abstract creative writing

What is an Abstract in Writing?

Written by Rebecca Turley

What is an abstract in writing? An abstract in writing is a short paragraph of information that provides readers with a clear overview and understanding of what to expect from a larger scholarly or academic piece.

An abstract highlights the essential theme of the work and provides enough detail to allow the reader to make an informed judgment about the work’s purpose or theme and whether it’s worthy of a full read.

An abstract should provide a high-level overview of the piece but also provide enough detail to allow the reader to determine its purpose. Consider it a condensed nugget of very useful information that provides the reader with a clear idea of what to expect from the longer piece.

An abstract should pack a punch. It should be powerful, clear, and concise , and it should provide enough valuable information in a tightly worded paragraph. No extraneous information, no unnecessary details, no beating around the bush.

Why Writing an Abstract Is Good For the Writer and the Reader 

An abstract in writing serves two, main purposes:

Provides the reader with a good idea of what the work is about

Academic and scholarly works usually run on the long side, so an abstract provides the reader with a quick read that allows them determine if they want to dive into the complete piece. Abstracts do a better job of providing the key points of the piece than skimming the article would, so a good abstract can help you get more eyes on the associated work.

Help readers find it through online database searches

Many online catalogs for libraries and scholarly journals utilize indexing to make it easier for users to find what they’re looking for. Users of these databases are able to perform abstract searches instead of full-text searches to better narrow their search results. Therefore, it’s important to write an abstract using applicable keywords and phrases that users will likely use when searching.

Specificity is key here. If you use broad keywords and phrases, your piece will not likely reach the intended readers’ eyes. For example, if you write a piece about the long-term effects of climate change on the global water supply, using the keyword phrase “climate change” or “water shortage” will likely yield countless results in an online search. But adding more detail using phrases and terms found in your longer piece like “global water scarcity,” “unpredictable water supply,” and “water stress on global water supply” will allow your abstract to appear at the top of the search results for a reader interested in your topic.

What an Abstract Is, What It Isn’t, and What Every Good Abstract Should Contain

You may be called on to write an abstract for a number of reasons:

• When submitting articles to online journals
• When writing a book or paper proposal
• When writing a dissertation or thesis
• When applying for research grants

An abstract is a solid breakdown and clear explanation about what to expect from a larger work. There are a number of characteristics of an abstract in writing:

• An abstract is self-contained – An abstract should stand alone and not be a part of the longer work.
• An abstract is not a review or opinion of the longer work – An abstract should be free of opinion, bias, or judgement and shouldn’t read like a review or assessment of the work.
• An abstract is original – An abstract is not an excerpt of the longer piece.
• An abstract contains keywords and phrases that make it perfectly clear what the longer piece is about.

Types of Abstracts: Which One To Use and When

There are two, main types of abstracts:

Descriptive. A descriptive abstract provides the user with an overview of what is found in the work. A descriptive abstract is usually 100 words or less and is largely used to describe the purpose and scope of the work.

Informative. Most abstracts are informative. This type of abstract is more in-depth and features all of the main points of the piece and the key results or evidence discussed. Like the descriptive abstract, it contains the purpose of the piece and its scope. But it goes one step further and provides the results how the results affect or build on the body of knowledge that already exists.

In general, a publisher will dictate what type of abstract you’ll write and the maximum length of the abstract.

Make Quick Work of Writing an Abstract with Reverse Outlining

Reverse outlining is a pretty simple process that includes writing down your thesis statement along with the main topic or idea of each paragraph. Once you have the key points of your work in front of you, it becomes much easier to revise and organize them into a clear, informative paragraph of information. Remember that your abstract must be original, so avoid copying and pasting sentences or passages. Instead, write down the general topic and rewrite them into new and interesting sentences.

After writing the abstract, review it several times, deleting all extraneous words and unnecessary details.

Let’s Get Started: Writing the Abstract

While some journals still allow writers to submit abstracts that are more freeform, in general, you’ll find that most scholarly journals will ask for a more formal structure and a specific word count.

Most abstracts are written in a clear, straightforward fashion that includes:

• Introduction/Background – Includes information about what is already known about the topic and what is not known (and therefore what the work is about). It is best to keep the background to just two or three sentences, if possible. You’ll need to present the topic using some sort of background as context, but you don’t want to waste valuable space describing the background instead of the topic itself.
• Methods – Includes information about what was done. For scientific papers, specific information regarding the research should be included.
• Findings/Results – Arguably the most important part of the abstract because it includes the findings of your work, research, or study. This part of the abstract should include specific information about your findings.
• Conclusion – The conclusion highlights the paper’s primary outcome and how it adds to the body of knowledge about the topic

Once you’ve written your abstract, ask yourself the following questions:

• What was the reason for writing this piece? What was your motivation?
• Why would a reader be interested in this piece?
• What is the scope of the work (its argument, claim, or thesis)?

If the abstract can answer these questions, you’ve likely achieved your objective of writing a comprehensive, well-organized abstract.

While the above structure is best used for scientific abstracts, a humanities abstract is usually better organized into three sections: (1) thesis; (2) background; and (3) conclusion.

Some important points to remember when writing your abstract:

• Organize the information into a single paragraph (block format, no paragraph tabs).
• Report your statistical findings parenthetically (in parenthesis).
• Use the same voice and tone as you did in the original work.
• Use the same chronological structure as the original work.
• Do not add any new information.
• Do not include any acronyms or abbreviations
• Do not include any figures, tables, illustrations, etc.

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How to Write an Abstract (With Examples)

Sarah Oakley

Table of Contents

What is an abstract in a paper, how long should an abstract be, 5 steps for writing an abstract, examples of an abstract, how prowritingaid can help you write an abstract.

If you are writing a scientific research paper or a book proposal, you need to know how to write an abstract, which summarizes the contents of the paper or book.

When researchers are looking for peer-reviewed papers to use in their studies, the first place they will check is the abstract to see if it applies to their work. Therefore, your abstract is one of the most important parts of your entire paper.

In this article, we’ll explain what an abstract is, what it should include, and how to write one.

An abstract is a concise summary of the details within a report. Some abstracts give more details than others, but the main things you’ll be talking about are why you conducted the research, what you did, and what the results show.

When a reader is deciding whether to read your paper completely, they will first look at the abstract. You need to be concise in your abstract and give the reader the most important information so they can determine if they want to read the whole paper.

Remember that an abstract is the last thing you’ll want to write for the research paper because it directly references parts of the report. If you haven’t written the report, you won’t know what to include in your abstract.

If you are writing a paper for a journal or an assignment, the publication or academic institution might have specific formatting rules for how long your abstract should be. However, if they don’t, most abstracts are between 150 and 300 words long.

A short word count means your writing has to be precise and without filler words or phrases. Once you’ve written a first draft, you can always use an editing tool, such as ProWritingAid, to identify areas where you can reduce words and increase readability.

If your abstract is over the word limit, and you’ve edited it but still can’t figure out how to reduce it further, your abstract might include some things that aren’t needed. Here’s a list of three elements you can remove from your abstract:

Discussion : You don’t need to go into detail about the findings of your research because your reader will find your discussion within the paper.

Definition of terms : Your readers are interested the field you are writing about, so they are likely to understand the terms you are using. If not, they can always look them up. Your readers do not expect you to give a definition of terms in your abstract.

References and citations : You can mention there have been studies that support or have inspired your research, but you do not need to give details as the reader will find them in your bibliography.

Good writing = better grades

ProWritingAid will help you improve the style, strength, and clarity of all your assignments.

If you’ve never written an abstract before, and you’re wondering how to write an abstract, we’ve got some steps for you to follow. It’s best to start with planning your abstract, so we’ve outlined the details you need to include in your plan before you write.

Remember to consider your audience when you’re planning and writing your abstract. They are likely to skim read your abstract, so you want to be sure your abstract delivers all the information they’re expecting to see at key points.

1. What Should an Abstract Include?

Abstracts have a lot of information to cover in a short number of words, so it’s important to know what to include. There are three elements that need to be present in your abstract:

Your context is the background for where your research sits within your field of study. You should briefly mention any previous scientific papers or experiments that have led to your hypothesis and how research develops in those studies.

Your hypothesis is your prediction of what your study will show. As you are writing your abstract after you have conducted your research, you should still include your hypothesis in your abstract because it shows the motivation for your paper.

Throughout your abstract, you also need to include keywords and phrases that will help researchers to find your article in the databases they’re searching. Make sure the keywords are specific to your field of study and the subject you’re reporting on, otherwise your article might not reach the relevant audience.

2. Can You Use First Person in an Abstract?

You might think that first person is too informal for a research paper, but it’s not. Historically, writers of academic reports avoided writing in first person to uphold the formality standards of the time. However, first person is more accepted in research papers in modern times.

