5 parts of research paper abstract

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An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long.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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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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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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An abstract summarizes, usually in one paragraph of 300 words or less, the major aspects of the entire paper in a prescribed sequence that includes: 1) the overall purpose of the study and the research problem(s) you investigated; 2) the basic design of the study; 3) major findings or trends found as a result of your analysis; and, 4) a brief summary of your interpretations and conclusions.

Writing an Abstract. The Writing Center. Clarion University, 2009; Writing an Abstract for Your Research Paper. The Writing Center, University of Wisconsin, Madison; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-first Century . Oxford, UK: Chandos Publishing, 2010;

Importance of a Good Abstract

Sometimes your professor will ask you to include an abstract, or general summary of your work, with your research paper. The abstract allows you to elaborate upon each major aspect of the paper and helps readers decide whether they want to read the rest of the paper. Therefore, enough key information [e.g., summary results, observations, trends, etc.] must be included to make the abstract useful to someone who may want to examine your work.

How do you know when you have enough information in your abstract? A simple rule-of-thumb is to imagine that you are another researcher doing a similar study. Then ask yourself: if your abstract was the only part of the paper you could access, would you be happy with the amount of information presented there? Does it tell the whole story about your study? If the answer is "no" then the abstract likely needs to be revised.

Farkas, David K. “A Scheme for Understanding and Writing Summaries.” Technical Communication 67 (August 2020): 45-60;  How to Write a Research Abstract. Office of Undergraduate Research. University of Kentucky; Staiger, David L. “What Today’s Students Need to Know about Writing Abstracts.” International Journal of Business Communication January 3 (1966): 29-33; Swales, John M. and Christine B. Feak. Abstracts and the Writing of Abstracts . Ann Arbor, MI: University of Michigan Press, 2009.

Structure and Writing Style

I.  Types of Abstracts

To begin, you need to determine which type of abstract you should include with your paper. There are four general types.

Critical Abstract A critical abstract provides, in addition to describing main findings and information, a judgment or comment about the study’s validity, reliability, or completeness. The researcher evaluates the paper and often compares it with other works on the same subject. Critical abstracts are generally 400-500 words in length due to the additional interpretive commentary. These types of abstracts are used infrequently.

Descriptive Abstract 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 only describes the work being summarized. Some researchers consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short, 100 words or less. Informative Abstract 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 researcher presents and explains all the main arguments and the important results and evidence in the paper. An informative abstract includes the information that can be found in a descriptive abstract [purpose, methods, scope] but it 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 usually no more than 300 words in length.

Highlight Abstract A highlight abstract is specifically written to attract the reader’s attention to the study. No pretense is made of there being either a balanced or complete picture of the paper and, in fact, incomplete and leading remarks may be used to spark the reader’s interest. In that a highlight abstract cannot stand independent of its associated article, it is not a true abstract and, therefore, rarely used in academic writing.

II.  Writing Style

Use the active voice when possible , but note that much of your abstract may require passive sentence constructions. Regardless, write your abstract using concise, but complete, sentences. Get to the point quickly and always use the past tense because you are reporting on a study that has been completed.

Abstracts should be formatted as a single paragraph in a block format and with no paragraph indentations. In most cases, the abstract page immediately follows the title page. Do not number the page. Rules set forth in writing manual vary but, in general, you should center the word "Abstract" at the top of the page with double spacing between the heading and the abstract. The final sentences of an abstract concisely summarize your study’s conclusions, implications, or applications to practice and, if appropriate, can be followed by a statement about the need for additional research revealed from the findings.

Composing Your Abstract

Although it is the first section of your paper, the abstract should be written last since it will summarize the contents of your entire paper. A good strategy to begin composing your abstract is to take whole sentences or key phrases from each section of the paper and put them in a sequence that summarizes the contents. Then revise or add connecting phrases or words to make the narrative flow clearly and smoothly. Note that statistical findings should be reported parenthetically [i.e., written in parentheses].

Before handing in your final paper, check to make sure that the information in the abstract completely agrees with what you have written in the paper. Think of the abstract as a sequential set of complete sentences describing the most crucial information using the fewest necessary words. The abstract SHOULD NOT contain:

• A catchy introductory phrase, provocative quote, or other device to grab the reader's attention,
• Lengthy background or contextual information,
• Redundant phrases, unnecessary adverbs and adjectives, and repetitive information;
• Acronyms or abbreviations,
• References to other literature [say something like, "current research shows that..." or "studies have indicated..."],
• Using ellipticals [i.e., ending with "..."] or incomplete sentences,
• Jargon or terms that may be confusing to the reader,
• Citations to other works, and
• Any sort of image, illustration, figure, or table, or references to them.

Abstract. Writing Center. University of Kansas; Abstract. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Abstracts. The Writing Center. University of North Carolina; Borko, Harold and Seymour Chatman. "Criteria for Acceptable Abstracts: A Survey of Abstracters' Instructions." American Documentation 14 (April 1963): 149-160; Abstracts. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Hartley, James and Lucy Betts. "Common Weaknesses in Traditional Abstracts in the Social Sciences." Journal of the American Society for Information Science and Technology 60 (October 2009): 2010-2018; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-first Century. Oxford, UK: Chandos Publishing, 2010; Procter, Margaret. The Abstract. University College Writing Centre. University of Toronto; Riordan, Laura. “Mastering the Art of Abstracts.” The Journal of the American Osteopathic Association 115 (January 2015 ): 41-47; Writing Report Abstracts. The Writing Lab and The OWL. Purdue University; Writing Abstracts. Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Koltay, Tibor. Abstracts and Abstracting: A Genre and Set of Skills for the Twenty-First Century . Oxford, UK: 2010; Writing an Abstract for Your Research Paper. The Writing Center, University of Wisconsin, Madison.

Writing Tip

Never Cite Just the Abstract!

Citing to just a journal article's abstract does not confirm for the reader that you have conducted a thorough or reliable review of the literature. If the full-text is not available, go to the USC Libraries main page and enter the title of the article [NOT the title of the journal]. If the Libraries have a subscription to the journal, the article should appear with a link to the full-text or to the journal publisher page where you can get the article. If the article does not appear, try searching Google Scholar using the link on the USC Libraries main page. If you still can't find the article after doing this, contact a librarian or you can request it from our free i nterlibrary loan and document delivery service .

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• How to Write an Abstract

Expedite peer review, increase search-ability, and set the tone for your study

The abstract is your chance to let your readers know what they can expect from your article. Learn how to write a clear, and concise abstract that will keep your audience reading.

How your abstract impacts editorial evaluation and future readership

After the title , the abstract is the second-most-read part of your article. A good abstract can help to expedite peer review and, if your article is accepted for publication, it’s an important tool for readers to find and evaluate your work. Editors use your abstract when they first assess your article. Prospective reviewers see it when they decide whether to accept an invitation to review. Once published, the abstract gets indexed in PubMed and Google Scholar , as well as library systems and other popular databases. Like the title, your abstract influences keyword search results. Readers will use it to decide whether to read the rest of your article. Other researchers will use it to evaluate your work for inclusion in systematic reviews and meta-analysis. It should be a concise standalone piece that accurately represents your research. 

What to include in an abstract

The main challenge you’ll face when writing your abstract is keeping it concise AND fitting in all the information you need. Depending on your subject area the journal may require a structured abstract following specific headings. A structured abstract helps your readers understand your study more easily. If your journal doesn’t require a structured abstract it’s still a good idea to follow a similar format, just present the abstract as one paragraph without headings. 

Background or Introduction – What is currently known? Start with a brief, 2 or 3 sentence, introduction to the research area. 

Objectives or Aims – What is the study and why did you do it? Clearly state the research question you’re trying to answer.

Methods – What did you do? Explain what you did and how you did it. Include important information about your methods, but avoid the low-level specifics. Some disciplines have specific requirements for abstract methods. 

• CONSORT for randomized trials.
• STROBE for observational studies
• PRISMA for systematic reviews and meta-analyses

Results – What did you find? Briefly give the key findings of your study. Include key numeric data (including confidence intervals or p values), where possible.

Conclusions – What did you conclude? Tell the reader why your findings matter, and what this could mean for the ‘bigger picture’ of this area of research. 

Writing tips

The main challenge you may find when writing your abstract is keeping it concise AND convering all the information you need to.

• Keep it concise and to the point. Most journals have a maximum word count, so check guidelines before you write the abstract to save time editing it later.
• Write for your audience. Are they specialists in your specific field? Are they cross-disciplinary? Are they non-specialists? If you’re writing for a general audience, or your research could be of interest to the public keep your language as straightforward as possible. If you’re writing in English, do remember that not all of your readers will necessarily be native English speakers.
• Focus on key results, conclusions and take home messages.
• Write your paper first, then create the abstract as a summary.
• Check the journal requirements before you write your abstract, eg. required subheadings.
• Include keywords or phrases to help readers search for your work in indexing databases like PubMed or Google Scholar.
• Double and triple check your abstract for spelling and grammar errors. These kind of errors can give potential reviewers the impression that your research isn’t sound, and can make it easier to find reviewers who accept the invitation to review your manuscript. Your abstract should be a taste of what is to come in the rest of your article.

Don’t

• Sensationalize your research.
• Speculate about where this research might lead in the future.
• Use abbreviations or acronyms (unless absolutely necessary or unless they’re widely known, eg. DNA).
• Repeat yourself unnecessarily, eg. “Methods: We used X technique. Results: Using X technique, we found…”
• Contradict anything in the rest of your manuscript.
• Include content that isn’t also covered in the main manuscript.
• Include citations or references.

Tip: How to edit your work

Editing is challenging, especially if you are acting as both a writer and an editor. Read our guidelines for advice on how to refine your work, including useful tips for setting your intentions, re-review, and consultation with colleagues.

• How to Write a Great Title
• How to Write Your Methods
• How to Report Statistics
• How to Write Discussions and Conclusions
• How to Edit Your Work

The contents of the Peer Review Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

The contents of the Writing Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

There’s a lot to consider when deciding where to submit your work. Learn how to choose a journal that will help your study reach its audience, while reflecting your values as a researcher…

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How to Write an Abstract | Steps & Examples

Published on 1 March 2019 by Shona McCombes . Revised on 10 October 2022 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a dissertation or research paper ). The abstract concisely reports the aims and outcomes of your research, so that readers know exactly what your paper is about.

Although the structure may vary slightly depending on your discipline, your abstract should describe the purpose of your work, the methods you’ve used, and the conclusions you’ve drawn.

One common way to structure your abstract is to use the IMRaD structure. This stands for:

• Introduction

Abstracts are usually around 100–300 words, but there’s often a strict word limit, so make sure to check the relevant requirements.

