thesis abstract tense

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Abstract Verb Tense: Should You Use Past or Present?

Since many of you have asked us questions about seemingly conflicting rules about which tense to use in a research paper, we wrote this article to clarify the issue.

When writing and editing an abstract for a research article , several different verb tenses can be used. Which tense you should use largely depends on the subject of your sentence. As a general rule:

• Any statements of  general fact  should be written using the  present tense .
• Prior research  should be mentioned and explained using the  past tense .
• If the  subject of your sentence is your study or the article   you are writing  (e.g. “Our study demonstrates…,” or “Here, we show…”), then you should use the  present tense .
• If you are stating a  conclusion or  an  interpretation , use the  present tense .
• If the subject of your sentence is an  actual result or observation  (e.g. “Mice in Group B developed…”), you would use the  past tense .

Which Abstract Tense to Use

You may have been taught to use the present tense because your professors want you to focus on sharing your interpretations in your abstract rather than simply stating what the results are. (And we agree since the main reason for reading your research papers is to understand the significance of your findings!)

To illustrate the different use of verb tenses in an abstract, let’s take a look at this  research paper abstract from an article published in  Nature .

• The present tense is used for general facts (“The anaerobic formation and oxidation of methane involve…”).
• The present tense is used when the study or article is either the subject of the sentence or the thing to which you are referring (“Here [this article] we show that an anaerobic thermophilic enrichment culture …”).
• When talking about an actual observation, however, the past tense is used (“Genes encoding 16S rRNA…were repeatedly retrieved from marine subsurface sediments…”).

As you can see from this example, this abstract is largely written in the present tense. This is because it  focuses on the authors’ interpretations and not on specific observations and methods.  If your abstract contains more descriptions of your findings because you need those for the reader to follow your interpretations and conclusions, then a bigger part of your abstract will be written in the past tense. But make sure you switch between the tenses when you switch between the different categories of information described above. 

We hope this addresses any questions you have about tense use in research paper abstracts. We know how complicated these grammar rules can be!

For rules about which verb tenses to use in a research paper , check out our infographic! For additional information about how to write a strong research paper  introduction , methods , results , or discussion section , make sure to check out our Wordvice academic resources website ! We also have articles on how to make an outline before drafting your manuscript, how to come up with the best title for your paper , or how to impress the editor of your target journal with a great cover letter .

And if you require English proofreading or  academic editing for your abstract, be sure to check out our Manuscript Editing Services . Our editors revise your work for grammar, punctuation, style, readability, and conciseness. After all, a polished abstract is crucial to getting researchers to read your research paper in its entirety.

• How to Write an Abstract for a Dissertation or Thesis
• Doing a PhD

What is a Thesis or Dissertation Abstract?

The Cambridge English Dictionary defines an abstract in academic writing as being “ a few sentences that give the main ideas in an article or a scientific paper ” and the Collins English Dictionary says “ an abstract of an article, document, or speech is a short piece of writing that gives the main points of it ”.

Whether you’re writing up your Master’s dissertation or PhD thesis, the abstract will be a key element of this document that you’ll want to make sure you give proper attention to.

What is the Purpose of an Abstract?

The aim of a thesis abstract is to give the reader a broad overview of what your research project was about and what you found that was novel, before he or she decides to read the entire thesis. The reality here though is that very few people will read the entire thesis, and not because they’re necessarily disinterested but because practically it’s too large a document for most people to have the time to read. The exception to this is your PhD examiner, however know that even they may not read the entire length of the document.

Some people may still skip to and read specific sections throughout your thesis such as the methodology, but the fact is that the abstract will be all that most read and will therefore be the section they base their opinions about your research on. In short, make sure you write a good, well-structured abstract.

How Long Should an Abstract Be?

If you’re a PhD student, having written your 100,000-word thesis, the abstract will be the 300 word summary included at the start of the thesis that succinctly explains the motivation for your study (i.e. why this research was needed), the main work you did (i.e. the focus of each chapter), what you found (the results) and concluding with how your research study contributed to new knowledge within your field.

Woodrow Wilson, the 28th President of the United States of America, once famously said:

The point here is that it’s easier to talk open-endedly about a subject that you know a lot about than it is to condense the key points into a 10-minute speech; the same applies for an abstract. Three hundred words is not a lot of words which makes it even more difficult to condense three (or more) years of research into a coherent, interesting story.

What Makes a Good PhD Thesis Abstract?

Whilst the abstract is one of the first sections in your PhD thesis, practically it’s probably the last aspect that you’ll ending up writing before sending the document to print. The reason being that you can’t write a summary about what you did, what you found and what it means until you’ve done the work.

A good abstract is one that can clearly explain to the reader in 300 words:

• What your research field actually is,
• What the gap in knowledge was in your field,
• The overarching aim and objectives of your PhD in response to these gaps,
• What methods you employed to achieve these,
• You key results and findings,
• How your work has added to further knowledge in your field of study.

Another way to think of this structure is:

• Introduction,
• Aims and objectives,
• Discussion,
• Conclusion.

Following this ‘formulaic’ approach to writing the abstract should hopefully make it a little easier to write but you can already see here that there’s a lot of information to convey in a very limited number of words.

How Do You Write a Good PhD Thesis Abstract?

The biggest challenge you’ll have is getting all the 6 points mentioned above across in your abstract within the limit of 300 words . Your particular university may give some leeway in going a few words over this but it’s good practice to keep within this; the art of succinctly getting your information across is an important skill for a researcher to have and one that you’ll be called on to use regularly as you write papers for peer review.

Keep It Concise

Every word in the abstract is important so make sure you focus on only the key elements of your research and the main outcomes and significance of your project that you want the reader to know about. You may have come across incidental findings during your research which could be interesting to discuss but this should not happen in the abstract as you simply don’t have enough words. Furthermore, make sure everything you talk about in your thesis is actually described in the main thesis.

Make a Unique Point Each Sentence

Keep the sentences short and to the point. Each sentence should give the reader new, useful information about your research so there’s no need to write out your project title again. Give yourself one or two sentences to introduce your subject area and set the context for your project. Then another sentence or two to explain the gap in the knowledge; there’s no need or expectation for you to include references in the abstract.

Explain Your Research

Some people prefer to write their overarching aim whilst others set out their research questions as they correspond to the structure of their thesis chapters; the approach you use is up to you, as long as the reader can understand what your dissertation or thesis had set out to achieve. Knowing this will help the reader better understand if your results help to answer the research questions or if further work is needed.

Keep It Factual

Keep the content of the abstract factual; that is to say that you should avoid bringing too much or any opinion into it, which inevitably can make the writing seem vague in the points you’re trying to get across and even lacking in structure.

Write, Edit and Then Rewrite

Spend suitable time editing your text, and if necessary, completely re-writing it. Show the abstract to others and ask them to explain what they understand about your research – are they able to explain back to you each of the 6 structure points, including why your project was needed, the research questions and results, and the impact it had on your research field? It’s important that you’re able to convey what new knowledge you contributed to your field but be mindful when writing your abstract that you don’t inadvertently overstate the conclusions, impact and significance of your work.

Thesis and Dissertation Abstract Examples

Perhaps the best way to understand how to write a thesis abstract is to look at examples of what makes a good and bad abstract.

Example of A Bad Abstract

Let’s start with an example of a bad thesis abstract:

In this project on “The Analysis of the Structural Integrity of 3D Printed Polymers for use in Aircraft”, my research looked at how 3D printing of materials can help the aviation industry in the manufacture of planes. Plane parts can be made at a lower cost using 3D printing and made lighter than traditional components. This project investigated the structural integrity of EBM manufactured components, which could revolutionise the aviation industry.

What Makes This a Bad Abstract

Hopefully you’ll have spotted some of the reasons this would be considered a poor abstract, not least because the author used up valuable words by repeating the lengthy title of the project in the abstract.

Working through our checklist of the 6 key points you want to convey to the reader:

• There has been an attempt to introduce the research area , albeit half-way through the abstract but it’s not clear if this is a materials science project about 3D printing or is it about aircraft design.
• There’s no explanation about where the gap in the knowledge is that this project attempted to address.
• We can see that this project was focussed on the topic of structural integrity of materials in aircraft but the actual research aims or objectives haven’t been defined.
• There’s no mention at all of what the author actually did to investigate structural integrity. For example was this an experimental study involving real aircraft, or something in the lab, computer simulations etc.
• The author also doesn’t tell us a single result of his research, let alone the key findings !
• There’s a bold claim in the last sentence of the abstract that this project could revolutionise the aviation industry, and this may well be the case, but based on the abstract alone there is no evidence to support this as it’s not even clear what the author did .

This is an extreme example but is a good way to illustrate just how unhelpful a poorly written abstract can be. At only 71 words long, it definitely hasn’t maximised the amount of information that could be presented and the what they have presented has lacked clarity and structure.

A final point to note is the use of the EBM acronym, which stands for Electron Beam Melting in the context of 3D printing; this is a niche acronym for the author to assume that the reader would know the meaning of. It’s best to avoid acronyms in your abstract all together even if it’s something that you might expect most people to know about, unless you specifically define the meaning first.

Example of A Good Abstract

Having seen an example of a bad thesis abstract, now lets look at an example of a good PhD thesis abstract written about the same (fictional) project:

Additive manufacturing (AM) of titanium alloys has the potential to enable cheaper and lighter components to be produced with customised designs for use in aircraft engines. Whilst the proof-of-concept of these have been promising, the structural integrity of AM engine parts in response to full thrust and temperature variations is not clear.

The primary aim of this project was to determine the fracture modes and mechanisms of AM components designed for use in Boeing 747 engines. To achieve this an explicit finite element (FE) model was developed to simulate the environment and parameters that the engine is exposed to during flight. The FE model was validated using experimental data replicating the environmental parameters in a laboratory setting using ten AM engine components provided by the industry sponsor. The validated FE model was then used to investigate the extent of crack initiation and propagation as the environment parameters were adjusted.

This project was the first to investigate fracture patterns in AM titanium components used in aircraft engines; the key finding was that the presence of cavities within the structures due to errors in the printing process, significantly increased the risk of fracture. Secondly, the simulations showed that cracks formed within AM parts were more likely to worsen and lead to component failure at subzero temperatures when compared to conventionally manufactured parts. This has demonstrated an important safety concern which needs to be addressed before AM parts can be used in commercial aircraft.

What Makes This a Good Abstract

Having read this ‘good abstract’ you should have a much better understand about what the subject area is about, where the gap in the knowledge was, the aim of the project, the methods that were used, key results and finally the significance of these results. To break these points down further, from this good abstract we now know that:

• The research area is around additive manufacturing (i.e. 3D printing) of materials for use in aircraft.
• The gap in knowledge was how these materials will behave structural when used in aircraft engines.
• The aim was specifically to investigate how the components can fracture.
• The methods used to investigate this were a combination of computational and lab based experimental modelling.
• The key findings were the increased risk of fracture of these components due to the way they are manufactured.
• The significance of these findings were that it showed a potential risk of component failure that could comprise the safety of passengers and crew on the aircraft.

The abstract text has a much clearer flow through these different points in how it’s written and has made much better use of the available word count. Acronyms have even been used twice in this good abstract but they were clearly defined the first time they were introduced in the text so that there was no confusion about their meaning.