If you’re still unsure whether to write in first person for your abstract, refer to any style guide rules imposed by the journal you’re writing for or your teachers if you are writing an assignment.

3. Abstract Structure

Some scientific journals have strict rules on how to structure an abstract, so it’s best to check those first. If you don’t have any style rules to follow, try using the IMRaD structure, which stands for Introduction, Methodology, Results, and Discussion.

Following the IMRaD structure, start with an introduction. The amount of background information you should include depends on your specific research area. Adding a broad overview gives you less room to include other details. Remember to include your hypothesis in this section.

The next part of your abstract should cover your methodology. Try to include the following details if they apply to your study:

What type of research was conducted?

How were the test subjects sampled?

What were the sample sizes?

What was done to each group?

How long was the experiment?

How was data recorded and interpreted?

Following the methodology, include a sentence or two about the results, which is where your reader will determine if your research supports or contradicts their own investigations.

The results are also where most people will want to find out what your outcomes were, even if they are just mildly interested in your research area. You should be specific about all the details but as concise as possible.

The last few sentences are your conclusion. It needs to explain how your findings affect the context and whether your hypothesis was correct. Include the primary take-home message, additional findings of importance, and perspective. Also explain whether there is scope for further research into the subject of your report.

Your conclusion should be honest and give the reader the ultimate message that your research shows. Readers trust the conclusion, so make sure you’re not fabricating the results of your research. Some readers won’t read your entire paper, but this section will tell them if it’s worth them referencing it in their own study.

4. How to Start an Abstract

The first line of your abstract should give your reader the context of your report by providing background information. You can use this sentence to imply the motivation for your research.

You don’t need to use a hook phrase or device in your first sentence to grab the reader’s attention. Your reader will look to establish relevance quickly, so readability and clarity are more important than trying to persuade the reader to read on.

5. How to Format an Abstract

Most abstracts use the same formatting rules, which help the reader identify the abstract so they know where to look for it.

Here’s a list of formatting guidelines for writing an abstract:

Stick to one paragraph

Use block formatting with no indentation at the beginning

Put your abstract straight after the title and acknowledgements pages

Use present or past tense, not future tense

There are two primary types of abstract you could write for your paper—descriptive and informative.

An informative abstract is the most common, and they follow the structure mentioned previously. They are longer than descriptive abstracts because they cover more details.

Descriptive abstracts differ from informative abstracts, as they don’t include as much discussion or detail. The word count for a descriptive abstract is between 50 and 150 words.

Here is an example of an informative abstract:

A growing trend exists for authors to employ a more informal writing style that uses “we” in academic writing to acknowledge one’s stance and engagement. However, few studies have compared the ways in which the first-person pronoun “we” is used in the abstracts and conclusions of empirical papers. To address this lacuna in the literature, this study conducted a systematic corpus analysis of the use of “we” in the abstracts and conclusions of 400 articles collected from eight leading electrical and electronic (EE) engineering journals. The abstracts and conclusions were extracted to form two subcorpora, and an integrated framework was applied to analyze and seek to explain how we-clusters and we-collocations were employed. Results revealed whether authors’ use of first-person pronouns partially depends on a journal policy. The trend of using “we” showed that a yearly increase occurred in the frequency of “we” in EE journal papers, as well as the existence of three “we-use” types in the article conclusions and abstracts: exclusive, inclusive, and ambiguous. Other possible “we-use” alternatives such as “I” and other personal pronouns were used very rarely—if at all—in either section. These findings also suggest that the present tense was used more in article abstracts, but the present perfect tense was the most preferred tense in article conclusions. Both research and pedagogical implications are proffered and critically discussed.

Wang, S., Tseng, W.-T., & Johanson, R. (2021). To We or Not to We: Corpus-Based Research on First-Person Pronoun Use in Abstracts and Conclusions. SAGE Open, 11(2).

Here is an example of a descriptive abstract:

From the 1850s to the present, considerable criminological attention has focused on the development of theoretically-significant systems for classifying crime. This article reviews and attempts to evaluate a number of these efforts, and we conclude that further work on this basic task is needed. The latter part of the article explicates a conceptual foundation for a crime pattern classification system, and offers a preliminary taxonomy of crime.

Farr, K. A., & Gibbons, D. C. (1990). Observations on the Development of Crime Categories. International Journal of Offender Therapy and Comparative Criminology, 34(3), 223–237.

If you want to ensure your abstract is grammatically correct and easy to read, you can use ProWritingAid to edit it. The software integrates with Microsoft Word, Google Docs, and most web browsers, so you can make the most of it wherever you’re writing your paper.

Before you edit with ProWritingAid, make sure the suggestions you are seeing are relevant for your document by changing the document type to “Abstract” within the Academic writing style section.

You can use the Readability report to check your abstract for places to improve the clarity of your writing. Some suggestions might show you where to remove words, which is great if you’re over your word count.

We hope the five steps and examples we’ve provided help you write a great abstract for your research paper.

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Abstract Writing: A Step-by-Step Guide With Tips & Examples

Table of Contents

Introduction

Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of paper-bound manuscripts.

Abstracts serve to "sell" your research and can be compared with your "executive outline" of a resume or, rather, a formal summary of the critical aspects of your work. Also, it can be the "gist" of your study. Since most educational research is done online, it's a sign that you have a shorter time for impressing your readers, and have more competition from other abstracts that are available to be read.

The APCI (Academic Publishing and Conferences International) articulates 12 issues or points considered during the final approval process for conferences & journals and emphasises the importance of writing an abstract that checks all these boxes (12 points). Since it's the only opportunity you have to captivate your readers, you must invest time and effort in creating an abstract that accurately reflects the critical points of your research.

With that in mind, let’s head over to understand and discover the core concept and guidelines to create a substantial abstract. Also, learn how to organise the ideas or plots into an effective abstract that will be awe-inspiring to the readers you want to reach.

What is Abstract? Definition and Overview

The word "Abstract' is derived from Latin abstractus meaning "drawn off." This etymological meaning also applies to art movements as well as music, like abstract expressionism. In this context, it refers to the revealing of the artist's intention.

Based on this, you can determine the meaning of an abstract: A condensed research summary. It must be self-contained and independent of the body of the research. However, it should outline the subject, the strategies used to study the problem, and the methods implemented to attain the outcomes. The specific elements of the study differ based on the area of study; however, together, it must be a succinct summary of the entire research paper.

Abstracts are typically written at the end of the paper, even though it serves as a prologue. In general, the abstract must be in a position to:

• Describe the paper.
• Identify the problem or the issue at hand.
• Explain to the reader the research process, the results you came up with, and what conclusion you've reached using these results.
• Include keywords to guide your strategy and the content.

Furthermore, the abstract you submit should not reflect upon any of  the following elements:

• Examine, analyse or defend the paper or your opinion.
• What you want to study, achieve or discover.
• Be redundant or irrelevant.

After reading an abstract, your audience should understand the reason - what the research was about in the first place, what the study has revealed and how it can be utilised or can be used to benefit others. You can understand the importance of abstract by knowing the fact that the abstract is the most frequently read portion of any research paper. In simpler terms, it should contain all the main points of the research paper.

What is the Purpose of an Abstract?

Abstracts are typically an essential requirement for research papers; however, it's not an obligation to preserve traditional reasons without any purpose. Abstracts allow readers to scan the text to determine whether it is relevant to their research or studies. The abstract allows other researchers to decide if your research paper can provide them with some additional information. A good abstract paves the interest of the audience to pore through your entire paper to find the content or context they're searching for.

Abstract writing is essential for indexing, as well. The Digital Repository of academic papers makes use of abstracts to index the entire content of academic research papers. Like meta descriptions in the regular Google outcomes, abstracts must include keywords that help researchers locate what they seek.

Types of Abstract

Informative and Descriptive are two kinds of abstracts often used in scientific writing.

A descriptive abstract gives readers an outline of the author's main points in their study. The reader can determine if they want to stick to the research work, based on their interest in the topic. An abstract that is descriptive is similar to the contents table of books, however, the format of an abstract depicts complete sentences encapsulated in one paragraph. It is unfortunate that the abstract can't be used as a substitute for reading a piece of writing because it's just an overview, which omits readers from getting an entire view. Also, it cannot be a way to fill in the gaps the reader may have after reading this kind of abstract since it does not contain crucial information needed to evaluate the article.

To conclude, a descriptive abstract is:

• A simple summary of the task, just summarises the work, but some researchers think it is much more of an outline
• Typically, the length is approximately 100 words. It is too short when compared to an informative abstract.
• A brief explanation but doesn't provide the reader with the complete information they need;
• An overview that omits conclusions and results

An informative abstract is a comprehensive outline of the research. There are times when people rely on the abstract as an information source. And the reason is why it is crucial to provide entire data of particular research. A well-written, informative abstract could be a good substitute for the remainder of the paper on its own.

