how to write abstract for research poster

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Characteristics of An Abstract

• One paragraph of text, typically 200-300 words long.
• A summary of the entire poster.
• Organized into four distinct sections that appear in order:   Introduction, Materials & Methods, Results, Discussion.
• Each section typically consists of 2-4 sentences.
• No tables and no figures.      

The abstract is a paragraph of text that appears at the top-left side of the poster ( Figs. 1 and 2 ).   It is a summary of the entire poster. It should stand alone such that a person can read the abstract and understand all the research described in the poster.   An abstract ( Fig. 3 ) contains four parts that should be written in the following order: Introduction, Materials & Methods, Results and Discussion.   Each part typically consists of 2-4 sentences and the entire abstract will contain 200-300 words.   An abstract consists strictly of text, it contains no figures, no tables, and typically it does not contain citations.    

Figure 3. Abstract

Scientific Posters: A Learner's Guide Copyright © 2020 by Ella Weaver; Kylienne A. Shaul; Henry Griffy; and Brian H. Lower is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How to Write an Abstract For a Poster Presentation Application

Published on 15 Aug 2023

Attending a conference is a great achievement for a young researcher. Besides presenting your research to your peers, networking with researchers of other institutions and building future collaborations are other benefits.

Above all, it allows you to question your research and improve it based on the feedback you receive. As Sönke Ahrens wrote in How To Take Smart Notes "an idea kept private is as good as one you never had".

The poster presentation is one way to present your research at a conference. Contrary to some beliefs, poster presenters aren't the ones relegated to oral presentation and poster sessions are far from second zone presentations; Poster presentations favor natural interactions with peers and can lead to very valuable talks.

The application process

The abstract submitted during the application process is not the same as the poster abstract. The abstract submission is usually longer and you have to respect several points when writing it:

• Use the template provided by the conference organization (if applicable);
• Specify the abstract title, list author names, co-authors and the institutions in the banner;
• Use sub-headings to show out the structure of your abstract (if authorized);
• Respect the maximum word count (usually about a 300 word limit) and do not exceed one page;
• Exclude figures or graphs, keep them for your poster;
• Minimize the number of citations/references.
• Respect the submission deadline.

The 3 components of an abstract for a conference application

Most poster abstract submissions follow the classical IMRaD structure, also called the hourglass structure. 

To make your abstract more memorable and impactful, you can try the Russian doll structure. Contrary to IMRaD, which has a more linear progression of ideas, the Russian doll structure emphasizes the WHY and WHAT. It unravels the research narrative layer by layer, capturing the reader’s attention more effectively.

Your abstract should be something the reviewer wants to open in order to discover the different layers of your research down to its core (like opening a Russian doll or peeling an onion). Then, it should be wrapped up elegantly with the outcomes (see figure below)  like dressing the same Russian doll.

Hence, to design the best Russian doll, I recommend Jean-Luc Doumont's structure as detailed in his book Trees, Maps and Theorems that I adapted in 3 main components:

1. Background. The first component answers to the WHY and details the motivations of your research at different levels:

• Context : Why now? Describe the big picture, the current situation.
• Need : Why is it relevant to the reader? Describe the research question.
• Tasks : Why do we have to do this way? Review the studies related to your research question and emphasize the gap between the need and what was done.

2. Core . The center component answer to the HOW and consists in describing the objective of your research and its method:

• Objective : How did I focus on the need? Detail the purpose of your study.
• Methods : How did I proceed? Describe briefly the workflow (study population, softwares, tools, process, models, etc.)

3. Outcomes . The final component answers to the WHAT and details the take-aways of your research at different levels:

• Findings : What resulted from my method? Describe the main results (only).
• Meanings : What do the research findings mean to the reader? Discuss your results by linking them to your objective and research question.
• Perspectives : What should be the next steps? Propose further studies that could improve, complement or challenge yours.

It's worth noting that this structure emphasizes the WHY and the WHAT more than the HOW. It is the secret of great scientific storytelling .

The illustration below provides a clearer understanding of the logical flow among the three components and their respective layers. Note that, if authorized, sub-headings can be used for each section mentioned above.

4 tips to help get your abstract qualified

Here are some tips to give yourself the best chance of success for having your poster abstract accepted:

• Start by answering questions . It is very hard for the human brain to create something totally from scratch. Hence, allow the questions detailed above to guide you in creating the first path to explore.
• Write first, then edit . Do not try to do both at the same time. You won't get the final version of your abstract after your first try. Be patient, and "let your text die" before editing it with a fresh new point of view.
• "Kill your darlings'' . Not everything is necessary in the abstract. In Stephen Sondheim's words , West Side Story composer, "you have to throw out good stuff to get the best stuff". You will be amazed at just how surprising and efficient this tip is.
• Steal like an artist . As suggested by Austin Kleon's book title , get inspiration from others by reading other abstracts. It can be very helpful if you struggle finding punchy phrasing or transitions. I'm not referring to plagiarism, only getting good ideas about form (and not content) that can be adapted and used in your abstract.

When you get accepted, it's time to design your poster board and prepare your pitch. Pick your favorite graphics software and bring your abstract to life with figures, tables, and colors. We have written an article on how to make a scientific poster , do not hesitate to take a look.

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How to Write an Undergraduate Abstract

Writing an abstract for the undergraduate research poster session.

By Elzbieta Cook, Louisiana State University

General Rules and Accepted Practices

Successful abstracts exhibit what is generally accepted as good scientific communication. The following guidelines specify all aspects of how a good abstract is written.

The Title is informative; it is neither too long nor too short, and it does not oversell or sensationalize the content of the presentation.

• Make the title descriptive, yet short and sweet.
• Do not start the t itle with “The”, “A”, or “An.”
• Capitalize only the first letter of the first word of the title, the first letter of the first word after a colon, and any proper names, acronyms (e.g., NMR) or chemical formulas (e.g., NaOH).  
• Do not put a period at the end of the title.

The body of the abstract briefly frames the researched issue, succinctly describes the performed research, and outlines the findings and general conclusions without going into too many details or numbers.

• Do not write everything you did in your work.  Briefly frame the research you will be describing. Your poster will be a better place to elaborate on selected aspects of your research. Instead, make general statements in regards to what was done, what techniques were used, what type of information was gained (without going into details of specific results), and what the potential benefits or significance of the findings are.
• Ensure that the content of the abstract is approved by your research advisor. In addition to getting valuable feedback on how you write, your research advisor will know which results are ready to be shared in your presentation and which belong elsewhere. Additionally, the advisor is responsible for your work and, consequently, your work and results.  
• Do not make literature references to other published research in the abstract.  A good place for literature references is in the introduction of your poster. Likewise, unless specifically requested by the session organizers, do not include funding information in the abstract. Your research program and funding sources can be mentioned in the acknowledgment part of your poster.
• Do not use “I” and “we” when reporting on you research.  It is okay to state, for instance, that “research in our group is focused on…” The passive voice is still the standard in scientific literature, even if it makes your English teacher cringe.
• Exercise restraint when placing figures, schemes, and tables in the abstract.  The body of your poster is a much better place for the majority of artwork. Having said that, figures, schemes, and tables are allowed in the abstract, but you need to watch the character count, as these features quickly add hundreds of characters.
• Limit the number of characters for the entire abstract to 2,500 . This includes the title, the body, and the authors, along with their affiliations.