In a dissertation or thesis , include the abstract on a separate page, after the title page and acknowledgements but before the table of contents .

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Table of contents

Abstract example, when to write an abstract, step 1: introduction, step 2: methods, step 3: results, step 4: discussion, tips for writing an abstract, frequently asked questions about abstracts.

Hover over the different parts of the abstract to see how it is constructed.

This paper examines the role of silent movies as a mode of shared experience in the UK during the early twentieth century. At this time, high immigration rates resulted in a significant percentage of non-English-speaking citizens. These immigrants faced numerous economic and social obstacles, including exclusion from public entertainment and modes of discourse (newspapers, theater, radio).

Incorporating evidence from reviews, personal correspondence, and diaries, this study demonstrates that silent films were an affordable and inclusive source of entertainment. It argues for the accessible economic and representational nature of early cinema. These concerns are particularly evident in the low price of admission and in the democratic nature of the actors’ exaggerated gestures, which allowed the plots and action to be easily grasped by a diverse audience despite language barriers.

Keywords: silent movies, immigration, public discourse, entertainment, early cinema, language barriers.

Prevent plagiarism, run a free check.

You will almost always have to include an abstract when:

• Completing a thesis or dissertation
• Submitting a research paper to an academic journal
• Writing a book proposal
• Applying for research grants

It’s easiest to write your abstract last, because it’s a summary of the work you’ve already done. Your abstract should:

• Be a self-contained text, not an excerpt from your paper
• Be fully understandable on its own
• Reflect the structure of your larger work

Start by clearly defining the purpose of your research. What practical or theoretical problem does the research respond to, or what research question did you aim to answer?

You can include some brief context on the social or academic relevance of your topic, but don’t go into detailed background information. If your abstract uses specialised terms that would be unfamiliar to the average academic reader or that have various different meanings, give a concise definition.

After identifying the problem, state the objective of your research. Use verbs like “investigate,” “test,” “analyse,” or “evaluate” to describe exactly what you set out to do.

This part of the abstract can be written in the present or past simple tense  but should never refer to the future, as the research is already complete.

• This study will investigate the relationship between coffee consumption and productivity.
• This study investigates the relationship between coffee consumption and productivity.

Next, indicate the research methods that you used to answer your question. This part should be a straightforward description of what you did in one or two sentences. It is usually written in the past simple tense, as it refers to completed actions.

• Structured interviews will be conducted with 25 participants.
• Structured interviews were conducted with 25 participants.

Don’t evaluate validity or obstacles here — the goal is not to give an account of the methodology’s strengths and weaknesses, but to give the reader a quick insight into the overall approach and procedures you used.

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Next, summarise the main research results . This part of the abstract can be in the present or past simple tense.

• Our analysis has shown a strong correlation between coffee consumption and productivity.
• Our analysis shows a strong correlation between coffee consumption and productivity.
• Our analysis showed a strong correlation between coffee consumption and productivity.

Depending on how long and complex your research is, you may not be able to include all results here. Try to highlight only the most important findings that will allow the reader to understand your conclusions.

Finally, you should discuss the main conclusions of your research : what is your answer to the problem or question? The reader should finish with a clear understanding of the central point that your research has proved or argued. Conclusions are usually written in the present simple tense.

• We concluded that coffee consumption increases productivity.
• We conclude that coffee consumption increases productivity.

If there are important limitations to your research (for example, related to your sample size or methods), you should mention them briefly in the abstract. This allows the reader to accurately assess the credibility and generalisability of your research.

If your aim was to solve a practical problem, your discussion might include recommendations for implementation. If relevant, you can briefly make suggestions for further research.

If your paper will be published, you might have to add a list of keywords at the end of the abstract. These keywords should reference the most important elements of the research to help potential readers find your paper during their own literature searches.

Be aware that some publication manuals, such as APA Style , have specific formatting requirements for these keywords.

It can be a real challenge to condense your whole work into just a couple of hundred words, but the abstract will be the first (and sometimes only) part that people read, so it’s important to get it right. These strategies can help you get started.

Read other abstracts

The best way to learn the conventions of writing an abstract in your discipline is to read other people’s. You probably already read lots of journal article abstracts while conducting your literature review —try using them as a framework for structure and style.

You can also find lots of dissertation abstract examples in thesis and dissertation databases .

Reverse outline

Not all abstracts will contain precisely the same elements. For longer works, you can write your abstract through a process of reverse outlining.

For each chapter or section, list keywords and draft one to two sentences that summarise the central point or argument. This will give you a framework of your abstract’s structure. Next, revise the sentences to make connections and show how the argument develops.

Write clearly and concisely

A good abstract is short but impactful, so make sure every word counts. Each sentence should clearly communicate one main point.

To keep your abstract or summary short and clear:

• Avoid passive sentences: Passive constructions are often unnecessarily long. You can easily make them shorter and clearer by using the active voice.
• Avoid long sentences: Substitute longer expressions for concise expressions or single words (e.g., “In order to” for “To”).
• Avoid obscure jargon: The abstract should be understandable to readers who are not familiar with your topic.
• Avoid repetition and filler words: Replace nouns with pronouns when possible and eliminate unnecessary words.
• Avoid detailed descriptions: An abstract is not expected to provide detailed definitions, background information, or discussions of other scholars’ work. Instead, include this information in the body of your thesis or paper.

If you’re struggling to edit down to the required length, you can get help from expert editors with Scribbr’s professional proofreading services .

Check your formatting

If you are writing a thesis or dissertation or submitting to a journal, there are often specific formatting requirements for the abstract—make sure to check the guidelines and format your work correctly. For APA research papers you can follow the APA abstract format .

Checklist: Abstract

The word count is within the required length, or a maximum of one page.

The abstract appears after the title page and acknowledgements and before the table of contents .

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

The abstract can be understood by someone without prior knowledge of the topic.

You've written a great abstract! Use the other checklists to continue improving your thesis or dissertation.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarises the contents of your paper.

An abstract for a thesis or dissertation is usually around 150–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis or paper.

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

The abstract appears on its own page, after the title page and acknowledgements but before the table of contents .

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How to Write an Abstract APA Format

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

An APA abstract is a brief, comprehensive summary of the contents of an article, research paper, dissertation, or report.

It is written in accordance with the guidelines of the American Psychological Association (APA), which is a widely used format in social and behavioral sciences. 

An APA abstract summarizes, usually in one paragraph of between 150–250 words, the major aspects of a research paper or dissertation in a prescribed sequence that includes:

• The rationale: the overall purpose of the study, providing a clear context for the research undertaken.
• Information regarding the method and participants: including materials/instruments, design, procedure, and data analysis.
• Main findings or trends: effectively highlighting the key outcomes of the hypotheses.
• Interpretations and conclusion(s): solidify the implications of the research.
• Keywords related to the study: assist the paper’s discoverability in academic databases.

The abstract should stand alone, be “self-contained,” and make sense to the reader in isolation from the main article.

The purpose of the abstract is to give the reader a quick overview of the essential information before reading the entire article. The abstract is placed on its own page, directly after the title page and before the main body of the paper.

Although the abstract will appear as the very first part of your paper, it’s good practice to write your abstract after you’ve drafted your full paper, so that you know what you’re summarizing.

Note : This page reflects the latest version of the APA Publication Manual (i.e., APA 7), released in October 2019.

Structure of the Abstract

[NOTE: DO NOT separate the components of the abstract – it should be written as a single paragraph. This section is separated to illustrate the abstract’s structure.]

1) The Rationale

One or two sentences describing the overall purpose of the study and the research problem(s) you investigated. You are basically justifying why this study was conducted.

• What is the importance of the research?
• Why would a reader be interested in the larger work?
• For example, are you filling a gap in previous research or applying new methods to take a fresh look at existing ideas or data?
• Women who are diagnosed with breast cancer can experience an array of psychosocial difficulties; however, social support, particularly from a spouse, has been shown to have a protective function during this time. This study examined the ways in which a woman’s daily mood, pain, and fatigue, and her spouse’s marital satisfaction predict the woman’s report of partner support in the context of breast cancer.
• The current nursing shortage, high hospital nurse job dissatisfaction, and reports of uneven quality of hospital care are not uniquely American phenomena.
• Students with special educational needs and disabilities (SEND) are more likely to exhibit behavioral difficulties than their typically developing peers. The aim of this study was to identify specific risk factors that influence variability in behavior difficulties among individuals with SEND.

2) The Method

Information regarding the participants (number, and population). One or two sentences outlining the method, explaining what was done and how. The method is described in the present tense.

• Pretest data from a larger intervention study and multilevel modeling were used to examine the effects of women’s daily mood, pain, and fatigue and average levels of mood, pain, and fatigue on women’s report of social support received from her partner, as well as how the effects of mood interacted with partners’ marital satisfaction.
• This paper presents reports from 43,000 nurses from more than 700 hospitals in the United States, Canada, England, Scotland, and Germany in 1998–1999.
• The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behavior difficulties (assessed at baseline and the 18-month follow-up).

3) The Results

One or two sentences indicating the main findings or trends found as a result of your analysis. The results are described in the present or past tense.

• Results show that on days in which women reported higher levels of negative or positive mood, as well as on days they reported more pain and fatigue, they reported receiving more support. Women who, on average, reported higher levels of positive mood tended to report receiving more support than those who, on average, reported lower positive mood. However, average levels of negative mood were not associated with support. Higher average levels of fatigue but not pain were associated with higher support. Finally, women whose husbands reported higher levels of marital satisfaction reported receiving more partner support, but husbands’ marital satisfaction did not moderate the effect of women’s mood on support.
• Nurses in countries with distinctly different healthcare systems report similar shortcomings in their work environments and the quality of hospital care. While the competence of and relation between nurses and physicians appear satisfactory, core problems in work design and workforce management threaten the provision of care.
• Hierarchical linear modeling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behavior difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged.

4) The Conclusion / Implications

A brief summary of your conclusions and implications of the results, described in the present tense. Explain the results and why the study is important to the reader.

• For example, 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?

Implications of these findings are discussed relative to assisting couples during this difficult time in their lives.

• Resolving these issues, which are amenable to managerial intervention, is essential to preserving patient safety and care of consistently high quality.
• Behavior difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.

The above examples of abstracts are from the following papers:

Aiken, L. H., Clarke, S. P., Sloane, D. M., Sochalski, J. A., Busse, R., Clarke, H., … & Shamian, J. (2001). Nurses’ reports on hospital care in five countries . Health affairs, 20(3) , 43-53.

