What is an Abstract, Precis, or

Summary?
Technically speaking, text classified as either abstract, precis, or
summary, and sometimes as synopsis, are all the same. Whatever they may
be called, these texts aim to precisely condense a large work to present only
the key ideas. They tell the audience the gist of what has been read, listened
to, or viewed.
Note that the way we write an abstract, precis, or summary depends
on the expectation of a particular discipline or fields. For example,
publishing companies, libraries, and movie catalogues do not give away the
actual content of the material when they write summaries of materials.
Their purpose is simply to pique these interests of the target audience.
These kind of abstract are called description abstracts. Research papers, on
the other hand, readily present the key ideas and major findings of the
study. This kind of abstract is known as summative abstract. Between
these two types two types of abstracts, a summative abstract is more
preferred in an academic setting.
Since an abstract, a precis, and summary aim to present the key ides
of the text, the general rule is to condense of the information into around 15
percent of the original length of the text. However, this is not a hard and
fast rule. In most cases, a 6,000-word research article for an academic
journal may require only 200 to 250 words for its abstract.

Structure of an Abstract, a Precis or

Summary
As mentioned earlier, the structure and organization of an abstract, a precise
or a summary depends on how it will be used. For instance, the abstract of a
research paper usually contains 150 to 300 words. It does not use any citation, does
not include specific result statistics, and is last be written.
In terms of structure, a research abstract generally follows the given
allocation of words:
 Rational (around 20%)
Research problems (around 10%)
Methodology (around 20%)
Major findings (around 40%)
Conclusion and implication (around 10%)

Below is an example of a research abstract

Previous studies revealed that meaning-focused instruction (MFI)
and form-focused instruction (FFI) are two of the most effective
approaches in developing the overall language skills of second language
learners, separately. However, no experimental studies have been
conducted to prove their effectives when integrated. This study, therefore,
aim to fill in this group by investigating the effects of combining MFI and
FFI in developing the speaker, writing, and grammar skills of selected
secondary ESL students in public high school in the Philippines. The
participants involved in this group are 480 third year high school students.
These students were divided into four groups: Group A (n=120) received
both the MFI and FFI, Group B (n=120) received the standard MMI only,
Group C (n=120) received FFI only, and Group D (n=120) received the
standard English programme for secondary ESL students. Findings
revealed that students from Group A, B, C significantly improved their
speaking, writing, and grammar skills but not Group D. Based on ANOVA
findings further showed that students from Group A have outperformed
students from Group B, C, D. From these findings, it is concluded that
combining MFI and FFI is an effective way in significantly improving the
language skills of students. Future direction and implication for teaching
are also discussed.