The list of authors, in addition to the presenting undergraduate student(s), always includes the name of the research advisor(s) as well as any other non-presenting author who contributed to the presented work.

• The list of authors must include the presenting author(s) . The presenting author is you and any other undergraduate student who will present the research with you.
• Include the name(s) of your research advisor(s) on the list of poster authors.  With few exceptions, undergraduate research is typically funded through a grant applied for and received by a research mentor, and must be properly acknowledged. Your research project is likely the brainchild of your research advisor, even if you contributed to its development. Remember that credit must go where it belongs! Even if you are the only person who performs the experiments, you do so under the supervision of a research advisor or graduate student (who, in turn, is financially supported by the mentor). In addition, the costs of hosting you in the laboratory, including disposables, software licenses, hazardous waste disposal, and even the costs of keeping the lab air-conditioned, the lights on and the elevator functioning, are typically courtesy of the host group (covered from your mentor’s indirect costs). The reviewer of your abstract will check whether the list of authors includes the name of the research advisor. Submissions without this information  will not be accepted  until the necessary correction is made.
• List the presenting author first.  While there is no strict rule about the order of authors, it is common that the presenting author is listed first. If there is more than one presenting author, the order should follow that of their contributions, followed by non-presenting authors, with the research mentor being listed at the end. Some research mentors elect to be the first authors on undergraduate research posters, but care must be taken so that they are not listed as presenting authors. Again, the reviewer of your abstract will check to see whether the research mentor is listed as a presenting author, and if that is the case, the abstract will be returned to the authors for further clarification.

NOTE:   Only undergraduate students are allowed to present in the Undergraduate Research Poster session. Any research mentor who wishes to present the results from an undergraduate project must do so in another session.

Affiliations

• Ensure that the name and the address of each college, university, institute, etc., is the same for all authors who come from that school.  For instance, MAPS, the ACS’s abstract submission system, will “think” that Penn State and The Pennsylvania State University are two different schools and will assign two different affiliations to authors who were, after all, working in the same lab!
• The order of affiliations should follow the order of authors.

Submitting an Abstract to the Correct Session

It is a common error for students and faculty to submit a poster abstract to an incorrect session. The confusion often comes from the fact that the Chemical Education division of the ACS (DivCHED) accepts two types of poster abstracts: those from faculty about their chemical education research and those from undergraduate students about their research in a particular technical discipline.

The Undergraduate Research Poster Session in DivCHED is custom made for undergraduate student research. It is a good place to submit an abstract here, whether it’s your first presentation at a National Meeting or your third or fourth (as long as you’re still an undergrad).

Nevertheless, you should consult with your research advisor to find the right place to submit. If you do plan on submitting to a division other than DivCHED (e.g. Division of Analytical Chemistry),  it’s a good idea to check with the division program chair to find the best place to showcase your research.

The Undergraduate Research Poster Session   is meant only for undergraduate student presenters (i.e., you!). ACS has created several sub-divisions for the various sub-disciplines in chemistry, so you can present in an area that closely relates to your research.

In the Undergraduate Research Poster Session, you’ll want to choose the area of chemistry your research fits best, such as biochemistry, environmental, etc.  If your undergraduate research is organic chemistry, for example, select  Undergraduate Research Posters: Organic Chemistry-Poster . Only if you have helped to develop a new laboratory experiment or in-class demonstration, or you have analyzed learning outcomes of new learning strategies or a new pedagogy—will you want to submit your abstract to  Undergraduate Research Posters: Chemical Education-Poster.

Remember, you, as an undergraduate researcher, must register and attend the meeting to present your work. Please note that if a faculty researcher, a postdoctoral candidate, or a graduate student wishes to present a poster on chemistry education research, they should submit their abstract to the CHED division in the General Poster Session. This article is  not  meant for such submissions.

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Research Posters: Toolkit

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What is an abstract?

An abstract is a short, concise overview (usually 100-150 words) of your research project. An abstract requires academic writing that is persuasive in nature and should compel the reader to want to know more about your research. 

Typically there are five (5) components that can be identified in an effective research abstract. While components mentioned may vary according to the discipline, in general the elements mentioned below apply across disciplines.

Components of an Abstract

Each sentence of the following abstract represents a key component of a research abstract, and the below table lists and defines each component. Can you identify which sentence provides the information for each key component?

Write and Re-Write

It is not easy to include all this information in just a few words. Start by writing a summary that includes whatever you think is important, and then gradually prune it down to size by removing unnecessary words, while still retaining the necessary concepts.

Don't use acronyms, abbreviations, or in-text citations. It should be able to stand alone without any citations.

Hornstein, Maddie (n.d.) The Anatomy of an Abstract. Kathleen Jones White Writing Center at Indiana University of Pennsylvania.

Lighthouse, A. (2017, December 15). Anatomy of an abstract for a scholarly journal article: A five-sentence model. Retrieved from http://www.newlearnerlab.com/blog/anatomy-of-an-abstract-for-a-scholarly-journal-article-a-five-sentence-model

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Little Memorial Library Printing Guidelines

How to print a poster:.

• Submit your poster print request here: https://midway.libwizard.com/f/posterprinting
• Submit your poster print request at least one week in advance of when you need it
• Go to the Business Office in LRC and pay for the poster (You may also call them at 859-846-5402 .)
• Wait for an email from The Center@Midway telling you to come pick up your poster

Printing specifications:

• Make your poster 36" x 48".
• Save your poster as a PDF.  Only PDF files will be accepted.
• Use at least 300 dpi (but no more than 1200 dpi)
• File size should be no more than 10MB
• Poster must be school/study-related.
• Cost: $20 per poster (you will incur an additional $20 charge every time you want your poster re-printed because of a typo, wanting to change information, etc.).
• Poster Abstracts

What is an abstract/proposal and why should I write one?

If you want to submit your paper/research at a conference, you must first write a proposal.  A poster proposal tells the conference committee what your poster is about and, depending on the conference guidelines, might include a poster abstract, your list of contributors, and/or presentation needs.

The poster abstract is the most important part of your proposal.  It is a summary of your research poster, and tells the reader what your problem, method, results, and conclusions are.  Most abstracts are only 75 -- 250 words long.

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Preparing and Presenting Effective Research Posters

Associated data.

APPENDIX A.2. Comparison of Research Papers, Presentations, and Posters—Contents.

Posters are a common way to present results of a statistical analysis, program evaluation, or other project at professional conferences. Often, researchers fail to recognize the unique nature of the format, which is a hybrid of a published paper and an oral presentation. This methods note demonstrates how to design research posters to convey study objectives, methods, findings, and implications effectively to varied professional audiences.

A review of existing literature on research communication and poster design is used to identify and demonstrate important considerations for poster content and layout. Guidelines on how to write about statistical methods, results, and statistical significance are illustrated with samples of ineffective writing annotated to point out weaknesses, accompanied by concrete examples and explanations of improved presentation. A comparison of the content and format of papers, speeches, and posters is also provided.

Each component of a research poster about a quantitative analysis should be adapted to the audience and format, with complex statistical results translated into simplified charts, tables, and bulleted text to convey findings as part of a clear, focused story line.

Conclusions

Effective research posters should be designed around two or three key findings with accompanying handouts and narrative description to supply additional technical detail and encourage dialog with poster viewers.

