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Файл:English for Doctoral Students. Study Guide
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U n i t 1 0 . H O W T O W R I T E A N A B S T R A C T
A c t i v e v o c a b u l a r y
Summary
Резюме, итог
Outcome
Исход, результат
Vary (v)
Варьироваться
Draw (v)
Вытягивать, выводить
Conclusion
Вывод
Limit
Ограничение
Define (v)
Определять
Respond (v)
Отвечать
Objective
Задача
Evaluate (v)
Оценивать
Description
Описание
Complex
Сложный
Highlight (v)
Выделять
Argue (v)
Спорить
Keywords
Ключевые слова
Conventions
Принятые правила
Reverse
Обратный
Impactful
Влиятельный, эффектный
Contain (v)
Содержать
Count (v)e
Считать, учитывать
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. Abstracts are usually
around 100–300 words, but there’s often a strict word limit, so make sure to
check the relevant requirements.
One common way to structure your abstract is to use the IMRaD structure. This stands for: Introduction, Methods, Results, Discussion.
Start by clearly defining the purpose of your research. What practical
or theoretical problem does the research respond to, or what research
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question did you aim to answer? After identifying the problem, state the objective of your research. Use verbs like «investigate», «test», «analyze», or
«evaluate» to describe exactly what you set out to do. This part of the abstract
can be written in the present or past simple tense but should never refer to
the future, as the research is already complete.
Next, indicate the research methods that you used to answer your question. This part should be a 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.
Next, summarize the main research results. This part of the abstract
can be in the present or past simple tense. 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.
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.
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.
Not all abstracts will contain precisely the same elements. For longer
works, you can write your abstract through a process of reverse outlining.
For each chapter or section, list keywords and draft one to two sentences that
summarize the central point or argument. This will give you a framework of
your abstract’s structure. Next, revise the sentences to make connections and
show how the argument develops.
A good abstract is short but impactful, so make sure every word
counts. Each sentence should clearly communicate one main point. 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.
(https://www.scribbr.com/dissertation/abstract/)
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V o c a b u l a r y e x e r c i s e s
Ex. 1. Translate from English into Russian:
Common way, to structure the abstract, to clearly define, practical or
theoretical problem, aim to answer, state the objective, to describe exactly,
the research is already complete, indicate the research methods, summarize
the main research results, the most important findings, discuss the main conclusions of the research, a clear understanding of the central point, has proved
or argued, to add a list of keywords, literature searches, journal article abstracts, the conventions of writing an abstract, use as a framework, thesis and
dissertation databases, reverse outlining, every word counts, clearly communicate one main point.
Ex. 2. Translate from Russian into English:
Краткое резюме, исследовательская статья, сообщить о целях
и результатах, слегка варьироваться, описать цель работы, сделать выводы, строго ограниченное количество слов, свериться с актуальными
требованиями, исследование отвечает, определить проблему, выполненные действия, лучший способ, узнать о правилах, доказать или
опровергнуть, статья будет опубликована, содержать одинаковые элементы, каждая глава или раздел, структура аннотации, проверить предложение, соединить, развить аргументацию, точно суммировать.
Ex. 3. Match the words from the columns to make up word combinations:
To report
Research
Paper
To summarize
Relevant
Argument
To help
Main
Conclusions
To draw
Clear
Question
To indicate
Complex
Abstract
To define
Concise
Statement
To include
Accurate
Results
To complete
Key
Arguments
To answer
Different
Purpose
To structure
Journal
Paper
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Ex. 4. Complete the sentences using the text above:
1) An abstract is …
2) An abstract reports …
3) One common way to structure your abstract is …
4) Start your abstract with …
5) The research methods section should contain …
6) The results section should contain …
7) The keywords …
8) You may learn the conventions of writing an abstract from …
9) Reverse outlining means …
10) You should only write your abstract after …
Ex. 5. Write your own research paper abstract. Pay attention to
the content, structure and language (tenses, word choice, spelling).
G r a m m a r r e v i e w
Emphatic constructions
Emphatic constructions are used to highlight a part of a sentence.
Such emphatic constructions as It’s time for you to do something and It’s him
who are widely used, for emotional or logical highlighting of a part of a statement (e. g. for criticizing, accusing or complaining about someone or
something).
It’s time the experiment was finished. It’s long after the deadline. –
Эксперимент должен быть уже завершен. Все сроки вышли.