A well-written abstract typically follows a particular style. The author begins by providing the identifying information, backed by citations and other identifiers of the papers. Then, the major elements are summarised to make the reader aware of the study. It is followed by the methodology and all-important findings from the study. The conclusion then presents study results and ends the abstract with a comprehensive summary.

In a nutshell, an informative abstract:

• Has a length that can vary, based on the subject, but is not longer than 300 words.
• Contains all the content-like methods and intentions
• Offers evidence and possible recommendations.

Informative Abstracts are more frequent than descriptive abstracts because of their extensive content and linkage to the topic specifically. You should select different types of abstracts to papers based on their length: informative abstracts for extended and more complex abstracts and descriptive ones for simpler and shorter research papers.

What are the Characteristics of a Good Abstract?

• A good abstract clearly defines the goals and purposes of the study.
• It should clearly describe the research methodology with a primary focus on data gathering, processing, and subsequent analysis.
• A good abstract should provide specific research findings.
• It presents the principal conclusions of the systematic study.
• It should be concise, clear, and relevant to the field of study.
• A well-designed abstract should be unifying and coherent.
• It is easy to grasp and free of technical jargon.
• It is written impartially and objectively.

What are the various sections of an ideal Abstract?

By now, you must have gained some concrete idea of the essential elements that your abstract needs to convey . Accordingly, the information is broken down into six key sections of the abstract, which include:

An Introduction or Background

Research methodology, objectives and goals, limitations.

Let's go over them in detail.

The introduction, also known as background, is the most concise part of your abstract. Ideally, it comprises a couple of sentences. Some researchers only write one sentence to introduce their abstract. The idea behind this is to guide readers through the key factors that led to your study.

It's understandable that this information might seem difficult to explain in a couple of sentences. For example, think about the following two questions like the background of your study:

• What is currently available about the subject with respect to the paper being discussed?
• What isn't understood about this issue? (This is the subject of your research)

While writing the abstract’s introduction, make sure that it is not lengthy. Because if it crosses the word limit, it may eat up the words meant to be used for providing other key information.

Research methodology is where you describe the theories and techniques you used in your research. It is recommended that you describe what you have done and the method you used to get your thorough investigation results. Certainly, it is the second-longest paragraph in the abstract.

In the research methodology section, it is essential to mention the kind of research you conducted; for instance, qualitative research or quantitative research (this will guide your research methodology too) . If you've conducted quantitative research, your abstract should contain information like the sample size, data collection method, sampling techniques, and duration of the study. Likewise, your abstract should reflect observational data, opinions, questionnaires (especially the non-numerical data) if you work on qualitative research.

The research objectives and goals speak about what you intend to accomplish with your research. The majority of research projects focus on the long-term effects of a project, and the goals focus on the immediate, short-term outcomes of the research. It is possible to summarise both in just multiple sentences.

In stating your objectives and goals, you give readers a picture of the scope of the study, its depth and the direction your research ultimately follows. Your readers can evaluate the results of your research against the goals and stated objectives to determine if you have achieved the goal of your research.

In the end, your readers are more attracted by the results you've obtained through your study. Therefore, you must take the time to explain each relevant result and explain how they impact your research. The results section exists as the longest in your abstract, and nothing should diminish its reach or quality.

One of the most important things you should adhere to is to spell out details and figures on the results of your research.

Instead of making a vague assertion such as, "We noticed that response rates varied greatly between respondents with high incomes and those with low incomes", Try these: "The response rate was higher for high-income respondents than those with lower incomes (59 30 percent vs. 30 percent in both cases; P<0.01)."

You're likely to encounter certain obstacles during your research. It could have been during data collection or even during conducting the sample . Whatever the issue, it's essential to inform your readers about them and their effects on the research.

Research limitations offer an opportunity to suggest further and deep research. If, for instance, you were forced to change for convenient sampling and snowball samples because of difficulties in reaching well-suited research participants, then you should mention this reason when you write your research abstract. In addition, a lack of prior studies on the subject could hinder your research.

Your conclusion should include the same number of sentences to wrap the abstract as the introduction. The majority of researchers offer an idea of the consequences of their research in this case.

Your conclusion should include three essential components:

• A significant take-home message.
• Corresponding important findings.
• The Interpretation.

Even though the conclusion of your abstract needs to be brief, it can have an enormous influence on the way that readers view your research. Therefore, make use of this section to reinforce the central message from your research. Be sure that your statements reflect the actual results and the methods you used to conduct your research.

Good Abstract Examples

Abstract example #1.

Children’s consumption behavior in response to food product placements in movies.

The abstract:

"Almost all research into the effects of brand placements on children has focused on the brand's attitudes or behavior intentions. Based on the significant differences between attitudes and behavioral intentions on one hand and actual behavior on the other hand, this study examines the impact of placements by brands on children's eating habits. Children aged 6-14 years old were shown an excerpt from the popular film Alvin and the Chipmunks and were shown places for the item Cheese Balls. Three different versions were developed with no placements, one with moderately frequent placements and the third with the highest frequency of placement. The results revealed that exposure to high-frequency places had a profound effect on snack consumption, however, there was no impact on consumer attitudes towards brands or products. The effects were not dependent on the age of the children. These findings are of major importance to researchers studying consumer behavior as well as nutrition experts as well as policy regulators."

Abstract Example #2

Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. The abstract:

"The research conducted in this study investigated the effects of Facebook use on women's moods and body image if the effects are different from an internet-based fashion journal and if the appearance comparison tendencies moderate one or more of these effects. Participants who were female ( N = 112) were randomly allocated to spend 10 minutes exploring their Facebook account or a magazine's website or an appearance neutral control website prior to completing state assessments of body dissatisfaction, mood, and differences in appearance (weight-related and facial hair, face, and skin). Participants also completed a test of the tendency to compare appearances. The participants who used Facebook were reported to be more depressed than those who stayed on the control site. In addition, women who have the tendency to compare appearances reported more facial, hair and skin-related issues following Facebook exposure than when they were exposed to the control site. Due to its popularity it is imperative to conduct more research to understand the effect that Facebook affects the way people view themselves."

Abstract Example #3

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

"The cellphone is always present on campuses of colleges and is often utilised in situations in which learning takes place. The study examined the connection between the use of cell phones and the actual grades point average (GPA) after adjusting for predictors that are known to be a factor. In the end 536 students in the undergraduate program from 82 self-reported majors of an enormous, public institution were studied. Hierarchical analysis ( R 2 = .449) showed that use of mobile phones is significantly ( p < .001) and negative (b equal to -.164) connected to the actual college GPA, after taking into account factors such as demographics, self-efficacy in self-regulated learning, self-efficacy to improve academic performance, and the actual high school GPA that were all important predictors ( p < .05). Therefore, after adjusting for other known predictors increasing cell phone usage was associated with lower academic performance. While more research is required to determine the mechanisms behind these results, they suggest the need to educate teachers and students to the possible academic risks that are associated with high-frequency mobile phone usage."

Quick tips on writing a good abstract

There exists a common dilemma among early age researchers whether to write the abstract at first or last? However, it's recommended to compose your abstract when you've completed the research since you'll have all the information to give to your readers. You can, however, write a draft at the beginning of your research and add in any gaps later.

If you find abstract writing a herculean task, here are the few tips to help you with it:

1. Always develop a framework to support your abstract

Before writing, ensure you create a clear outline for your abstract. Divide it into sections and draw the primary and supporting elements in each one. You can include keywords and a few sentences that convey the essence of your message.

2. Review Other Abstracts

Abstracts are among the most frequently used research documents, and thousands of them were written in the past. Therefore, prior to writing yours, take a look at some examples from other abstracts. There are plenty of examples of abstracts for dissertations in the dissertation and thesis databases.

3. Avoid Jargon To the Maximum

When you write your abstract, focus on simplicity over formality. You should  write in simple language, and avoid excessive filler words or ambiguous sentences. Keep in mind that your abstract must be readable to those who aren't acquainted with your subject.

4. Focus on Your Research

It's a given fact that the abstract you write should be about your research and the findings you've made. It is not the right time to mention secondary and primary data sources unless it's absolutely required.

Conclusion: How to Structure an Interesting Abstract?

Abstracts are a short outline of your essay. However, it's among the most important, if not the most important. The process of writing an abstract is not straightforward. A few early-age researchers tend to begin by writing it, thinking they are doing it to "tease" the next step (the document itself). However, it is better to treat it as a spoiler.