Boeding, S. E., Pukay-Martin, N. D., Baucom, D. H., Porter, L. S., Kirby, J. S., Gremore, T. M., & Keefe, F. J. (2014). Couples and breast cancer: Women’s mood and partners’ marital satisfaction predicting support perception . Journal of Family Psychology, 28(5) , 675.

Oldfield, J., Humphrey, N., & Hebron, J. (2017). Risk factors in the development of behavior difficulties among students with special educational needs and disabilities: A multilevel analysis . British journal of educational psychology, 87(2) , 146-169.

5) Keywords

APA style suggests including a list of keywords at the end of the abstract. This is particularly common in academic articles and helps other researchers find your work in databases.

Keywords in an abstract should be selected to help other researchers find your work when searching an online database. These keywords should effectively represent the main topics of your study. Here are some tips for choosing keywords:

Core Concepts: Identify the most important ideas or concepts in your paper. These often include your main research topic, the methods you’ve used, or the theories you’re discussing.

Specificity: Your keywords should be specific to your research. For example, suppose your paper is about the effects of climate change on bird migration patterns in a specific region. In that case, your keywords might include “climate change,” “bird migration,” and the region’s name.

Consistency with Paper: Make sure your keywords are consistent with the terms you’ve used in your paper. For example, if you use the term “adolescent” rather than “teen” in your paper, choose “adolescent” as your keyword, not “teen.”

Jargon and Acronyms: Avoid using too much-specialized jargon or acronyms in your keywords, as these might not be understood or used by all researchers in your field.

Synonyms: Consider including synonyms of your keywords to capture as many relevant searches as possible. For example, if your paper discusses “post-traumatic stress disorder,” you might include “PTSD” as a keyword.

Remember, keywords are a tool for others to find your work, so think about what terms other researchers might use when searching for papers on your topic.

The Abstract SHOULD NOT contain:

Lengthy background or contextual information: The abstract should focus on your research and findings, not general topic background.

Undefined jargon, abbreviations,  or acronyms: The abstract should be accessible to a wide audience, so avoid highly specialized terms without defining them.

Citations: Abstracts typically do not include citations, as they summarize original research.

Incomplete sentences or bulleted lists: The abstract should be a single, coherent paragraph written in complete sentences.

New information not covered in the paper: The abstract should only summarize the paper’s content.

Subjective comments or value judgments: Stick to objective descriptions of your research.

Excessive details on methods or procedures: Keep descriptions of methods brief and focused on main steps.

Speculative or inconclusive statements: The abstract should state the research’s clear findings, not hypotheses or possible interpretations.

• Any illustration, figure, table, or references to them . All visual aids, data, or extensive details should be included in the main body of your paper, not in the abstract. 
• Elliptical or incomplete sentences should be avoided in an abstract . The use of ellipses (…), which could indicate incomplete thoughts or omitted text, is not appropriate in an abstract.

APA Style for Abstracts

An APA abstract must be formatted as follows:

Include the running head aligned to the left at the top of the page (professional papers only) and page number. Note, student papers do not require a running head. On the first line, center the heading “Abstract” and bold (do not underlined or italicize). Do not indent the single abstract paragraph (which begins one line below the section title). Double-space the text. Use Times New Roman font in 12 pt. Set one-inch (or 2.54 cm) margins. If you include a “keywords” section at the end of the abstract, indent the first line and italicize the word “Keywords” while leaving the keywords themselves without any formatting.

Example APA Abstract Page

Download this example as a PDF

Further Information

• APA 7th Edition Abstract and Keywords Guide
• Example APA Abstract
• How to Write a Good Abstract for a Scientific Paper or Conference Presentation
• How to Write a Lab Report
• Writing an APA paper

How long should an APA abstract be?

An APA abstract should typically be between 150 to 250 words long. However, the exact length may vary depending on specific publication or assignment guidelines. It is crucial that it succinctly summarizes the essential elements of the work, including purpose, methods, findings, and conclusions.

Where does the abstract go in an APA paper?

In an APA formatted paper, the abstract is placed on its own page, directly after the title page and before the main body of the paper. It’s typically the second page of the document. It starts with the word “Abstract” (centered and not in bold) at the top of the page, followed by the text of the abstract itself.

What are the 4 C’s of abstract writing?

The 4 C’s of abstract writing are an approach to help you create a well-structured and informative abstract. They are:

Conciseness: An abstract should briefly summarize the key points of your study. Stick to the word limit (typically between 150-250 words for an APA abstract) and avoid unnecessary details.

Clarity: Your abstract should be easy to understand. Avoid jargon and complex sentences. Clearly explain the purpose, methods, results, and conclusions of your study.

Completeness: Even though it’s brief, the abstract should provide a complete overview of your study, including the purpose, methods, key findings, and your interpretation of the results.

Cohesion: The abstract should flow logically from one point to the next, maintaining a coherent narrative about your study. It’s not just a list of disjointed elements; it’s a brief story of your research from start to finish.

What is the abstract of a psychology paper?

An abstract in a psychology paper serves as a snapshot of the paper, allowing readers to quickly understand the purpose, methodology, results, and implications of the research without reading the entire paper. It is generally between 150-250 words long.

Related Articles

Student Resources

How To Cite A YouTube Video In APA Style – With Examples

APA References Page Formatting and Example

APA Title Page (Cover Page) Format, Example, & Templates

How do I Cite a Source with Multiple Authors in APA Style?

How to Write a Psychology Essay

Lab Report Format: Step-by-Step Guide & Examples

How to Write a Research Paper: Parts of the Paper

• Choosing Your Topic
• Citation & Style Guides This link opens in a new window
• Critical Thinking
• Evaluating Information
• Parts of the Paper
• Writing Tips from UNC-Chapel Hill
• Librarian Contact

Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid abbreviations and jargon. Think about keywords that people would use to search for your paper and include them in your title.

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of your topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic,  your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose and focus for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide your supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writer's viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of Thesis Statements from Purdue OWL

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction.Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

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BSCI 1510L Literature and Stats Guide: 3.2 Components of a scientific paper

• 1 What is a scientific paper?
• 2 Referencing and accessing papers
• 2.1 Literature Cited
• 2.2 Accessing Scientific Papers
• 2.3 Traversing the web of citations
• 2.4 Keyword Searches
• 3 Style of scientific writing
• 3.1 Specific details regarding scientific writing

3.2 Components of a scientific paper

• 4 For further information
• Appendix A: Calculation Final Concentrations
• 1 Formulas in Excel
• 2 Basic operations in Excel
• 3 Measurement and Variation
• 3.1 Describing Quantities and Their Variation
• 3.2 Samples Versus Populations
• 3.3 Calculating Descriptive Statistics using Excel
• 4 Variation and differences
• 5 Differences in Experimental Science
• 5.1 Aside: Commuting to Nashville
• 5.2 P and Detecting Differences in Variable Quantities
• 5.3 Statistical significance
• 5.4 A test for differences of sample means: 95% Confidence Intervals
• 5.5 Error bars in figures
• 5.6 Discussing statistics in your scientific writing
• 6 Scatter plot, trendline, and linear regression
• 7 The t-test of Means
• 8 Paired t-test
• 9 Two-Tailed and One-Tailed Tests
• 10 Variation on t-tests: ANOVA
• 11 Reporting the Results of a Statistical Test
• 12 Summary of statistical tests
• 1 Objectives
• 2 Project timeline
• 3 Background
• 4 Previous work in the BSCI 111 class
• 5 General notes about the project
• 6 About the paper
• 7 References

Nearly all journal articles are divided into the following major sections: abstract, introduction, methods, results, discussion, and references.  Usually the sections are labeled as such, although often the introduction (and sometimes the abstract) is not labeled.  Sometimes alternative section titles are used.  The abstract is sometimes called the "summary", the methods are sometimes called "materials and methods", and the discussion is sometimes called "conclusions".   Some journals also include the minor sections of "key words" following the abstract, and "acknowledgments" following the discussion.  In some journals, the sections may be divided into subsections that are given descriptive titles.  However, the general division into the six major sections is nearly universal.

3.2.1 Abstract

The abstract is a short summary (150-200 words or less) of the important points of the paper.  It does not generally include background information.  There may be a very brief statement of the rationale for conducting the study.  It describes what was done, but without details.  It also describes the results in a summarized way that usually includes whether or not the statistical tests were significant.  It usually concludes with a brief statement of the importance of the results.  Abstracts do not include references.  When writing a paper, the abstract is always the last part to be written.

The purpose of the abstract is to allow potential readers of a paper to find out the important points of the paper without having to actually read the paper.  It should be a self-contained unit capable of being understood without the benefit of the text of the article . It essentially serves as an "advertisement" for the paper that readers use to determine whether or not they actually want to wade through the entire paper or not.  Abstracts are generally freely available in electronic form and are often presented in the results of an electronic search.  If searchers do not have electronic access to the journal in which the article is published, the abstract is the only means that they have to decide whether to go through the effort (going to the library to look up the paper journal, requesting a reprint from the author, buying a copy of the article from a service, requesting the article by Interlibrary Loan) of acquiring the article.  Therefore it is important that the abstract accurately and succinctly presents the most important information in the article.

3.2.2 Introduction

The introduction provides the background information necessary to understand why the described experiment was conducted.  The introduction should describe previous research on the topic that has led to the unanswered questions being addressed by the experiment and should cite important previous papers that form the background for the experiment.  The introduction should also state in an organized fashion the goals of the research, i.e. the particular, specific questions that will be tested in the experiments.  There should be a one-to-one correspondence between questions raised in the introduction and points discussed in the conclusion section of the paper.  In other words, do not raise questions in the introduction unless you are going to have some kind of answer to the question that you intend to discuss at the end of the paper. 

You may have been told that every paper must have a hypothesis that can be clearly stated.  That is often true, but not always.  If your experiment involves a manipulation which tests a specific hypothesis, then you should clearly state that hypothesis.  On the other hand, if your experiment was primarily exploratory, descriptive, or measurative, then you probably did not have an a priori hypothesis, so don't pretend that you did and make one up.  (See the discussion in the introduction to Experiment 4 for more on this.)  If you state a hypothesis in the introduction, it should be a general hypothesis and not a null or alternative hypothesis for a statistical test.  If it is necessary to explain how a statistical test will help you evaluate your general hypothesis, explain that in the methods section. 

A good introduction should be fairly heavy with citations.  This indicates to the reader that the authors are informed about previous work on the topic and are not working in a vacuum.  Citations also provide jumping-off points to allow the reader to explore other tangents to the subject that are not directly addressed in the paper.  If the paper supports or refutes previous work, readers can look up the citations and make a comparison for themselves. 