The abstract you write for your dissertation or thesis should succinctly explain to the reader why the work of your research was needed, what you did, what you found and what it means. Most people that come across your thesis, including any future employers, are likely to read only your abstract. Even just for this reason alone, it’s so important that you write the best abstract you can; this will not only convey your research effectively but also put you in the best light possible as a researcher.

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• Jake Magnum
• Mar 17, 2021

Using the Present Tense and Past Tense When Writing an Abstract

Updated: Jul 5, 2021

In general, when writing an abstract, you should use the simple present tense when stating facts and explaining the implications of your results. Use the simple past tense when describing your methodology and specific findings from your study. Either of these two tenses can be used when writing about the purpose of your study. Finally, you can use the present perfect tense or the present perfect progressive tense when explaining the background or rationale of your study.

Determining which tense to use when writing an abstract is not always straightforward. For example, even though your research was carried out in the past, some aspects of your work need to be referred to using the present tense. The purpose of this article is to teach you when to use which of four different tenses (i.e., the simple present tense, the simple past tense, the present perfect tense, and the present perfect progressive tense) when writing an abstract for a research paper.

When to Use the Simple Present Tense

The simple present tense of a verb is used for two purposes. The first is to describe something that is happening right now (e.g., “I see a bird”). The second is to explain a habitual action — that is, an action that one performs regularly, though they might not be doing it at this very moment (e.g., “I sleep for eight hours every night”).

When writing an abstract, the simple present tense is used for three main purposes: (i) to state facts, (ii) to explain the implications of your findings, and (iii) to mention the aim of your research (the simple past tense can also be used for this last purpose).

When stating facts

You will usually use the simple present tense to refer to facts since they will be just as true at the time of writing as they were when your study was being carried out. Exceptions arise if a fact is explicitly linked to some point in the past.

Indoor nighttime light exposure influences sleep and circadian rhythms.

Here, the author is making a general statement based on previous research in their field. Broad statements like this one are based on very extensive research, and so researchers assume such statements to be factual. Thus, they should be mentioned in the simple present tense.

China, whose estimated population was 1,433,783,686 at the end of 2019, is the most populated country in the world.

The author shifts from the past tense to the present tense because the first fact is explicitly linked to a point in the past (the end of 2019). Because populations change by the second, the author cannot assume the figure given is still accurate, and so they refer to this figure using the past tense. Differently, the author can reasonably assume that China still has the world’s largest population at the time of writing. Thus, this statement is written in the present tense.

When explaining the implications of your findings

You should discuss the implications of your study in the present tense. Although your research was conducted in the past, its implications remain relevant in the present.

To give an example, although the United States Declaration of Independence was adopted centuries ago, it is still in effect today, and so general statements about it are usually written in the present tense (e.g., “The US Declaration of Independence describes principles through which the United States Constitution should be interpreted”).

In the same way, because your research is still relevant at the time of writing, general statements about its implications should be written using the present tense as well.

Results revealed that adolescents with depression experience difficulties with sleep quality.

Here, the author starts by using the past tense because the results were produced in the past. However, because the implication of the results remains true at the time of writing, the author switches to the present tense. While it would be acceptable for the author to use the present tense of “reveal” in this sentence, it would not be okay for them to use the past tense of “experience” unless they were referring to a specific result from their study.

When describing the aim of your study

For the same reason that you should write about your study’s implications in the present tense, you can also write about the purpose of your study in the present tense. However, this rule is flexible, and it is very common for authors to write about such information in the past tense.

In this study, we explore the link between the homeostatic regulation of neuronal excitability and sleep behavior in the circadian circuit.

In this study, we explored the link between the homeostatic regulation of neuronal excitability and sleep behavior in the circadian circuit.

Both of these examples are perfectly fine. You should check your journal’s guidelines or papers that have been published in the journal to determine which tense you should use for these kinds of sentences.

When to Use the Simple Past Tense

The simple past tense of a verb is used when discussing something that happened in the past and is not still occurring (e.g., “I ate cereal this morning”).

As seen in the previous section, the simple past tense can be used to explain the purpose of your study. It should also be used when describing specific aspects of your research, such as its method and findings.

When describing your methodology and findings

Because your method has been completed at the time of writing, you should write about your method in the past tense. Similarly, because you have finished analyzing your data to obtain your findings, they should also be expressed in the past tense.

Thirty-four older people meeting DSM-IV criteria for lifetime major depression and 30 healthy controls were recruited.

Like any aspect related to methodology, the recruiting process started and finished well before the time of writing. As such, it is standard for this information to be described using the past tense.

Individuals with depression had longer sleep latency and latency to rapid eye movement sleep than controls.

Here, the author is referring to their study’s participants (this is clear because “controls” are mentioned). Since the participants have finished taking part in the study at the time of writing, this result is described in the past tense.

Results revealed that the adolescents with depression who participated in our study experienced difficulties with sleep quality.

This example is very similar to an example given in the previous section of this article (“Results revealed that adolescents with depression experience difficulties with sleep quality”). In the previous example, the present tense of “experience” was used because the author was making a broad statement about adolescents in general. Conversely, in the current example, the author is mentioning a specific result from their study. Because the study is over, the author used the past tense.

When to Use the Present Perfect (Progressive) Tense

When writing an abstract, you might sometimes need to use the present perfect tense (e.g., “Research on this topic has increased “) or the present perfect progressive tense (e.g., “Research on this topic has been increasing “) of verbs. These verb tenses are used to describe an action or situation that began in the past and that is still occurring in the present. The former tends to be used when the starting point of the action is vague, whereas the latter is often used when the starting point is mentioned (this rule is flexible, though).

A further difference between the two is that the present perfect tense — but not the present perfect progressive tense — can also be used to describe an action or situation that has been completed at some non-specific time in the past (e.g., “I have finished writing my paper”).

While these verb tenses are not used as often in abstracts as the tenses discussed previously (sometimes, they are not used at all), you can use them to describe situations or events related to the background of your study.

When describing the background of your study

In abstracts, the present perfect and present perfect progressive tenses are most commonly used to describe background aspects of the research. For example, you might mention the specific situation that motivated you to conduct your research or the gap in the literature that you want to address. Such things tend to be ongoing problems (i.e., they were created in the past and have not been resolved yet). Therefore, they should be written about using the appropriate tense.

Researchers have investigated the association between several consecutive long work shifts and risk factors for developing CVD.

This sentence communicates that researchers began investigating the described association sometime in the past and that they continue to do so at the time of writing. Because the starting point is not given, the use of the present perfect tense is preferred. However, the present perfect progressive tense would be acceptable.

Since Smith’s (2017) ground-breaking study on the subject, researchers have been investigating the association between several consecutive long work shifts and risk factors for developing CVD.

This time, because a specific starting point is given, the present perfect progressive tense is preferred over the present perfect tense. Again, though, both tenses are acceptable.

In response to the demand for ‘24/7’ service availability, shift work has become common.

Unlike the previous examples, only one of the two tenses is acceptable for this example. This sentence must be written in the present perfect tense because the situation described has already happened. Only if this paper had been written a few decades ago, while this transition in society was still taking place, would the author have been correct to use the present perfect progressive tense.

Using Different Tenses in Practice

I now present the abstract of an article that was recently published in Psychological Bulletin . Below the example, I explain why the author used a specific tense for each sentence.

(1) Targeted memory reactivation (TMR) is a methodology employed to manipulate memory processing during sleep. (2) TMR studies have great potential to advance our understanding of sleep-based memory consolidation and corresponding neural mechanisms. (3) Research making use of TMR has developed rapidly, with over 70 articles published in the last decade, yet no quantitative analysis has evaluated the overall effects. (4) Here we present the first meta-analysis of sleep TMR, compiled from 91 experiments with 212 effect sizes. (5) Based on multilevel modeling, overall sleep TMR was highly effective, with a significant effect for two stages of non-rapid-eye-movement (NREM) sleep. (6) In contrast, TMR was not effective during REM sleep nor during wakefulness in the present analyses. (7) Several analysis strategies were used to address the potential relevance of publication bias. (8) Additional analyses showed that TMR improved memory across multiple domains, including declarative memory and skill acquisition. (9) Given that TMR can reinforce many types of memory, it could be useful for various educational and clinical applications. (10) Overall, the present meta-analysis provides substantial support for the notion that TMR can influence memory storage during NREM sleep.

The author is stating facts in Sentences (1) and (2) and, therefore, has used the simple present tense.

The author uses the present perfect tense twice while describing the rationale of their study in Sentence (3). Whereas the author could have chosen to use the present perfect progressive tense in the first case, they had no option in the second case — the present perfect progressive tense usually sounds unnatural when used for negative statements.

Then, the author briefly explains the aim of the study in Sentence (4), using the simple present tense (the simple past tense also would have been acceptable).

Sentences (5), (6), and (8) describe specific results from the current study, while Sentence (7) is related to the methodology. As such, Sentences (5)-(8) are written in the simple past tense.

Finally, because Sentences (9) and (10) mention the implications of the present study, they are written in the simple present tense.

• How to Write an Abstract

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How to Use Tenses within Scientific Writing

Written by: Chloe Collier

One’s tense will vary depending on what one is trying to convey within their paper or section of their paper. For example, the tense may change between the methods section and the discussion section.

Abstract --> Past tense

• The abstract is usually in the past tense due to it showing what has already been studied.

Example: “This study was conducted at the Iyarina Field School, and within the indigenous Waorani community within Yasuni National Park region.”

Introduction --> Present tense

• Example: “ Clidemia heterophylla and Piperaceae musteum are both plants with ant domata, meaning that there is an ant mutualism which protects them from a higher level of herbivory.”

Methods --> Past tense

• In the methods section one would use past tense due to what they have done was in the past.
• It has been debated whether one should use active or passive voice. The scientific journal Nature states that one should use active voice as to convey the concepts more directly.
• Example: “In the geographic areas selected for the study, ten random focal plants were selected as points for the study.”

Results --> Past tense

• Example: “We observed that there was no significant statistical difference in herbivory on Piperaceae between the two locations, Yasuni National Park, Ecuador (01° 10’ 11, 13”S and 77° 10’ 01. 47 NW) and Iyarina Field School, Ecuador (01° 02’ 35.2” S and 77° 43’ 02. 45” W), with the one exception being that there was found to be a statistical significance in the number count within a one-meter radius of Piperaceae musteum (Piperaceae).”

Discussion --> Present tense and past tense

• Example: “Symbiotic ant mutualistic relationships within species will defend their host plant since the plant provides them with food. In the case of Melastomataceae, they have swellings at the base of their petioles that house the ants and aid to protect them from herbivores.”
• One would use past tense to summarize one’s results
• Example: “In the future to further this experiment, we would expand this project and expand our sample size in order to have a more solid base for our findings.”

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• Knowledge Base
• Dissertation
• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

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

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

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

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

• Introduction

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

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

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Table of contents

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

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

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

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

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

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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 proposal
• Applying for research grants

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Read other abstracts

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

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

Reverse outline

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

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

Write clearly and concisely

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

To keep your abstract or summary short and clear:

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

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

Check your formatting

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

Checklist: Abstract

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

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

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

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

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

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

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

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

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

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

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

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

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

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

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How to Write a Thesis Abstract?

