlight
|
||
\item identify
|
||
\item insist
|
||
\item indicate
|
||
\item imply
|
||
\item mention
|
||
\item note
|
||
\item observe
|
||
\item outline
|
||
\item point out
|
||
\item portray
|
||
\item present
|
||
\item propose
|
||
\item recommend
|
||
\item refer
|
||
\item state
|
||
\item stress
|
||
\item suggest
|
||
\end{itemize}
|
||
\end{multicols}
|
||
|
||
|
||
\begin{figure}[h!]
|
||
\centering
|
||
\includegraphics[width=0.9\textwidth]{images/already-cited.png}
|
||
\caption{Cite already cited source}
|
||
\end{figure}
|
||
|
||
\citep{paraphrasing}
|
||
\subsubsection{Reference lists}
|
||
\begin{figure}[h!]
|
||
\centering
|
||
\includegraphics[width=0.9\textwidth]{images/reference-list-book.png}
|
||
\caption{Reference list entry for a book}
|
||
\end{figure}
|
||
\begin{itemize}
|
||
\item all information that someone needs to follow up the source is contained in the reference list
|
||
\item are arranged alphabetically by first author
|
||
\end{itemize}
|
||
\begin{figure}[h!]
|
||
\centering
|
||
\includegraphics[width=0.9\textwidth]{images/reference-list-journal.png}
|
||
\caption{Reference list entry for a journal}
|
||
\end{figure}
|
||
\chapter{Effective Paragraphs}
|
||
\section{Do's and Don'ts}
|
||
\subsection{avoid/do not use}
|
||
\begin{itemize}
|
||
\item passive voice\textrightarrow use active verbs
|
||
\item the verbs ``be, get''
|
||
\item contractions (don't, ...)
|
||
\item phrasal verbs (going on, etc.)
|
||
\item to start sentences with linking words such as ``but, and, or yet''
|
||
\item addressing the reader directly: ``you''
|
||
\item generic adjectives such as ``interesting, nice, good, bad, big, small''
|
||
\item expressions like ``etc.''
|
||
\item asking direct questions
|
||
\item waste words ``is, this, that, there''
|
||
\item quantifiers like ``many, any, much''
|
||
\begin{multicols}{3}
|
||
\begin{itemize}
|
||
\item not any\textrightarrow no
|
||
\item not much\textrightarrow little
|
||
\item not many\textrightarrow few
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\end{itemize}
|
||
|
||
\section{Paragraph structure}
|
||
\begin{itemize}
|
||
\item topic sentence
|
||
\item supporting sentences (must support the topic sentence/idea)
|
||
\begin{multicols}{3}
|
||
\begin{itemize}
|
||
\item explanations
|
||
\item evidences
|
||
\item examples
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\item a concluding sentence (not a ``must have'')
|
||
\begin{itemize}
|
||
\item link or sum up
|
||
\end{itemize}
|
||
\end{itemize}
|
||
\subsection{Methods for a well-developed paragraph}
|
||
\begin{itemize}
|
||
\item examples and illustrations
|
||
\item cite data (facts, statistics, evidence, details, ...)
|
||
\item compare and contractions
|
||
\item evaluate causes and reasons
|
||
\item examine testimony, effects, consequences
|
||
\item analyse the topic
|
||
\item describe the topic
|
||
\item offer a chronology of an event (time segments)
|
||
\end{itemize}
|
||
|
||
\subsection{Parts of a paragraph}
|
||
\subsubsection{Topic Sentence}
|
||
\begin{itemize}
|
||
\item is generally the first sentence in a paragraph
|
||
\item main idea
|
||
\end{itemize}
|
||
|
||
\begin{figure}[h!]