"Do not get lost in reviewing background information. Remember that the Introduction is meant to introduce the reader to your research, not summarize and evaluate all past literature on the subject (which is the purpose of a review paper). Many of the other studies you may be tempted to discuss in your Introduction are better saved for the Discussion, where they become a powerful tool for comparing and interpreting your results. Include only enough background information to allow your reader to understand why you are asking the questions you are and why your hyptheses are reasonable ones. Often, a brief explanation of the theory involved is sufficient. …

Write this section in the past or present tense, never in the future. " (Steingraber et al. 1985)

3.2.3 Methods (taken verbatim from Steingraber et al. 1985)

The function of this section is to describe all experimental procedures, including controls. The description should be complete enough to enable someone else to repeat your work. If there is more than one part to the experiment, it is a good idea to describe your methods and present your results in the same order in each section. This may not be the same order in which the experiments were performed -it is up to you to decide what order of presentation will make the most sense to your reader.

1. Explain why each procedure was done, i.e., what variable were you measuring and why? Example:

Difficult to understand : First, I removed the frog muscle and then I poured Ringer’s solution on it. Next, I attached it to the kymograph.

Improved: I removed the frog muscle and poured Ringer’s solution on it to prevent it from drying out. I then attached the muscle to the kymograph in order to determine the minimum voltage required for contraction.

2. Experimental procedures and results are narrated in the past tense (what you did, what you found, etc.) whereas conclusions from your results are given in the present tense.

3. Mathematical equations and statistical tests are considered mathematical methods and should be described in this section along with the actual experimental work.

4. Use active rather than passive voice when possible.  [Note: see Section 3.1.4 for more about this.]  Always use the singular "I" rather than the plural "we" when you are the only author of the paper.  Throughout the paper, avoid contractions, e.g. did not vs. didn’t.

5. If any of your methods is fully described in a previous publication (yours or someone else’s), you can cite that instead of describing the procedure again.

Example: The chromosomes were counted at meiosis in the anthers with the standard acetocarmine technique of Snow (1955).

3.2.4 Results (with excerpts from Steingraber et al. 1985)

The function of this section is to summarize general trends in the data without comment, bias, or interpretation. The results of statistical tests applied to your data are reported in this section although conclusions about your original hypotheses are saved for the Discussion section.

Tables and figures should be used when they are a more efficient way to convey information than verbal description. They must be independent units, accompanied by explanatory captions that allow them to be understood by someone who has not read the text. Do not repeat in the text the information in tables and figures, but do cite them, with a summary statement when that is appropriate.  Example:

Incorrect: The results are given in Figure 1.

Correct: Temperature was directly proportional to metabolic rate (Fig. 1).

Please note that the entire word "Figure" is almost never written in an article.  It is nearly always abbreviated as "Fig." and capitalized.  Tables are cited in the same way, although Table is not abbreviated.

Whenever possible, use a figure instead of a table. Relationships between numbers are more readily grasped when they are presented graphically rather than as columns in a table.

Data may be presented in figures and tables, but this may not substitute for a verbal summary of the findings. The text should be understandable by someone who has not seen your figures and tables.

1. All results should be presented, including those that do not support the hypothesis.

2. Statements made in the text must be supported by the results contained in figures and tables.

3. The results of statistical tests can be presented in parentheses following a verbal description.

Example: Fruit size was significantly greater in trees growing alone (t = 3.65, df = 2, p < 0.05).

Simple results of statistical tests may be reported in the text as shown in the preceding example.  The results of multiple tests may be reported in a table if that increases clarity. (See Section 11 of the Statistics Manual for more details about reporting the results of statistical tests.)  It is not necessary to provide a citation for a simple t-test of means, paired t-test, or linear regression.  If you use other tests, you should cite the text or reference you followed to do the test.  In your materials and methods section, you should report how you did the test (e.g. using the statistical analysis package of Excel). 

It is NEVER appropriate to simply paste the results from statistical software into the results section of your paper.  The output generally reports more information than is required and it is not in an appropriate format for a paper.

3.2.4.1 Tables

• Do not repeat information in a table that you are depicting in a graph or histogram; include a table only if it presents new information.
• It is easier to compare numbers by reading down a column rather than across a row. Therefore, list sets of data you want your reader to compare in vertical form.
• Provide each table with a number (Table 1, Table 2, etc.) and a title. The numbered title is placed above the table .
• Please see Section 11 of the Excel Reference and Statistics Manual for further information on reporting the results of statistical tests.

3.2.4.2. Figures

• These comprise graphs, histograms, and illustrations, both drawings and photographs. Provide each figure with a number (Fig. 1, Fig. 2, etc.) and a caption (or "legend") that explains what the figure shows. The numbered caption is placed below the figure .  Figure legend = Figure caption.
• Figures submitted for publication must be "photo ready," i.e., they will appear just as you submit them, or photographically reduced. Therefore, when you graduate from student papers to publishable manuscripts, you must learn to prepare figures that will not embarrass you. At the present time, virtually all journals require manuscripts to be submitted electronically and it is generally assumed that all graphs and maps will be created using software rather than being created by hand.  Nearly all journals have specific guidelines for the file types, resolution, and physical widths required for figures.  Only in a few cases (e.g. sketched diagrams) would figures still be created by hand using ink and those figures would be scanned and labeled using graphics software.  Proportions must be the same as those of the page in the journal to which the paper will be submitted. 
• Graphs and Histograms: Both can be used to compare two variables. However, graphs show continuous change, whereas histograms show discrete variables only.  You can compare groups of data by plotting two or even three lines on one graph, but avoid cluttered graphs that are hard to read, and do not plot unrelated trends on the same graph. For both graphs, and histograms, plot the independent variable on the horizontal (x) axis and the dependent variable on the vertical (y) axis. Label both axes, including units of measurement except in the few cases where variables are unitless, such as absorbance.
• Drawings and Photographs: These are used to illustrate organisms, experimental apparatus, models of structures, cellular and subcellular structure, and results of procedures like electrophoresis. Preparing such figures well is a lot of work and can be very expensive, so each figure must add enough to justify its preparation and publication, but good figures can greatly enhance a professional article, as your reading in biological journals has already shown.

3.2.5 Discussion (taken from Steingraber et al. 1985)

The function of this section is to analyze the data and relate them to other studies. To "analyze" means to evaluate the meaning of your results in terms of the original question or hypothesis and point out their biological significance.

1. The Discussion should contain at least:

• the relationship between the results and the original hypothesis, i.e., whether they support the hypothesis, or cause it to be rejected or modified
• an integration of your results with those of previous studies in order to arrive at explanations for the observed phenomena
• possible explanations for unexpected results and observations, phrased as hypotheses that can be tested by realistic experimental procedures, which you should describe

2. Trends that are not statistically significant can still be discussed if they are suggestive or interesting, but cannot be made the basis for conclusions as if they were significant.

3. Avoid redundancy between the Results and the Discussion section. Do not repeat detailed descriptions of the data and results in the Discussion. In some journals, Results and Discussions are joined in a single section, in order to permit a single integrated treatment with minimal repetition. This is more appropriate for short, simple articles than for longer, more complicated ones.

4. End the Discussion with a summary of the principal points you want the reader to remember. This is also the appropriate place to propose specific further study if that will serve some purpose, but do not end with the tired cliché that "this problem needs more study." All problems in biology need more study. Do not close on what you wish you had done, rather finish stating your conclusions and contributions.

3.2.6 Title

The title of the paper should be the last thing that you write.  That is because it should distill the essence of the paper even more than the abstract (the next to last thing that you write). 

The title should contain three elements:

1. the name of the organism studied;

2. the particular aspect or system studied;

3. the variable(s) manipulated.

Do not be afraid to be grammatically creative. Here are some variations on a theme, all suitable as titles:

THE EFFECT OF TEMPERATURE ON GERMINATION OF ZEA MAYS

DOES TEMPERATURE AFFECT GERMINATION OF ZEA MAYS?

TEMPERATURE AND ZEA MAYS GERMINATION: IMPLICATIONS FOR AGRICULTURE

Sometimes it is possible to include the principal result or conclusion in the title:

HIGH TEMPERATURES REDUCE GERMINATION OF ZEA MAYS

Note for the BSCI 1510L class: to make your paper look more like a real paper, you can list all of the other group members as co-authors.  However, if you do that, you should list you name first so that we know that you wrote it.

3.2.7 Literature Cited

Please refer to section 2.1 of this guide.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Write an Abstract for a Research Paper

A professional writer with ten years of experience and a Ph.D. in Modern History, Catharine Tawil writes engaging and insightful papers for academic exchange. With deep insight into the impact of historical events on the present, she provides a unique perspective in giving students a feel for the past. Her writing educates and stimulates critical thinking, making her a treasure to those wading through the complexities of history.

Do you want to know how to write an abstract like a pro? Composing an abstract for a research paper is a very important stage of your research work. It is a compact and precise description of the main body of your paper, which is intended to help the readers understand the paper quickly. An abstract should be concise, well-organized, and contain all the important issues of your research paper. It enables readers to filter out and choose the rest of the document according to their interests. So, let us explain the details.

What Is an Abstract for a Research Paper?

An abstract is a short, concise summary of a research paper that provides a clear understanding of the paper. It is placed at the beginning of the paper and ranges from 150 to 300 words. It gives a synopsis of the major findings of your study, comprising the research aim, methods used, the most important findings, and the main conclusions.

The abstract gives readers a brief understanding of your paper, and they do not need to read the entire document. It is a complete text that shows why your work is important and summarizes your study's main findings. The quality of the abstract is important because it allows your paper to be picked out in academic databases and, thus, other researchers to read your full paper.

When to Write an Abstract

You should write the abstract and the remaining paper after you have completed your research. This is because the summary is essentially a collation of all the key points of your research, such as the results and conclusions, which are not known until you have conducted the research. An abstract should be written at the end to ensure that it adequately reflects your paper and that no important points are missed.

According to the University of Southern California, your abstract should reflect your research, be clear and concise, and show the main goal of your study and its outcome. Through the final stage of your writing cycle, you can be confident that your abstract has covered all aspects of your article and is consistent with its content.

Types of Abstract

Abstracts can be generally divided into two types, each distinct by purpose. Recognizing the gap in these categories from a researcher's perspective enables the design of an abstract that fits the study's aim and the reader's anticipations. Here is what you need to know about the main abstract types as a student.

Descriptive Abstract

Such an abstract introduces the research's information without giving a detailed account. It explains what the methods and the scope of the research are but won't include the results and conclusions. A descriptive abstract, which is usually very short, less than 100 words, and is often used for short papers or articles, is commonly used for brief papers or articles. Here is its purpose:

• Provides the research's purpose and scope.
• Highlights the methods used.
• Does not include results or conclusions.

