Analyzing and writing an abstract
Activity 2: Writing an Effective Abstract
Objective: To practice writing an effective abstract based on provided guidelines.
Materials:
Guidelines for writing an effective abstract (see below)
Sample research paper or article abstract for reference
Pen/pencil and paper for each student
Handout:
Title: Guidelines for Writing an Effective Abstract
Introduction:
An effective abstract should succinctly summarize the main points of a research paper or article. Follow these guidelines to ensure your abstract is clear, concise, and informative.
Guidelines:
Structure: Follow the required structure for the abstract type (e.g., unstructured, structured) specified by the journal or conference.
Content: Include relevant information such as background/context, research problem/aim, methods, results, and implications/conclusions.
Keywords: Choose keywords carefully to improve the discoverability of your abstract in databases.
Clarity: Ensure the information presented is clear and understandable to readers.
Conciseness: Avoid redundancy and unnecessary details. Aim for brevity without sacrificing key content.
Tenses: Use appropriate tenses (e.g., present simple, present perfect, past simple) to convey different aspects of the research.
Exercise:
Read the sample research paper or article abstract provided.
Analyze how the abstract adheres to the guidelines for writing an effective abstract.
Identify the key components and assess the clarity and conciseness of the abstract.
Write your own abstract for a research paper or article on a topic of your choice, following the provided guidelines.
Share your abstract with a partner or small group for feedback and revision.
Title: "Impact of Social Media Use on Adolescent Well-being: A Longitudinal Study"
Authors: Sarah Lee, David Martinez, and Jennifer Kim
Affiliations: Department of Sociology, University of ABC
Adolescents are avid users of social media, but concerns have been raised about its potential impact on mental health and well-being. This longitudinal study aimed to examine the relationship between social media use and adolescent well-being over a one-year period. A sample of 300 adolescents aged 13-18 years participated in the study. Participants completed surveys assessing their social media use, perceived social support, self-esteem, and psychological distress at baseline and at follow-up one year later. The results revealed a significant association between social media use and changes in adolescent well-being over time. Increased social media use was correlated with higher levels of psychological distress and lower self-esteem (p < 0.05). Furthermore, adolescents who reported higher levels of perceived social support experienced less negative effects of social media use on their well-being. These findings suggest that social media use can have both positive and negative effects on adolescent well-being. Interventions aimed at promoting healthy social media habits and enhancing social support networks may help mitigate the negative impact of excessive social media use on adolescent mental health.
Keywords: social media, adolescent well-being, longitudinal study, psychological distress, social support