An assortment of posters is a common way to present research results to viewers at a professional conference. Too often, however, researchers treat posters as poor cousins to oral presentations or published papers, failing to recognize the opportunity to convey their findings while interacting with individual viewers. By neglecting to adapt detailed paragraphs and statistical tables into text bullets and charts, they make it harder for their audience to quickly grasp the key points of the poster. By simply posting pages from the paper, they risk having people merely skim their work while standing in the conference hall. By failing to devise narrative descriptions of their poster, they overlook the chance to learn from conversations with their audience.

Even researchers who adapt their paper into a well-designed poster often forget to address the range of substantive and statistical training of their viewers. This step is essential for those presenting to nonresearchers but also pertains when addressing interdisciplinary research audiences. Studies of policymakers ( DiFranza and the Staff of the Advocacy Institute 1996 ; Sorian and Baugh 2002 ) have demonstrated the importance of making it readily apparent how research findings apply to real-world issues rather than imposing on readers to translate statistical findings themselves.

This methods note is intended to help researchers avoid such pitfalls as they create posters for professional conferences. The first section describes objectives of research posters. The second shows how to describe statistical results to viewers with varied levels of statistical training, and the third provides guidelines on the contents and organization of the poster. Later sections address how to prepare a narrative and handouts to accompany a research poster. Because researchers often present the same results as published research papers, spoken conference presentations, and posters, Appendix A compares similarities and differences in the content, format, and audience interaction of these three modes of presenting research results. Although the focus of this note is on presentation of quantitative research results, many of the guidelines about how to prepare and present posters apply equally well to qualitative studies.

WHAT IS A RESEARCH POSTER?

Preparing a poster involves not only creating pages to be mounted in a conference hall, but also writing an associated narrative and handouts, and anticipating the questions you are likely to encounter during the session. Each of these elements should be adapted to the audience, which may include people with different levels of familiarity with your topic and methods ( Nelson et al. 2002 ; Beilenson 2004 ). For example, the annual meeting of the American Public Health Association draws academics who conduct complex statistical analyses along with practitioners, program planners, policymakers, and journalists who typically do not.

Posters are a hybrid form—more detailed than a speech but less than a paper, more interactive than either ( Appendix A ). In a speech, you (the presenter) determine the focus of the presentation, but in a poster session, the viewers drive that focus. Different people will ask about different facets of your research. Some might do policy work or research on a similar topic or with related data or methods. Others will have ideas about how to apply or extend your work, raising new questions or suggesting different contrasts, ways of classifying data, or presenting results. Beilenson (2004) describes the experience of giving a poster as a dialogue between you and your viewers.

By the end of an active poster session, you may have learned as much from your viewers as they have from you, especially if the topic, methods, or audience are new to you. For instance, at David Snowdon's first poster presentation on educational attainment and longevity using data from The Nun Study, another researcher returned several times to talk with Snowdon, eventually suggesting that he extend his research to focus on Alzheimer's disease, which led to an important new direction in his research ( Snowdon 2001 ). In addition, presenting a poster provides excellent practice in explaining quickly and clearly why your project is important and what your findings mean—a useful skill to apply when revising a speech or paper on the same topic.

WRITING FOR A VARIED PROFESSIONAL AUDIENCE

Audiences at professional conferences vary considerably in their substantive and methodological backgrounds. Some will be experts on your topic but not your methods, some will be experts on your methods but not your topic, and most will fall somewhere in between. In addition, advances in research methods imply that even researchers who received cutting-edge methodological training 10 or 20 years ago might not be conversant with the latest approaches. As you design your poster, provide enough background on both the topic and the methods to convey the purpose, findings, and implications of your research to the expected range of readers.

Telling a Simple, Clear Story

Write so your audience can understand why your work is of interest to them, providing them with a clear take-home message that they can grasp in the few minutes they will spend at your poster. Experts in communications and poster design recommend planning your poster around two to three key points that you want your audience to walk away with, then designing the title, charts, and text to emphasize those points ( Briscoe 1996 ; Nelson et al. 2002 ; Beilenson 2004 ). Start by introducing the two or three key questions you have decided will be the focus of your poster, and then provide a brief overview of data and methods before presenting the evidence to answer those questions. Close with a summary of your findings and their implications for research and policy.

A 2001 survey of government policymakers showed that they prefer summaries of research to be written so they can immediately see how the findings relate to issues currently facing their constituencies, without wading through a formal research paper ( Sorian and Baugh 2002 ). Complaints that surfaced about many research reports included that they were “too long, dense, or detailed,” or “too theoretical, technical, or jargony.” On average, respondents said they read only about a quarter of the research material they receive for detail, skim about half of it, and never get to the rest.

To ensure that your poster is one viewers will read, understand, and remember, present your analyses to match the issues and questions of concern to them, rather than making readers translate your statistical results to fit their interests ( DiFranza and the Staff of the Advocacy Institute 1996 ; Nelson et al. 2002 ). Often, their questions will affect how you code your data, specify your model, or design your intervention and evaluation, so plan ahead by familiarizing yourself with your audience's interests and likely applications of your study findings. In an academic journal article, you might report parameter estimates and standard errors for each independent variable in your regression model. In the poster version, emphasize findings for specific program design features, demographic, or geographic groups, using straightforward means of presenting effect size and statistical significance; see “Describing Numeric Patterns and Contrasts” and “Presenting Statistical Test Results” below.

The following sections offer guidelines on how to present statistical findings on posters, accompanied by examples of “poor” and “better” descriptions—samples of ineffective writing annotated to point out weaknesses, accompanied by concrete examples and explanations of improved presentation. These ideas are illustrated with results from a multilevel analysis of disenrollment from the State Children's Health Insurance Program (SCHIP; Phillips et al. 2004 ). I chose that paper to show how to prepare a poster about a sophisticated quantitative analysis of a topic of interest to HSR readers, and because I was a collaborator in that study, which was presented in the three formats compared here—as a paper, a speech, and a poster.

Explaining Statistical Methods

Beilenson (2004) and Briscoe (1996) suggest keeping your description of data and methods brief, providing enough information for viewers to follow the story line and evaluate your approach. Avoid cluttering the poster with too much technical detail or obscuring key findings with excessive jargon. For readers interested in additional methodological information, provide a handout and a citation to the pertinent research paper.

As you write about statistical methods or other technical issues, relate them to the specific concepts you study. Provide synonyms for technical and statistical terminology, remembering that many conferences of interest to policy researchers draw people from a range of disciplines. Even with a quantitatively sophisticated audience, don't assume that people will know the equivalent vocabulary used in other fields. A few years ago, the journal Medical Care published an article whose sole purpose was to compare statistical terminology across various disciplines involved in health services research so that people could understand one another ( Maciejewski et al. 2002 ). After you define the term you plan to use, mention the synonyms from the various fields represented in your audience.

Consider whether acronyms are necessary on your poster. Avoid them if they are not familiar to the field or would be used only once or twice on your poster. If you use acronyms, spell them out at first usage, even those that are common in health services research such as “HEDIS®”(Health Plan Employer Data and Information Set) or “HLM”(hierarchical linear model).

Poor: “We use logistic regression and a discrete-time hazards specification to assess relative hazards of SCHIP disenrollment, with plan level as our key independent variable.” Comment: Terms like “discrete-time hazards specification” may be confusing to readers without training in those methods, which are relatively new on the scene. Also the meaning of “SCHIP” or “plan level” may be unfamiliar to some readers unless defined earlier on the poster.