Following a descriptive abstract, the reader should have a decent comprehension of the research's purpose and a general idea of the topics covered. However, they should read the full paper to discover the findings and conclusions. It's often not used as much as its informative counterpart, but it can be useful for complex studies that don't require a detailed explanation in the abstract.

Informative Abstract

An informative abstract is a mini-version of the paper. It is a synopsis. It contains not only the study goals and research methods but also the results and conclusions. This type of abstract is more detailed and longer than a descriptive abstract, often going up to 200 to 300 words. The author presents an outline of the study's findings or proofs, the thesis or main arguments, and a brief argument of the implications. Besides, you can always say, "Write my paper." Do not hesitate to ask us for help!

An informative abstract provides enough detail about the content to help the reader decide whether to read the whole paper. We mostly use this type, which is especially convenient for technical or research-intensive documents where the reader does not necessarily need to read the whole paper to get the idea.

Descriptive & Informative Abstracts: Common Differences

The structure of the abstract: step-by-step instructions.

A well-organized abstract provides a concise and summarized overview of your research paper. Each component should be correctly written to provide the key points of your research. The structure typically follows the natural order of the research flow to present the motivation, problem, methods, results, and conclusion in an integrated and consistent manner.

Purpose and Motivation

In your abstract's introduction and purpose section, you explain why you commenced the research and your goals. This part should clearly and unambiguously explain the fact that the research question is crucial and justify the rationale for the study. It should start with giving the context by discussing the wider research field or a particular issue that is the focus of your paper.

The Problem of Research

The purpose statement of the abstract defines the specific problem or gap in understanding your research studies. To be effective, you have to be concise but make sure your message gets the idea across and is clear enough to convey the problem or question you are handling. Here is what you should do:

• Clearly state the research problem.
• Identify the gap in the literature.
• Mention the implications of the problem.

After explaining the problem, you should identify the benefit of solving it for your discipline or the intended group. This defines the importance of your research and shows how your work relates to the ongoing academic debate in the field. By thoroughly identifying the problem, you help your readers comprehend the context and magnitude of the problem being investigated. So, check our research paper abstract guidelines to master your writing.

Researching Approach

The methodology section of your abstract elaborates on the techniques you applied to resolve the research question. A description of the research design, data collection techniques, and analysis methods should be carried out. It is important to summarize why these methods are appropriate for your analysis and how, by using them, you can accomplish your research goals.

Research Results

In the research results section of your abstract, highlight the main conclusions of your investigation. This section is supposed to be straight and concise, indicating major results without getting into an in-depth discussion of the analysis. State whether the results confirm or disprove your hypothesis or answer the research question.

Highlight any commonly occurring trends, relationships, or patterns you have discovered are a must. However, including concrete numbers to clarify the results and impact is important. This brief part should help the reader understand what your research unveiled and how these findings boost the scientific community. Besides, check our latest article on how to polish your reasearch paper format!

The final part of your abstract should stress the practical implications and importance of the findings. The second section of the report summarizes the research findings and describes the broader significance of the results obtained. Outline the study you intend to address, the gap you found in the research question, and what it means for the field. Besides, you need a research paper abstract example.

Tips for Writing an Abstract

A well-written abstract is imperative to stimulate interest in your research and explain it lucidly to readers. It will be your paper's window; it provides the reader with all the necessary information in an easy-to-understand way. Below are some simple tricks to guide you through writing a short abstract that will convey your research and be interesting to read.

Read Other Abstracts

Do you know all the components of a research paper abstract? If not, remember them ASAP! There's nothing wrong with reading abstracts written by other students. Think of it as an opportunity to analyze their thinking processes and approaches to crafting this section of the research paper. Here's what you should pay attention to:

• Observe the language and terminology used.
• Note the balance between conciseness and detail.
• Identify common structures that seem effective.

After familiarizing yourself with each abstract example, write as clearly and concisely as possible. This will help you understand the abstract's nature and how to organize the information.

Reverse Outline

Here is how to craft a research paper abstract like a pro. Try reverse outlining. This technique involves outlining your completed paper and noting the key points from each section: introduction, methods, results, and conclusion. This makes it easier to detect if anything is missing from your abstract and if the content of your abstract accurately reflects the content of your paper.

Cech research paper abstract examples. Begin with the main goal and what you'll be studying, then continue with the methodology, the main findings, and the importance of these findings. The paper is broken down into essential sections so that you can rebuild them into a concise and informative abstract.

Write Clearly and Concisely

Clarity and shortness are vital when writing an abstract. It is the opener, the only part readers will read, so it must briefly tell your research story. Use simple sentences and don't use complex sentence structures to make reading easy for people, especially those outside of English-speaking countries.

Every sentence must accomplish a task, be it articulating the study, summarizing the methods, exhibiting the results, or discussing implications. Avoid telling details and concentrate on what is only important to study your research's range, importance, and consequences. This rigid but essential writing technique will make the abstract for research paper assignments clean and informative.

Check Your Formatting

Writing an abstract for a research paper may seem daunting. Finalizing correctly and adhering to your professor's key instructions is crucial. Ensure that you follow all formatting guidelines and avoid making any careless mistakes. Here's a typical checklist for students:

• Confirm word count limits.
• Check for specific structural requirements.
• Verify if certain sections require bolding or subheadings.

Before submission, cross-check your abstract for consistency in style, like font and spacing, and make sure it meets all submission requirements. Proper formatting not only gives an excellent impression but also makes your work fit into the expected norms of your audience. And check at least one abstract example beforehand!

Things to Avoid in Your Abstract

The abstract is where you need to be as clear and to the point as possible. Do not bother adding unnecessary information or intricate details that will be included in the main body of the paper. So, here is how to write an abstract for a research paper without making mistakes.

Using Jargon

So, research paper abstract writing is not an easy task. Inserting jargon and super technical vocabulary in your abstract will prevent you from reaching readers who are not specialists in your specific area of research. Abstractions should be understandable to a wider audience, including laypersons who may not be literate. Clarify the meaning of the words that are not commonly known and replace the complicated words with those that are easier to understand whenever necessary.

Just check one abstract example! If ambiguous terminology should be avoided, define it as shortly and precisely as possible. Recollect that the main role of an abstract is to convey the main idea of the research briefly and understandably; wordiness can be an obstacle in this way and prevent readers from understanding the significance of your work.

Providing Too Much Detail

When writing an abstract, you should not lose sight of the fact that it is not the main body of the paper but introduces the research. As a summary, the abstract should state the main points and findings without being so detailed as to list all the data or the analysis. The main purpose of the abstract is to give the reader a brief and clear overview of your research and its main points.

Therefore, the abstract should not contain details that confuse readers and prevent them from understanding what you are trying to say. Your research paper abstract structure should be solid. Emphasize concisely addressing the research question, design, key findings, and conclusion. The way of writing this proposal is intended to help the reader keep their interest and motivate them to read the paper.

Introducing New Concepts

Writing an abstract is not an easy task. Here's another red flag you should avoid: introducing new concepts that may not yield the desired results or align with the typical approach to creating research papers. Here is your list of actions as a student:

• Avoid mentioning studies or data not discussed in the paper.
• Do not introduce new frameworks or theories.
• Refrain from including references to literature not cited in the main body.

Ensuring the abstract contains details from the paper will keep it coherent and prevent confusing readers. An abstract summarizes your research, highlighting the major points and providing short and precise information about the research. Now, you know how to write an abstract for a research paper correctly.

Vague or Ambiguous Language

Do you need tips for writing a research paper abstract? Here you go. Being imprecise or ambiguous in an abstract can cause your research to be misinterpreted regarding its relevance and focus. It is significant to utilize accurate and understandable language to specifically convey your research's purpose, methodology, results, and implications. It is advisable not to use general statements that do not provide concrete information.

So, what is an abstract? It is a part of your paper where every sentence should effectively show the importance of your research. Having a clear and concise abstract not only improves readability but also ensures that the audience understands the aim and conclusion of your study without confusion.

Making Unsupported Claims

The argument or claim in an abstract should be supported by evidence presented in the abstract research paper. The lack of evidence backing unsupported claims may lead to the credibility loss of your research and the creation of false perceptions about its validity. It is essential to ensure that all the major paragraphs of the abstract are based on the data you obtained and the findings of your study.

This includes corroborating the results and only drawing conclusions related to them. Don't stretch the implications of your research or suggest a broader application unbacked by evidence. A trustworthy research paper abstract summarizes the research and its outcomes and is integral to the whole assignment and the research process.

Exceeding the Recommended Word Count

So, what is an abstract in a research paper? It is a crucial paper assignment! Sticking to the recommended word count for an abstract is significant. On the other hand, if the text is beyond this limit, it may be overly detailed and too much for your reader to handle. Also, being accepted for print or at conferences can be problematic since most of them have set word count requirements.

Writing an effective research paper abstract can be a game changer. A boxed summary compresses your research into its most important aspects, focusing on the problem, methodology, results, and implications without unnecessary details. Limiting the number of words ensures that your abstract remains clear and concise.

What should be included in a research paper abstract?

The research paper abstract should include a short introduction, the main research question, the methodology applied, the main findings, and finally, the concluding remarks.

How long should a research paper abstract take?

In most cases, a research paper abstract should be 150 words or more and up to 300 words.

What is the difference between a descriptive and informative abstract?

A descriptive abstract describes the paper's topic, providing only general information. On the contrary, an informative abstract describes the research topic in detail, including the purpose, methodology, and other aspects.

How can I make my abstract stand out to readers?

Your abstract should be clear, concise, and direct, focusing on the importance and uniqueness of your research.

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Writing the title and abstract for a research paper: Being concise, precise, and meticulous is the key

Milind s. tullu.

Department of Pediatrics, Seth G.S. Medical College and KEM Hospital, Parel, Mumbai, Maharashtra, India

This article deals with formulating a suitable title and an appropriate abstract for an original research paper. The “title” and the “abstract” are the “initial impressions” of a research article, and hence they need to be drafted correctly, accurately, carefully, and meticulously. Often both of these are drafted after the full manuscript is ready. Most readers read only the title and the abstract of a research paper and very few will go on to read the full paper. The title and the abstract are the most important parts of a research paper and should be pleasant to read. The “title” should be descriptive, direct, accurate, appropriate, interesting, concise, precise, unique, and should not be misleading. The “abstract” needs to be simple, specific, clear, unbiased, honest, concise, precise, stand-alone, complete, scholarly, (preferably) structured, and should not be misrepresentative. The abstract should be consistent with the main text of the paper, especially after a revision is made to the paper and should include the key message prominently. It is very important to include the most important words and terms (the “keywords”) in the title and the abstract for appropriate indexing purpose and for retrieval from the search engines and scientific databases. Such keywords should be listed after the abstract. One must adhere to the instructions laid down by the target journal with regard to the style and number of words permitted for the title and the abstract.