A thesis abstract is a broad outline of the whole essay or dissertation consisting of important information and crucial points at the beginning of the dissertati on within a few hundred words.

PhD thesis is one among the many important criteria to award the degree and so it needs precise, concise, professional and academic writing . You can’t get a PhD until you publish your thesis. And… trust me the process is lengthy, frustrating and time-consuming.

The ideal thesis has an introduction, Review of Literature, Materials & Methods, Results and Discussion, Conclusion and References. These chapters must be there in every dissertation. 

Besides, other elements of the thesis are the Table of Contents , Acknowledgment page, Abstract of the thesis and other important pages. A thesis must have every part and that must be written correctly. 

In the present blog article, I will explain to you the importance of one of the thesis elements that is “abstract” or dissertation/thesis abstract. I will also let you know how to write it and how to make it more effective. 

Definition: 

The abstract page, thesis abstract tense:, examples of abstract:, how to write thesis abstract, wrapping up: , faqs: , what is a thesis abstract .

Every thesis should have an abstract page, even research papers too, consist it at the beginning of the article. So probably it is important, isn’t it!

First, understand, suppose you are organizing a party and ordering food. What if the chef offers testing each food item before ordering? That makes sense, right!

A  dissertation abstract is a summarized piece of content that serves important points and information of your thesis at the beginning. Meaning, readers or evaluators may understand what information they will get from this assay. 

Remember! A bad ‘abstract’ can spoil your reputation from starting while a strong thesis abstract convinces readers to go through the assay and therefore precise writing is a must. 

An abstract has summarised information of what, how and why should the research be conducted. Every thesis, dissertation, project report or research paper ideally has an abstract. 

The abstract explains

• The clear motto of findings
• The main aim of the thesis 
• Gap or problem in existing research
• Your findings and outcomes with respect to it 
• The method or a technique used 
• Your major results 
• final interpretation

And most importantly, all must be within a few hundred words! 

By definition, an abstract is a summary of the thesis including key research findings and important information in approx. 300 words. 

“ A few sentences that give the main ideas in an article or a scientific paper ” Definition of Abstract by Cambridge English Dictionary, 

An abstract of an article, document, or speech is a short piece of writing that gives the main points of it ”. Definition of Abstract by Collins English Dictionary

Abstract format: 

You have to rewrite your entire 60,000 words thesis in just a few hundred words, that’s a pretty tough task, right! Don’t worry at the end of this article, it’ll become easier for you. 

One or two pages long abstract isn’t acceptable. You need to write an abstract in a well-defined format. An ideal abstract has 150 to 200 words for a master’s project or dissertation while 250 to 350 words for a PhD thesis. 

It should not exceed more than 500 words, note it down, though it shouldn’t have an impact on thesis acceptance or rejection. The examiner would estimate the number of words by its length. 

The ideal summary/ abstract has information like,

• Introduction or background of the topic
• Aim and problem of the research
• Materials and methods 
• Results and interpretation. 

Write everything in short sentences, you have several sentences to justify your work. Avoid citation & references, long paragraphs and sentences in this section.

Now after observing the format, you may wonder that citation and references are the key elements of the thesis, why avoid this here?

See, an abstract is just an outlook of your work, that creates curiosity in readers and hence keep it short and concise. In order to avoid the complexing and length, unnecessary thighs are excluded. 

The location of the abstract page is also as important as other things. A separate ‘ abstract page ’ is included before the Table of Contents and after the Title and acknowledgments page. The chronological order is like this,

• Acknowledgment
• Thesis Abstract
• List of Figures
• List of Tables
• List of Abbreviations
• Table of Contents
• Introduction
• Review of Literature
• Materials and Methods
• Results and Discussion

Note that you should write the abstract after the end of all writing but do not copy some random paragraphs or sentences from all the chapters. It’s an independent, short, succinct and accurate segment. 

Use two types of tenses to write the abstract; Simple Present Tense and Simple Past Tense. 

Understand that this section has two types of information: first- background, introduction, statistics, objectives and findings (results and interpretation) and second- methodology and findings. 

So to write background, introduction, statistics, explanation or objective and interpretation use the Simple Present Tense . While explaining your methodology and technique use Simple Past Tense . 

Let us see some examples, 

❌ The present study will find if the DNA is a nucleic acid or not (False).  ✔️ The present study finds if the DNA is a nucleic acid or not (True). 

❌ DNA was a type of nucleic acid present in a cell (False). ✔️ DNA is a type of nucleic acid present in a cell (True). 

❌ 100 patients will be selected for the present study (False). ✔️ 100 patients were selected for the present study (True). 

❌ Our results have concluded that the DNA is helical in structure (False). ✔️ Our results conclude that the DNA is helical in structure (True). 

❌ The present study concluded that the DNA has four bases joined by hydrogen bonds (False). ✔️ The present study concludes that the DNA has four bases joined by hydrogen bonds (True).

Thesis abstract sample: 

The Beta- Globin gene has many mutations including SNPs, deletions, duplications or translocations, however, not all are associated with Beta-Thalassemia. Beta-Thalassemia is a condition of blood anemia, symptoms are seen in Beta-Thalassemia major but not in the Beta-Thalassemia carrier. Per 1,00,000 live births, 111.91 are Beta-Thalassemia major/minor. The present study shows the relationship of IVS (1-5) mutation with Beta-Thalassemia. 

100 patients were selected for the present study. The PCR RFLP technique was used to investigate the mutation along with the agarose gel electrophoresis. The final results and statistical analysis were performed using the computational tools. Our findings show that out of 100 patients, the IVS(1-5) mutation is detected in 18 patients of which 3 are Beta-Thalassemia major and the rest are Beta-Thalassemia minor. It also indicates that other mutations may be involved but ain’t included in the present study. 

From our study, we conclude that the IVS(1-5) mutation has an 18% prevalence in Beta-Thalassemia. Further studies are required to find more mutations associated.  

Keywords- Beta-Thalassemia, IVS(1-5) mutation and PCR-RFLP. 

At the end of the abstract do not forget to add keywords so that other researchers can find your article. Note that some publications have their own style to write the abstract. In that case, we have to follow a specific format given by the journal or publishing house. 

Here we have given several examples of abstracts: 

Example 2 

Example 3 

 Write error-free:

While executing such a long project (the thesis) students usually ignore common English errors and forget to correct them. So the first thing you have to do is correct all your grammar, spelling, punctuation and sentence structure errors. 

 I know it’s a bit of a difficult task, but don’t worry. 

You can use Grammarly premium to autocorrect all the things! You can also use the free version but Premium will help you even more, so I personally recommend it. 

It underlines and autocorrects all the grammatical and spelling mistakes. Download Grammarly from here: 

Or you can read our previous article to explore more features. Read it here: Grammarly: Your PhD writing assistant .

We can earn some commission if you signup for free or Buy a Premium version of Grammarly by our affiliate link. That helps us a bit to write quality content.

Do not copy: 

As I said earlier, do not copy your own sentences from your thesis. It doesn’t make sense! You should have to write the abstract at the end of your writing. If you have performed things well, you can easily write 300 words from your entire work. 

That’s indeed easy. However, go through the checklist (somewhere given in the article) of what to include and what not to include. 

Use concise sentences and appropriate words: 

As it’s 300 words powerpack, every word you use is certainly important. Avoid repetitive words, write to the point and use the correct ‘Tense’ (go to the above section of this article and read which Tense to use when). Write short sentences. 

Keep in mind that whatever you write here must be there in your thesis. Even though you have some other findings, if you haven’t included it in your thesis, do not write it in the abstract to attract readers. 

Formal writing style: 

Use a proper, scientific or academic writing style. Do not write like you are writing a blog post. Use passive voice correctly, if required. Avoid unnecessary lines and words. 

Use a clean style and avoid using numbers, bullet underlines or bold text even if you think it is required. Use the font style you used for the rest of the assay. Use the same text type, font size and color. 

Use some information not all: 

I know the results and outcomes are way more than what you want to include in the abstract. But do not use all information, write only some important findings in a few lines. Use only a few statists and avoid tables or whole lists. 

For example, our findings suggest that IVS(1-5) mutation is present in 18% of the Beta-thalassemia patients, that’s it.   

Do not give special attention to the abstract, though write effectively. In summary, avoid a citation, referencing, author names, bullets, numbering, underlines etc. Use a bit of every chapter. 

Remember, your first impression is your last impression. I hope this article will help you in creating an excellent abstract page for your thesis.

Where is the abstract located? 

The abstract is present after the Table of Contents and before the acknowledgment and title page. 

How long is the thesis or paper abstract? 

The abstract of the thesis is usually 250 to 300 words long, however, some also prefer 500 words. 

Are references and citations included in the abstract? 

No. The abstract is the only piece of information in our thesis or paper that lacks citation and references. 

Why is the abstract required? 

The abstract is the short summary, placed at the beginning of the thesis that provides brief information on the dissertation. 

What is included in the abstract?

• Motivation, Problem of the research, approach, outcomes and interpretation which is background information, objective, technique or methods, results and conclusion, respectively.

What is not included in the abstract? 

• In line citation
• Name of other authors 
• Numering, bullets and underlines

Dr. Tushar Chauhan is a Scientist, Blogger and Scientific-writer. He has completed PhD in Genetics. Dr. Chauhan is a PhD coach and tutor.

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How to Craft a Killer Dissertation Abstract 2023

Learn how you can write a top-rated dissertation abstract thick and fast, with our professional guide.

Special tip – maintain a hawk-eye to the end.

What is an Abstract in a Dissertation?

A dissertation abstract is a summary of the entire thesis. It gives the significant proponents of your paper in a highly condensed form.

An abstract in a dissertation serves the following functions:

• Acts as an introduction to your dissertation article
• Sets the stage for the thesis
• Can substitute the whole thesis

The elements of an abstract include:

• Research problem and objectives
• Major results
• The conclusion

It is an essential component of the thesis that can either earn you a top grade or be the reason for your academic downfall.

How to Write a Dissertation Abstract

It is essential to determine the type of abstract for your dissertation. In writing a dissertation abstract, take note of the following types:

• Descriptive Abstract

It gives the kind of information found in your paper. A descriptive outline is usually concise and can be about 100 words or less.

• Critical Abstract

It describes the main findings and, additionally, a comment on the validity, completeness, or reliability of the study. Due to its interpretive nature, it generally contains 400-500 words in length.

• Informative Abstract

As the name suggests, this type presents and explains the main arguments, essential results, and evidence in the thesis. Although the length varies, it is not more than 300 words in length.

• Highlight Abstract

It serves to attract the reader’s attention to the paper. It uses leading remarks to spark the interest of the audience.

We are now going to see how to write an abstract for a dissertation in ten significant steps:

Ten Top-Notch Steps to Writing an Abstract for a Dissertation

Step 1: Define the purpose of your research

Start by making plain the purpose of your study. State the research question you are going to handle or the practical problem of your paper.

Do not delve into much detailed information here. For starters, you can have a brief context on the social or academic relevance of your topic.

Write the objectives of your research after stating the problem. When indicating the goals, use verbs such as:

To test To investigate, To evaluate To analyze

Use either the present or simple past tense for this section. Do not use the future tense in any case since the research is complete already.