The simple, concise style of the abstract lends itself to a well-written and well-investigated study. If your research paper doesn't provide definitive results, or the goal of your research is questioned, so will the abstract. Thus, only write your abstract after witnessing your findings and put your findings in the context of a larger scenario.

The process of writing an abstract can be daunting, but with these guidelines, you will succeed. The most efficient method of writing an excellent abstract is to centre the primary points of your abstract, including the research question and goals methods, as well as key results.

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Types of Essays in Academic Writing - Quick Guide (2024)

What this handout is about

This handout provides definitions and examples of the two main types of abstracts: descriptive and informative. It also provides guidelines for constructing an abstract and general tips for you to keep in mind when drafting. Finally, it includes a few examples of abstracts broken down into their component parts.

What is an abstract?

An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. An abstract of a social science or scientific work may contain the scope, purpose, results, and contents of the work. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage.

Why write an abstract?

You may write an abstract for various reasons. The two most important are selection and indexing. Abstracts allow readers who may be interested in a longer work to quickly decide whether it is worth their time to read it. Also, many online databases use abstracts to index larger works. Therefore, abstracts should contain keywords and phrases that allow for easy searching.

Say you are beginning a research project on how Brazilian newspapers helped Brazil’s ultra-liberal president Luiz Ignácio da Silva wrest power from the traditional, conservative power base. A good first place to start your research is to search Dissertation Abstracts International for all dissertations that deal with the interaction between newspapers and politics. “Newspapers and politics” returned 569 hits. A more selective search of “newspapers and Brazil” returned 22 hits. That is still a fair number of dissertations. Titles can sometimes help winnow the field, but many titles are not very descriptive. For example, one dissertation is titled “Rhetoric and Riot in Rio de Janeiro.” It is unclear from the title what this dissertation has to do with newspapers in Brazil. One option would be to download or order the entire dissertation on the chance that it might speak specifically to the topic. A better option is to read the abstract. In this case, the abstract reveals the main focus of the dissertation:

This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I’s gradual loss of control over the mechanisms of power. As the newspapers became more numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.

From this abstract you now know that although the dissertation has nothing to do with modern Brazilian politics, it does cover the role of newspapers in changing traditional mechanisms of power. After reading the abstract, you can make an informed judgment about whether the dissertation would be worthwhile to read.

Besides selection, the other main purpose of the abstract is for indexing. Most article databases in the online catalog of the library enable you to search abstracts. This allows for quick retrieval by users and limits the extraneous items recalled by a “full-text” search. However, for an abstract to be useful in an online retrieval system, it must incorporate the key terms that a potential researcher would use to search. For example, if you search Dissertation Abstracts International using the keywords “France” “revolution” and “politics,” the search engine would search through all the abstracts in the database that included those three words. Without an abstract, the search engine would be forced to search titles, which, as we have seen, may not be fruitful, or else search the full text. It’s likely that a lot more than 60 dissertations have been written with those three words somewhere in the body of the entire work. By incorporating keywords into the abstract, the author emphasizes the central topics of the work and gives prospective readers enough information to make an informed judgment about the applicability of the work.

When do people write abstracts?

• 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

Most often, the author of the entire work (or prospective work) writes the abstract. However, there are professional abstracting services that hire writers to draft abstracts of other people’s work. In a work with multiple authors, the first author usually writes the abstract. Undergraduates are sometimes asked to draft abstracts of books/articles for classmates who have not read the larger work.

Types of abstracts

There are two types of abstracts: descriptive and informative. They have different aims, so as a consequence they have different components and styles. There is also a third type called critical, but it is rarely used. If you want to find out more about writing a critique or a review of a work, see the UNC Writing Center handout on writing a literature review . If you are unsure which type of abstract you should write, ask your instructor (if the abstract is for a class) or read other abstracts in your field or in the journal where you are submitting your article.

Descriptive abstracts

A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short—100 words or less.

Informative abstracts

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the writer presents and explains all the main arguments and the important results and evidence in the complete article/paper/book. An informative abstract includes the information that can be found in a descriptive abstract (purpose, methods, scope) but also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of a longer work, it may be much less.

Here are examples of a descriptive and an informative abstract of this handout on abstracts . Descriptive abstract:

The two most common abstract types—descriptive and informative—are described and examples of each are provided.

Informative abstract:

Abstracts present the essential elements of a longer work in a short and powerful statement. The purpose of an abstract is to provide prospective readers the opportunity to judge the relevance of the longer work to their projects. Abstracts also include the key terms found in the longer work and the purpose and methods of the research. Authors abstract various longer works, including book proposals, dissertations, and online journal articles. There are two main types of abstracts: descriptive and informative. A descriptive abstract briefly describes the longer work, while an informative abstract presents all the main arguments and important results. This handout provides examples of various types of abstracts and instructions on how to construct one.

Which type should I use?

Your best bet in this case is to ask your instructor or refer to the instructions provided by the publisher. You can also make a guess based on the length allowed; i.e., 100-120 words = descriptive; 250+ words = informative.

How do I write an abstract?

The format of your abstract will depend on the work being abstracted. An abstract of a scientific research paper will contain elements not found in an abstract of a literature article, and vice versa. However, all abstracts share several mandatory components, and there are also some optional parts that you can decide to include or not. When preparing to draft your abstract, keep the following key process elements in mind:

• Reason for writing: What is the importance of the research? Why would a reader be interested in the larger work?
• Problem: What problem does this work attempt to solve? What is the scope of the project? What is the main argument/thesis/claim?
• Methodology: An abstract of a scientific work may include specific models or approaches used in the larger study. Other abstracts may describe the types of evidence used in the research.
• Results: Again, an abstract of a scientific work may include specific data that indicates the results of the project. Other abstracts may discuss the findings in a more general way.
• Implications: What changes should be implemented as a result of the findings of the work? How does this work add to the body of knowledge on the topic?

(This list of elements is adapted with permission from Philip Koopman, “How to Write an Abstract.” )

All abstracts include:

• A full citation of the source, preceding the abstract.
• The most important information first.
• The same type and style of language found in the original, including technical language.
• Key words and phrases that quickly identify the content and focus of the work.
• Clear, concise, and powerful language.

Abstracts may include:

• The thesis of the work, usually in the first sentence.
• Background information that places the work in the larger body of literature.
• The same chronological structure as the original work.

How not to write an abstract:

• Do not refer extensively to other works.
• Do not add information not contained in the original work.
• Do not define terms.

If you are abstracting your own writing

When abstracting your own work, it may be difficult to condense a piece of writing that you have agonized over for weeks (or months, or even years) into a 250-word statement. There are some tricks that you could use to make it easier, however.

Reverse outlining:

This technique is commonly used when you are having trouble organizing your own writing. The process involves writing down the main idea of each paragraph on a separate piece of paper– see our short video . For the purposes of writing an abstract, try grouping the main ideas of each section of the paper into a single sentence. Practice grouping ideas using webbing or color coding .

For a scientific paper, you may have sections titled Purpose, Methods, Results, and Discussion. Each one of these sections will be longer than one paragraph, but each is grouped around a central idea. Use reverse outlining to discover the central idea in each section and then distill these ideas into one statement.

Cut and paste:

To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages. This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph.

If you are abstracting someone else’s writing

When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:

Identify key terms:

Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.

Highlight key phrases and sentences:

Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

Don’t look back:

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted.

Revise, revise, revise

No matter what type of abstract you are writing, or whether you are abstracting your own work or someone else’s, the most important step in writing an abstract is to revise early and often. When revising, delete all extraneous words and incorporate meaningful and powerful words. The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length.

Example 1: Humanities abstract

Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984” Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998

This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Now let’s break down this abstract into its component parts to see how the author has distilled his entire dissertation into a ~200 word abstract.

What the dissertation does This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so.

How the dissertation does it The time period studied in this dissertation includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies.

What materials are used Data have been collected from archives, interviews, newspapers, and published reports.

Conclusion This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to movement demands and the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Keywords social movements Civil Rights Movement Mississippi voting rights desegregation

Example 2: Science Abstract

Luis Lehner, “Gravitational radiation from black hole spacetimes” Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998

The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search for and analysis of detected signals. The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm. This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

This science abstract covers much of the same ground as the humanities one, but it asks slightly different questions.

Why do this study The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search and analysis of the detected signals.

What the study does The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm.

Results This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

Keywords gravitational radiation (GR) spacetimes black holes

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Belcher, Wendy Laura. 2009. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Thousand Oaks, CA: Sage Press.

Koopman, Philip. 1997. “How to Write an Abstract.” Carnegie Mellon University. October 1997. http://users.ece.cmu.edu/~koopman/essays/abstract.html .