Introduction

This article deals with drafting a suitable “title” and an appropriate “abstract” for an original research paper. Because the “title” and the “abstract” are the “initial impressions” or the “face” of a research article, they need to be drafted correctly, accurately, carefully, meticulously, and consume time and energy.[ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 ] Often, these are drafted after the complete manuscript draft is ready.[ 2 , 3 , 4 , 5 , 9 , 10 , 11 ] Most readers will read only the title and the abstract of a published research paper, and very few “interested ones” (especially, if the paper is of use to them) will go on to read the full paper.[ 1 , 2 ] One must remember to adhere to the instructions laid down by the “target journal” (the journal for which the author is writing) regarding the style and number of words permitted for the title and the abstract.[ 2 , 4 , 5 , 7 , 8 , 9 , 12 ] Both the title and the abstract are the most important parts of a research paper – for editors (to decide whether to process the paper for further review), for reviewers (to get an initial impression of the paper), and for the readers (as these may be the only parts of the paper available freely and hence, read widely).[ 4 , 8 , 12 ] It may be worth for the novice author to browse through titles and abstracts of several prominent journals (and their target journal as well) to learn more about the wording and styles of the titles and abstracts, as well as the aims and scope of the particular journal.[ 5 , 7 , 9 , 13 ]

The details of the title are discussed under the subheadings of importance, types, drafting, and checklist.

Importance of the title

When a reader browses through the table of contents of a journal issue (hard copy or on website), the title is the “ first detail” or “face” of the paper that is read.[ 2 , 3 , 4 , 5 , 6 , 13 ] Hence, it needs to be simple, direct, accurate, appropriate, specific, functional, interesting, attractive/appealing, concise/brief, precise/focused, unambiguous, memorable, captivating, informative (enough to encourage the reader to read further), unique, catchy, and it should not be misleading.[ 1 , 2 , 3 , 4 , 5 , 6 , 9 , 12 ] It should have “just enough details” to arouse the interest and curiosity of the reader so that the reader then goes ahead with studying the abstract and then (if still interested) the full paper.[ 1 , 2 , 4 , 13 ] Journal websites, electronic databases, and search engines use the words in the title and abstract (the “keywords”) to retrieve a particular paper during a search; hence, the importance of these words in accessing the paper by the readers has been emphasized.[ 3 , 4 , 5 , 6 , 12 , 14 ] Such important words (or keywords) should be arranged in appropriate order of importance as per the context of the paper and should be placed at the beginning of the title (rather than the later part of the title, as some search engines like Google may just display only the first six to seven words of the title).[ 3 , 5 , 12 ] Whimsical, amusing, or clever titles, though initially appealing, may be missed or misread by the busy reader and very short titles may miss the essential scientific words (the “keywords”) used by the indexing agencies to catch and categorize the paper.[ 1 , 3 , 4 , 9 ] Also, amusing or hilarious titles may be taken less seriously by the readers and may be cited less often.[ 4 , 15 ] An excessively long or complicated title may put off the readers.[ 3 , 9 ] It may be a good idea to draft the title after the main body of the text and the abstract are drafted.[ 2 , 3 , 4 , 5 ]

Types of titles

Titles can be descriptive, declarative, or interrogative. They can also be classified as nominal, compound, or full-sentence titles.

Descriptive or neutral title

This has the essential elements of the research theme, that is, the patients/subjects, design, interventions, comparisons/control, and outcome, but does not reveal the main result or the conclusion.[ 3 , 4 , 12 , 16 ] Such a title allows the reader to interpret the findings of the research paper in an impartial manner and with an open mind.[ 3 ] These titles also give complete information about the contents of the article, have several keywords (thus increasing the visibility of the article in search engines), and have increased chances of being read and (then) being cited as well.[ 4 ] Hence, such descriptive titles giving a glimpse of the paper are generally preferred.[ 4 , 16 ]

Declarative title

This title states the main finding of the study in the title itself; it reduces the curiosity of the reader, may point toward a bias on the part of the author, and hence is best avoided.[ 3 , 4 , 12 , 16 ]

Interrogative title

This is the one which has a query or the research question in the title.[ 3 , 4 , 16 ] Though a query in the title has the ability to sensationalize the topic, and has more downloads (but less citations), it can be distracting to the reader and is again best avoided for a research article (but can, at times, be used for a review article).[ 3 , 6 , 16 , 17 ]

From a sentence construct point of view, titles may be nominal (capturing only the main theme of the study), compound (with subtitles to provide additional relevant information such as context, design, location/country, temporal aspect, sample size, importance, and a provocative or a literary; for example, see the title of this review), or full-sentence titles (which are longer and indicate an added degree of certainty of the results).[ 4 , 6 , 9 , 16 ] Any of these constructs may be used depending on the type of article, the key message, and the author's preference or judgement.[ 4 ]

Drafting a suitable title

A stepwise process can be followed to draft the appropriate title. The author should describe the paper in about three sentences, avoiding the results and ensuring that these sentences contain important scientific words/keywords that describe the main contents and subject of the paper.[ 1 , 4 , 6 , 12 ] Then the author should join the sentences to form a single sentence, shorten the length (by removing redundant words or adjectives or phrases), and finally edit the title (thus drafted) to make it more accurate, concise (about 10–15 words), and precise.[ 1 , 3 , 4 , 5 , 9 ] Some journals require that the study design be included in the title, and this may be placed (using a colon) after the primary title.[ 2 , 3 , 4 , 14 ] The title should try to incorporate the Patients, Interventions, Comparisons and Outcome (PICO).[ 3 ] The place of the study may be included in the title (if absolutely necessary), that is, if the patient characteristics (such as study population, socioeconomic conditions, or cultural practices) are expected to vary as per the country (or the place of the study) and have a bearing on the possible outcomes.[ 3 , 6 ] Lengthy titles can be boring and appear unfocused, whereas very short titles may not be representative of the contents of the article; hence, optimum length is required to ensure that the title explains the main theme and content of the manuscript.[ 4 , 5 , 9 ] Abbreviations (except the standard or commonly interpreted ones such as HIV, AIDS, DNA, RNA, CDC, FDA, ECG, and EEG) or acronyms should be avoided in the title, as a reader not familiar with them may skip such an article and nonstandard abbreviations may create problems in indexing the article.[ 3 , 4 , 5 , 6 , 9 , 12 ] Also, too much of technical jargon or chemical formulas in the title may confuse the readers and the article may be skipped by them.[ 4 , 9 ] Numerical values of various parameters (stating study period or sample size) should also be avoided in the titles (unless deemed extremely essential).[ 4 ] It may be worthwhile to take an opinion from a impartial colleague before finalizing the title.[ 4 , 5 , 6 ] Thus, multiple factors (which are, at times, a bit conflicting or contrasting) need to be considered while formulating a title, and hence this should not be done in a hurry.[ 4 , 6 ] Many journals ask the authors to draft a “short title” or “running head” or “running title” for printing in the header or footer of the printed paper.[ 3 , 12 ] This is an abridged version of the main title of up to 40–50 characters, may have standard abbreviations, and helps the reader to navigate through the paper.[ 3 , 12 , 14 ]

Checklist for a good title

Table 1 gives a checklist/useful tips for drafting a good title for a research paper.[ 1 , 2 , 3 , 4 , 5 , 6 , 12 ] Table 2 presents some of the titles used by the author of this article in his earlier research papers, and the appropriateness of the titles has been commented upon. As an individual exercise, the reader may try to improvise upon the titles (further) after reading the corresponding abstract and full paper.

Checklist/useful tips for drafting a good title for a research paper

Some titles used by author of this article in his earlier publications and remark/comment on their appropriateness

The Abstract

The details of the abstract are discussed under the subheadings of importance, types, drafting, and checklist.

Importance of the abstract

The abstract is a summary or synopsis of the full research paper and also needs to have similar characteristics like the title. It needs to be simple, direct, specific, functional, clear, unbiased, honest, concise, precise, self-sufficient, complete, comprehensive, scholarly, balanced, and should not be misleading.[ 1 , 2 , 3 , 7 , 8 , 9 , 10 , 11 , 13 , 17 ] Writing an abstract is to extract and summarize (AB – absolutely, STR – straightforward, ACT – actual data presentation and interpretation).[ 17 ] The title and abstracts are the only sections of the research paper that are often freely available to the readers on the journal websites, search engines, and in many abstracting agencies/databases, whereas the full paper may attract a payment per view or a fee for downloading the pdf copy.[ 1 , 2 , 3 , 7 , 8 , 10 , 11 , 13 , 14 ] The abstract is an independent and stand-alone (that is, well understood without reading the full paper) section of the manuscript and is used by the editor to decide the fate of the article and to choose appropriate reviewers.[ 2 , 7 , 10 , 12 , 13 ] Even the reviewers are initially supplied only with the title and the abstract before they agree to review the full manuscript.[ 7 , 13 ] This is the second most commonly read part of the manuscript, and therefore it should reflect the contents of the main text of the paper accurately and thus act as a “real trailer” of the full article.[ 2 , 7 , 11 ] The readers will go through the full paper only if they find the abstract interesting and relevant to their practice; else they may skip the paper if the abstract is unimpressive.[ 7 , 8 , 9 , 10 , 13 ] The abstract needs to highlight the selling point of the manuscript and succeed in luring the reader to read the complete paper.[ 3 , 7 ] The title and the abstract should be constructed using keywords (key terms/important words) from all the sections of the main text.[ 12 ] Abstracts are also used for submitting research papers to a conference for consideration for presentation (as oral paper or poster).[ 9 , 13 , 17 ] Grammatical and typographic errors reflect poorly on the quality of the abstract, may indicate carelessness/casual attitude on part of the author, and hence should be avoided at all times.[ 9 ]

Types of abstracts

The abstracts can be structured or unstructured. They can also be classified as descriptive or informative abstracts.