Dissertation abstract example for this section:

Correct: This study evaluates the relationship between COVID-19 and flu. Incorrect: This study will determine the relationship between COVID-19 and influenza.

Step 2: Identify the methods you are going to use for your research

Now in this stage, clearly make mention of the ways you are going to use to answer your research question.

Write it in one to two sentences without making it too long. Ensure that the points are precise and to the end.

It should be in the simple past tense. Why? Because you have already done your research and completed it using these methods.

Do not go into the strengths and weaknesses of the research methods. The reader should be able to read through it fast and still understand the strategy and methodology of your thesis.

Correct: Direct observation was conducted on 40 COVID-19 patients. Correct: Questionnaires were administered to 20 doctors dealing with COVID-19 patients. Incorrect: Laboratory experiments will be done with ten specimens.

Step 3: Make a summary of the results

After collecting data, it is time to give brief but elaborate results in the abstract for the dissertation.

The results section depends on the length and complexity of the research. However, ensure that it doesn’t make the abstract longer than is recommended.

Do not include irrelevant results which may not add any value to your paper. Strive to point out the essential outcomes of the article which support or answer your research question.

Write the results in either the present or simple past tense.

Correct: Our findings show a substantial similarity in the symptoms of both COVID-19 and flu. Correct: Our analysis showed a significant similarity between the symptoms of both COVID-19 and flu. Incorrect: Our study has shown a considerable similarity in the symptoms of both COVID-19 and flu. Incorrect: Our findings will be showing a substantial similarity in the symptoms of both COVID-19 and flu.

Step 4: Finish off with the conclusions from your research

Your abstract should have an answer to the research question, which is in this part. Your reader should get the main point of your thesis at this point. What has your research found or proved? The conclusion should be able to tell this to the reader.

Improve the credibility of your dissertation by adding any relevant limitations in this section of the abstract. From the thesis abstract examples, we are going to see below; it is evident that the conclusion is as brief as possible.

You can also have recommendations or suggestions for further research in your conclusion. Nevertheless, they should be as brief as possible. Do not write a long list that will interfere with the length of the abstract.

Write the conclusion in the present simple tense. Here are examples for your inspiration:

Correct: We conclude that flu is a primary symptom of COVID-19. Incorrect: We found that influenza is a primary symptom of COVID-19.

Bonus Tips for Writing a Dissertation Abstract

Now that we have looked at the essential steps to follow, here are some expert tips to crank up your abstract:

Follow the recommended formatting requirements for the abstract. The format will include; word limit, length, and spacing, style (APA, MLA, etc.)

The standard formatting requires that you do not write more than one double-spaced page.

• Avoid verbosity

Each word in a sentence counts due to the brevity of an abstract. Therefore, use short but communicating sentences.

Do not add unnecessary words or jargon, as this will obscure your abstract. Remember that the reader should be able to understand your abstract in the shortest time possible.

Ensure that you maintain the proper balance between the different elements of the abstract.

Checklist for Writing an Abstract

• The type of abstract identified
• The conformity of the abstract to the conventions of the type chosen
• Is the problem interesting to write on
• What is your approach? (Prototype models, analytical models, etc.)
• What’s the answer (results)
• What is the implication of your solution? (Conclusion)

Writing a successful abstract requires both hard work and determination, but its fruits are worth the struggle. As you plan to write yours, ensure that all the elements discussed above appear in your paper.

For expert writing help , we have professional dissertation writers to get you started. What are you waiting for now?

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Tense tendencies in academic texts

Published on September 30, 2014 by Shane Bryson . Revised on July 23, 2023.

Different sections of academic papers ( theses , dissertations and essays ) tend to use different tenses .  The following is a breakdown of these tendencies by section.  Please note that while it is useful to keep these tendencies in mind, there may be exceptions.  The breakdown below should help guide your writing, but keep in mind that you may have to shift tenses in any given section, depending on your topic matter.

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Table of contents

Abstract or summary, introduction, theoretical framework, literature review, methods and results, conclusions or discussion, limitations, recommendations and implications, other interesting articles, present simple: for facts and general truisms; to say what the paper does.

This thesis examines the ways that ecological poetry relates to political activism.

Our research suggests better economic policies.

Present perfect: for past events or research still relevant to the present

Thinkers have examined how ecological poetry relates to political activism.

Other economists have suggested different economic policies.

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Present simple: to say what the paper does and why it is important

This research is relevant to how we understand the role of poetry.

Effective economic policies help societies to prosper.

Past simple: to provide historical background

In his time, Thoreau concerned himself with living in harmony with nature.

Ronald Reagan’s policies changed America’s political landscape.  

Present simple: to describe theories and provide definitions

In lyric poetry, the speaker presents his perspective on a given situation.

“Reaganomics” refers to the economic policies of Reagan administration.

Present perfect: for past research still relevant to the paper’s current research

Past simple: to describe specific steps or actions of past researchers, the only proofreading tool specialized in correcting academic writing - try for free.

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Past simple: for events that began and ended in the past, such as an experiment

We conducted semi-structured interviews with the participants.

We found that participants had much to say about their workplaces.

A multivariate linear regression was used.

Present simple: to describe a tool’s function (which does not change over time)

Multivariate linear regressions are  relevant to use for sets of correlated random variables.

Present simple: for interpretations of data

The results indicate a steady increase in net gain for x and y companies.

We cannot conclude that this growth will continue on the basis of this study.

Past simple: for details about how the study happened

The sample size was adequate for a qualitative analysis, but it was not big enough to provide good grounds for predictions.

Modal auxiliary to indicate lack of a certain outcome or simple future with hedging word: for thoughts on what future studies might focus on, and for careful predictions

Modal auxiliary : Responses to the survey suggest that many more people in this profession may be unsatisfied with their vacation time.

Modal auxiliary : Future research should conduct more sustained investigations of this phenomenon.

Simple future with hedging word : The results of the study indicate that the glaciers will likely continue to melt.

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

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How to Write an Abstract APA Format

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

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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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Associate Editor for Simply Psychology

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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.

Writing A Dissertation Or Thesis Abstract

5 Common (& Costly) Mistakes To Avoid

By: David Phair (PhD) & Peter Quella (PhD) | February 2022

Writing a quality abstract is important as the abstract tells the reader what to expect in your thesis or dissertation, and it helps them to decide whether they should read the rest of your document. Over the years, we’ve reviewed thousands of abstracts . In this post, we’ll unpack five common mistakes we see and explain how you can avoid them when crafting your dissertation or thesis abstract.

Overview: 5 Abstract Mistakes

• Not understanding exactly what an abstract is (and does)
• Failing to cover the key aspects of your study
• Using body content verbatim instead of paraphrasing
• Having formatting and language -related issues
• Failing to include relevant keywords

1. Not understanding what an abstract is

A recurring issue we see is that students often don’t have a clear understanding of what an abstract is and the purpose it serves . This naturally has a major knock-on effect. Simply put, an abstract is a concise summary of your research project , and it should include a bit of everything from your thesis or dissertation. The purpose of the abstract is to tell the reader what to expect in your document and entice them to read the full document (or at least the parts that are relevant to them).

A good abstract should summarize the key components of your study, which means that it should include a brief introduction to your study, a summary of the key insights from your literature review, a high-level overview of your methodology , and a summary of the key findings . Importantly, your abstract should summarise the body content, not present new information . Never present any information in your abstract that is not presented in your main document.

When writing up your abstract, aim to do so as concisely as possible. You can think of your abstract as an elevator pitch – you want it to be short, sweet and representative of everything you want to get across. Less is more. Also, much like an elevator pitch, your abstract needs to tell a clear story on its own. So, it’s vital to create a clear narrative within your abstract that paints a vivid picture in the reader’s mind.

2. Not covering the key aspects of your study

Another common mistake we see students making is not covering the key aspects of their studies in the abstract. While you don’t have much space to work with, an abstract still needs to cover the main details of your study. So, when you’re crafting this section, try to allocate 2-3 sentences toward each of your chapters.

Importantly, your abstract needs to explain what your study focuses on (i.e., your research aims and questions ) and how that is unique and important . In other words, it needs to justify your research . To do this, you can mention how your research connects to prior studies, and what differences justify the existence of your project. This should be rooted in the content presented in your introduction and literature review chapters.

The abstract should also provide insight regarding the methodological approach . Remember, the abstract is a summary, so while it’s important to outline your research methodology, don’t try to detail the entire design here. You just need to cover the high-level details , such as the methodological approach (e.g., qualitative), sampling strategy , data collection and data analysis methods.

Finally, your abstract needs to discuss your key findings and the implications thereof. It should address questions such as:

• What did you find?
• Why is it important?
• What implications (and applications) are there for your findings?

The word “key” is vital here – you don’t have to discuss every finding , just the ones that are central to your research aims and research questions.

Need a helping hand?

3. Using body content verbatim

Since the abstract is a summary of your work, you’ll generally write it last (although you can of course create an outline earlier in the dissertation writing process). Because of this, there is a tendency amongst students to copy and paste content from their body chapters (e.g., the literature review chapter, methodology chapter, etc.) to create an abstract. This is problematic, as the abstract needs to be an original piece of writing , not a hodgepodge of the existing body content.

A good abstract should present a be a smooth, clear narrative of what you set out to discover (i.e., the research topic and justification), how you approached it (i.e., the methodology), and what the results were. Importantly, you need to tell an engaging story with your abstract, as that is what will attract them to read the rest of your thesis or dissertation. To achieve this, you cannot simply copy-paste content from the body section of your document. You need to craft a unique piece of content that can stand alone and engage potential readers with an enticing narrative.

All that said, when crafting your abstract, a good starting point can be to copy-paste some key insights from each chapter so that you have everything in one place. You could, for example, have a few bullet points for each chapter. However, that is purely a starting point . From there, you need to craft an original piece of writing that will form a smooth, engaging narrative.

4. Formatting and language-related issues

Another common issue we encounter is that of formatting and language -related issues in abstracts. Understandably, students are generally quite worn out by this stage of the dissertation and may slip up on the finer details. However, the abstract is your “shop window” – the first thing a new reader will encounter – so it needs to be very well polished . If you write a brilliant abstract but it’s riddled with spelling and grammar issues, you’re going to lose the reader’s interest (and, of course, marks).

So, what sort of issues do you need to avoid?

First – typically, an abstract doesn’t make use of citations , as these are reserved for the body content of the dissertation or thesis. However, you can use author names when referring to seminal work. For example, if your study is a response to prior research, you can name the researchers (but you don’t need to include a full citation). Of course, it’s worth noting that some institutions may have a different preference, so be sure to look at past dissertations and theses from your university program to gauge what the norms are.

Second – when writing up your abstract, try to avoid using excessive jargon , complex terminology and abbreviations. Always assume that you are writing for the intelligent layman . In other words, an intellectually curious outsider to your field of research. Ultimately, your abstract needs to be understandable to your audience and using excessive jargon or complex terminology may lose the reader . If you must use jargon or abbreviations to accurately represent a concept, be sure to explain each piece of terminology first.

Third – since your abstract needs to be concise, it can be tempting to write using bullet points and numbered lists. Typically, however, an abstract shouldn’t have bullet points , numbered lists, figures, or tables as it is a textual summary. So, avoid these at all costs.