|
||
\centering
|
||
\includegraphics[width=0.9\textwidth]{images/parts-of-paragraph.png}
|
||
\end{figure}
|
||
|
||
\subsubsection{Explaination}
|
||
\begin{itemize}
|
||
\item clarify your point
|
||
\item define any important terms
|
||
\item rephrase what you said
|
||
\item work through any difficult or confusing concepts
|
||
\end{itemize}
|
||
\subsubsection{Expansion}
|
||
\begin{itemize}
|
||
\item give details
|
||
\item give additional information
|
||
\item support a bigger, broader understanding
|
||
\end{itemize}
|
||
|
||
\subsubsection{Illustration}
|
||
\begin{itemize}
|
||
\item give examples
|
||
\item use real incidents, anecdotes, recorded activities
|
||
\item quote the experts
|
||
\item compare and contrast to other ideas
|
||
\end{itemize}
|
||
|
||
\subsubsection{Evidence}
|
||
\begin{itemize}
|
||
\item give facts, statistics, chronology of events
|
||
\item quote the experts
|
||
\end{itemize}
|
||
|
||
\subsubsection{Application}
|
||
\begin{itemize}
|
||
\item How does the idea work?
|
||
\item What does it imply or what effects does it have?
|
||
\item What examples of the idea in action can you cite?
|
||
\end{itemize}
|
||
\section{Coherence}
|
||
``Cohesion refers to connectivity in a text. Coherence refers to how easy it is to understand the writing.''~\citep{gordon}
|
||
\subsection{Bridges}
|
||
\subsubsection{Logical Bridges}
|
||
\begin{itemize}
|
||
\item carry the topic idea from sentence to sentence
|
||
\item successive sentences can be constructed in parallel from
|
||
\end{itemize}
|
||
\subsubsection{Verbal Bridges}
|
||
|
||
\begin{figure}[h!]
|
||
\centering
|
||
\includegraphics[width=0.9\textwidth]{images/technics.png}
|
||
\end{figure}
|
||
|
||
\begin{itemize}
|
||
\item Repetition of key words or synonyms
|
||
\item usage of pronouns to refer to nouns (persons, things) in previous sentences
|
||
\begin{itemize}
|
||
\item ``this, that, it, which, what,...'',``he, his, him'',``she, her, hers'',...
|
||
\end{itemize}
|
||
\item transition words or phrases to link ideas
|
||
\begin{itemize}
|
||
\item consequences: ``as a result'', ``because of this'', ``so'', ``therefore'',...
|
||
\item ordering:
|
||
``firstly'',
|
||
``secondly'',
|
||
``finally'', ...
|
||
\item continuation:
|
||
``and'',
|
||
``furthermore'', ...
|
||
\item opposition:
|
||
``on the contrary'',
|
||
``nevertheless'',
|
||
``in spite of'',
|
||
``despite'', ...
|
||
\end{itemize}
|
||
\item substitute forms for verbs~\textrightarrow ``do''
|
||
\begin{itemize}
|
||
\item \textbf{Plagiarizing} someone's work is a very sensitive issue for teacher feedback. Since it is considered by many to be a very serious academic offence [...], teachers are very reluctant to accuse students of \textbf{doing} it.
|
||
\end{itemize}
|
||
\item text referring words
|
||
\begin{itemize}
|
||
\item
|
||
``problem'',
|
||
``solution'',
|
||
``issue'',
|
||
``situation'', ...
|
||
\end{itemize}
|
||
\end{itemize}
|
||
\chapter{Abstract}
|
||
\section{General Definitions}
|
||
An abstract
|
||
\begin{itemize}
|
||
\item defines a condensed form of a longer piece of writing
|
||
\item is a short, concise text
|
||
\item is a short summary of your completed research
|
||
\item follows precise rules
|
||
\item is usually used for publications
|
||
\item must archive a high degree of perfection
|
||
\item should be peer-corrected
|
||
\item common length of an abstract \textrightarrow 150 to 200 words
|
||
\end{itemize}
|
||
\subsection{Functions according to Huckin (2001)}
|
||
\begin{enumerate}
|
||
\item \textbf{standalone mini-texts} to give readers a \textbf{short summary} of a studies
|
||
\begin{multicols}{3}
|
||
\begin{itemize}
|
||
\item study topic
|
||
\item methodology
|
||
\item main findings
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\item \textbf{decision criterion} if someone read or don't read the whole
|
||
\item provider for a \textbf{preview and roadmap}
|
||
\item provider for \textbf{indexing help}
|
||
\end{enumerate}
|
||
\subsection{Why do we write abstracts?}
|
||
\begin{itemize}
|
||
\item abstracts are important parts in academic assignments (reports, research papers, ...)