Better: “Chances of disenrollment from the State Children's Health Insurance Program (SCHIP) vary by amount of time enrolled, so we used hazards models (also known as event history analysis or survival analysis) to correct for those differences when estimating disenrollment patterns for SCHIP plans for different income levels.” Comment: This version clarifies the terms and concepts, naming the statistical method and its synonyms, and providing a sense of why this type of analysis is needed.

To explain a statistical method or assumption, paraphrase technical terms and illustrate how the analytic approach applies to your particular research question and data:

Poor : “The data structure can be formulated as a two-level hierarchical linear model, with families (the level-1 unit of analysis) nested within counties (the level-2 unit of analysis).” Comment: Although this description would be fine for readers used to working with this type of statistical model, those who aren't conversant with those methods may be confused by terminology such as “level-1” and “unit of analysis.”

Better: “The data have a hierarchical (or multilevel) structure, with families clustered within counties.” Comment: By replacing “nested” with the more familiar “clustered,” identifying the specific concepts for the two levels of analysis, and mentioning that “hierarchical” and “multilevel” refer to the same type of analytic structure, this description relates the generic class of statistical model to this particular study.

Presenting Results with Charts

Charts are often the preferred way to convey numeric patterns, quickly revealing the relative sizes of groups, comparative levels of some outcome, or directions of trends ( Briscoe 1996 ; Tufte 2001 ; Nelson et al. 2002 ). As Beilenson puts it, “let your figures do the talking,” reducing the need for long text descriptions or complex tables with lots of tiny numbers. For example, create a pie chart to present sample composition, use a simple bar chart to show how the dependent variable varies across subgroups, or use line charts or clustered bar charts to illustrate the net effects of nonlinear specifications or interactions among independent variables ( Miller 2005 ). Charts that include confidence intervals around point estimates are a quick and effective way to present effect size, direction, and statistical significance. For multivariate analyses, consider presenting only the results for the main variables of interest, listing the other variables in the model in a footnote and including complex statistical tables in a handout.

Provide each chart with a title (in large type) that explains the topic of that chart. A rhetorical question or summary of the main finding can be very effective. Accompany each chart with a few annotations that succinctly describe the patterns in that chart. Although each chart page should be self-explanatory, be judicious: Tufte (2001) cautions against encumbering your charts with too much “nondata ink”—excessive labeling or superfluous features such as arrows and labels on individual data points. Strive for a balance between guiding your readers through the findings and maintaining a clean, uncluttered poster. Use chart types that are familiar to your expected audience. Finally, remember that you can flesh out descriptions of charts and tables in your script rather than including all the details on the poster itself; see “Narrative to Accompany a Poster.”

Describing Numeric Patterns and Contrasts

As you describe patterns or numeric contrasts, whether from simple calculations or complex statistical models, explain both the direction and magnitude of the association. Incorporate the concepts under study and the units of measurement rather than simply reporting coefficients (β's) ( Friedman 1990 ; Miller 2005 ).

Poor: “Number of enrolled children in the family is correlated with disenrollment.” Comment: Neither the direction nor the size of the association is apparent.

Poor [version #2]: “The log-hazard of disenrollment for one-child families was 0.316.” Comment: Most readers find it easier to assess the size and direction from hazards ratios (a form of relative risk) instead of log-hazards (log-relative risks, the β's from a hazards model).

Better: “Families with only one child enrolled in the program were about 1.4 times as likely as larger families to disenroll.” Comment: This version explains the association between number of children and disenrollment without requiring viewers to exponentiate the log-hazard in their heads to assess the size and direction of that association. It also explicitly identifies the group against which one-child families are compared in the model.

Presenting Statistical Test Results

On your poster, use an approach to presenting statistical significance that keeps the focus on your results, not on the arithmetic needed to conduct inferential statistical tests. Replace standard errors or test statistics with confidence intervals, p- values, or symbols, or use formatting such as boldface, italics, or a contrasting color to denote statistically significant findings ( Davis 1997 ; Miller 2005 ). Include the detailed statistical results in handouts for later perusal.

To illustrate these recommendations, Figures 1 and ​ and2 2 demonstrate how to divide results from a complex, multilevel model across several poster pages, using charts and bullets in lieu of the detailed statistical table from the scientific paper ( Table 1 ; Phillips et al. 2004 ). Following experts' advice to focus on one or two key points, these charts emphasize the findings from the final model (Model 5) rather than also discussing each of the fixed- and random-effects specifications from the paper.

Presenting Complex Statistical Results Graphically

Text Summary of Additional Statistical Results

Multilevel Discrete-Time Hazards Models of Disenrollment from SCHIP, New Jersey, January 1998–April 2000

Source : Phillips et al. (2004) .

SCHIP, State Children's Health Insurance Program; LRH, log relative-hazard; SE, standard error.

Figure 1 uses a chart (also from the paper) to present the net effects of a complicated set of interactions between two family-level traits (race and SCHIP plan) and a cross-level interaction between race of the family and county physician racial composition. The title is a rhetorical question that identifies the issue addressed in the chart, and the annotations explain the pattern. The chart version substantially reduces the amount of time viewers need to understand the main take-home point, averting the need to mentally sum and exponentiate several coefficients from the table.

Figure 2 uses bulleted text to summarize other key results from the model, translating log-relative hazards into hazards ratios and interpreting them with minimal reliance on jargon. The results for family race, SCHIP plan, and county physician racial composition are not repeated in Figure 2 , averting the common problem of interpreting main effect coefficients and interaction coefficients without reference to one another.

Alternatively, replace the text summary shown in Figure 2 with Table 2 —a simplified version of Table 1 which presents only the results for Model 5, replaces log-relative hazards with hazards ratios, reports associated confidence intervals in lieu of standard errors, and uses boldface to denote statistical significance. (On a color slide, use a contrasting color in lieu of bold.)

Relative Risks of SCHIP Disenrollment for Other * Family and County Characteristics, New Jersey, January 1998–April 2000

Statistically significant associations are shown in bold.

Based on hierarchical linear model controlling for months enrolled, months-squared, race, SCHIP plan, county physician racial composition, and all variables shown here. Scaled deviance =30,895. Random effects estimate for between-county variance =0.005 (standard error =0.006). SCHIP, State Children's Health Insurance Program; 95% CI, 95% confidence interval.

CONTENTS AND ORGANIZATION OF A POSTER

Research posters are organized like scientific papers, with separate pages devoted to the objectives and background, data and methods, results, and conclusions ( Briscoe 1996 ). Readers view the posters at their own pace and at close range; thus you can include more detail than in slides for a speech (see Appendix A for a detailed comparison of content and format of papers, speeches, and posters). Don't simply post pages from the scientific paper, which are far too text-heavy for a poster. Adapt them, replacing long paragraphs and complex tables with bulleted text, charts, and simple tables ( Briscoe 1996 ; Beilenson 2004 ). Fink (1995) provides useful guidelines for writing text bullets to convey research results. Use presentation software such as PowerPoint to create your pages or adapt them from related slides, facilitating good page layout with generous type size, bullets, and page titles. Such software also makes it easy to create matching handouts (see “Handouts”).