Lancaster, F.W. 2003. Indexing And Abstracting in Theory and Practice , 3rd ed. London: Facet Publishing.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

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Abstractions in Writing

By: Author Paul Jenkins

Posted on May 10, 2022

Categories Writing , Creativity , Filmmaking , Storytelling

In writing, we often take refuge in abstractions. We rely on them to make our statements clear and concise. In some cases, this is unavoidable. But abstractions can also be a crutch that obscures meaning and weakens our arguments. It’s important to be aware of the dangers of abstraction and to use it wisely. In this post, we’ll look at the uses and abuses of abstraction in writing and share some strategies for avoiding its pitfalls as a creative writer.

What Is an Abstraction in Writing and Why Is It Important

When you write about abstractions, it’s important to understand what they’re and why they’re important.

An abstraction is a general concept or idea that’s not concrete or tangible. In other words, it’s an attempt to describe intangible things such as feelings, emotions, ideas, and concepts. Abstract terms are complex and often ambiguous topics used in everyday language and writing.

Everyday examples of abstract terms include “freedom,” “love,” “pride,” and so on. Unlike concrete concepts such as ” car” or “table” that can be seen, touched, or felt, abstract concepts cannot be perceived by the five senses, but they exist in our minds as thoughts and memories.

When we describe abstract concepts like freedom or pride, we use adjectives to express what they mean to us because they don’t have physical characteristics that can be observed.

Their complexity lies in our very inability to concretely label them.

Freedom, for example, means different things to different people. Some think of political terms like the right to vote or freedom of speech, while others think of personal independence from other people, such as being single after a breakup.

Because abstractions aren’t concrete, they can be difficult to discuss or explain. Yet they’re often at the heart of some of the most important ideas and concepts in our lives. For example, when we talk about freedom or justice, we’re really talking about abstractions. Without an understanding of these concepts, it would be difficult to have a meaningful discussion about them.

Moreover, abstractions can be used as tools for creativity and invention. When we think about abstract concepts in new ways, we can find new ideas and solutions.

For example, when Einstein was trying to develop his theory of relativity, he thought about the abstraction of time in a new way which led to his groundbreaking discovery.

Even though abstractions are difficult to define or understand, they play an important role in our lives and in our ability to think creatively.

Both Abstract and Concrete Words Describe Something, but They Do So in Very Specific Ways

In writing, both abstract and concrete language is used to describe something. However, they describe it in very specific ways.

Abstract words are usually adjectives or verbs that describe feelings, ideas, qualities, or characteristics. Concrete words are almost always nouns that refer to things we can see, touch, hear, taste, or smell.

When you write about abstract concepts, concrete words are often used to give an example of the concept being described. For example, if you’re describing the concept of love, you might use a concrete word like “kiss” to make your point.

On the other hand, if you’re writing about the concept of anger, you might use an abstract word like “frustration” to describe it. In both cases, the words you choose help create a certain image in the reader’s mind. Therefore, they’re an important tool in descriptive writing.

Abstract words are general and interpretive and often convey more complex or emotional meaning. When you write about abstracts, it’s important to choose the right word type to accurately convey the intended meaning.

An Abstract Word Is a General Term That Refers to an Idea

When we speak of “abstract” words, we refer to those that describe concepts or ideas rather than tangible objects.

Many words in our language can be classified as abstract, including “love,” “truth,” and “justice.” Because these terms aren’t directly connected to physical objects, they can be difficult to define. Nevertheless, they’re an important part of our language that we can use to convey complex ideas.

When you write about abstract concepts, it’s important to be as clear and precise as possible. This can be a challenge, as it’s easy to get caught up in flowery language or nebulous concepts. However, with a little care and attention, it’s possible to effectively convey even the most difficult ideas.

Ultimately, it’s about finding a balance between precision and clarity. With practice, you’ll be able to write about abstract concepts with confidence and ease.

Example of Abstract Writing

For example, “happiness” is an abstract word because it describes a particular state that cannot be observed or experienced by any of the five senses. Instead, happiness is defined by the feelings a person has when he or she experiences it.

To clarify this difference, think about the word “happiness.” Happiness is an abstract concept because it describes a specific state, but one that cannot be directly observed or experienced through the senses.

Think about how you’d describe to someone how you’re happy: you might say you feel content or excited; you might have a smile on your face and feel full of energy. However, there’s no way to actually see happiness because it’s a state that exists only in the imagination.

This means that when you write about happiness, you need to use your power words – vivid verbs and nouns – to create concrete images in your reader’s minds by describing what they’d see or hear if they were there during one of your experiences of happiness.

Your Audience Will React Differently Depending on Which Type You Use in Your Writing

When writing about abstractions, it’s important to understand the difference between these types of words because your audience will react differently depending on which type you use in your writing.

For example, if you’re writing about a concept like “love,” you might use the word “affection” to describe the physical manifestation of love, or the word “passion” to describe the emotional intensity of love.

However, if you were to use the word “lust” instead, your audience would likely interpret your writing in a completely different way. Therefore, it’s important to be aware of the connotations of the words you use when writing about abstractions, as they can significantly affect how your audience perceives your work.

Abstract words have less effect on readers than concrete words. They don’t create a clear picture in the reader’s mind and are often more difficult to understand. The word laughter is abstract and has less effect on the reader than a clause like “his explosive laughter.”

Avoid Using Too Many Abstract Words at Once

When it comes to writing about abstract things, it’s important not to use too many abstract words at once. Otherwise, your text will become confusing and difficult to understand.

Instead, try to focus on concrete examples that illustrate the abstraction. For example, if you’re writing about the concept of love, you could describe a moment when you felt loved or when you showed love to someone.

By giving concrete examples, your text will be more understandable and the reader will be able to follow it more easily. You can also use metaphors and similes to explain the abstraction more concretely.

Ultimately, you can use a combination of concrete examples and figurative language to effectively convey your ideas without getting lost in abstraction.

How Can You Identify Abstractions in Your Own Writing

Abstractions are concepts or ideas that aren’t concrete, and they can be hard to define.

However, there are a few ways you can identify abstractions in your writing.

• First, consider whether the subject of your sentence is something you can experience with your senses. If not, it’s probably an abstraction. For example, the concept of love cannot be seen, heard, or touched.
• Second, consider whether the subject of your sentence is something that can be measured. If not, then it’s probably an abstraction. For example, the idea of happiness isn’t something that can be measured.
• Finally, ask yourself if the subject of your sentence is something that can be defined. If not, then it’s probably an abstraction. The concept of justice, for example, is open to interpretation and can mean different things to different people.

You can also ask yourself a series of questions about what you mean by each part of your text:

• What do you mean by this sentence?
• What do I mean by this paragraph?
• What do I mean by this chapter?

How Can You Use Abstractions to Make Your Writing More Effective

In literature, abstraction is often used to state a fact more effectively. When used well, an abstraction can clarify a concept, help the reader better understand an idea, or reinforce a feeling.

However, when used poorly, abstraction can be confusing, vague, or even misleading. Therefore, it’s important to use abstractions carefully and thoughtfully to maximize their effectiveness in writing.

There are several ways that abstractions can be used effectively in writing.

One way is to use abstraction to represent a concrete object or idea. For example, instead of saying, “I drove my car to the store,” you might say, “I drove my new wheels down the street.” Using an abstraction can help give the reader a more vivid image and make your text more interesting.

Another way to use abstractions effectively is to use them as a substitute for complicated concepts or ideas. In other words, you can use abstraction as a shortcut for something that would otherwise require a long explanation. For example, instead of saying, “What I really need right now is some alone time to clear my head,” you could simply say, “I need some solitude.”

• Use abstractions to convey the main idea
• Use abstractions as writing tools to help readers understand your text

Specific Examples of Abstractions From Famous Writers

Every man must decide whether he will walk in the light of creative altruism or the darkness of destructive selfishness. Martin Luther King Jr., Three Dimensions of a Complete Life

The past is never dead. It’s not even past. William Faulkner, Requiem for a Nun

The intellect of man is forced to choose. Perfection of the life, or of the work. W.B. Yeats

I became insane, with long intervals of horrible sanity. Edgar Allan Poe

We are what we pretend to be, so we must be careful about what we pretend to be. Kurt Vonnegut Jr., Mother Night

The Importance of Concrete Detail in Writing

When you write about abstract concepts, it’s important to use concrete images so that readers understand your ideas. By giving readers a concrete image that they can associate with abstraction, you make your text more understandable and memorable.

For example, if you’re writing about the concept of justice, you might use the image of a scale being balanced.

Or if you’re writing about love, you could use a picture of two people holding hands.

Although abstract images can be helpful in certain situations, they should be used sparingly. Too much abstraction can make your text confusing and hard to follow. When in doubt, use concrete images instead. They help your readers understand your ideas and engage with your text.