Lastly – it may sound obvious, but your abstract needs to be “perfect” in terms of language use. All too often, we see spelling, punctuation, grammar and tense errors in the abstract. Since it is your “shop window”, these types of issues are inexcusable. So, be sure to carefully edit and proofread your abstract before submission.

5. Not including relevant keywords

Another common mistake that we see students make is not including relevant keywords at the end of the abstract. Sometimes the keywords aren’t relevant, and sometimes they’re just altogether absent.

But what exactly are keywords?

Keywords are what make your research discoverable in search engines and academic databases – they’re like academic hashtags that connect research and make it possible to navigate through similar studies. An example of a keyword would be something like, “cognition” or “addiction”.

Typically, keywords can be quite vague or broad , so you’ll likely need to make use of key phrases to more accurately represent your research. Key phrases consist of multiple keywords, for example, “temporal cognition” or “Dutch sentence negation”. While key phrases provide more specificity than individual keywords, never use whole sentences as key phrases, these just look bad and make your research very hard to find. Ideally, you should try to stick to key phrases of 2-3 words.

In general, you should aim for 5-6 keywords/key phrases for your research project. However, it’s always a good idea to check with your institution to find out how many keywords/phrases they prefer. While it may be tempting to go full Instagram and use every keyword you can come up with, this is not advised as this can make your research look like it lacks credibility and specificity . It can also appear that you’re trying to game the system.

To identify relevant keywords, think about the research process and the kinds of search terms you used when performing your literature review, as these terms are a good start. Further, have a look at the keywords used in previous studies (i.e., the journal articles you read as part of your literature review) to identify relevant keywords.

Recap: Abstract Mistakes

In this post, we’ve discussed 5 common mistakes to avoid when writing the abstract for your thesis or dissertation. To recap, these include:

If you have any questions about these mistakes, drop a comment below. Alternatively, if you’re interested in getting 1-on-1 help with your thesis or dissertation , be sure to check out our dissertation coaching service or book a free initial consultation with one of our friendly Grad Coaches.

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project. 

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Report Guide: F) Abstract

Abstract is a simply and fluently written summary of the thesis. Its length is one page at maximum. The reader of the abstract gains a general view on the thesis and after reading it they can decide if they  want to read it further. No text references are used. If the thesis is written in English, only English abstract is written (no Finnish summary).

When submitting your abstract to be checked by an English teacher, please use an editable format (.docx etc.), not PDF.

The abstract should be written in a declaratory style, passive voice, unless the topic of the thesis demands otherwise. Past tense is used when describing the contents of the thesis. The present tense is, however, used with universally valid results or conclusions. The abstract is a consistently structured and concise description of the thesis, but does not list the research questions. The abstract consists of 3-4 paragraphs.

The abstract for a research-based thesis could be as follows: -    background of the thesis -    aim, goal and tasks, client or collaboration partner -    the method used and the progress of research -    results -    conclusions, suggestions for development

The abstract for a practice-based thesis could be as follows: -    aim, goal and research problems or tasks, client or collaboration partner -    answers to research problems or tasks -    description of the end result, meeting the client’s needs -    future when the client will start using the end result, suggestions for development

The abstract is followed by 2-5 keywords, in order to facilitate the data retrieval. The key words are written in the order of importance. Main words of the thesis title are written with initial letters capitalised. The initial letters of prepositions, articles etc. are not capitalised. Colloquial headings are to be replaced with formal style if the author is not sure of their style.   Waste Management Plan for Hospitality Trade Fair in 2009 Promoting Young People's Emotional Wellbeing in Secondary Education

More information about writing the abstract The abstract is written in a formal style. The language of the abstract has to be neutral, concise and unambiguous. Too long sentences are not reader friendly and may require several readings.

Abstract tenses The abstract should mainly be written in the past tense. The present tense is however used when it is a question of universally valid results or conclusions.

Objective/purpose (past tense) The objective of this study was to gather information about… The purpose of this thesis was to collect information on…

Approach, methodology (past or present tense) This study was carried out as a project. The data were collected from 17 paediatric patients and 29 parents. The data were analysed using qualitative content analysis. The theoretical section explores… The empirical part consists of…

Key results/findings (past or present tense) The respondents stated that… The majority of participants believed that… These results suggest that …

Conclusions/discussion (present tense) The findings indicate that… Further research is required to… Furthermore, preventive measures should be adopted to reduce all types of abuse… To help prevent obesity, strategies are needed to decrease adolescents’ sedentary leisure time…

Spelling The abstract is written in the passive voice: expressions such as I or my are not used, unless absolutely required by the topic:

More attention has been paid to… The data were gathered by conducting a survey among customers… The data were analysed by applying… Different methods were compared…

Contracted word forms are not used: doesn’t -> does not; didn’t -> did not.

No comma in front of that-word!

The results show that the respondents were satisfied with…

The s-genitive is used in connection with people and of-genitive in connection with things.

The customers’ opinions gave interesting information for the new menu of the restaurant.

Open Abstract layout

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Dissertations & projects: Tenses

• Research questions
• The process of reviewing
• Project management
• Literature-based projects

On this page:

“You will use a range of tenses depending on what you are writing about . ” Elizabeth M Fisher, Richard C Thompson, and Daniel Holtom,   Enjoy Writing Your Science Thesis Or Dissertation!

Tenses can be tricky to master. Even well respected journals differ in the guidance they give their authors for their use. However, their are some general conventions about what tenses are used in different parts of the report/dissertation. This page gives some advice on standard practice.

What tenses will you use?

There are exceptions however, most notably in the literature review where you will use a mixture of past , present and present perfect tenses (don't worry, that is explained below), when discussing the implications of your findings when the present tense is appropriate and in the recommendations where you are likely to use the future tense.

The tenses used as standard practice in each of these sections of your report are given and explained below.

In your abstract

You have some leeway with tense use in your abstract and guidance does vary which can sometimes be confusing. We recommend the following:

Describing the current situation and reason for your study

Mostly use the present tense,  i.e. "This is the current state of affairs and this is why this study is needed."

Occasionally, you may find the need to use something called the present perfect tense when you are describing things that happened in the past but are still relevant. The present perfect tense uses have/has and then the past participle of the verb i.e. Previous research on this topic has focused on... 

Describing the aims of your study

Here you have a choice. It is perfectly acceptable to use either the present or past tense,  i.e. "This study aims to..." or "This study aimed to..." 

Describing your methodology

Use the past tense to describe what you did, i.e. "A qualitative approach was used." "A survey was undertaken to ...". "The blood sample was analysed by..."

Describing your findings

Use the past tense to describe what you found as it is specific to your study, i.e. "The results showed that...", "The analysis indicated that..."

Suggesting the implications of your study

Use the present tense as even though your study took place in the past, your implications remain relevant in the present, i.e. Results revealed x which indicates that..."

Example abstract 

An example abstract with reasoning for the tenses chosen can be found at the bottom of this excellent blog post: 

Using the Present Tense and Past Tense When Writing an Abstract

In your methodology

The methodology is one of the easiest sections when it comes to tenses as you are explaining to your reader what you did. This is therefore almost exclusively written in the past tense.

Blood specimens were frozen at -80 o C.

A survey was designed using the Jisc Surveys tool.

Participants were purposefully selected.

The following search strategy was used to search the literature:

Very occasionally you may use the present tense if you are justifying a decision you have taken (as the justification is still valid, not just at the time you made the decision). For example: 

Purposeful sampling was used to ensure that a range of views were included. This sampling method maximises efficiency and validity as it identifies information-rich cases and ... (Morse & Niehaus, 2009).

In your discussion/conclusion

This will primarily be written in the present tense as you are generally discussing or making conclusions about the relevance of your findings at the present time. So you may write:

The findings of this research suggest that.../are potentially important because.../could open a new avenue for further research...

There will also be times when you use the past tense , especially when referring to part of your own research or previous published research research - but this is usually followed by something in the present tense to indicate the current relevance or the future tense to indicate possible future directions:

Analysis of the survey results found most respondents were not concerned with the processes, just the outcome. This suggests that managers should focus on...

These findings mirrored those of Cheung (2020), who also found that ESL pupils failed to understand some basic yet fundamental instructions. Addressing this will help ensure...

In your introduction

The introduction generally introduces what is in the rest of your document as is therefore describing the present situation and so uses the present tense :

Chapter 3  describes  the research methodology.

Depending on your discipline, your introduction may also review the literature so please also see that section below.

In your literature review

The findings of some literature may only be applicable in the specific circumstances that the research was undertaken and so need grounding to that study. Conversely, the findings of other literature may now be accepted as established knowledge. Also, you may consider the findings of older literature to be still relevant and relatively recent literature be already superseded. The tenses you write in will help to indicate a lot of this to the reader. In other words, you will use a mix of tenses in your review depending on what you are implying.

Findings only applicable in the specific circumstances

Use the past tense . For example: 

In an early study, Sharkey et al. (1991)  found  that isoprene emissions  were doubled  in leaves on sunnier sides of oak and aspen trees. 

Using the past tense indicates that you are not implying that isoprene emissions are always doubled on the sunnier side of the trees, just that is what was found in the Sharkey et al. study.

Findings that are still relevant or now established knowledge

Mostly use the present tense , unless the study is not recent and the authors are the subject of the sentence (which you should use very sparingly in a literature review) when you may need to use a mixture of the past and present. For example:

A narrowing of what 'graduateness' represents damages students’ abilities to thrive as they move through what will almost certainly be complex career pathways (Holmes, 2001).

Holmes (2001) argued strongly that a narrowing of what 'graduateness' represents damages  students’ abilities to thrive as they move through what will almost certainly be complex career pathways

Both of these imply that you think this is still the case (although it is perhaps more strongly implied in the first example). You may also want to use some academic caution too - such as writing 'may damage' rather than the more definite 'damages'.

Presenting your results

As with your methodology, your results section should be written in the past tense . This indicates that you are accepting that the results are specific to your research. Whilst they may have current implications, that part will not be considered until your discussion/conclusions section(s).

Four main themes were identified from the interview data.

There was a significant change in oxygen levels.

Like with the methodology, you will occasionally switch to present tense to write things like "Table 3.4 shows that ..." but generally, stick to the past tense.

In your recommendations

Not everyone will need to include recommendations and some may have them as part of the conclusions chapter. Recommendations are written in a mixture of the present tense and  future tense :

It is recommended that ward layout is adapted, where possible, to provide low-sensory bays for patients with autism. These will still be useable by all patients but...

Useful links

• Verb tenses in scientific manuscripts From International Science Editing
• Which Verb Tenses Should I Use in a Research Paper? Blog from WordVice
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• Next: Voice >>
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How to Write a Dissertation Abstract in 2024

A dissertation or thesis abstract is a short summary outlining the purpose and scope of a dissertation or a thesis. An abstract succinctly explains the outcomes and the goal of a longer work so that the reader would know what to expect out of it.

A dissertation abstract reflects the author’s grasp of the research topic and sets the tone for the dissertation.

It is always a good idea to write your thesis abstract or the abstract for your dissertation at the very end after you’ve completed your research. However, many universities ask for an abstract before you begin work on your dissertation so as to grasp your understanding of the topic. In that case, you are expected to form an abstract based on your preliminary research and based on how you plan to carry out your research.