Summary for Expository Texts

A precise or summary for non-research academic text generally condenses
information into 15 to 30 percent of the original text. It is achieved by getting the
thesis statements of the text and the main ideas or topic sentence of each
paragraph. These main ideas are then combined into a paragraph using cohesive
devices. Furthermore, when writing a precis or summary, the name of the author
and the title of the article are indicated in the first sentence.
Below is a non-research academic text followed by its summary.
Several instructional design models we proposed. The model of
highest interest among teachers and practitioners are the classroom-
oriented models because they are directly related to teaching or instruction.
As defined, classroom-oriented models relate themselves to how teaching
or instruction should be undertaken. These are four models under this type.
The first classroom-oriented model was proposed by Gerlach and Ely
(1980). Generally, the model exhibits linear but somewhat recursive and
simultaneous activities. It includes the following components in
chronological order: objective specification, content specification,
assessment of entry behaviors, five simultaneously-performed activities
(determining strategy, organization groups, allocating time, allocating
space, and selectin resources), performance evaluation which is directly
related to objectives and analysis of feedback which involves the evaluation
of objectives and strategies used in the model.
The second classroom-oriented model, known as ASSURE, was
suggested by Helnich, Molenda, Russell and Smaldino (1999). ASSURE
stands for analyze learners, state objectives, select media and materials,
utilize media and materials, require learner participation, and evaluate and
revise. Analysis of learners involves the identification of their entry
characteristic (e.g. grade level and social/cultural background), entry
competencies, and learning styles. When stating objectives, they should be
outcome-based with specific and measurable term using ABCD format (i.e.
audience, behavior, condition, and degree). As regard selecting media and
material, this can be done by using the existing material using specific
criteria and procedures. After selecting materials comes their utilization. At
this junction, teachers play a very crucial role of delivering the instruction
adapted to its intended learners. The next step is to require learners to
participate. The term require here is not equated to forcing learners to do
what they do not want to do; it only means that learner should be actively
involves in all classroom activities. The last step in ASSURE model is the
evaluation and revision of the whole process to ensure the achievement of
intended objectives. Revision is undertaken with the discrepancies between
actual and intended aims in mind.
The third model in this list is the Newby, Stepich, Lehman, and
Russell model (2000). It is popularly known as the Pie model which stands
for planning, implementing, and evaluating. Planning involves the
collection of data about the learner, content and setting and how
technology can facilities thee teaching process. Implementation stage
involves activities of integrating technology and other forms of media into
lessons. Finally, the evaluation stage relates itself to the assessment of the
learners and data to improve both the performance of teachers and leaners.
Unlike other classroom-oriented models, the developers of the PIE model
claim that it shifted the focus from a teacher-centered classroom
environment to a more learner-centered one.
The last model under the classroom-oriented models is the Morrison,
Ross, and Kemp model (2001) which focuses on curriculum planning. It is a
learner-centered model that incorporates nine essential elements to
instructional development plan. There elements are listed as follows (p.9):
(1) identification of instructional problems and specification of goals for
designing instructional programs; (2) examination of learners’
characteristic needed when making instructional programs; (3)
identification of content and analysis of task components against the stated
goals and objectives; (4) specification of instructional objectives; (5) logical
sequencing of content; (6) designing off instructional strategies to
accomplish objectives; (7) planning and developing the instruction; (8)
development of evaluation tools to assess objectives; and (9) selection of
resources to support instruction and learning activities. All of the presented
models are highly encompassing as they are applicable to multiple courses
and subjects not specifically for language teaching.

Summarized Text
In the book of Gustafson and Branch (2002) titled “Survey of Instructional
Development Models’’ they presented four models that are classified as classroom-
oriented models. These models include Gerlach and Ely model (1980). Helnich,
Molenda, Russell and Smaldino model (1999). Newby, Stepich, Lehman, Russell
model (2000), and Morrison, Ross, and Kemp model (2001). Gerlach and Ely
model (1980) follows a linear but recursive pattern in its activities. Helnich,
Molenda, Russell, and Smaldino model (1999), on the other hnad, follows
ASSURE sequence which stands for analysis of learners, statements of objectives,
selection and utilization of media and material, requirement for participation
among learners, and evaluation. Unlike the first two models, Newby, Stepich,
Lehman, and Russell model (2000) is a mere learner-centered model that follows
the planning-implementation-evaluation sequences. Finally, there is the Morrison,
Ross, and Kemp model (2001) that incorporates nine essential elements in its
instructional design.

Guidelines in Writing an Abstract, Precis, or

Summary
Read the text at least twice until you fully understand its
content.
Highlights the key ideas and phases.
Annotate the text
State the author’s name, the title of the passage, and the main
idea at the beginning sentences.
Use words or phrases indicating that you are presenting an
abstract, precis, or summary. Reporting verbs are most useful for this
purpose. Some phrases you can use are “The author claim…” and
“The author clarifies…”
Write the main idea each paragraph using your own words. In
some cases, you can write one main idea for multiple paragraph
particularly of a research paper.
Never copy in verbatim aa single sentence from the original
text.
Combine the main ideas to form one paragraph. Use appropriate
transitional devices to improve cohesion.
Refrain from adding comments about the text. Stick to the ideas
presented in the text.
 Edit your draft abstract, precis, or summary by eliminating
redundant ideas and making sure it contains the properties of a well-
written text.
Compare your output with the original text to ensure accuracy.