Writing An Abstract, Précis, or Summary

Quorum sensing (QS) has traditionally referred to a
mechanism of communication within a species of

bacteria. However, emerging research implicates QS

in interspecies communication and competition, and
such systems have been proposed in a wide variety
of bacteria. This activity of bacterial QS also extends
to relationships between bacteria and eukaryotes
and host–pathogen interactions in both clinical and
agricultural settings are of particular interest. These
relationships are particularly pertinent in light of the
rising prevalence of antibiotic resistant bacteria. In
this tutorial review we describe bacterial QS and its
capacity in interspecies and interkingdom
interactions, as well as the corresponding eukaryotic
responses.

After reading the above text, you
should write down your ideas about
the key features of the abstract.
WHAT IS AN
ABSTRACT, PRÉCIS,

OR SUMMARY?
• Text classified as either abstract,
précis, or summary, and sometimes
as synopsis, are all the same.
• These text aims to precisely
condense a larger work to present
only the key ideas.
• The general rule is to condense
the information into around 15%
of the original length of the text.
•A 6,000-word research article for
an academic journal may require
only 200-250 words for its
abstract.

The abstract is often used to help
the reader quickly ascertain the
purpose of a report.
An abstract is often the last piece
written in a technical report.
Two types of Abstract

The Informational Abstract
i. communicates the content of reports;
ii. includes purpose, methods, scope, results,
conclusions, and recommendations;
iii. highlights essential points;
iv. is short—from a paragraph to a page or two,
depending upon the length of the report (American Met
Society guideline is 250 words);
v. allows readers to decide whether they want to read
the report.
Two types of Abstract
The Descriptive Abstract
i. tells what the report contains;

ii. includes purpose, methods, scope, but NOT results,
conclusions, and recommendations;
iii. is always very short— usually under 100 words; iv.
introduces the subject to readers, who must then read
the report to learn the results of the study.
STRUCTURE OF AN
ABSTRACT

Allocation of words:
•Rationale (around 20%)
•Research problems (around 10%)
•Methodology (around 20%)
•Major Findings (around 40%)
•Conclusion and implications (around
10%)
An abstract must include the following
components:

a. Why? (motivation)
b. b. What? (problem statement)
c. c. How? (approach or methodology)
d. d. What is the answer? (results)
e. e. What are the implications?
(conclusions
ABSTRACT PRÉCIS SUMMARY
• A brief summary of • “to cut short” • A short version of a

a research paper. • It is a summary text with the use of
Article, journal and where the words your own words.
conference came from the
proceeding. original text.
• 150-300 words • • 1/3 of total words
Can stand alone • are from the original
Convey the results passage.
and conclusions of a • Essay and chapter
paper of a book
Previous studies revealed that meaning-focused instruction
(MFI) and formfocused instruction (FFI) are two of the most effective
approaches in developing the overall language skills of second
language learners, separately. However, no experimental studies
have been conducted to prove their effectiveness when integrated.

This study, therefore, aims to fill in this gap y investigating the effects
of combining MFI and FFI in developing the speaking, writing, and
grammar skills of selected secondary ESL students in public high
schools in the Philippines. The participants involved in this study are
480 third year high school students. These students were divided into
four groups: Group A (n=120) received both the MFI and FFI. Group B
(n=120) received MMI only, Group C (n=120) received FFI only, and
Group D (n=120) received the standard English programme for
secondary ESL students. Findings revealed that students from
Groups A, B, and C significantly improved in their speaking, writing,
and grammar skills but not Group D. Based on ANOVA, findings
further showed that students from Group A have outperformed
students from Groups B, C, D. From these findings, it is concluded
that combining MFI and FFI is an effective way in significantly
improving the language skills of students. Future directions and
implications for teaching are also discussed.
Original Passage The use of leaded gasoline in vehicles designed for
unleaded gasoline can increase tailpipe emissions 200 to 800 percent, EPA
has determined. More than 1 million tons of hydrocarbons and 12 million tons
of carbon monoxide were spewed from the tailpipes of cars with defective
emission control systems during fiscal year 1983. Studies show that most

people who engage in fuel switching do so to save money—about 7 cents a
gallon. However, these people are victims of faulty economics, according to
Joe Cannon, EPA’s assistant administrator for Air and Radiation. “In the
long run, the use of leaded gas in the car will more quickly foul the spark
plugs, wear out the exhaust system, degrade the oil, and foul the oxygen
sensor in new cars, in addition to ruining the catalytic converter,” he said.
Cannon estimates that people who substitute leaded for unleaded gasoline
will end up paying 12 cents a gallon in extra maintenance and repairs.
Précis: The use of leaded gasoline in vehicles designed for unleaded gasoline
can increase tailpipe emissions 200 to 800 percent, EPA has determined.
According to Joe Cannon, EPA assistant administrator for Air and Radiation,
people who substitute leaded for unleaded gasoline will end up paying 12
cents a gallon in extra maintenance and repairs.
Original Passage There are times when the night sky glows with
bands of color. The bands may begin as cloud shapes and then
spread into a great arc across the entire sky. They may fall in
folds like a curtain drawn across the heavens. The lights usually

grow brighter, then suddenly dim. During this time the sky glows
with pale yellow, pink, green, violet, blue, and red. These lights are
called the Aurora Borealis. Some people call them the Northern
Lights. Scientists have been watching them for hundreds of years.
They are not quite sure what causes them. In ancient times,
people were afraid of the Lights. They imagined that they saw
fiery dragons in the sky. Some even concluded that the heavens
were on fire.
Summary: The Aurora Borealis, or Northern Lights, are bands of

color in the night sky. Ancient people thought that these lights
were dragon on fire, and even modern scientists are not sure what
they are.
Steps

Introduce the topic.
State the problem.
Summarize the “holes” in current
research.
Explain the approach.
Explain the method.
State the impact.
GUIDELINES IN WRITING OF
ABSTRACT, PRÉCIS, OR
SUMMARY

•Read the text at least twice.
•Highlight the key ideas and phrases.
•Annotate the text.
•State the author’s name, title of the
passage and the main idea at the
beginning sentence.
GUIDELINES IN WRITING
OF ABSTRACT, PRÉCIS, OR

SUMMARY
• Identify and use words/phrases indicating
that you are presenting an abstract,
précis, or summary.
•Write the idea of each paragraph
•Never copy in verbatim a single sentence
from the original text
•Edit the main ideas to form one paragraph.
GUIDELINES IN WRITING
OF ABSTRACT, PRÉCIS, OR

SUMMARY
• Refrain from adding comments.
•Edit your draft abstract, précis, or
summary.
•Compare your output with the
original text.
Activity
• Why do

the authors address the
issue?
• What is the issue?
• How did the authors proceed?
• What is their result?
• What does the result imply?

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Quorum sensing (QS) has traditionally referred to a

mechanism of communication within a species of

i. tells what the report contains;

• A brief summary of • “to cut short” • A short version of a

Summary: The Aurora Borealis, or Northern Lights, are bands of

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