|
||
\item last item to write and the first others will reader
|
||
\item gives a quick overview of the whole paper
|
||
\item abstracts serve a ``selling'' function
|
||
\end{itemize}
|
||
\subsection{How to write an abstract?}
|
||
\begin{itemize}
|
||
\item re-read the report/paper and shrink the information in each section down to 1-2 sentences
|
||
\item re-read those sentences to ensure
|
||
\begin{itemize}
|
||
\item they cover the main ideas
|
||
\item no main idea of the work is missing
|
||
\end{itemize}
|
||
\item check the word length and cut out unnecessary words
|
||
\item rewrite some of the sentences into single, more succinct sentences
|
||
\item edit for flow and expressions
|
||
\end{itemize}
|
||
\subsection{Good practice (Do's)}
|
||
\subsubsection{Essential}
|
||
\begin{itemize}
|
||
\item most important information first
|
||
\item full citation of the source before the abstract
|
||
\item same type and style of language as in the original work
|
||
\item key words and phrases to quickly identify the focus of the work
|
||
\item clear, concise and powerful language
|
||
\end{itemize}
|
||
\subsubsection{Optional (should include)}
|
||
\begin{itemize}
|
||
\item the hypothesis of the work, usually in the first sentence
|
||
\item background information
|
||
\item same chronological structure as the original work
|
||
\end{itemize}
|
||
\subsection{Bad practice (Don'ts)}
|
||
\begin{itemize}
|
||
\item do not refer extensively to other works
|
||
\item do not add information which is not contained in the original work
|
||
\item do not define terms
|
||
\end{itemize}
|
||
\subsection{What makes a good abstract?}
|
||
\begin{itemize}
|
||
\item well-developed paragraph
|
||
\begin{itemize}
|
||
\item coherent and concise
|
||
\item able to stand alone as a unit of information
|
||
\item covers all the essential academic elements
|
||
\begin{multicols}{3}
|
||
\begin{itemize}
|
||
\item background
|
||
\item purposes
|
||
\item focus
|
||
\item methods
|
||
\item results
|
||
\item conclusion
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\end{itemize}
|
||
\end{itemize}
|
||
|
||
\section{Essential Parts of an abstract}
|
||
\subsection{Background}
|
||
\begin{itemize}
|
||
\item One or two sentences placing the work in context.
|
||
\end{itemize}
|
||
\subsection{Aims}
|
||
\begin{itemize}
|
||
\item One or two sentences giving the purpose of the work.
|
||
\end{itemize}
|
||
\subsubsection{Phrases}
|
||
\begin{itemize}
|
||
\item The purpose of this thesis/ study is to
|
||
\begin{multicols}{2}
|
||
\begin{itemize}
|
||
\item show ...
|
||
\item find out ...
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\item This thesis
|
||
\begin{multicols}{2}
|
||
\begin{itemize}
|
||
\item examines ...
|
||
\item assesses ...
|
||
\item evaluates ...
|
||
\item investigates ...
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\item This thesis
|
||
\begin{multicols}{3}
|
||
\begin{itemize}
|
||
\item deals with ...
|
||
\item focuses on ...
|
||
\item aims at ...
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\item The aim/ objective of this thesis is to ...
|
||
\end{itemize}
|
||
\subsection{Methods}
|
||
\begin{itemize}
|
||
\item One or two sentences placing the work in context.
|
||
\end{itemize}
|
||
\subsubsection{Phrases}
|
||
\begin{itemize}
|
||
\item Research is based on ...
|
||
\item Different types of ... are reviewed.
|
||
\item The theoretical part/ practical session
|
||
\begin{itemize}
|
||
\item gives an insight into ...
|
||
\item gives an overview of ...
|
||
\item is based on ...
|
||
\end{itemize}
|
||
\end{itemize}
|
||
\subsection{Results (absolutely essential)}
|
||
\begin{itemize}
|
||
\item One or two sentences indicating the main findings.
|
||
\end{itemize}
|
||
\subsubsection{Phrases}
|
||
\begin{itemize}
|
||
\item These findings
|
||
\begin{multicols}{2}
|
||
\begin{itemize}
|
||
\item show that ...
|
||
\item indicate that ...