Many authors make the mistake of using abstract terms when they want to emphasize something or make their text sound pompous and artistic. However, this only makes the text seem forced and artificial.

An example of this would be, “The man cried out in pain as he felt his leg break on impact with the sidewalk” instead of “Sam broke his leg falling off his bike on the sidewalk and let out a scream.” The second sentence uses fewer words, but conveys exactly what happened – and in vivid detail!

Tips for Making Your Writing More Concrete

As any writer knows, one of the challenges of writing about abstract concepts is finding ways to make what’s written more concrete. After all, it can be hard for readers to imagine an idea that’s no physical form.

However, there are a few strategies that can help you make your writing and creative writing more concrete.

• First, try to use concrete phrases whenever possible. For example, instead of “park,” say “Central Park” and instead of “city,” say “New York City.” This will help readers better understand the location and context of your story.
• Second, try to include specific details and sensory impressions. For example, instead of saying “the flowers were beautiful,” say “the flowers were a riot of color.” The more specific you’re, the easier it’ll be for readers to imagine the scene.
• Finally, don’t be afraid to use metaphors and similes. They’re a great way to make your text interesting and structured while providing concrete images for readers to latch onto.

By following these tips, you can ensure that your text is as clear and lively as possible:

• Use concrete words
• Use concrete examples Use concrete images
• Use concrete nouns
• Avoid abstract words
• Avoid abstract concepts
• Avoid generalizations
• Avoid vague statements

The Ladder of Abstraction

The concept of an abstraction ladder was depicted by S.I. Hayakawa in Language in Thought and Action .

Climbing from the bottom rung to the top, Hayakawa’s ladder has eight rungs. I’ve paraphrased some of the ideas to try to make them simpler:

• The Process Level – e.g. the cow known to science: atoms, electrons, etc
• The Object of Experience – e.g. the cow we perceive (not named yet)
• The Name Level – e.g. Bessie, the name we give to the cow
• The Word Level – e.g. ‘cow’, the common word
• Broader Characteristics – e.g. ‘livestock’
• Even Broader Term – e.g. ‘farm assets’, lumping Bessie in with all other saleable items on the farm
• Broadest Term – e.g. ‘asset’, where even more characteristics of Bessie are omitted
• Highest Level of Abstraction – e.g. ‘wealth’, omitting almost all characteristics of Bessie

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Undergraduate research and distinguished scholarships menu, undergraduate research and distinguished scholarships, research statement (abstract and artist statement) writing tips.

To present at an academic conference, such as the symposium, it is expected that presenters prepare an abstract, which simply represents a summary of the research to be presented. It offers a brief synopsis of the purpose and primary ideas of the project. Abstracts also precede papers in research journals and appear in programs of academic conferences. It is crucial that researchers learn how to write professional abstracts that succinctly convey their research to the intended audience.

Undergraduate students registering to present/perform at the Undergraduate Research Symposium submit either an abstract or artist statement for their research, creative work, or works-in-progress. Students in the arts may choose to submit an artist statement in lieu of an abstract, if they prefer. All abstracts submitted for the symposium, will be published in the program book.

Abstracts and artist statements for the UO symposium will be no more than 1500 characters , and should be comprehensible to a wide-ranging audience- from those who are experts in the field to the lay person.

Attend an Abstract and Artist Statement Writing Workshop

"Crafting & Developing an Abstract, Project Summary or Artist Statement"

April 3, 2024 5:00 pm to 7:00 pm  in the Knight Library DREAMLab  

and April 9, 2024 4:30 pm to 6:30 pm in the EMU Miller Room . 

Presented jointly by ASURE and OURJ.

How do I write an abstract?

An abstract should be succinct, factual, and balanced. A reader should be able to gain a summary of the project through an abstract. Your abstract should contain the following components:

►  Introductory sentence(s) - background, and general information about the topic ►  Statement of thesis, hypothesis, purpose, or question of study, motivation and significance of the work ►  General methods/procedures used- goals of the practice being implemented ►  Results/findings or anticipated results (if the work is still in progress) ►  Primary conclusion of the work, implications or insights about this work ►  General statement of the significance of the research, or range of audience who will be interested in the study

Prior to submitting your abstract, always proofread your writing and ask a friend to perform an additional proofreading. Always print out a copy to read, as it is much easier to catch typos that don’t involve misspelled words (e.g., if vs. is; both are words, so your spell check program will miss the difference). Double check your grammar, run a spell check and a word/character count, and be sure to submit it by the deadline. 

An Artist Statement   

(Abstract format for those presenting creative projects)

An artist statement explains your work- a description of your creative endeavors (and/or process) that provides insight into the project. The statement introduces the reader to your work, so they may get an overall sense of the themes you are exploring, motivation, materials you work with or creative medium to express your creativily and potential influences.

►  Medium, materials and methods- Describe the medium and materials you use to answer the "how." How do you create your art? What materials do you use (camera, oil paint, charcoal, metal, wood pencil)? For example, are you a digital photographer or prefer film and print in a darkroom? ►  Subject matter- The subject matter might be obvious to you, but not to your audience. However, you may introduce the 'subject' in ways that still allow your audience to form their own interpretations. ►  Relationship between your concept and materials- What are your influences, vision for the work? What is the message that you hope to convey through your creative work?

What are general abstract guidelines?

Every conference and professional meeting will have guidelines for submitting an abstract. Be sure to check the guidelines and to follow them (otherwise, you risk your abstract/submission being rejected immediately). 

►  Abstract deadline date:  These are usually very strict. An abstract received after the deadline will not be accepted.  ►  Word count restriction: Most meetings have a word (or character) restriction (typically 200– 250 words: 1500 characters). Abstracts that exceed this word count will be cut off at the restricted number when published or not accepted.  ►  Format: All meetings will require a specific format for an abstract, including specific margins, font, and/or font size. They will also require a certain way to list the authors and to present their affiliations.

Where can I get feedback or help with my abstract? 

Ask your faculty or research mentors to help with writing an abstract. The Undergraduate Research Symposium organizers and ASURE (Affiliated Students for Undergraduate Research Engagement) student group also offer drop-in open hours advising.

Symposium preparation workshops are offered by ASURE & OURJ in the coming weeks leading up to the symposium, and recorded workshops accessible via the Symposium YouTube channel. 

Fine-tune your symposium presentation and get feedback (as well as pizza) during a drop-in session at the "Symposium and Slices" workshop present by ASURE & OURJ. 

Thursday, May 9th 3:00 pm to 9:00 pm DREAMLab (Knight Library) .

At what point in my research project should I submit an abstract for the Undergraduate Research Symposium?

Participants will submit abstracts through the Undergraduate Research Symposium Participation Registration form. The Undergraduate Research Symposium organizers recognize that abstracts may represent tentative or projected findings, conclusions, or outcomes. 

Posters can be presented at almost any stage of a research project and are an excellent way to get feedback on work in-progress. Typically, students who have been doing research for two terms are in a good position to present a poster. 

You are encouraged to discuss your research progress with your faculty and research mentors. They should assist you in the abstract-writing process. 

Where, additionally, should I present my work?

The University of Oregon’s Undergraduate Research Symposium offers a supportive environment to present your work and to receive informal feedback that can help prepare you for regional and national academic conferences in your field of study. Consult your faculty mentor or research advisor for recommendations of conferences to attend and/or present at. Subject librarians at UO Libraries serve as valuable resources for publication, presentation opportunities information and resources. The UO Library also hosts Scholars’ Bank , an open access repository for the intellectual work of faculty and students, and staff at the University of Oregon, is a resource to make public scholarly work. 

►  Art Guide Organization " The Complete Guide to Writing an Artist Statement " ►  Art Institute Chicago " Artist Statement " ►  UC Davis “ How to Write an Abstract for the Undergraduate Research Scholarship and Creative Activities Conference ”  ►  Johns Hopkins Abstract-Writing Tips   ►  Michigan State University Abstract Examples   ►  RISD " Importance of an Artist Statement " ►  University of Minnesota “ Abstract Writing ”  ►  University of Missouri “ How to Write an Abstract ”  ►  UO Undergraduate Research Symposium Abstract examples  ►  Washington University in St Louis Office of Undergraduate Research “ Writing an Abstract ” 

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Writing Resources

Features of a good abstract.

This handout is available for download in DOCX format and PDF format .

An abstract is a summary of a piece of academic writing. The abstract appears in multiple locations, including at the start of a publication, in conference proceedings, and in electronic databases. Readers typically use the abstract to decide whether or not to read your paper or attend your talk.