The “W's” (who, what, when, where, why) are an effective way to organize the elements of a poster.

• In the introductory section, describe what you are studying, why it is important, and how your analysis will add to the existing literature in the field.
• In the data and methods section of a statistical analysis, list when, where, who, and how the data were collected, how many cases were involved, and how the data were analyzed. For other types of interventions or program evaluations, list who, when, where, and how many, along with how the project was implemented and assessed.
• In the results section, present what you found.
• In the conclusion, return to what you found and how it can be used to inform programs or policies related to the issue.

Number and Layout of Pages

To determine how many pages you have to work with, find out the dimensions of your assigned space. A 4′ × 8′ bulletin board accommodates the equivalent of about twenty 8.5″ × 11″ pages, but be selective—no poster can capture the full detail of a large series of multivariate models. A trifold presentation board (3′ high by 4′ wide) will hold roughly a dozen pages, organized into three panels ( Appendix B ). Breaking the arrangement into vertical sections allows viewers to read each section standing in one place while following the conventions of reading left-to-right and top-to-bottom ( Briscoe 1996 ).

• At the top of the poster, put an informative title in a large, readable type size. On a 4′ × 8′ bulletin board, there should also be room for an institutional logo.

Suggested Layout for a 4′ × 8′ poster.

• In the left-hand panel, set the stage for the research question, conveying why the topic is of policy interest, summarizing major empirical or theoretical work on related topics, and stating your hypotheses or project aims, and explaining how your work fills in gaps in previous analyses.
• In the middle panel, briefly describe your data source, variables, and methods, then present results in tables or charts accompanied by text annotations. Diagrams, maps, and photographs are very effective for conveying issues difficult to capture succinctly in words ( Miller 2005 ), and to help readers envision the context. A schematic diagram of relationships among variables can be useful for illustrating causal order. Likewise, a diagram can be a succinct way to convey timing of different components of a longitudinal study or the nested structure of a multilevel dataset.
• In the right-hand panel, summarize your findings and relate them back to the research question or project aims, discuss strengths and limitations of your approach, identify research, practice, or policy implications, and suggest directions for future research.

Figure 3 (adapted from Beilenson 2004 ) shows a suggested layout for a 4′ × 8′ bulletin board, designed to be created using software such as Pagemaker that generates a single-sheet presentation; Appendix C shows a complete poster version of the Phillips et al. (2004) multilevel analysis of SCHIP disenrollment. If hardware or budget constraints preclude making a single-sheet poster, a similar configuration can be created using standard 8.5″ × 11″ pages in place of the individual tables, charts, or blocks of text shown in Figure 3 .

Find out well in advance how the posters are to be mounted so you can bring the appropriate supplies. If the room is set up for table-top presentations, tri-fold poster boards are essential because you won't have anything to attach a flat poster board or pages to. If you have been assigned a bulletin board, bring push-pins or a staple gun.

Regardless of whether you will be mounting your poster at the conference or ahead of time, plan how the pages are to be arranged. Experiment with different page arrangements on a table marked with the dimensions of your overall poster. Once you have a final layout, number the backs of the pages or draw a rough sketch to work from as you arrange the pages on the board. If you must pin pages to a bulletin board at the conference venue, allow ample time to make them level and evenly spaced.

Other Design Considerations

A few other issues to keep in mind as you design your poster. Write a short, specific title that fits in large type size on the title banner of your poster. The title will be potential readers' first glimpse of your poster, so make it inviting and easy to read from a distance—at least 40-point type, ideally larger. Beilenson (2004) advises embedding your key finding in the title so viewers don't have to dig through the abstract or concluding page to understand the purpose and conclusions of your work. A caution: If you report a numeric finding in your title, keep in mind that readers may latch onto it as a “factoid” to summarize your conclusions, so select and phrase it carefully ( McDonough 2000 ).

Use at least 14-point type for the body of the poster text. As Briscoe (1996) points out, “many in your audience have reached the bifocal age” and all of them will read your poster while standing, hence long paragraphs in small type will not be appreciated! Make judicious use of color. Use a clear, white, or pastel for the background, with black or another dark color for most text, and a bright, contrasting shade to emphasize key points or to identify statistically significant results ( Davis 1997 ).

NARRATIVE TO ACCOMPANY A POSTER

Prepare a brief oral synopsis of the purpose, findings, and implications of your work to say to interested parties as they pause to read your poster. Keep it short—a few sentences that highlight what you are studying, a couple of key findings, and why they are important. Design your overview as a “sound byte” that captures your main points in a succinct and compelling fashion ( Beilenson 2004 ). After hearing your introduction, listeners will either nod and move along or comment on some aspect of your work that intrigues them. You can then tailor additional discussion to individual listeners, adjusting the focus and amount of detail to suit their interests. Gesture at the relevant pages as you make each point, stating the purpose of each chart or table and explaining its layout before describing the numeric findings; see Miller (2005) for guidelines on how to explain tables and charts to a live audience. Briscoe (1996) points out that these mini-scripts are opportunities for you to fill in details of your story line, allowing you to keep the pages themselves simple and uncluttered.

Prepare short answers to likely questions about various aspects of your work, such as why it is important from a policy or research perspective, or descriptions of data, methods, and specific results. Think of these as little modules from an overall speech—concise descriptions of particular elements of your study that you can choose among in response to questions that arise. Beilenson (2004) also recommends developing a few questions to ask your viewers, inquiring about their reactions to your findings, ideas for additional questions, or names of others working on the topic.

Practice your poster presentation in front of a test audience acquainted with the interests and statistical proficiency of your expected viewers. Ideally, your critic should not be too familiar with your work: A fresh set of eyes and ears is more likely to identify potential points of confusion than someone who is jaded from working closely with the material while writing the paper or drafting the poster ( Beilenson 2004 ). Ask your reviewer to identify elements that are unclear, flag jargon to be paraphrased or defined, and recommend changes to improve clarity ( Miller 2005 ). Have them critique your oral presentation as well as the contents and layout of the poster.

Prepare handouts to distribute to interested viewers. These can be produced from slides created in presentation software, printed several to a page along with a cover page containing the abstract and your contact information. Or package an executive summary or abstract with a few key tables or charts. Handouts provide access to the more detailed literature review, data and methods, full set of results, and citations without requiring viewers to read all of that information from the poster ( Beilenson 2004 ; Miller 2005 ). Although you also can bring copies of the complete paper, it is easier on both you and your viewers if you collect business cards or addresses and mail the paper later.

The quality and effectiveness of research posters at professional conferences is often compromised by authors' failure to take into account the unique nature of such presentations. One common error is posting numerous statistical tables and long paragraphs from a research paper—an approach that overwhelms viewers with too much detail for this type of format and presumes familiarity with advanced statistical techniques. Following recommendations from the literature on research communication and poster design, this paper shows how to focus each poster on a few key points, using charts and text bullets to convey results as part of a clear, straightforward story line, and supplementing with handouts and an oral overview.

Another frequent mistake is treating posters as a one-way means of communication. Unlike published papers, poster sessions are live presentations; unlike speeches, they allow for extended conversation with viewers. This note explains how to create an oral synopsis of the project, short modular descriptions of poster elements, and questions to encourage dialog. By following these guidelines, researchers can substantially improve their conference posters as vehicles to disseminate findings to varied research and policy audiences.

