Because they facilitate reading and retaining information from articles, many peer-reviewed journals are adopting structured abstracts as their preferred format for abstracts—including the IEEE Transactions on Professional Communication.
This article:
- Explains what structured abstracts are and how they benefit readers
- Provides a sample structured abstract
- Concludes with a template that authors of Transactions articles should follow when preparing their structured abstracts
About Structured Abstracts
Structured abstracts summarize the key findings reported in an article, as well as the means of reaching them. Authors write structured abstracts so that readers do not have to read an article in its entirety to learn conclusions or how those conclusions were reached.
Certain types of readers find structured abstracts particularly beneficial:
- Those who will not read an article in its entirety but need to know the key facts, such as executives, primary investigators on large scale projects, and people trying to keep abreast of the field.
- Those who have previously read the article in its entirety and need to recall key findings without having to re-read the article, such as researchers conducting a systematic review of the literature.
- Those who are trying to determine whether or not to read a particular article.
Structured abstracts are similar in format and style to Executive Summaries provided with in-depth engineering and recommendation reports.
Structured abstracts contrast with topic abstracts, which tend to be brief (100 to 150 words, about 100 words shorter than a typical structured abstract) and merely identify the themes addressed by an article, but do not report how the article addresses the themes much less the conclusions reached.
Samples and Guidelines
- For a research article or integrative literature review
- For a case study
- For a tutorial
- For a teaching case
Sample Structured Abstract—Research Article and Integrative Literature Review
The following structured abstract summarizes Chen, I. & Chang, C. (2009). Cognitive load theory: an empirical study of anxiety and task performance in language learning. Electronic Journal of Research in Educational Psychology, 7(2), 729-746.
Research Problem: The purpose of the study was to explore the assumption that anxiety inhibits performance because working memory is used for worry instead of task-focused thoughts.Research questions:
Literature Review: The purpose of the literature review was to use a two-part framework to examine learning as relying on a limited capacity of memory, and anxiety making unproductive use of such capacity. The researchers reviewed literature in two main areas: cognitive load theory and foreign language anxiety. For education, cognitive load theory focuses on reducing the extraneous workload on limited working memory to increase effectiveness in learning. Methodology: The researchers conducted a quantitative experiment with 88 students in a northern Taiwanese university at lower-intermediate and higher-elementary English group levels. Researchers administered the Foreign Language Classroom Anxiety Scale survey, an intermediate listening comprehension test designed to challenge participants and induce cognitive load, then the Cognitive Load Subjective Rating Scale to rate mental effort used for the test. The researchers compiled the survey scores and test scores and conducted a statistical analysis to look for correlations among the scores. Results and Conclusions: The researchers found a negative correlation between foreign language anxiety and performance, and between cognitive load and performance. They found a positive correlation between foreign language anxiety and cognitive load. They found a negative correlation between linguistic ability and foreign language anxiety. They found a positive correlation between perceived difficulty and foreign language anxiety and cognitive load. They found no significant difference in cognitive load between the higher elementary and the lower intermediate participants, however higher elementary had higher anxiety and lower intermediate had higher performance. Based on an analysis of variance and a Scheffe post hoc test, participants who perceived English listening comprehension as medium or difficult had significantly higher anxiety and higher cognitive load than those who perceived it as easy. The implication of the study is that reducing learner’s perceived difficulty of listening comprehension can reduce their foreign language anxiety which reduces their cognitive load and provides increased working memory to improve performance. The limitations of the study were a limited sample size, a limited range of participants, and limited types of listening comprehension tasks. Future research would examine differences caused by longer listening passages or picture descriptions, and could use structural equation modelling to allow for the inference of causal relationships among the variables. |
Template for Writing a Structured Abstract—Research Article and Integrative Literature Review
| Research problem | Summarize your purpose and rationale (1 to 2 sentences) |
| Research questions: | Explicitly state the research questions |
| Literature review |
|
| Methodology |
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| Results and Conclusions |
Summarize your suggested future research (1 sentence) |
Sample Structured Abstract—Case Study
The following structured abstract summarizes Raju, R. (2012). Intercultural communication training in IT outsourcing in India: A Case Study. IEEE Transactions on Professional Communication 55(3).