Features of a Good Abstract

• Summarizes the entire paper, usually in one paragraph
• Usually about 150-300 words
• Typically written in the past tense and mostly in the third person
• Entirely new text (not cut and pasted from the paper)
• Stands alone—the reader can understand the abstract on its own
• Includes keywords; only includes critical references; usually does not include graphics
• Has concise, clear, specific (not vague), carefully edited language
• Understands the audience: what does the reader know?
• Is not misleading; acknowledges when findings are preliminary

Structure of a Good Abstract

In science, the abstract should include a few sentences from each of the following sections:

• Introduction: the goal of the study, crucial background
• Methods: basic study design
• Results: summary of major findings
• Discussion: Interpretations, conclusions, broader implications, future research

Importantly, this same format can apply to abstracts written in disciplines outside the sciences:

• Introduction = the state of the field and/or the gap your research is filling
• Method = Describing what you did to develop your argument
• Results = A statement of the thesis
• Discussion = The larger implications of your findings

Elissa Jacobs, University Writing Program, 2020.

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Writing with Abstract Art

Amy Frierson

In her essay “Art Objects,” Jeanette Winterson challenges readers to experiment with looking at an original work of art (ideally something you like, at least a little) for an entire hour. She supposes that over the course of that hour, one would become increasingly uncomfortable, distracted, and irritated, but also more imaginative: “I can make up stories about the characters on the canvas much as art historians like to identify people in Rembrandt’s The Night Watch [….] A picture is its subject matter isn’t it? Oh, dear, mine’s an abstract. Never mind, would that pink suit me?”

Looking for inspiration in figurative art, art depicting real-world objects, offers many possibilities, some of which I’ve covered before . But what can you do with abstract art? Winterson writes, “art is an extraordinarily faithful transmitter. Our job is to keep our receiving equipment in good working order.” And the way to do this is by taking it in. What do you see? What does it say to you?

When I’ve taught ekphrastic writing, I’ve never had students look at a work of art for an entire hour (though I hope one day one of them will try it out on their own and let me know how it goes). Once a quarter, I do usually invite them to look at a work of art of their choice for ten minutes. They don’t write in that time, just look. Then, they can either write whatever comes to mind, or they can describe that painting, sculpture, video-on-a-loop, etc. and describe the experience of looking at it for that full ten minutes—what thoughts, emotions, visceral reactions went through them? On the surface, that might seem like a very basic writing prompt, but the act of looking for even ten minutes can be a challenge and writing from it can be fruitful.

I hope you’ll try the open-ended prompt above. Nevertheless, here are some more directed prompts for looking at abstract art. You might do them at a local art gallery. You might do them with Amy Frierson’s digital illustration above. Or you might apply them to one of the works of art in this virtual gallery I pulled together on the Google Art Project. If you’re just getting started looking at art, see my blog post “Eye Want” for some more useful starting points.

The Prompts

1. What if a work of abstract art resembled the emotional state, or even emotional journey, of a fictional character? Who is that character? What is that emotional state? How did he or she get there?

2. Look at the art through the perspective of one of your characters in a work-in-progress. What is their interpretation of the piece? Does their interpretation incite them to do anything? If yes, what? How does it move your story forward?

3 . What if the design of an abstract work suggested the structure for a piece of writing? Is there something compelling about its design that you can transfer to your readers’ experience?

4. In Image to Word: Art and Creative Writing , Kathleen-Walsh Piper offers these considerations for looking at abstract sculpture: Consider the sculpture’s lines of force, bearing, weight, mass, material, surface texture, whether it seems to imply movement or stillness. Now imagine the abstract sculpture as if it were a person. Describe the energy and gestures of the person you might imagine .

5. When I gave Walsh-Piper’s prompt to my most recent class at the Henry Art Gallery’s exhibit  of Katinka Bock ’s sculptures, the majority of the class found it difficult (I think I actually gave them too much time for it), with the exception of one student who seemed to come up with dozens of ideas. Later, one of the students who’d found the exercise challenging wrote a beautiful story about her chosen sculpture not as a person but as a shrine . Brilliant. So there is another prompt for you: imagine the sculpture is a shrine. What is it a shrine to? Do people bring it offerings? What kind of offerings?

If you do end up taking Jeanette Winterson on her challenge and look at a work of art for an hour, I would love to read about your experience, right here in the comments. In any case, I hope you’re having a dreamy August.

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About Author

Anca Szilagyi is a Brooklynite living in Seattle. Her stories have appeared or are forthcoming in Fairy Tale Review, Gastronomica, Propeller, and The Massachusetts Review, among others. She teaches creative writing at Richard Hugo House and was awarded a Made at Hugo House fellowship to complete her short story collection More Like Home Than Home. Her website is ancawrites.com.

Creative Writing Research: What, How and Why

• First Online: 23 July 2023

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Creative writing research is actively moving us further toward knowing what creative writing actually is—in terms of our human actions and our responses when doing it. It is approaching such things as completed literary works and author recognition within the activities of creative writing, not mostly as representatives of that practice, and it is paying close attention to the modes, methods and functions of the writerly imagination, the contemporary influence of individual writer environments on writers, to writerly senses of structure and form and our formation and re-formation of writing themes and subjects. We certainly understand creative writing and creative writing research best when we remain true to why creative writing happens, when and where it happens, and how it happens—and creative writing research is doing that, focusing on the actions and the material results as evidence of our actions. Creative writing research has also opened up better communication between our knowledge of creative writing and our teaching of creative writing, with the result that we are improving that teaching, not only in our universities and colleges but also in our schools.

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Abstract Exercises – for Creative Writing

Are you feeling stuck?

Abstract exercises are an intriguing way to stimulate your writing mind.

They do this by triggering ideas in a visual way.

Some people are reluctant to try exercises.

They associate writing exercises with the essays they were forced to do in school.

There are two big differences:

1. You have a much wider choice of subjects and ideas than you had in school.

2. You are choosing to do these exercises yourself and can change and adapt them to suit yourself.

RESTRAINT AND CREATIVITY

The interesting thing about creativity and imagination is that both can be stimulated by restraint.

Invention is born of need.

So, for example, a prisoner in a cell with no television or radio might write on their toilet roll.

When you have limited resources you are forced to get more creative with the resources you do have.

It may seem somewhat contradictory but, there is something liberating about having restraints placed on our imagination.

Our imagination is vast but it is easier to work with when you respond to a specific idea or initiative, rather than spend fruitless hours searching for ‘the perfect idea.’

EXERCISE AND FOCUS

By the way, there is no perfect idea, but there are plenty of ideas that will stimulate and excite you.

Restrictions aid concentration. 

This probably explains why I found that many of my creative writing students not only responded very well to these exercises but also why the exercises enabled them to write faster and with more focus.

Abstract writing exercises offer both restraint and freedom.

There is far less information to draw on than other exercises.

This way your imagination is given more freedom.

Yet there are still limits imposed by the vagueness of the initial trigger sentence.

These exercises offer a hint of unfolding drama as a starting point.

For example take the following sentence : ‘The scraping sound got louder.’

First, try to hear the scraping sound in your mind.

Then when you have got a clear idea of that sound follow it in your imagination to where you imagine it originated.

Asking questions stimulates ideas so…

Ask yourself questions about the scraping sound:

Who, or what is making the noise?

Where are they?

What can it mean?

Don’t dwell on, or mentally edit your thoughts – write down your answers as soon as they spring to mind.

Nobody is checking this – you are as free as you allow yourself to be.

If you apply yourself to these exercises thoughtfully you will soon see the seed of a story beginning to emerge.

ABSTRACT WRITING EXERCISES

Apply this same process to the following sentences:.

The painting was familiar.

The stone was covered in a fine green moss.

A small mound of stones.

The outline of a small building

The liquid was dark.

The fine sand stuck between his/her toes.

The coat was shabby.

The light shone directly on to the boat.

The pavement was cracked.

The buildings were tall.

A slow blink.

The scent of rosemary.

The bottles clanked.

The white daisies were outlined in black.

His hand was freckled.

The tree was bare, black against the orange sky.

She took a deep breath.

The seat was warm.

The wind blew directly into his face.

The mug was stained.

Just an ordinary toothbrush.

The corners of her mouth turned down a little.

A torn coat.

A dead dog.

A bare tree.

A chipped cup.

Freshly cut grass.

The colour orange .

I hope these abstract writing exercises have helped you. If you find yourself compelled to keep writing – keep going.

If you would like to try more free writing exercises there are plenty more on this site. Try one of these:

Ten-minute creative exercises.

Who What When and Where?

Visual creative writing exercises.

Creating Characters.

Creating story.

Best of luck with your writing.

P.S. I love encouraging writers and so there are lots of free information and exercises on this site for you. If you found this helpful do support the site by liking, commenting or sharing and  do take a look at my book Practical Creative Writing Exercises . It’s packed full of helpful stuff for writers.