CHECKLIST FOR PREPARING AND PRESENTING AN EFFECTIVE RESEARCH POSTERS

• Design poster to focus on two or three key points.
• Adapt materials to suit expected viewers' knowledge of your topic and methods.
• Design questions to meet their interests and expected applications of your work.
• Paraphrase descriptions of complex statistical methods.
• Spell out acronyms if used.
• Replace large detailed tables with charts or small, simplified tables.
• Accompany tables or charts with bulleted annotations of major findings.
• Describe direction and magnitude of associations.
• Use confidence intervals, p -values, symbols, or formatting to denote statistical significance.

Layout and Format

• Organize the poster into background, data and methods, results, and study implications.
• Divide the material into vertical sections on the poster.
• Use at least 14-point type in the body of your poster, at least 40-point for the title.

Narrative Description

• Rehearse a three to four sentence overview of your research objectives and main findings.
• Summary of key studies and gaps in existing literature
• Data and methods
• Each table, chart, or set of bulleted results
• Research, policy, and practice implications
• Solicit their input on your findings
• Develop additional questions for later analysis
• Identify other researchers in the field
• Prepare handouts to distribute to interested viewers.
• Print slides from presentation software, several to a page.
• Or package an executive summary or abstract with a few key tables or charts.
• Include an abstract and contact information.

Acknowledgments

I would like to thank Ellen Idler, Julie Phillips, Deborah Carr, Diane (Deedee) Davis, and two anonymous reviewers for helpful comments on earlier drafts of this work.

Supplementary Material

The following supplementary material for this article is available online:

APPENDIX A.1. Comparison of Research Papers, Presentations, and Posters—Materials and Audience Interaction.

Suggested Layout for a Tri-Fold Presentation Board.

Example Research Poster of Phillips et al. 2004 Study.

• Beilenson J. Developing Effective Poster Presentations. Gerontology News. 2004; 32 (9):6–9. [ Google Scholar ]
• Briscoe MH. Preparing Scientific Illustrations: A Guide to Better Posters, Presentations, and Publications. 2. New York: Springer-Verlag; 1996. [ Google Scholar ]
• Davis M. Scientific Papers and Presentations. New York: Academic Press; 1997. [ Google Scholar ]
• DiFranza JR. A Researcher's Guide to Effective Dissemination of Policy-Related Research. Princeton, NJ: The Robert Wood Johnson Foundation; 1996. the Staff of the Advocacy Institute, with Assistance from the Center for Strategic Communications. [ Google Scholar ]
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• Maciejewski ML, Diehr P, Smith MA, Hebert P. Common Methodological Terms in Health Services Research and Their Symptoms. Medical Care. 2002; 40 :477–84. [ PubMed ] [ Google Scholar ]
• McDonough J. Experiencing Politics: A Legislator's Stories of Government and Health Care. Berkeley: University of California Press; 2000. [ Google Scholar ]
• Miller JE. The Chicago Guide to Writing about Multivariate Analysis. Chicago Guides to Writing, Editing and Publishing. Chicago: University of Chicago Press; 2005. [ Google Scholar ]
• Nelson DE, Brownson RC, Remington PL, Parvanta C, editors. Communicating Public Health Information Effectively: A Guide for Practitioners. Washington, DC: American Public Health Association; 2002. [ Google Scholar ]
• Phillips JA, Miller JE, Cantor JC, Gaboda D. Context or Composition. What Explains Variation in SCHIP Disenrollment? Health Services Research. 2004; 39 (4, part I):865–8. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Snowdon D. Aging with Grace: What the Nun Study Teaches Us about Leading Longer, Healthier, and More Meaningful Lives. New York: Bantam Books; 2001. [ Google Scholar ]
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• Tufte ER. The Visual Display of Quantitative Information. 2. Cheshire, CT: Graphics Press; 2001. [ Google Scholar ]

How to Create a Research Poster

• Poster Basics
• Design Tips
• Logos & Images

What is a Research Poster?

Posters are widely used in the academic community, and most conferences include poster presentations in their program.  Research posters summarize information or research concisely and attractively to help publicize it and generate discussion. 

The poster is usually a mixture of a brief text mixed with tables, graphs, pictures, and other presentation formats. At a conference, the researcher stands by the poster display while other participants can come and view the presentation and interact with the author.

What Makes a Good Poster?

• Important information should be readable from about 10 feet away
• Title is short and draws interest
• Word count of about 300 to 800 words
• Text is clear and to the point
• Use of bullets, numbering, and headlines make it easy to read
• Effective use of graphics, color and fonts
• Consistent and clean layout
• Includes acknowledgments, your name and institutional affiliation

A Sample of a Well Designed Poster

View this poster example in a web browser .  

Image credit: Poster Session Tips by [email protected], via Penn State

Where do I begin?

Answer these three questions:.

• What is the most important/interesting/astounding finding from my research project?
• How can I visually share my research with conference attendees? Should I use charts, graphs, photos, images?
• What kind of information can I convey during my talk that will complement my poster?

What software can I use to make a poster?

A popular, easy-to-use option. It is part of Microsoft Office package and is available on the library computers in rooms LC337 and LC336. ( Advice for creating a poster with PowerPoint ).

Adobe Illustrator, Photoshop, and InDesign

Feature-rich professional software that is good for posters including lots of high-resolution images, but they are more complex and expensive.  NYU Faculty, Staff, and Students can access and download the Adobe Creative Suite .

Open Source Alternatives 

• OpenOffice is the free alternative to MS Office (Impress is its PowerPoint alternative).
• Inkscape and Gimp are alternatives to Adobe products.
• For charts and diagrams try Gliffy or Lovely Charts .
• A complete list of free graphics software .

A Sample of a Poorly Designed Poster

View this bad poster example in a browser.

Image Credit: Critique by Better Posters

• Next: Design Tips >>
• Last Updated: Jul 11, 2023 5:09 PM
• URL: https://guides.nyu.edu/posters

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:

Academic and Professional Writing

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How to make a scientific poster

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Conference attendees will look at your poster only briefly, so a clear presentation is crucial

A scientific poster is an illustrated abstract of research that is displayed at meetings and conferences. A poster is a good way of presenting your information because it can reach a large audience, including people who might not be in your field. It is also a useful step towards publishing your research. Some conferences publish poster abstracts, which then count as publications in their own right.

A successful poster captures the viewer’s attention and communicates the key points clearly and succinctly. One author reviewed 142 posters at a national meeting and found that 33% were cluttered or sloppy, 22% had fonts that were too small to be easily read, and 38% had research objectives that could not be located in a one minute review. 1 Avoiding these mistakes is important to ensure your poster has a positive impact.

Where do I start?

If you have completed a project, you will need to research the right meeting or conference to submit your abstract to, if you have not done so already. You might need to ask your supervisor or consultants in the field of your topic for information about relevant conferences at which you can present your work.

You will usually be asked to submit an abstract online. The submission guidelines on the website should guide you on how to do this, as well as provide other valuable information such as formatting instructions and deadlines. Your abstract should state why your work is important, the specific objective or objectives, a brief but clear explanation of the methods, a summary of the main results, and the conclusions. I would not recommend adding the abstract to your poster unless this was stated in the conference guidelines because a poster is already a succinct description of your work; use it as an outline for your poster.