| Background: This study examines the nature, manifestations and causes of communication problems in international outsourcing engagements. Specifically, it explores a case of business process outsourcing (BPO), which is the transfer of a number of business processes, such as payroll, supply chain management, and customer relations to an external supplier. In this case, a company based in the US outsourced its business processes to a company in India.Research questions: (1) If widespread proficiency in English is the reason for India’s predominant position in outsourcing, then why do we hear about communication problems? (2) What are the causes of such problems? (3) In what forms and situations do they manifest? (4) How could technical communication offer solutions to ameliorate or minimize some of these communication problems?Situating the case: Similar cases studied include Previous studies of call centers in the Philippines and outsourcing relationships in software companies have challenges in those relationships to problems of intercultural communications, such as language use and differences in culture. Three areas of inquiry informed this study. Intercultural communication theories provide frameworks and touch points for assessing the role of culture in communication. Previous studies of outsourcing and offshoring provided definitions of the broad range of arrangements that comprise outsourcing. Although these studies all concluded that communication is a crucial factor in the success of outsourced projects, they offered few details of communication problems, their causes, manifestations, and possible solutions. Accounts of India represent India as a rapidly-growing, dynamic economy with certain typical communication problems. Methodology: The study was designed as a mixed-methods, single-case study with a mix of quantitative and qualitative methods. Quantitative data were gathered through surveys that helped develop a picture of patterns in areas such as communication problems, preferred methods of communication, and patterns of escalation while qualitative data from 45 personal interviews and one group interview provided insights into the nature and resolution of communication dissonances.About the case: The case studied ABC Corporation, a captive Indian company that performed BPO for a major American corporation. Communication problems that arise in the outsourcing relationship include differences in corporate culture and differences in linguistic and rhetorical choices. Issues causing these problems include differences in education and training.
Results: Not applicable. Conclusions: Ongoing training in cross-cultural communication is needed at all stages of the outsourcing cycle, with an emphasis on communication skills in the early stages of the process, especially the hiring stage. Technical communication can offer solutions to these problems because our field can help structure suitable training applying theories such as Cross’ Theory of centripetal and centrifugal forces, which provide frameworks for assessing and addressing communication problems. |
Template for Writing a Structured Abstract—Case Study
| Background | Summarizes the nature and purpose of the case (1 to 2 sentences) |
| Research question(s) | Repeat your research questions |
| Situating the Case |
(Approximately 2- 4 sentences total) |
| Methodology |
|
| About the Case |
|
| Conclusions | Summarizes the implications of the completed project (1 sentence) |
Sample Structured Abstract—Tutorial
The following structured abstract summarizes
Tuleja, E.A.; Beamer, L.; Shum, C.; & Chan, E.K.Y. (2011.) Designing and Developing Questionnaires for Translation—Tutorial. IEEE Transactions on Professional Communication, 54(4), 392-405.
| Problem: Questionnaires are a popular method used by global companies to gain understanding or assess various aspects of their businesses. However, using a questionnaire across cultures requires extra effort in translating it into the target language(s) and culture(s) because a good questionnaire developed in one language/culture may not necessarily “travel well” across cultures due to differences in meaning and interpretation.Research question What is the extant research on cross-cultural communication and surveys, and how can it be applied when preparing cross-cultural questionnaires?Key concepts: Translation affects the design and development of questionnaires to be used across cultures in these ways: (1) It affects the theoretical concepts to be studied: indicators—questions about concrete elements that can be measured and constructs—a series of questions about abstract elements that cannot be measured directly and essentially represent an underlying concept. Constructs must be adapted into a specific cultural context to achieve accuracy in measurements. (2) Differences in the contexts—the overall cross-cultural research context (the setting and the purpose) and the cultural context (the participants and their cultural background) of the study—affect translation because concepts in the source culture might be applied differently or not exist in the target cultures. (3) Translation might unintentionally introduce bias by inadvertently changing the perceived meanings of terms and questions—creating bias in constructs, on individual items on the questionnaire, and in its administration. (4) Translation might affect equivalence of terms in the source and translated versions, including linguistic equivalence (that is, wording of items), semantics (meaning of a phrase or concept), and grammar and syntax.Key lessons: Given these concepts, consider the following items when- – translating questionnaires: (1) accurately adapt or adopt questions from existing instruments, (2) make sure that you adapt the language to suit the situation, (3) hire translators who understand research processes, (4) use the decentering approach (a process in which translators move back and forth amongst the languages, checking for cultural and linguistic accuracy) when preparing the actual translation, and (5) assess your overall translated questionnaire. The questionnaire assessment model is a resource for guiding the assessment.