Table of Contents

What does a dissertation or thesis abstract include.

• An outline of the research problem and the proposed objectives
• The research methodology
• Key arguments or results
• The conclusion of the dissertation

How Long Should an Abstract be?

The length of an abstract for a dissertation might vary from university to university as well as from program to program. Ideally, the length of an abstract is between 300 words to 500 words. It is always a good idea to check the requirements a university or journal might have about the word count of the dissertation abstract before submitting it.

An abstract is often included on a separate page in a dissertation or thesis. It should come after the title page as well as the acknowledgments but should be placed before the table of contents.

When to Write an Abstract?

An abstract is always included when you are submitting a thesis, research, or a research paper or while sending a research paper to an academic journal.

In most cases, an abstract is something that you write at the very end of your research. It should not seem like an extension of your research or a disjointed portion and should be complete by itself. It should be a stand-alone piece that strokes the reader’s curiosity to read your paper. Sometimes, universities might ask for an abstract before approving your topic for a dissertation or thesis. In that case, an abstract is submitted to show that the student has a clear idea about how to go about the research.

What Should a Dissertation Abstract Include?

As an abstract reflects the quality of a larger work, it should contain 4 key components.

1. Aim of the research :

If the aim or purpose of the research is not clear from the abstract section of your dissertation, it might leave the impression that your research has nothing new to offer. So, the abstract should be able to tell the reader or the examiner about what practical or theoretical problem the research is responding to (in other words, the research question) and what outcomes you expect to derive or what is the new thing that makes your dissertation stand apart.

You can write the aim of the dissertation or thesis in your abstract after proving the context or background for the research. A detailed background is not necessary and not possible, so only the most relevant information should be included. Once the background of your study is established and the gap in the existing literature is analyzed, you should propose the objective of your study.

It is usually preferred to use the present or simple past tense while stating the objective. This is because an abstract should be as precise and concise as possible and should reflect the same kind of rigorousness and objectivity that your dissertation will have. Find below examples of how to frame an objective for your abstract based on the use of language.

2. Method of research (the research methodology) :

After the objective of the study is stated, we move on to the methods used to conduct the research. This part should be a straightforward description of the kind of research methodology that you have used (quantitative or qualitative) in one or two sentences.

If the full thesis or dissertation is submitted, then the methodology is usually written in the simple past tense as it indicates the past action. There is no need to explain the validity of the methodology or the obstacles faced during the process in this part. Those parts only need to be included in the research methodology section of the dissertation. The goal is just to give the reader a basic insight into how you have conducted the research.

3. Outcomes of the research :

The results or the outcomes section should be included in the concluding paragraph of the abstract. This part summarizes the resolutions offered to the problem statement identified initially in the abstract. The outcome of the study should be indicated in clear terms.

Depending on the length and complexity of your research, you can decide what to include in this part. Ideally, it should not exceed 3-4 sentences. If the outcomes are complex, you could just mention the relevant ones that the reader would be able to understand without wanting further elaboration. Results are often written in the present or simple past tense.

4. The conclusion of the abstract

Particular care should be given to the way you frame the conclusion of your abstract. In this part, the main conclusions of your research should be stated. The conclusion should clearly answer the problem statement that you have proposed initially in your abstract.

The conclusion should tell the reader what your research has accomplished and what new knowledge it is adding to the existing ones. Conclusions are usually written in the simple present tense.

Keywords are added at the end of a dissertation or abstract if it is going to be published. The keyword gives the reader an idea about the essential concepts in the dissertation or thesis. They also provide visibility to your paper when others search the related words on a search engine. So, you should make sure that you add only the most important and relevant words related to your dissertation in the keywords’ section.

Example of a Dissertation Abstract

How to Structure your Dissertation or Thesis Abstract?

Abstract for the dissertation can be structured in the following way:

• As the abstract would be around 300-500 words, it is better to divide it into 2-3 paragraphs.
• More than three paragraphs might not be recommended as the abstract is of very short length.
• The aim of the research should be mentioned in the first paragraph or the introductory paragraph of the abstract.
• You should not start writing the abstract by directly stating the aim. Instead, provide background information about your area of research in 2-3 lines.
• You could even start your abstract by stating the problem statement.
• The background information on the existing literature would give the reader information about where your dissertation or thesis is situated.
• The background information or short literature review would be followed by the problem statement or vice versa according to your arguments.
• The problem statement identifies the gap in the existing literature.
• Following the problem statement, you should propose what research question you aim to answer.
• The last paragraph mentions the results or the outcomes/conclusion of the study. You could even make suggestions for future studies in this part.

Tips for writing an abstract

Writing an abstract can be challenging as you need to filter down the most relevant aspects of your dissertation into 300-500 words. This means that you will have to omit a lot of information while providing enough to interest the reader or evaluator. Here are some tips to get started on your abstract:

Tips to help you write an abstract :

• Chapter by chapter method :

List the keywords and draft a few sentences outlining the relevance of each chapter of your dissertation or thesis. The short summary of each chapter should be related to your central argument. Combine them together and fill in the gaps. Add in more information and remove the unnecessary ones as you revise the draft.

• Read other abstracts:

This is the best way to learn the conventions of abstract writing in your area of research. Notice how other well-accepted research abstracts present their ideas. Make a list of what you find interesting in those.

• Write many versions of the rough drafts:

Ultimately, it is important not to wait for the perfect version. The perfect version won’t happen unless you keep writing. Write mediocre abstracts and notice what is wrong with those versions. Write multiple versions of the abstract in different ways and work on that which you think reads the best.

• Make it compact:

Revision is an important aspect of perfecting any academic writing. Revise, change the words, and write in different ways but keep it compact. An abstract is a condensed piece of your dissertation so it should reflect that compactness.

• Keep editing:

This is one of the most important steps in writing an abstract for any academic piece. Even if you think the abstract looks perfect, come back to it after a while, and let someone else, a professional editor or a senior, have a look over it.

Let’s Conclude

So, there you go! We have outlined all the steps and tips we consider necessary before you write your dissertation . We have covered what a dissertation abstract should include, the dissertation abstract structure that you need to keep in mind, and have included tips and an example of a dissertation to help you get to it!

-Lily Brooke

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Tenses – A Guide to Using Tenses in Academic Writing

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Adherence to the correct tenses is essential in academic writing , directly impacting its conciseness, clarity, and readability. At times, deciding on the appropriate tense could be somewhat perplexing, entailing a careful application of language rules . Yet, the situation is not as complex as it may initially seem. As indicated by Cambridge University Press, the majority of students will only need a handful of tenses to express their ideas effectively, once they grasp the associated language rules.

Inhaltsverzeichnis

• 1 Tenses – In a Nutshell
• 2 Definition: Tenses
• 3 Most commonly used tenses in academic writing
• 4 Tenses used in different sections of a paper

Tenses – In a Nutshell

Certain verb tenses are suitable for specific situations. Here are some main takeaway points:

• Three verb tenses will suit the majority of your academic writing needs.
• Each tense can be used when addressing specific scenarios .
• Using the correct tense can help to convey insight and clarity .
• Do not hesitate to refer back to this article for future reference.

Definition: Tenses

Verbs alert the reader that a specific action is occurring or has occurred. However, these very same vehicles illustrate slightly more when found within an academic paper.

Tenses are often employed to display how the author feels about the subject being reported. They may also be leveraged to demonstrate the chronology of specific events.

Most commonly used tenses in academic writing

Three tenses are commonly used in academic writing: the present simple, the past simple, and the present perfect. The following paragraphs introduce the functions as well as give examples.

The present simple

Often considered to be the most common tense, the present simple serves several functions:

• To emphasize the primary focus of the article.
• To reinforce what is presently known about a topic.
• To make general observations and statements.
• To reference previous papers as well as current tables and figures.
• This study highlights the effects of climate change.
• Research indicates that a gender pay gap exists.
• Scholars agree that professional careers are regarded as the best way to earn more money.
• This chart presents the results from prior control groups.

The past simple

Let us now examine when the past simple can be used as well as some examples:

• Reporting findings from a previous study where the author is named.
• Discuss what methods and/or data were utilized.
• Highlighting the results of ongoing research.
• Emphasizing that an event occurred in the past.
• Smith et al. found that the initial results were spurious.
• Quantitative analyses were employed.
• Our team implemented a double-blind study.
• The subjects had to report back weekly.

The present perfect

Let’s finally discuss the present perfect tense, as well as when it is most often used.

• When introducing new subject matter.
• Generally summarizing what has already taken place.
• Citing prior findings without mentioning other authors.
• Making connections between the past and the present.
• An impressive body of research has shown.
• Prior findings have been illustrated.
• Others have discovered.
• Previous research has indicated a relationship.

Tenses used in different sections of a paper

A scientific paper is made up of different sections, like the abstract or methodology . Each of these requires a certain tense. The following segments will state and explain which tense is used in which component.

Tenses in the abstract

Most experts agree that the present simple tense is best utilized within the abstract. This is a clear way to state facts and highlight the subsequent results. ㅤ

Tenses in the introduction

Introductions are normally used to present background details as well as information that is already assumed to be valid. Therefore, both the present perfect and the present simple tense can be used.

• Depression correlates with weight gain.
• Research indicates that a relationship exists.
• Present perfect : Research has shown that mutations protect plants against certain illnesses.
• Present simple : Our study shows that confirmation bias exists.

Tenses in the theoretical framework

Theoretical frameworks are intended to reinforce an existing theory, as well as why the issue in question exists. Therefore, the majority of the information should be addressed with the present simple or the present perfect.

• Present perfect : Prior research has uncovered …
• Present simple : The table below presents details…

Tenses in the methodology and results section

The methodology of the study and the results will always occur before a conclusion is reached. Therefore, it is best to employ the past simple tense.

• Our team established specific parameters…
• The subsequent studies correlated with…
• The results seemed to reinforce…

Tenses in the conclusion

In many cases, a combination of past and present tense verbs can be used when presenting a conclusion (depending upon what is being discussed).

Tenses in the literature review

As literature reviews discuss and interpret previous findings, the past simple tense is often the best choice. ㅤ

• Past simple : Our research indicated …
• Present perfect : These results have shown that…
• Present simple : Ultimately, evidence indicates that…
• In his groundbreaking study, Smith et al. found that…
• Longitudinal analyses confirmed that…
• Exploratory research coincided with our ultimate findings.

What tenses are frequently seen within academic papers?

Three verb tenses represent the lion’s share of those utilized within an academic paper. The most common tenses are:

• Present simple
• Past simple
• Past perfect

Why might only three tenses be necessary?

One of the main reasons behind this approach involves clarity . Superfluous text can be confusing to the reader, and it may even detract from the subject material being presented. Simplifying verb conjugations will also free up space for additional information.

Could other verb conjugations be used?

There are certain times when other tenses can be used.

One example may occur if the writer wishes to convey the importance of a prediction or possible event. In this case, the future simple tense (the results will show…) may be employed.

Are there any online tools that can assist?

Three popular options include:

• ProWritingAid
• GrammarCheck.me

Note that each of these provides free demonstration versions.