Follow submission guidelines carefully because they differ among meetings. Start putting your poster together early to avoid the stress of last minute printing queues.

Designing the poster

According to the 10-10 rule, attendees spend only 10 seconds scanning posters as they stroll by from a distance of 10 feet. 2 Your poster should be well laid out, with a visual representation preferable to large chunks of text. Diagrams, tables, and photographs aid readability and attract people. Guide the viewers’s eyes from one frame to another in a logical fashion from beginning to end. Set up this pattern via a columnar format, so the viewer reads vertically first, from top to bottom, moving across the columns from left to right. ⇓

An example of a poster. Using information from www.postersession.com

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Text and font

It’s important to make the writing in your poster clear and easily understandable—remember that readers won’t give it much time. Use plain language and write in the active voice (“We did this,” rather than, “This was done.”) Avoid jargon and acronyms. Use simple language and short sentences. Edit ruthlessly. If it’s not relevant to your message, remove it.

Avoid using uppercase text for more than one sentence because it becomes difficult to read. Keep text to a minimum. Whenever possible, use bulleted text rather than blocks of sentences and leave blank space around the text and throughout the poster.

Use sans serif fonts such as Arial or Helvetica, or fonts such as Times or Times New Roman, which are generally considered to help legibility for posters. If you want a different look, consider Baskerville, Century Schoolbook, or Palatino. The font should be consistent throughout the poster and text should be legible 5 to 6 feet away. Use at least 85 point for the title, 56 point for the authors’ names, 36-44 point for subheadings, 24-34 point for text in the main body, and 18 point for captions.

Use colour to attract attention, organise, and emphasise, but don’t overdo it. Use a maximum of two or three colours and consider people who have problems differentiating colours. One of the most common forms of colour blindness is an inability to tell green from red. Black type on a white background is standard practice, and patterned backgrounds should be used with caution.

Microsoft Powerpoint is easy to use and most people have access to it. Lay your poster out on a single slide. There are several other programs that can be used to design a poster, such as QuarkXPress, 3 InDesign, 4 LaTeX, 5 and Scribus (a free download). 6 These programs allow control of text wrapping around images and text flow among associated text blocks. One piece of software specifically targets the scientific poster market: PosterGenius. 7

The title is most effective when it refers to its overall “take home message.” It should include the scope of the investigation, the study design, and the goal. In general the title should highlight your subject matter, but need not state all your conclusions. It should be about 10-12 words long and the font size should be large, 85 point. If things don’t fit, shorten the title; don’t reduce the typesize. And remember, titles that are in uppercase lettering are hard to read.

The author who was involved most is listed first and the most senior author is listed last. Some posters will have the addresses of the institution to which the authors are affiliated.

Break up your poster into sections, much like a scientific article. Label all the sections with titles: introduction, methods, results, conclusion, references, and acknowledgements.

Introduction

Write a few brief sentences to identify what is known about the topic, why you did the research, and the aim or aims of your work. This section can also include your hypotheses, which usually go at the end of the introduction.

Explain what you did. For a study involving people, you should explicitly state whether the study was retrospective or prospective, and whether there was randomisation. Your data analysis and statistics used should also be described, including what P value you chose to indicate significant differences.

Select the most important results that support your message. Images and graphs say more than words. Tables and figures should be used to illustrate your study’s results, and they should be clear, self explanatory, and uncomplicated. They should be numbered, and referred to by number in the text—for example, “see figure 1”). Make sure figures have a title and a legend. Keep text to a minimum. Graphs and charts should have an appropriate scale and labelled axes. Orient text for graphs horizontally, including labels for vertical axes.

Write short, clear statements explaining the main outcomes of the study and why your results are interesting or important. You can also suggest future directions for research that build on your current study.

References should be limited to five, and the font size should be smaller than the poster text. Check on the organisation’s website for formatting instructions.

Acknowledgements

Write up a short acknowledgement section to thank those who helped you to complete your research, such as your research group or funding source. You should disclose any conflicts of interests that might exist.

Practicalities

Find out if the library based at your hospital site has the facilities to print your poster. Alternatively, you could upload your poster onto an internet site that will print and deliver the poster to you. Some conferences print posters on site so that you can collect them when you arrive.

If you do upload your poster online, make sure you set the dimensions on the file to match those in the conference guidelines. If you are travelling with your poster, make sure it is packaged in a plastic tube to protect the paper from getting damaged. If you are travelling by air, you should inform the staff at the check-in desk that you have extra hand luggage so that you do not have any problems taking your poster onto the aircraft.

Presenting the poster

When someone stops to look, you should be able to introduce your poster in 10 seconds and that person should be able to assimilate all of the information and discuss it with you in 10 minutes. 2 Some conferences will allocate time for you to present your poster to a small group of colleagues who also have posters in the same category as you. Check the conference website for details.

Place a note on your poster board listing the times you will be available by the board for those who would like to discuss the poster outside the formal presentation time. Prepare mini sized poster handouts or handouts of the key points for participants to take away. Make it easy for a conference attendee to contact you afterwards. Have your contact details clearly displayed on your poster and handouts. Posters are a great way to gain feedback from your colleagues and for networking and collaborating, and this should support you in writing up your research for publication.

Websites with examples of scientific posters

http://phdposters.com/gallery.php

http://www.ncsu.edu/project/posters/NewSite/ExamplePosters.html

http://www.writing.engr.psu.edu/posters.html

Roper L. Attending professional conferences. Student BMJ 2012;20:e3962.

Originally published as: Student BMJ 2013;21:f297

Competing interests: None declared.

Provenance and peer review: Commissioned, not externally peer reviewed.

• ↵ Hess GR, Tosney KW, Liegel LH. Creating effective poster presentations: AMEE guide no. 40. Med Teach 2009 ; 31 : 319 -21. OpenUrl PubMed
• ↵ Boullata JI, Mancuso CE. A “how-to” guide in preparing abstracts and poster presentations. Nutr Clin Pract 2007 ; 22 : 641 -6. OpenUrl CrossRef PubMed Web of Science
• ↵ QuarkXPress. http://www.quark.com/ .
• ↵ InDesign. http://www.adobe.com/products/indesign.html .
• ↵ LaTeX. http://www.latex-project.org/ .
• ↵ Scribus. http://www.scribus.net/canvas/Scribus .
• ↵ PosterGenius. http://www.postergenius.com/cms/index.php .

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Guide to Writing A Poster Abstract

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Poster abstracts submitted to NCURA should serve as the initial report of knowledge, experience, or best practices in the field of research Administration. Submissions are evaluated by a review committee.

A well-written abstract is more likely to be considered as a finalist and, ultimately, for a recognition award. To expedite the review process, to assure effective communication, and to elevate the work toward the recognition award following, the following general suggestions will be helpful in submitting your abstract and description.

General suggestions

• Check for proper spelling and grammar.
• Use a standard typeface, such as Times Roman with a font size of 12.
• It is important to keep nonstandard abbreviations/acronyms to a minimum, to allow for readability and understanding.
• Do not include tables, figures, or graphs in the abstract. Such content is appropriate for the poster. 
• Abstract should be 250 words or less and should summarize the overall objectives being presented in the poster.  This can be included in bullet point format if preferred.
• The application should include a detailed description of poster make up itself and include the outcomes to be presented.  Limit to 500 words (use the less=more concept).
• Try to organize the abstract with the following headings where appropriate, as explained below; purpose, methods, results, conclusions.