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\item This research shows that ...
|
||
\item This thesis demonstrates that ...
|
||
\item This research provides some evidence that ...
|
||
\end{itemize}
|
||
|
||
|
||
\subsection{Conclusion}
|
||
\begin{itemize}
|
||
\item One or two sentences giving the most important consequence of the work (explains results).
|
||
\end{itemize}
|
||
\subsubsection{Phrases}
|
||
\begin{itemize}
|
||
\item The implications of these findings are ...
|
||
\item From the survey it can be concluded that ...
|
||
\end{itemize}
|
||
|
||
\section{Example Abstract}
|
||
\subsection{Background}
|
||
Previous research with structured abstracts has taken place in mainly medical
|
||
contexts. This research indicated that such abstracts are more informative, more readable,
|
||
and more appreciated by readers than are traditional abstracts.
|
||
|
||
\subsection{Aim}
|
||
The purpose of this study was to test the hypothesis that structured abstracts might also be
|
||
appropriate for a particular psychology journal.
|
||
\subsection{Method}
|
||
More than twenty traditional abstracts from the Journal of Educational Psychology were re-written in a structured form. Measures of word length, information content and readability were made
|
||
for both sets of abstracts, and 48 authors rated their clarity.
|
||
|
||
\subsection{Results}
|
||
The structured abstracts were significantly longer than the original ones, but they were also
|
||
significantly more informative and readable, and judged significantly clearer by these
|
||
academic authors~\citep{example-abstract}.
|
||
|
||
\section{Structure}
|
||
\subsection{Motivation/problem statement}\label{subsec:abstract-motivation}
|
||
This section should include
|
||
\begin{multicols}{2}
|
||
\begin{itemize}
|
||
\item an explanation
|
||
\begin{itemize}
|
||
\item why do we care about the problem
|
||
\item of the works scope
|
||
\end{itemize}
|
||
\item the importance of the work
|
||
\item difficulty of the area
|
||
\item the impact it might have
|
||
\end{itemize}
|
||
\end{multicols}
|
||
\subsection{Methods/procedure/approach}
|
||
\begin{itemize}
|
||
\item What did you actually do to get your results?
|
||
\end{itemize}
|
||
\subsection{Results/findings/products}
|
||
\begin{itemize}
|
||
\item As a result of completing the above procedure, what did you learn/invent/create?
|
||
\end{itemize}
|
||
\subsection{Conclusion/implications}
|
||
\begin{itemize}
|
||
\item larger implications of your findings
|
||
\begin{itemize}
|
||
\item especially for the problem/gap identified in section~\ref{subsec:abstract-motivation}
|
||
\end{itemize}
|
||
\end{itemize}
|
||
% Abstract writing
|
||
% Sense of abstract
|
||
% Parts of abstract
|
||
% Paraphrasing - Citation
|
||
% Citation rules from power point (complete text from handout)
|
||
% Do's and don'ts (theory and practice)
|
||
% Practical
|
||
% Cite some phrases
|
||
% Cite a whole text
|
||
% Effective Paragraphs
|
||
% Theory - complete text from handout
|
||
% Rules (what is needed for a good paragraph, what parts has it)
|
||
% Cohesion & Coherence
|
||
% What is it
|
||
% When/where is it used
|
||
% Example tactics
|
||
% Practice
|
||
% Topic sentence of paragraph
|
||
% Paragraph to topic sentence
|
||
% English for Academic Purposes BASICS
|
||
% Collocations
|
||
\printbibliography
|
||
|
||
\end{document}
|