Structured and unstructured abstracts

Structured abstracts are followed by most journals, are more informative, and include specific subheadings/subsections under which the abstract needs to be composed.[ 1 , 7 , 8 , 9 , 10 , 11 , 13 , 17 , 18 ] These subheadings usually include context/background, objectives, design, setting, participants, interventions, main outcome measures, results, and conclusions.[ 1 ] Some journals stick to the standard IMRAD format for the structure of the abstracts, and the subheadings would include Introduction/Background, Methods, Results, And (instead of Discussion) the Conclusion/s.[ 1 , 2 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 17 , 18 ] Structured abstracts are more elaborate, informative, easy to read, recall, and peer-review, and hence are preferred; however, they consume more space and can have same limitations as an unstructured abstract.[ 7 , 9 , 18 ] The structured abstracts are (possibly) better understood by the reviewers and readers. Anyway, the choice of the type of the abstract and the subheadings of a structured abstract depend on the particular journal style and is not left to the author's wish.[ 7 , 10 , 12 ] Separate subheadings may be necessary for reporting meta-analysis, educational research, quality improvement work, review, or case study.[ 1 ] Clinical trial abstracts need to include the essential items mentioned in the CONSORT (Consolidated Standards Of Reporting Trials) guidelines.[ 7 , 9 , 14 , 19 ] Similar guidelines exist for various other types of studies, including observational studies and for studies of diagnostic accuracy.[ 20 , 21 ] A useful resource for the above guidelines is available at www.equator-network.org (Enhancing the QUAlity and Transparency Of health Research). Unstructured (or non-structured) abstracts are free-flowing, do not have predefined subheadings, and are commonly used for papers that (usually) do not describe original research.[ 1 , 7 , 9 , 10 ]

The four-point structured abstract: This has the following elements which need to be properly balanced with regard to the content/matter under each subheading:[ 9 ]

Background and/or Objectives: This states why the work was undertaken and is usually written in just a couple of sentences.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 ] The hypothesis/study question and the major objectives are also stated under this subheading.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 ]

Methods: This subsection is the longest, states what was done, and gives essential details of the study design, setting, participants, blinding, sample size, sampling method, intervention/s, duration and follow-up, research instruments, main outcome measures, parameters evaluated, and how the outcomes were assessed or analyzed.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 17 ]

Results/Observations/Findings: This subheading states what was found, is longer, is difficult to draft, and needs to mention important details including the number of study participants, results of analysis (of primary and secondary objectives), and include actual data (numbers, mean, median, standard deviation, “P” values, 95% confidence intervals, effect sizes, relative risks, odds ratio, etc.).[ 3 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 17 ]

Conclusions: The take-home message (the “so what” of the paper) and other significant/important findings should be stated here, considering the interpretation of the research question/hypothesis and results put together (without overinterpreting the findings) and may also include the author's views on the implications of the study.[ 3 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 17 ]

The eight-point structured abstract: This has the following eight subheadings – Objectives, Study Design, Study Setting, Participants/Patients, Methods/Intervention, Outcome Measures, Results, and Conclusions.[ 3 , 9 , 18 ] The instructions to authors given by the particular journal state whether they use the four- or eight-point abstract or variants thereof.[ 3 , 14 ]

Descriptive and Informative abstracts

Descriptive abstracts are short (75–150 words), only portray what the paper contains without providing any more details; the reader has to read the full paper to know about its contents and are rarely used for original research papers.[ 7 , 10 ] These are used for case reports, reviews, opinions, and so on.[ 7 , 10 ] Informative abstracts (which may be structured or unstructured as described above) give a complete detailed summary of the article contents and truly reflect the actual research done.[ 7 , 10 ]

Drafting a suitable abstract

It is important to religiously stick to the instructions to authors (format, word limit, font size/style, and subheadings) provided by the journal for which the abstract and the paper are being written.[ 7 , 8 , 9 , 10 , 13 ] Most journals allow 200–300 words for formulating the abstract and it is wise to restrict oneself to this word limit.[ 1 , 2 , 3 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 22 ] Though some authors prefer to draft the abstract initially, followed by the main text of the paper, it is recommended to draft the abstract in the end to maintain accuracy and conformity with the main text of the paper (thus maintaining an easy linkage/alignment with title, on one hand, and the introduction section of the main text, on the other hand).[ 2 , 7 , 9 , 10 , 11 ] The authors should check the subheadings (of the structured abstract) permitted by the target journal, use phrases rather than sentences to draft the content of the abstract, and avoid passive voice.[ 1 , 7 , 9 , 12 ] Next, the authors need to get rid of redundant words and edit the abstract (extensively) to the correct word count permitted (every word in the abstract “counts”!).[ 7 , 8 , 9 , 10 , 13 ] It is important to ensure that the key message, focus, and novelty of the paper are not compromised; the rationale of the study and the basis of the conclusions are clear; and that the abstract is consistent with the main text of the paper.[ 1 , 2 , 3 , 7 , 9 , 11 , 12 , 13 , 14 , 17 , 22 ] This is especially important while submitting a revision of the paper (modified after addressing the reviewer's comments), as the changes made in the main (revised) text of the paper need to be reflected in the (revised) abstract as well.[ 2 , 10 , 12 , 14 , 22 ] Abbreviations should be avoided in an abstract, unless they are conventionally accepted or standard; references, tables, or figures should not be cited in the abstract.[ 7 , 9 , 10 , 11 , 13 ] It may be worthwhile not to rush with the abstract and to get an opinion by an impartial colleague on the content of the abstract; and if possible, the full paper (an “informal” peer-review).[ 1 , 7 , 8 , 9 , 11 , 17 ] Appropriate “Keywords” (three to ten words or phrases) should follow the abstract and should be preferably chosen from the Medical Subject Headings (MeSH) list of the U.S. National Library of Medicine ( https://meshb.nlm.nih.gov/search ) and are used for indexing purposes.[ 2 , 3 , 11 , 12 ] These keywords need to be different from the words in the main title (the title words are automatically used for indexing the article) and can be variants of the terms/phrases used in the title, or words from the abstract and the main text.[ 3 , 12 ] The ICMJE (International Committee of Medical Journal Editors; http://www.icmje.org/ ) also recommends publishing the clinical trial registration number at the end of the abstract.[ 7 , 14 ]

Checklist for a good abstract

Table 3 gives a checklist/useful tips for formulating a good abstract for a research paper.[ 1 , 2 , 3 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 17 , 22 ]

Checklist/useful tips for formulating a good abstract for a research paper

Concluding Remarks

This review article has given a detailed account of the importance and types of titles and abstracts. It has also attempted to give useful hints for drafting an appropriate title and a complete abstract for a research paper. It is hoped that this review will help the authors in their career in medical writing.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Acknowledgement

The author thanks Dr. Hemant Deshmukh - Dean, Seth G.S. Medical College & KEM Hospital, for granting permission to publish this manuscript.

8 Key Elements of a Research Paper Structure + Free Template (2024)

Table of contents

Brinda Gulati

Welcome to the twilight zone of research writing. You’ve got your thesis statement and research evidence, and before you write the first draft, you need a wireframe — a structure on which your research paper can stand tall. 

When you’re looking to share your research with the wider scientific community, your discoveries and breakthroughs are important, yes. But what’s more important is that you’re able to communicate your research in an accessible format. For this, you need to publish your paper in journals. And to have your research published in a journal, you need to know how to structure a research paper.

Here, you’ll find a template of a research paper structure, a section-by-section breakdown of the eight structural elements, and actionable insights from three published researchers.

Let’s begin!

Why is the Structure of a Research Paper Important?

A research paper built on a solid structure is the literary equivalent of calcium supplements for weak bones.

Richard Smith of BMJ says, “...no amount of clever language can compensate for a weak structure."

There’s space for your voice and creativity in your research, but without a structure, your paper is as good as a beached whale — stranded and bloated.

A well-structured research paper:

• Communicates your credibility as a student scholar in the wider academic community.
• Facilitates accessibility for readers who may not be in your field but are interested in your research.
• Promotes clear communication between disciplines, thereby eliminating “concept transfer” as a rate-limiting step in scientific cross-pollination.
• Increases your chances of getting published!

Research Paper Structure Template

Why Was My Research Paper Rejected?

A desk rejection hurts — sometimes more than stubbing your pinky toe against a table.

Oftentimes, journals will reject your research paper before sending it off for peer review if the architecture of your manuscript is shoddy. 

The JAMA Internal Medicine , for example, rejected 78% of the manuscripts it received in 2017 without review. Among the top 10 reasons? Poor presentation and poor English . (We’ve got fixes for both here, don’t you worry.)

5 Common Mistakes in a Research Paper Structure

• Choppy transitions : Missing or abrupt transitions between sections disrupt the flow of your paper. Read our guide on transition words here. 
• Long headings : Long headings can take away from your main points. Be concise and informative, using parallel structure throughout.
• Disjointed thoughts : Make sure your paragraphs flow logically from one another and support your central point.
• Misformatting : An inconsistent or incorrect layout can make your paper look unprofessional and hard to read. For font, spacing, margins, and section headings, strictly follow your target journal's guidelines.
• Disordered floating elements : Ill-placed and unlabeled tables, figures, and appendices can disrupt your paper's structure. Label, caption, and reference all floating elements in the main text.

What Is the Structure of a Research Paper? 

The structure of a research paper closely resembles the shape of a diamond flowing from the general ➞ specific ➞ general. 

We’ll follow the IMRaD ( I ntroduction , M ethods , R esults , and D iscussion) format within the overarching “context-content-conclusion” approach:

➞ The context sets the stage for the paper where you tell your readers, “This is what we already know, and here’s why my research matters.”

➞ The content is the meat of the paper where you present your methods, results, and discussion. This is the IMRad (Introduction, Methods, Results, and Discussion) format — the most popular way to organize the body of a research paper. 

➞ The conclusion is where you bring it home — “Here’s what we’ve learned, and here’s where it plays out in the grand scheme of things.”

Now, let’s see what this means section by section.

1. Research Paper Title

A research paper title is read first, and read the most. 

The title serves two purposes: informing readers and attracting attention . Therefore, your research paper title should be clear, descriptive, and concise . If you can, avoid technical jargon and abbreviations. Your goal is to get as many readers as possible.

In fact, research articles with shorter titles describing the results are cited more often . 

An impactful title is usually 10 words long, plus or minus three words. 

For example:

• "Mortality in Puerto Rico after Hurricane Maria" (word count = 7)
• “A Review of Practical Techniques For the Diagnosis of Malaria” (word count = 10)

2. Research Paper Abstract

In an abstract, you have to answer the two whats :

• What has been done?
• What are the main findings?

The abstract is the elevator pitch for your research. Is your paper worth reading? Convince the reader here. 

✏️ NOTE : According to different journals’ guidelines, sometimes the title page and abstract section are on the same page. 

An abstract ranges from 200-300 words and doubles down on the relevance and significance of your research. Succinctly.  

This is your chance to make a second first impression. 