The abstract title conveys the content/subject of the poster. The title may be written as a question or the title may be written to suggest the conclusions, if appropriate. A short concise title may more easily catch a reader’s attention. Try to not use abbreviations or acronyms in titles.

The introductory sentence(s) may be stated as a hypothesis, a purpose, an objective, or as current evidence for a finding. Hypothesis is a supposition or conjecture used as a basis for further investigations. Purpose is a statement of the reason for conducting a project or reporting on a program, process or activity. Objective is the result that the author is trying to achieve by conducting a project, program, process or activity.

Briefly describe the methods of the project to define the data or population, outcome variables, and analytic techniques, as well as data collection procedures and frequencies. A description of statistical methods used may be included if appropriate.

The results should be stated succinctly to support only the purpose, objectives, hypothesis, or conclusions.

Conclusions

The conclusion(s) should highlight the impact of the project, and follow the methods and results in a logical fashion. This section should not restate results. Rather, the utility of the results and their potential role in the management of the project should be emphasized. New information or conclusions not supported by data in the results section should be avoided.

Important note

Poster program finalists are determined following evaluation of each actual poster by the review committee. Finalists will be notified by email no later than June 25th.

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• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

Published on February 28, 2019 by Shona McCombes . Revised on July 18, 2023 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a thesis ,  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, other interesting articles, 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 US 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.

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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 or research proposal
• Applying for research grants

It’s easiest to write your abstract last, right before the proofreading stage, 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 dissertation topic , but don’t go into detailed background information. If your abstract uses specialized 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,” “analyze,” 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, summarize 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 generalizability 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 summarize 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 or use the paraphrasing tool .

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.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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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 summarizes the contents of your paper.

An abstract for a thesis or dissertation is usually around 200–300 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 , dissertation or research 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 in the thesis or dissertation , after the title page and acknowledgements but before the table of contents .

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Research Posters : Step by step

• Elements of a poster
• Step by step
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CREATING YOUR POSTER

You have two choices when creating a research poster:

• You can create your poster from scratch by using PowerPoint, Adobe InDesign, or a similar design program. 
• You can use one of the  University of Illinois Research Poster Templates .

Sizing your Poster

• If you are presenting for the  Undergraduate Research Symposium , resize your slide to width 48 inches by height 36 inches.
• If you are presenting at a  professional conference , your instructions should indicate the size limits of your poster. Standard U.S. conference poster size is 48" by 36". 

​ ***IMPORTANT: You must change the size of your slide before you start working on your poster. This will ensure that your images and text do not become pixilated when the poster is printed. See below for specific instructions. 

How to correctly size your poster in PowerPoint:

• Select the "Design" tab
• Click "Slide Size"
• Select "Page Setup"
• Under the "Slides sized for:" dropdown menu, select "Custom"
• Set the "Width" and "Height" to what is needed for your poster
• Click "OK" 

How to correctly size your poster in Adobe InDesign:

When a new document is created in Adobe InDesign, a dialogue box prompts you to enter dimensions:

• Change the dimension metric to inches from the drop down box.
• Margins are intentional space from an object to the edge of the poster, intended not to be trimmed. You can set this to 0 inches on all sides unless you have a specific plan to use margins in your design.
• Bleed shows the printer where to trim white space that occurs when printing color onto white poster paper. If you are printing your poster, include at least a 0.25 inch bleed on each side; remember not to place any content in the bleed as it will be trimmed by the printer.
• Slug is a space for the creator to leave any notes for the printer. You can set this to 0 inches unless you have notes. 

If you ever want to change your poster dimensions after starting the poster, you can do so through the Document Setup Menu .

Using multiple font styles can really make your poster stand out and look professional. Consult this graphic to understand different font styles, what fonts work best together, and what fonts to avoid.

COLOR SCHEME CHOICES

Sticking to a color scheme can help your poster look professional. Consistent use of color can help your viewer understand how information is organized on your poster. Not sure where to start with color?

• Pick colors from an image (including a custom one you're planning to use on your poster)
• Use Illinois branding colors

Not sure what to do with the hex code from a brand guide or color palette generator?

• Adobe InDesign

Always check that your text is accessible on background colors using WebAIM's free contrast checker.

If printing your poster, it's a good idea to do a small-scale test print of your poster before getting it printed. Colors often appear brighter and more vibrant on a screen than when printed. There still might be some variation in color depending on the color scale the printer uses, but it will be a closer match on paper than what you see on screen.

WHAT TO INCLUDE IN YOUR POSTER

All posters MUST have:  

• Title: Make it catchy and use at least 72 pt. font. 
• Your name and contact information.
• Institutional affiliation, see the  Illinois logo  tab above.

You many also include:

• Research question or hypothesis: Do not copy your abstract if it is included in the program. 
• Methodology: What is the research process that you used? Explain how you did your research.
• Your interview questions.
• Observations: What did you see? Why is this important?
• Findings: What did you learn? Summarize your conclusions.
• Themes: Pull out themes in the literature and list in bullet points.
• Consider a brief narrative of what you learned - what was the most interesting/surprising aspect of your project?
• Add interesting quotes from your research.
• Data: Use your data to generate charts or tables.
• Images: Include images (visit the  Visualization & Images  tab in the guide for more information). Take your own or legally use others.
• Recommendations and/or next steps for future research.
• Citations: Only list 3-5 on your poster. If you have more, put them on your handout.
• Acknowledgements: Don't forget to thank your advisor, department, or funding agency.

More helpful tips

• Read Colin Purrington's suggestions for successful poster design.
• Be creative in your display, think beyond the text of your paper. You can use boxes, formatting, font, and images to break up the sections of your research poster.
• Think carefully about your title. If you would like a longer, more descriptive title, consider a subtitle. Brainstorm several titles and have a peer/colleague/friend/teacher rank them. The title needs to highlight your subject matter, but it does not need to state all your conclusions. Some good titles simply ask questions, others answer them.
• You can section your poster according to the major points about your research you want to convey. For example: title, abstract, methodology, data, results, and conclusion. Consider the flow of your poster--these should be in a logical, easy-to-read order. Remember that most people read from left to right and top to bottom.
• Qualitative data (e.g. quotes from references and/or interviews) can also be shared on your poster. Make sure you include captions, legends, annotations, citations, and footnotes, if necessary.
• Design your poster as if you were designing for a professional publication. Be consistent with your layout, color choices, fonts and sizes.
• All text of your poster should be *at least* 24 font size and an easy-to-read font style (e.g. Arial or Verdana). Anything smaller is too difficult to read.
• Remember the “KISS Principle”: Keep It Simple, Stupid! In succinct, brief, jargon-free terms, your poster must explain: 1) the scientific problem in mind (what’s the question?), 2) its significance (why should we care?), 3) how your particular experiment addresses the problem (what’s your strategy?), 4) the experiments performed (what did you actually do?), 5) the results obtained (what did you actually find?), 6) the conclusions (what do you think it all means?), and, optionally, 7) caveats (any reservations?) and/or 8) future prospects (where do you go from here?).
• What is the number one mistake made in poster presentations? Too much information! Try to keep your poster to the point and and clear. You can always include more information in your handout or on a website.
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• Last Updated: Mar 1, 2024 1:08 PM
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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.