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Challenges of Writing Theses and Dissertations in an EFL Context: Genre and Move Analysis of Abstracts Written by Turkish M.A. and Ph.D. Students

Serdar sükan.

1 Department of Modern Languages, Cyprus International University, Nicosia, Turkey

Behbood Mohammadzadeh

2 ELT Department, Faculty of Education, Cyprus International University, Nicosia, Turkey

Associated Data

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Writing a thesis or dissertation is a challenging procedure as it is one of the requirements of getting a graduate and postgraduate diploma. Writing an abstract like other parts of a thesis or dissertation has its criterion. For this reason, due to globalism, those abstracts written by non-native English speakers may lack some of the features of the abstract genre and move that must be included. This study examines the moves of M.A. and Ph.D. abstracts written by Turkish students between the 2009 and 2019 academic years on foreign language education at Cyprus International University. The data consisted of 50 abstracts chosen randomly from the ELT department. For the analysis, Hyland’s five-move model has been used. The study results reveal that 40 abstracts did not follow the five moves that Hyland has put forward. Moreover, it can be stated that the absence of some moves in the abstracts may cause restraint for readers to comprehend these studies in terms of communicative purposes.

Introduction

In recent years, there has been an increase in the number of students willing to get a diploma in their postgraduate fields. Thus, it became necessary to conduct research on the written abstracts as they are considered the essential section of the written theses that will give the reader an idea of the value of the whole dissertation. Hence, to draw attention to its importance and highlight the features that must be included in them, abstract analysis becomes more significant at this point. Especially for those writing their M.A. or Ph.D. abstracts, to guide them on what is needed. Any abstract that is going to be written needs systematic and organized work. The absence of these may lead to comprehension problems and may cause less attention. Poorly written abstracts can have unwanted results and may not receive enough credit or be read. To avoid this, what is expected is that a writer should have all the necessary skills to write good abstracts, which should be seen or understood from the moment one looks at the study. Genres and moves should be included and defined so that every reader understands each step clearly without reading the whole research. Genre is a literary term, and genre analysis is a sort of discourse done to check the reliability of communicative purposes. So, it includes an analysis of the style and text. Abstracts as genres have become a key tool for investigators because they offer them a chance to choose the appropriate study for their investigation ( Chen and Su, 2011 ; Yelland, 2011 ; Piqué-Noguera, 2012 ; Paré, 2017 ; Abdollahpour and Gholami, 2019 ; Anderson et al., 2021 ; Yu, 2021 ).

Moreover, genre referring to abstracts means socially known ways of using language. This is because writing practise is done to give the reader a chance to interpret what the reader could be expected based on what they have read in earlier texts ( Hyland, 2007 ). As Kaya and Yağız (2020) state, publishing research articles in English is the main aspect of academic life. Therefore, writing is a challenging job, and surviving in the academic world is demanding. Thus, it needs to be of good quality with all the features. However, if the writer has no awareness of what is required for writing and how to make it more interesting for the readers, the text written can turn into a disappointment. Belcher (2009) states that the abstract is an important part of work because it gives readers an idea of what it contains and whether it is worth reading. To put it simply, an abstract acts as a communication tool revealing the importance of the article and indicating whether reading the article will enrich scholars. Tanko (2017) claims that abstracts are the key tools to declare the outcomes researchers have found in their studies. Moreover, Salager-Meyer (1994) and Hartley (2003) define the abstract as the core of the article and the first part that encounters the readers of the article. For this reason, Hartley and Betts (2009) highlight the importance of abstracts by pointing out the fact that a well-written abstract increases the possibility of being read if it gives enough information about the article.

This study investigates and analyzes the M.A. and Ph.D. students’ theses abstracts written by EFL Turkish students in the ELT department. As we all know, abstracts are a very significant part of articles, and they are the main part of transferring and reporting the writer’s view. The major concern of this issue is probably the poor writing skills of students’. Since the demand for writing abstracts is increasing, it has become more important to focus on the structure of the information, make discourse and do a genre analysis. Therefore, problems that lie beneath this topic will be examined, analyzed, and solved.

This study aims to analyze how M.A. and Ph.D. students at Cyprus International University (CIU) write their thesis abstracts using a genre-based approach and Hyland’s framework for abstract analysis (2000). Specifically, the study aims to classify the patterns of the moves employed in the abstracts of CIU M.A. and Ph.D. theses, identify the obligatory and optional moves in the research abstracts, and determine the linguistic features, specifically the tense of the verb and the voice of the verb. Furthermore, it aims to classify the pattern of the rhetorical moves employed in the theses abstracts and determine the linguistic features used by the researchers regarding the following: (a) tense of the verb and (b) voice of the verb. The following research questions will be answered through the present study:

• (1) What are the genre-specific rhetorical features of the abstract sections of M.A. and Ph.D. theses written between the 2009 and 2019 academic years on foreign language education at Cyprus International University?
• (2) What types of moves are there in the abstract sections of M.A. and Ph.D. theses written between the 2009 and 2019 academic years on foreign language education at Cyprus International University?
• (3) What are the obligatory, conventional, and optional moves identified in the abstract sections of M.A. and Ph.D. theses written between the 2009 and 2019 academic years on foreign language education at Cyprus International University?
• (4) What are the linguistic features of the abstract sections of M.A. and Ph.D. theses written between the 2009 and 2019 academic years on foreign language education at Cyprus International University?

Theoretical Framework

Abstracts are the most important parts of research reports as they determine the value of the whole manuscript. Therefore, as Male (2018 : 24) states, “abstracts categorized as an academically written genre containing the rhetorical structure or moves”. Writing abstracts can be more challenging than writing the whole report for students or academicians since it requires an awareness of steps or organization. Furthermore, it has to be written systematically and in good organization. According to Othman (2011) , effective abstract writing can be ascribed to many factors. One of the aspects written is organization. Abstracts are important for the growth and prosperity of academics in all fields.

Considering the fact that the English language has become an international language used worldwide, it may carry some obstacles within itself for non-native speakers when they are writing their reports. Especially, when they want to convey their thoughts. This could be one of the reasons Hyland (2016) has pointed out why non-native speakers go through difficulties as the linguistic norms of the target language are different from their mother tongue. Similarly, Brown (2000) has stated that not only writing is a complicated activity but also one needs to have the full competencies.

According to Ren and Li (2011) , genre analysis has to be done to be able to write well or to overcome the challenges of academic writing. For this reason, Al-Zubaidi (2012) , recommended that second language learners’ should receive extra help in comprehending the content, building academic language, and incorporating language skills. Furthermore, Zhu (2004) ; Tardy (2005) , and Tas (2008) pointed out that in the process of writing academic manuscripts, appropriate style should be given in a discoursal environment. To overcome the writing difficulties in the native language and to develop effective academic writing skills studying the genre, analysis is the best.

Due to the fact that examiners or readers are very busy doing their work, most of them limit their search, and they want to know from the first glance whether the manuscript is worth reading or not ( Alhuqbani, 2013 ). For this reason, according to Kossasih (2018) , four reasons make abstracts play a vital role in articles. The first reason is, it gives information that can be easily read or seen. The second reason is that it can guide readers or provide them with a clue as to whether they will finish reading the whole content or not. Third, it gives an outline for readers. Fourth, it offers a summary of the most important ideas and thoughts. According to Walter (2008) , abstract means, “a shortened form of a speech, article, book, etc., giving only the most important facts or ideas.” Bhatia (1993) defined it as “a description or factual summary of the much longer report, and is meant to give the reader an exact and concise knowledge of the full article.”

Moreover, Martín-Martín (2005 : 20) claims that abstracts are written: “to provide the summary of the content of the accompanying article”. Consequently, they all suggest that research article writers should use a series of rhetorical strategies or move structures, and accordingly, there are some popular generic structures to mention. One of them is Bhatia (1993) , suggesting four-move generic structures of abstracts: (1) introducing the purpose, (2) describing the method, (3) summarizing the result, and (4) presenting the conclusion. Another one is proposed by Hyland (2004) , which has a five-move generic structure such as introduction, purpose, method, product, and conclusion moves. In parallel with these, Santos (1996) and Swales and Feak (2004) proposed a five-move generic structure that include (1) background, (2) aim, (3) method, (4) results, and (5) conclusion moves.

According to Kossasih (2018) , the abstract can be contemplated as a genre. Eggins maintains that “Genre is a staged, goal-oriented purposeful activity in which speakers or writers engage as members of our culture. Thus, recognizing the genre of a text has an important role in identifying ways in which a particular text is similar to, reminiscent of, other texts circulating in the culture” ( Eggins, 2004 : 45). Hence, if the genre of the text cannot be identified, it can be seen as problematic. According to Niu (2013) , the genre is a literary term, and genre analysis is a type of discourse that is believed to be done to check the consistency of communicative purposes. Therefore, it involves stylistic text analysis. Abstracts as genres have become an indispensable tool for researchers because it provides them with a chance to select the right article for their research ( Piqué-Noguera, 2012 ).

In 1990, Swales identified genre analysis as parts that constitute moves and linguistic features such as tense, reporting verbs, and the lexical frequency that help writers write a certain text. Thus, it focuses on ideas and meaning and has a sequence of moves that involves communicative function in each move. Therefore, according to his description and identification, all research articles should first identify the topic, then give a review of the previously written articles as the next move, and detect what is not present in the research reports written earlier as a second move, and state the outline of the goals of the study that has been carried out by writing a summary of the outcomes and stating the results as the last move ( Upton and Connor, 2001 ). In line with Upton and Connor (2001) , Ding describes the word move as, “A functional unit in a text, being related to the overall task, which is used to identify the textual regularities in certain genres of writing” ( Ding, 2007 , 20). Having read many articles on the topic, it has been noticed that many experts have defined the term “move analysis” differently. Yelland (2011: 12) defines move analysis as a “piece of text that is evident in the unified functional meaning of a sentence or group of sentences”. Swales (2004) defines it as a shaper of the overall communicative purpose and the rhetorical structure of the genre. El-Dakhs (2018) explains each move as steps. Moreover, some models have been put forward by Bhatia (1993) ; Santos (1996) , and Hyland (2000) . In Bhatia’s version, four moves have been explained, namely, introduction, method, results, and discussion, and this model has been named the IMRD model. In Santos (1996) suggested a new model and put forward five moves, namely, situating the research, presenting the research, describing the methodology, summarizing the findings, and discussing the findings. Finally, in 2000, Hyland gave the final version of the model of moves, which can be detected as similar to Santos’s model because Hyland’s version also included five moves and introduction, purpose, method, product, and conclusion made up the model. Figure 1 demonstrates the three different models that have been explained.

Research article abstracts move models ( El-Dakhs, 2018 ).

According to Can et al. (2016) , moves can be explained or defined as methods that can be used as a guide for the organizing the text to be written. Therefore, all these studies that have been carried out with the aim of evaluating the language of thesis abstracts are to offer different ways and methods of organizing and controlling the language of second language learners’ to prevent discrepancies for communicative purposes. Furthermore, Kanoksilapatham (2007) stated that the move analysis helps the information to be arranged and identifies the type of information that should be included in the text.

This study employs Hyland’s five-move model, examining the moves in thesis abstracts by CIU students. The results of this study can help non-native speakers in writing their abstracts and can contribute to the enrichment of literature in regards to the structure of moves. Moreover, the results are expected to provide deep insight for academicians to improve their writing skills in their future studies.