PRACTICAL CREATIVE WRITING EXERCISES

You won’t be able to stop writing because these beautiful and inspiring exercises will banish your writing block right now.

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Thank you so much for the exercises in writing.

You are welcome. Best wishes Grace

I have a vivid imagination and your exercises help me put them in perspective. I block out time to do the exercises everyday. Thanks Karen

Hi Karen, so glad the exercises help. Taking time to write each day is a key to successful writing. Best wishes. Grace

I started doing the exercises for 10 minutes with my characters. 1 hour later I am still writing putting my characters in different situations. I hope this is the direction I am suppose to go. Thanks

Hi Karen, The trick is to go in which ever direction is the most enjoyable for you to write. If you are still putting your characters in different situations that is good. You are learning skills as you do this. Writing regularly, as you are doing is what counts the most. Best of luck Grace

Thank you so much for sharing these great exercises and triggers. They are definitely helpful. I do have an odd question I was hoping you may have an answer to, if you wouldn’t mind:

I often find myself, as a creative writer, stuck with ideas that I have seen in movies or television, or read in other writings, and my imagination feels limited by these ideas. For example, trigger exercises bring about memories of television shows or movies that I have seen, and I feel that my own ideas are just, for lack of a better term, “spinning-off” of these memories. I have never heard of this being an issue from other writers – any ideas?

Thanks so much again, Grace! You have put together a great site!

Hi Matt, this is a great question. I think many writers share the fear that we are simply regurgitating ideas we have absorbed from the many forms of media which surround us. The thing to remember is that we are influenced by everything we have experienced in our lives and many of us have experienced similar things. Your ideas may bring memories of movies but that is okay. You can change everything about the idea and allow your own creativity loose. This will make it yours. The great thing about ideas is that they are free. We can throw them out if they are just too similar to a movie we have seen or we can take the theme or part of the idea and work with that. The best thing to do is write the best story you can. Once you focus on that you will be fine. Best of luck, Matt.

Thank you for your encouragement.

I love all your writing exercises. They’re exactly what I need to get me unstuck!

Great to hear and I hope you stay unstuck. All the best Grace

I really enjoy these, I’d forgotten about doing writing exercises, or was too lazy. I do them nearly every day now. Thanks very much for the info and website.

So glad you are back doing your exercises – it will help. Best wishes Grace

I am growing fond of your website as a beginning writer, these are helpful exercises. My question is: Of those that are listed above, can you use them as a first liner in a story? or is there a specific place for them?

Hi Diane, You can use them wherever you like. You can also change them. Actually there are no rules. If you find yourself writing a story based on one of the ideas – you can do what ever you like. Best of luck Grace

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Sample physical and life sciences abstract.

Do Voles Select Dense Vegetation for Movement Pathways at the Microhabitat Level? Biological Sciences The relationship between habitat use by voles (Rodentia: Microtus) and the density of vegetative cover was studied to determine if voles select forage areas at the microhabitat level.  Using live traps, I trapped, powdered, and released voles at 10 sites.  At each trap site, I analyzed the type and height of the vegetation in the immediate area.  Using a black light, I followed the trails left by powdered voles through the vegetation.  I mapped the trails using a compass to ascertain the tortuosity or amount the trail twisted and turned, and visually checked the trails to determine the obstruction of the movement path by vegetation.  I also checked vegetative obstruction on 4 random paths near the actual trail, to compare the cover on the trail with other nearby alternative pathways.  There was not a statistically significant difference between the amount of cover on a vole trail and the cover off to the sides of the trail when completely covered; there was a significant difference between on and off the trail when the path was completely open.  These results indicate that voles are selectively avoiding bare areas, while not choosing among dense patches at a fine microhabitat scale.

Sample Social Science Abstract

Traditional Healers and the HIV Crisis in Africa:  Toward an Integrated Approach Anthropology The HIV virus is currently destroying all facets of African life. It, therefore, is imperative that a new holistic form of health education and accessible treatment be implemented in African public health policy which improves dissemination of prevention and treatment programs while maintaining the cultural infrastructure. Drawing on government and NGO reports, as well as other documentary sources, this paper examines the nature of current efforts and the state of health care practices in Africa. I review access to modern health care and factors that inhibit local utilization of these resources, as well as traditional African beliefs about medicine, disease, and healthcare. This review indicates that a collaboration of western and traditional medical care and philosophy can help slow the spread of HIV in Africa. This paper encourages the acceptance and financial support of traditional health practitioners in this effort owing to their accessibility and affordability and their cultural compatibility with the community.

Sample Humanities Abstract

Echoes from the Underground European and American Literature Friedrich Nietzsche notably referred to the Russian novelist Fyodor Dostoevsky as “the only psychologist from whom I have anything to learn.” Dostoevsky’s ability to encapsulate the darkest and most twisted depths of the human psyche within his characters has had a profound impact on those writers operating on the periphery of society. Through research on his writing style, biography, and a close reading of his novel Notes from the Underground I am exploring the impact of his most famous outcast, the Underground Man, on counterculture writers in America during the great subculture upsurge of the 1950s and 60s. Ken Kesey, Allen Ginsberg, and Jack Kerouac employ both the universal themes expressed by the Underground Man as well as more specific stylistic and textual similarities. Through my research, I have drawn parallels between these three writers with respect to their literary works as well as the impact of both their personal lives and the worlds that they inhabit. The paper affirms that Dostoevsky has had a profound influence on the geography of the Underground and that this literary topos has had an impact on the writers who continue to inhabit that space.

Sample Creative Writing Abstract

Passersby Creative Writing Richard Hugo wrote in his book of essays, The Triggering Town , that “knowing can be a limiting thing.” His experiences, however brief, in many of the small towns that pepper Montana’s landscape served as the inspiration to much of his poetry, and his observations came to reveal more of the poet than of the triggering subject. For Hugo, the less he knew of a place, the more he could imagine. My project, “Passersby,” is a short collection of poems and black and white photographs that explore this notion of knowledge and imagination. The place is the triggering subject in “Passersby” and will take the audience or viewer to a variety of national and international locations, from Rome and Paris to Beaver, Utah, and the Oregon Coast, and from there, into an exploration of experience and imagination relished by the poet. Hugo believed that as a writer “you owe reality nothing and the truth about your feelings everything.” While reality will play a role in “Passersby,” this work aims to blur the lines between knowing and imagination in order, perhaps, to find a truer place for the poet.

Sample Visual and Performing Arts Abstract/Artist Statement

The Integration of Historic Periods in Costume Design   Theatre As productions turn away from resurrecting museum pieces, integrating costumes from two different historical periods has become more popular. This research project focuses on what makes costume integration successful. A successful integration must be visually compelling, but still, give characters depth and tell the story of the play. By examining several Shakespearean theatre productions, I have pinpointed the key aspects of each costume integration that successfully assist the production. While my own experiences have merged Elizabethan with the 1950s, other designers have merged Elizabethan with contemporary and even a rock concert theme. By analyzing a variety of productions, connecting threads helped establish “rules” for designers.

Through this research, I have established common guidelines for integrating two periods of costume history while still maintaining a strong design that helps tell a story. One method establishes the silhouette of one period while combining the details, such as fabric and accessories, of another period, creating an equal representation of the two. A second option creates a world blended equally of the two periods, in which the design becomes timeless and unique to the world of the play. A third option assigns opposing groups to two different periods, establishing visual conflict. Many more may exist, but the overall key to costume integration is to define how each period is represented. When no rules exist, there is no cohesion of ideas and the audience loses sight of character, story, and concept. Costumes help tell a story, and without guidance, that story is lost.

Sample Journalism Abstracts

International Headlines 3.0: Exploring Youth-Centered Innovation in Global News Delivery Traditional news media must innovate to maintain their ability to inform contemporary audiences. This research project analyzes innovative news outlets that have the potential to draw young audiences to follow global current events. On February 8, 2011, a Pew Research Center Poll found that 52 percent of Americans reported having heard little or nothing about the anti-government protests in Egypt. Egyptians had been protesting for nearly two weeks when this poll was conducted. The lack of knowledge about the protests was not a result of scarce media attention. In the United States, most mainstream TV news sources (CNN, FOX, MSNBC, ABC) ran headline stories on the protests by January 26, one day after the protests began. Sparked by an assignment in International Reporting J450 class, we selected 20 innovative news outlets to investigate whether they are likely to overcome the apparent disinterest of Americans, particularly the youth, in foreign news. Besides testing those news outlets for one week, we explored the coverage and financing of these outlets, and we are communicating with their editors and writers to best understand how and why they publish as they do. We will evaluate them, following a rubric, and categorize them based on their usefulness and effectiveness.

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