It’s he who had stolen my idea! – Это он украл мою идею!
In this type of emphatic constructions, a direct word order is used.
The basic emphatic constructions of the English language are
made by:
1. Duplication of the linking verb do / did before the main verb,
which is translated into Russian by adverbs действительно, несомненно,
безусловно.
2. Emphasis using the pronoun it, which is most often translated into
Russian by the phrase именно / никто (ничто) иной(е) + объект.
It was Linda who told me about that. – Никто иной как Линда ска-
зала мне об этом.
3. Complex sentences with conjunctions not only but also / hardly
when / no sooner + than, standing separately: the first part of the conjunction
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in the subordinate clause, the second in the main one. The word order in
the subordinate part of the sentence is inversed. Possible translation of these
structures – едва, как только.
Hardly had I come, Liza entered the room. – Eдва я появился, как
Лиза вошла в комнату.
4. Sentences in which the nominal part of the predicate is expressed by participle or adverb as / although, which translates into Russian хотя ни, как ни.
Fantastic though it may seem ... – Каким бы фантастическим это
ни показалось.
5. Emphatic model using not until, which is translated into Russian
by an affirmative (and not negative, as in English) sentence.
Not until she replied ... – Только после того, как она произнесла …
6. The if any / if anything sentences are very common in English. They
are translated into Russian using phrases вообще, во всяком случае, хотя.
His idea, if strange … – Его идея, хотя и была странной, …
7. To highlight the subordinate parts of the sentence, the inversion is
widely used. Inversion can be caused by some adverbs and conjunctions.
The highlighted part of the sentence is placed in the first place, and this often
leads to an inversion.
Perhaps nowhere have been achieved better results as in this field of
science. – Может быть, нигде не были достигнуты лучшие резуль-
таты, чем в этой области науки.
The translation of such sentences should begin with the object or ad-
verbial modifier following the highlighted word:
Confirming this possibility is another fact. – Эту возможность
подтверждает еще один факт.
The inversion is used in emphatic sentences introduced by the con-
junctions so, neither or nor.
Не was late and so was his colleagues. – Он опоздал, так же, как
и его коллеги.
Nor should we forget the importance of this exam. – Мы не забудем
важность этого экзамена.
G r a m m a r e x e r c i s e s
Ex. 1. Translate the following sentences:
1) Not only does Professor Big explain his idea but he also makes
long-term predictions.
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2) Not only our research group obtains new data but we evaluate
them considering the background of observed phenomena.
3) Not only does science explore natural phenomena but it finds
ways to explain them.
4) Not only must the doctoral student have deep knowledge of his
subject but he should also possess a creative mind.
5) Of great importance is a good design of an experiment.
6) It was our research supervisor who proposed a new approach.
7) He was a brilliant researcher and so were his colleagues.
8) His ideas if strange were recognized by the scientists.
9) Of great value are our recent experiments.
10) Not only do we observe facts but we also describe them.
Ex. 2. Contradict the following statements by emphasizing the verb.
Example: A friend of mine says that scientists never make long-term
predictions. − But they do make them sometimes.
1) A friend of mine says that science does not influence the development of technology.
2) He says that evolution does not imply progress.
3) He says that a scientist does not need persistency.
4) He says that experimenters do not need much preparation.
5) He says that the research process does not need any creativity.
Ex. 3. Make the following statements emphatic by emphasizing
the verb with Not only … but.
Example: He discovered the effect and explained it. – Not only did
he discover the effect but he also explained it.
1) We have collected the information and sorted it out.
2) Researchers develop theories and solve practical problems.
3) Scientists explain well-known facts and look for new ones.
4) A researcher must collect new data and interpret them.
5) Scientists explain facts and make predictions.
6) This definition is incomplete and can be misleading.
7) We study nature and use it for our purposes.
8) We can write a research paper and publish it.
9) He set up the research question and tried to answer it.
10) He described the mechanism and explained it.
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Ex. 4. Make the following statements emphatic using the in-
verted word order.
Example: One’s skill and creativity are of great importance in re-
search. – Of great importance in research are one’s skill and creativity.
1) His recent theory is of special interest.
2) Their recent findings are of particular interest.
3) The development of new ideas is of great importance in research.
4) The researcher’s skill and abilities are of great importance.
5) Efficient organization of research is of prime importance.
6) The validity of newer information is of our attention.