This study adopts a content analysis method to examine the rhetorical structure of English thesis abstracts. The corpus is the analysis of a total of 50 bachelor theses abstracts at Cyprus International University. The students were selected randomly. The analysis of thesis abstracts involves examining Hyland’s five-move models, which consist of introduction, purpose, method, product, and conclusion.

As shown in Table 1 , Hyland (2000) presents all five moves and their functions. We examined all moves and their functions sequentially in our analysis.

Hyland’s (2000) move model.

To examine abstracts more easily, all 50 abstracts were numbered separately. Hyland’s (2000) model was employed for the analysis. The reason for choosing this model is the fact that it includes five moves, namely, introduction, purpose, methods, product, and conclusion, and his model was used widely in many other research studies. Hyland’s model has been accepted as the most influential in addressing the rhetorical moves in abstracts compared to other suggested models by Santo and Bhatia. In the analysis of move, identification, occurrence, patterns, and the use of tense and voice of moves were also examined. Moreover, the analysis was based on the content or function of the text, and the frequency was used to classify the number of move occurrences in the abstracts. The frequency of occurrence was first recorded and then noted in the tables.

Table 2 lists the frequency of moves found in the abstracts, and as it can be seen from the table, purpose and method have the highest percentages, and conclusion has the lowest percentage. It also shows that only (20%) of these abstracts include complete Hyland’s five moves which are: introduction, purpose, method, product, and conclusion. It has been noticed that most English thesis abstracts (70%) comprised only four rhetorical moves with the absence of a conclusion move. It can be said that all abstracts did not have the conclusion move. The absence of some rhetorical moves in English thesis abstracts may cause communication problems with the readers. Moreover, the readers may have difficulty comprehending the text, and may fail to read it further. This may be a drawback for researchers if their research is not read and recognized in the academic community.

The frequency of moves found in the abstracts.

In Table 3 , the results for tense verb frequency in each move in the abstracts are presented. According to the results obtained, it can be seen that most of the moves in thesis abstracts were written in the present tense. The results showed that the present tense was used more than the past tense in the introduction, purpose, and conclusion in English abstracts. However, the past tense was used more with higher percentages in method and product move. It can also be seen that the future tense was only used in the conclusion move with a low percentage (12%), and it cannot be seen in the other moves.

Verb tense frequency in each move in the abstracts.

In Table 4 , the findings showed that the active voice was preferred in the introduction, purpose, product, and conclusion moves. Nevertheless, the passive voice was used in the method move with a higher percentage compared to the active voice. Furthermore, it is possible to say that a mixture of active and passive voices was used in all moves in the analyzed abstracts.

The voice used in the analyzed abstracts.

In the identification process of move analysis, the belief in rhetorical function was vital for the analysis of RA abstracts to investigate move frequency, move pattern, and the use of tense and voice. To ensure the reliability of this research, coding was used. The Kanoksilapatham’s (2015) criterion for the classification of the frequency of occurrence of each move was employed as the cut-off point.

As shown in Table 1 , all five moves related to Hyland’s (2000) model have been presented. In Table 2 , the frequency of each move differed slightly. The purpose move has been found to have the highest frequency and percentage (96%), followed by the method (92%), product (88%), introduction (74%), and conclusion moves (50%). According to the data obtained, the conclusion move with the least frequency and percentage was an optional move as it was not mentioned in most abstracts. Many researchers preferred not to include this move in their abstracts as this showed they did not give enough importance to it. However, the purpose, method, and product moves were similar in their frequency, but the introduction and conclusion moves seemed to be different, with the least occurring frequency and having the least percentages. The purpose move was the most dominant in all the abstracts that have been examined in this study. The high frequency found in the moves of purpose, method, and product implies that the researchers were aware of the importance of these three moves, whereas the least frequency found in the introduction and conclusion moves demonstrates that some researchers were not aware of the importance of establishing the context of the manuscript and motivating the research or discussion and interpreting or extending the results beyond the scope of the manuscript, drawing inferences, pointing to applications, or suggesting wider implications. The writers had a tendency to begin their abstracts with a purpose move and end the abstracts without drawing references to the field by providing no further suggestions on how to improve their studies in the future. This finding indicates that the writers of this corpus regard the background, method, and significance of the study as more important. Since there is no previously written similar research on this issue, this can be interpreted as the writers’ are lacking rhetorical knowledge on the other two moves (introduction and conclusion), or perhaps they do not attach any importance to mentioning them.

As shown in Table 3 , the most frequent verb tense in all the five moves was the present tense. However, the most frequent pattern can be seen in the purpose move with a percentage of 90%. Only in the method move past tense was more frequent with a percentage of 87%. The most frequent patterns were in introduction move (a) Pr-P, purpose move (b) Pr-P, method move (c) P-Pr, product move (d) P-Pr, and conclusion move (e) P-Pr-F. It can be seen that the present voice was the most frequently preferred structure, and only in the conclusion move, the future tense was preferred only in three abstracts among 50 manuscripts to give further implications on the study. According to Table 3 , in the introduction, purpose and conclusion moves present tense was used more frequently and to categorize this present simple and present continuous, and present perfect tenses were the most frequently seen. In the product move, the use of past tense was seen to be more than the present tense. Finally, in the conclusion move, from the findings, it can be understood that all tenses are used, including past, present, and future, however, the further findings reflect that the present tense was used more, followed by past and future tense. The differences in tenses usage and their frequency were in the method and product moves. There was no future tense used in the other moves, while 12% of the ELT abstracts were written in the future form. For the method move, only 13% of the abstracts were written in the present form, while 87% were written in the past tense. Thus, we can say that the most frequent tense used in most moves was present simple, while the past tense was the second most frequent and the future tense was found to be the least frequent in three abstracts only to present the conclusion move. However, other previous studies by Zhang et al. (2012) and Suntara and Usaha (2013) stated that the most dominant tense was the past tense in the studies they have carried out.

When our study is compared with other studies by Tseng (2011) and Alhuqbani (2013) , it has been found that they both included the same similarities and differences in tenses usage. This means that in the introduction, purpose, and conclusion moves, they tended to use the present simple tense, whereas in our study, introduction, purpose, product, and conclusion moves present tense was mostly used, but the method and product moves were different in the tense usage because past tense was used more which is similar to Alhuqbani’s and Tseng’s findings. Tseng found that in method and product moves, past tense usage was more dominant, which is similar to our findings. However, Zhang et al. (2012) suggested that in their findings, present tense was not seen in the method move in the abstracts he examined. This implies that there are variations in the methodology part of the writings of research manuscripts’ abstracts.

In Table 4 , the findings showed that in general, active voice usage was mostly used in all moves. Especially, in the purpose move, the active voice was used by 90% with the highest percentage, while the passive voice was used by 10%. The second most frequent choice was a mixture of active and passive voices that occurred in the method move. This was similar to Zhang et al. (2012) findings, which stated that active voice was more frequent than passive voice. On the contrary, Tu and Wang (2013) revealed that passive voice was the most frequently used in the RA abstracts they have examined. Moreover, Hanidar (2016) also mentioned that writers prefer to use the passive form more when they are presenting the procedure of their research and stating their findings. Nevertheless, in our findings, a combination of the active and passive voices was used, which indicates that most writers tend to develop their abstracts directly rather than using an indirect style. Only in the product move, the passive voice seem to be the least frequent with the lowest percentage (7%).

Although there have been a lot of studies conducted on abstract writing by both native and non-native speakers of English, my research is different from the previous studies due to the fact that only abstracts written by Turkish students were analyzed. The reason for conducting this research only on Turkish students is to identify strengths and weaknesses in the moves of the abstracts, as there is a wealth of literature available on native students. We believe that this study will contribute to the field, improve the current literature on the topic, and provide a significant step by examining the rhetorical structure of Turkish abstracts within the framework of Hyland’s (2000) five-move pattern. The findings of a study conducted by Çandarlı (2012) showed that all abstracts include the introduction move. The reason for this could be the move pattern he followed (IMRC), in which the purpose move had to be stated in the introduction move. In the study carried out by Al-Khasawneh (2017) , it was found that in the examined abstracts by native and non-native speakers of English, three moves (introduction, purpose, and product) were available, which implies that both abstract writers are aware of the importance of the moves in their abstracts. However, the only difference was detected in the abstracts of native writers because they included introduction and conclusion moves more than the non-natives. It is believed that this study can help students and novice writers, especially those from non-English backgrounds to facilitate their successful acculturation into their disciplinary community. Another study conducted by Çakır and Fidan (2015) is believed to raise students’ awareness and help them choose suitable moves to fulfill their aims. Moreover, it is believed that their study will have important implications for the future. The findings of a study done by Kaya and Yağız (2020) are assumed to help authors in this field be familiar with abstract writing conventions. Also, the results are believed to benefit the production of academic writing materials for scholars and academic writing courses. Since it is a comparative study, the results would help non-natives be aware of the conventions of academic writing and guide them throughout the process involved in global research. However, the results of Ashofteh et al. (2020) demonstrate that non-native speakers use more hedges and are more tentative in their abstracts which shows that they leave more space for opposing views in their claims. Furthermore, Saidi and Khazaei’s (2021) study is believed to be used in teaching academic writing to graduate students in English for academic purposes and to help them present their findings globally.

Generally, the authors’ aim in conducting research in this field is that they believe it will be beneficial for beginner writers. The suggestions and recommendations and the findings of the results will guide them to produce better academic reports by following the rules to develop writing skills. In this regard, it would be appropriate to say that this research is expected to provide similar pedagogical implications.

This study has been carried out to investigate the rhetorical structure of English RA abstracts in ELT theses. Five moves have been identified and analyzed. The present tense and active voice were the most chosen and frequently occurring. As a result of this, the past tense, present perfect tense, and passive voice were seldomly used. Moreover, the findings of this study are presented in a descriptive style since all the results are discussed. For this reason, the authors who will be writing manuscripts in the field of English language teaching should consider these findings and develop their abstracts accordingly. The benefit of this study would be to apply what is useful and needed for the implementation of pedagogical practice. Writing abstracts can be helpful for the development of teaching materials and thesis manuscripts, and with the correct guidance, non-native writers or graduate students who are in the process of developing their careers can be helped to solve their writing problems and organize their work in five moves. Moreover, these five moves would help the development of English abstracts for conference presentations or publications. It is believed that once writers gain a full understanding of grammatical and rhetorical features, they will be able to write their abstracts more effectively. Furthermore, the findings regarding the tense and voice usage presented in this study would be a guide to offer the limitations and drawbacks when writing abstracts. Thus, these restrictions should be considered when carrying out move analysis studies in the future. Peacock (2002) claims that move structures should be taught to non-native speakers and novice writers to help them to be able to write the abstract sections of their research correctly. However, this study is limited since it only focuses on one section, which is abstracts. Likely, another limitation of this study could be the small sample size due to its restriction to 50 abstracts, with the result that it can be generalized to all ELT thesis abstracts. Future studies can focus on the large scale of samples, considering all the suggestions and recommendations made in this research.

Data Availability Statement

Author contributions.

SS and BM contributed equally to the manuscript generation, writing process, and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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