Implications to practice: When conducting the same survey in several languages, plan for more than translation—make sure that the translated surveys truly capture equivalent data to the original. |
Template for Writing a Structured Abstract—Tutorial
| Problem | Summarize your purpose and rationale (1 to 2 sentences) |
| Research question | Restate the research questions or the problem statement |
| Key Concepts |
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| Key lessons |
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| Implications to practice | Summarize the implications of this tutorial to practice in 1 to 3 sentences. |
Sample Structured Abstract—Teaching Case
The following structured abstract summarizes Bednar, L. (2012). Using a Research in Technical and Scientific Communication Class to teach essential workplace skills. IEEE Transactions on Professional Communication Early Access.
| Teaching problem: Undergraduate research at the university level often focuses on the production of a traditional research paper, one with an academic orientation, often information heavy and analysis light, emphasizing the importance of secondary sources and documentation style over the process of inquiry.Research Questions: What approaches to undergraduate research would enable aspiring technical communicators to develop research skills that would better prepare them for success in a professional environment?Situating the case: The approaches described in this paper draw on the work of Mel Levine as presented in , in which he delineates several reasons why young people encounter problems when they enter professional environments: overly managed lives, no experience of delayed gratification, inability to think critically, limited knowledge of their own strengths and weaknesses, and an expectation of stability in the so-called adult world. Levine claims that these problems can be addressed by helping students develop a sense of inner direction as opposed to direction from without, an understanding of how to think critically and apply knowledge, a willingness to build and refine skills over time, and competent writing and speaking skills. In addition, the approaches described in this paper draw on three well-established research traditions: mixed methods research, problem-based research, and action research.How this case was studied: This paper describes the experiences of using two approaches to teach Research in Technical and Scientific Communication at a mid-sized state university in Virginia. The material was collected informally over a period of six years of teaching the course—through observation, student feedback, and completed research reports.
About the case: Research in Technical and Scientific Communication required students to produce a research report within the context of real-world inquiry, appropriately focused for a specific audience and purpose, using both primary and secondary sources, and including analysis as well as information. Two approaches were used. The Real Client approach required students to investigate a small-scale, real-world problem or need, which became the focus of a research report that could be submitted to a specific audience for a specific purpose, both identified by the student early in the research process. The Impact of Technology approach required students to consider the impact of technology on modern life, investigate a narrower topic within this broad topic, and prepare a report that could be published in the university magazine or student newspaper. Examples of strong and weak research reports illustrate which features of each approach worked well and which posed challenges. Results: Overall, students responded well to both approaches, but found the Impact of Technology approach more congenial because it was more familiar to them than the Real Client approach. Nonetheless, with both approaches, but especially with the Real Client approach, students seemed reluctant to make necessary contacts, conduct in-depth interviews, and include well-developed analysis. They were more comfortable gathering information anonymously through secondary source material or online surveys, and presenting that information with a limited amount of analysis. Conclusions: Both approaches served to move students toward a more realistic understanding of the kind of research needed in professional environments. These approaches also address the concerns raised by Levine. The study was limited by its informal nature, with observations and conclusions resulting from a six-year period of informal experimentation and refinement, during which the requirements for the research report were continually redesigned to better address what students would need to be successful in a workplace. |
Template for Writing a Structured Abstract—Teaching Case
| Background | Summarizes the nature and purpose of the case (1 to 2 sentences) |
| Research question(s) | Repeat your research questions |
| Situating the Case |
(Approximately 2- 4 sentences total) |
| How the Case Was Studied |
|
| About the Case |
|
| Results | Report the results of the solution (1 sentence) |
| Conclusions | Summarizes the implications of the completed project (1 sentence) |