If you’re stuck with a blob of text and can’t seem to cut it down, a smart AI elf like Wordtune can help you write a concise abstract! The AI research assistant also offers suggestions for improved clarity and grammar so your elevator pitch doesn’t fall by the wayside. 

Get Wordtune for free > Get Wordtune for free >

3. Introduction Section

What does it do.

Asks the central research question.

Pre-Writing Questions For the Introduction Section

The introduction section of your research paper explains the scope, context, and importance of your project. 

I talked to Swagatama Mukherjee , a published researcher and graduate student in Neuro-Oncology studying Glioblastoma Progression. For the Introduction, she says, focus on answering three key questions:

• What isn’t known in the field? 
• How is that knowledge gap holding us back?
• How does your research focus on answering this problem?

When Should You Write It?

Write it last. As you go along filling in the body of your research paper, you may find that the writing is evolving in a different direction than when you first started. 

Organizing the Introduction

Visualize the introduction as an upside-down triangle when considering the overall outline of this section. You'll need to give a broad introduction to the topic, provide background information, and then narrow it down to specific research. Finally, you'll need a focused research question, hypothesis, or thesis statement. The move is from general ➞ specific.

✨️ BONUS TIP: Use the famous CARS model by John Swales to nail this upside-down triangle. 

4. methods section.

Describes what was done to answer the research question, and how.

Write it first . Just list everything you’ve done, and go from there. How did you assign participants into groups? What kind of questionnaires have you used? How did you analyze your data? 

Write as if the reader were following an instruction manual on how to duplicate your research methodology to the letter. 

Organizing the Methods Section

Here, you’re telling the story of your research. 

Write in as much detail as possible, and in the chronological order of the experiments. Follow the order of the results, so your readers can track the gradual development of your research. Use headings and subheadings to visually format the section.

This skeleton isn’t set in stone. The exact headings will be determined by your field of study and the journal you’re submitting to. 

✨️ BONUS TIP : Drowning in research? Ask Wordtune to summarize your PDFs for you!

5. results section .

Reports the findings of your study in connection to your research question.

Write the section only after you've written a draft of your Methods section, and before the Discussion.

This section is the star of your research paper. But don't get carried away just yet. Focus on factual, unbiased information only. Tell the reader how you're going to change the world in the next section. The Results section is strictly a no-opinions zone.

How To Organize Your Results 

A tried-and-true structure for presenting your findings is to outline your results based on the research questions outlined in the figures.

Whenever you address a research question, include the data that directly relates to that question.

What does this mean? Let’s look at an example:

Here's a sample research question:

How does the use of social media affect the academic performance of college students?

Make a statement based on the data:

College students who spent more than 3 hours per day on social media had significantly lower GPAs compared to those who spent less than 1 hour per day (M=2.8 vs. M=3.4; see Fig. 2).

You can elaborate on this finding with secondary information:

The negative impact of social media use on academic performance was more pronounced among freshmen and sophomores compared to juniors and seniors ((F>25), (S>20), (J>15), and (Sr>10); see Fig. 4).

Finally, caption your figures in the same way — use the data and your research question to construct contextual phrases. The phrases should give your readers a framework for understanding the data: 

Figure 4. Percentage of college students reporting a negative impact of social media on academic performance, by year in school.

Dos and Don’ts For The Results Section

✔️ Related : How to Write a Research Paper (+ Free AI Research Paper Writer)

6. discussion section.

Explains the importance and implications of your findings, both in your specific area of research, as well as in a broader context. 

Pre-Writing Questions For the Discussion Section

• What is the relationship between these results and the original question in the Introduction section?
• How do your results compare with those of previous research? Are they supportive, extending, or contradictory to existing knowledge?
• What is the potential impact of your findings on theory, practice, or policy in your field?
• Are there any strengths or weaknesses in your study design, methods, or analysis? Can these factors affect how you interpret your results?
• Based on your findings, what are the next steps or directions for research? Have you got any new questions or hypotheses?

Before the Introduction section, and after the Results section. 

Based on the pre-writing questions, five main elements can help you structure your Discussion section paragraph by paragraph:

• Summary : Restate your research question/problem and summarize your major findings.
• Interpretations : Identify patterns, contextualize your findings, explain unexpected results, and discuss if and how your results satisfied your hypotheses.
• Implications: Explore if your findings challenge or support existing research, share new insights, and discuss the consequences in theory or practice.
• Limitations : Acknowledge what your results couldn’t achieve because of research design or methodological choices.
• Recommendations : Give concrete ideas about how further research can be conducted to explore new avenues in your field of study. 

Dos and Don’ts For the Discussion Section

Aritra Chatterjee , a licensed clinical psychologist and published mental health researcher, advises, “If your findings are not what you expected, disclose this honestly. That’s what good research is about.”

7. Acknowledgments

Expresses gratitude to mentors, colleagues, and funding sources who’ve helped your research.

Write this section after all the parts of IMRaD are done to reflect on your research journey without getting distracted midway. 

After a lot of scientific writing, you might get stumped trying to write a few lines to say thanks. Don’t let this be the reason for a late or no-submission.

Wordtune can make a rough draft for you. 

All you then have to do is edit the AI-generated content to suit your voice, and replace any text placeholders as needed:

8. References

Lists all the works/sources used in your research with proper citations. 

The two most important aspects of referencing are: 

• Following the correct format; and 
• Properly citing the sources. 

Keep a working document of the works you’ve referenced as you go along, but leave the finishing touches for last after you’ve completed the body of your research paper — the IMRaD.

Tips For Writing the References Section

The error rate of references in several scientific disciplines is 25%-54% . 

Don’t want to be a part of this statistic? We got you.

• Choose quality over quantity : While it's tempting to pad your bibliography to seem more scholarly, this is a rookie mistake.   Samantha Summers , a museum professional based in Canada, is a published researcher in Medieval History and Critical Philanthropy studies. According to her, “Adding in a citation just to lengthen your bibliography and without engaging deeply with the cited work doesn’t make for good writing.” We ought to listen to her advice — she has three Master’s degrees to her name for a reason. 
• Select the correct referencing guide : Always cross-check with your chosen journal’s or institution’s preference for either Harvard, MLA, APA, Chicago, or IEEE. 
• Include recent studies and research : Aim to cite academically ripe sources — not overripe. Research from the past half-decade or so is ideal, whereas studies from the 80s or 90s run a higher risk of being stale. 
• Use a reliable reference manager software : Swagatama recommends several free resources that have helped her get her research organized and published — Zotero and Mendeley are top contenders, followed by EndNote . 

By the end, your References section will look something like this:

Ready, Get, Set, Publish!

Dust yourself off, we've made it out of the twilight zone. You’ve now got the diamond of the structure of a research paper — the IMRaD format within the “context-content-conclusion” model. 

Keep this structure handy as you fill in the bones of your research paper. And if you’re stuck staring at a blinking cursor, fresh out of brain juice? 

An AI-powered writing assistant like Wordtune can help you polish your diamond, craft great abstracts, and speed through drafts! 

You've got this.

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Writing the Five Principal Sections: Abstract, Introduction, Methods, Results and Discussion

• First Online: 12 October 2013

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The five-part structure of research papers (Introduction, Method, Results and Discussion plus Abstract) serves as the conceptual basis for the content. The structure can be considered an “hourglass” or a “conversation” with predictable elements. Each section of the paper has its own common internal structure and linguistic features. The structures and features are explained with examples from published papers in a range of scientific disciplines. Exceptions to the four-part structure are also discussed.

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Cargill, M., & O’Connor, P. (2009). Writing scientific research articles . West Sussex: Wiley-Blackwell.

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Englander, K. (2014). Writing the Five Principal Sections: Abstract, Introduction, Methods, Results and Discussion. In: Writing and Publishing Science Research Papers in English. SpringerBriefs in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7714-9_8

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Five Elements to Include in Your Abstract

• Three Elements for a Proper Thesis Title
• Effective Strategies for Proofreading a Research Document

An abstract is usually about a page long and should give the whole picture of your research in terms of the literature review, methodology, results and conclusion. Readers user the abstract to quickly find out what your research is about. A well written abstract is critical to pull in readers so that they can open up and read your work. The five main elements to include in your abstract are stated below.

Introduction

This is the first part of the abstract, and should be brief and attractive to the reader at the same time. After reading a well written intro, the reader would be eager to read more.

Research significance

This usually answers the question: Why did you do this research?

Methodology

This usually answers the questions: What did you do? How did you do it?

This answers the question: What did you find out after doing the research? Or what are the advantages of your method based on the results?

This usually answers the question: What do your findings mean? What have you contributed?

Read the abstract carefully and try to eliminate any sentence that doesn’t fit into any of the categories above. Make sure all of your sentences contribute to explain the whole picture.

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We need more types on an indicative abstract

where is the abstract as mentioned above (Read the abstract carefully and try to eliminate any sentence that doesn’t fit into any of the categories above. Make sure all of your sentences contribute to explain the whole picture.)

I think they meant your own abstract.

We need to know how to write the introduction

For the overview this post is good.

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Clinical utility of automatic treatment planning for proton therapy of head-and-neck cancer patients using JulianA

• Bellotti, Renato
• Cherchik, Alexey
• Willmann, Jonas
• Weber, Damien Charles
• Hrbacek, Jan

Background: Automatic treatment planning promises many benefits for both research and clinical environments. For clinics, autoplanning promises to reduce planning time and achieve more comparable treatment plans and thereby reduce inter-planner variability. Further, it can assist clinicians in quality assurance by providing a minimum plan quality standard. Finally, autoplanning is an essential part of patient selection, which is crucial for the advancement of proton therapy itself. Methods: A retrospective planning study using a cohort of 17 head-and-neck cancer patients treated at our institute. The clinically accepted plans created by dosimetrists (d-plans) were compared to automatically generated JulianA plans (j-plans). Both methods used the same beam arrangement. The plans were analysed by two expert reviewers without knowing how each plan was created. They assessed the plan quality and stated a preference. Results: All of the j-plans were deemed rather or clearly acceptable, resulting in a higher acceptability than the d-plans. The j-plan was considered superior in 14 (82.4%) cases, of equal quality for 1 (5.9%) and inferior to the d-plan for only 2 (11.8%) of the cases. The reviewers concluded that JulianA achieves more conformal dose distributions for the 15 (88.2%) cases where the j-plans were at least as good as the d-plans. Conclusions: The results show that the JulianA is ready to be used as a clinical quality assurance tool and research platform at our institute. While these results are encouraging, further research is needed to reduce the number of spots further and introduce robustness considerations into the optimisation algorithm in order to employ it on a daily basis for patient treatment.

• Physics - Medical Physics