7) Computers are of great use in research.
8) The efficiency of a new apparatus is of particular value.
9) The latest developments in this area of chemistry are of special interest.
10) Knowledge of foreign languages is of great use to scientists
nowadays.
Ex. 5. Complete the following sentences with various types of
attribute.
Example: Here are shown the results. – Here are shown the results
obtained with the new type of accelerator.
1) Here is presented the evidence …
2) Here are collected the samples …
3) Here is shown the dependence …
4) Here are compared the values …
5) Here is illustrated the mechanism …
6) Here are shown the data …
7) Here are tabulated the results …
8) Here is given a schematic representation …
9) Here are presented the results …
10) Here is placed a small device …
Ex. 6. Use It is ... who to emphasize the subject.
Example: Prof. Belov lead our delegation. – It is Prof. Belov who
leads our delegation.
1) Dr. Simmonds leads the American delegation.
2) Dr. Pearson is this group leader.
3) Jackson insists on revision of the program.
4) He is interested in speeding up the work.
5) Smith objects to including this question in the program.
6) Prof. Steinbeck was the first to speak.
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7) Friedman suggested this interpretation.
8) Mendeleev created the periodical table of chemical elements.
9) Henderson missed the chance to come with us.
10) Rutherford discovered the atomic nucleus.
Ex. 7. Speak about people who have made substantial contribu-
tion to science. Begin your sentences with It was ... who.
Example:
1) It was D. I. Mendeleev who formulated the periodic law of chemical elements.
2) It was Prof. Semyonov who started research on chain reactions.
Ex. 8. Emphasize the subject with It was ... that.
Example: Brown’s report attracted most attention. – It was Brown’s
report that attracted most attention.
1) These data confirm our hypothesis.
2) This method is the basis of our approach.
3) This property accounts for the reaction.
4) These facts deserve additional tests.
5) These findings are worth publication.
6) This situation causes certain danger.
7) New fact led to changes in the organization of research.
8) This discovery laid the foundations for a new theory.
9) This research provided the basis for further studies.
10) This theory provided the basis for our experiments.
Ex. 9. Use It was not until ... that to emphasize the adverbial
modifiers of past time in the following sentences.
Example: The first satisfactory theory of the atomic structure was
formulated by 1911. – It was not until 1911 that the first satisfactory theory
of the atomic structure was formulated.
1) They were able to start the experiments in 2018.
2) Antibiotics were first used during World War II.
3) An intensive study of the atom began in the 20th century.
4) The law of gravitation was formulated in the 17th century.
5) Radioactivity became known in the 19th century.
6) The first clock was made in the 13th century.
7) The periodic law was formulated in the 1860’s.
8) The first nuclear reaction was observed in the 1930’s.
9) The first satellite was launched in 1957.
10) The nature of electricity became known in the 19th century.
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T E S T S
Test 1
Choose the right answer:
1. Science also has a … side, called applied science.
a) рractical;
b) theoretical;
c) scientific;
d) hypothetical.
2. The way in which a scientist goes about solving a problem is
called the scientific …
a) goal;
b) significance;
c) method;
d) hypothesis.
3. In academic writing it’s crucial to clearly and accurately … meth-
ods and results.
a) ask;
b) report;
c) put;
d) argue.
4. A well-planned … helps ensure that your methods match your re-
search aims and that you use the right kind of analysis for your data.
a) method;
b) aim;
c) research design;
d) hypothesis.
5. Up till the end of the 19th century different … of measurement
were used in various countries.
a) units;
b) parts;
c) sorts;
d) volumes.
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6. Every paragraph of your research paper should … to support and
develop the central claim.
a) include;
b) aim;
c) develop;
d) be.
7. The word technology can also be used to refer to a … of techniques.
a) collation;
b) collusion;
c) collection;
d) collision.
8. Most research textbooks represent research as a multi-stage pro-
cess that you must follow in order to … your research project.
a) complete;
b) compete;
c) confirm;
d) contain.
9. A … is a statement of your central argument it establishes the pur-
pose and position of your paper.
a) supervisor;
b) objective;
c) thesis statement;
d) purpose.
10. … means that your research can contribute something worthwhile.
a) relevance;
b) research design;
c) experiment;
d) literature review.
11. The best way to learn the conventions of … an abstract in your
discipline is to read other people’s.
a) reading;
b) writing;
c) cleaning;
d) leaving.
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