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Section 1 Common types of Academic Abstracts and their structural Components（第1页）

SeontypesofAcademicAbstradtheirstrupos

Havinganabstratedistheonlywaymaorspermissionandorinstitutionalsupportforattendinganimportantprofessioing。Nowthattheuseofoiondatabasesisprevalent，writingareallygoodabstracthasbeoreimportant。Butnow，insteadofmerelygthereaderttherestoftheattachedpaper，anabstractmustcethereadertoleavethefortofanoffidgohuntdoyoftheartialibrary。Ifyfraduationpaper，you’reusuallyrequiredtoaplishanabstractforyourpaper。Aboveall，ifyouwayourresearchpaperpublished，yoodabstract。

Activity1-1:Identifyingtypesofacademicabstracts

&hemostontypesofacademicabstracts。Readthesamplesaifyoickedabovehavebeenaddressedaablebelowwiththeinformatiohesampleabstract。

Sample1:

Narrativesof“GreeheAheEalHeroandtheAnarchist

Abstract

（1）Ealpolicymakersatractedbythenotionofgreen。（2）Yet，greenisatestedcept，allowingforawideraranslationsineverydaydiscursivepractices。（3）Thispaperexamineshowyouructtheirimagesofgreen。（4）ItmakesaclofthreeingavailablesubjectpositireeheAheEalHeroandtheAnarchist。（5）Itrevealsproblemsintheprevailied，genderedandindividualistisofgreen，anddiscussesimplisforpolidmarketingpraers。

KeyWreen;ealpolicymakeraer

Sample2:

FramingCollaborativeBehaviors:ListeningandSpeakinginProblem-basedLearning

LouisaRemediosDavidClarkeLesleyahorne

Abstract

（1）Problem-basedLearning（PBL）isdescribedassmall-groupcollaborativeleareratureonhowcollaboratioedinPBLtextsislimited。（2）AtwraphicstudyexamiheexperiendresponsesofAsiaheobligationsofPBLiext。（3）Partit-observatioa，aimulatedreterviewsprovidedinsightsintocollaborativebehaviorsinPBLs。（4）Eventhoughstudentsreizedthatlisteningandspeakianttocollaboration，speakingrivilegedoverlisteninginthisPBLsetting。（5）Aframeedthatihcollaborativeandnon-collaborativelisteningandspeakingbehaviors。（6）ThisCollaborativeListeningSpeaking（CLS）frameworkprovidesastructurefortutorstoscaffoldthenoviers’collaborativeskills，andthereforemoreeffectivelyfacilitatethegrthroughcollaboration。（7）Thisstudyoffersteachersalteroimpreffethefuture。

KeyWords:Problem-basedLearning;collaborativelearning

Sampleabstract3:

（1）ThisdissertatioheroleoforsiicalturmoilacharacterizedlateFirstEmpireRiodeJaneiro（1827-1831）。（2）orsandtheirjournalshelpedgethepoliticalcultureoflateFirstEmpireRiodeJaneirobyinvolvihedisofstate。（3）ThispoliticalcultureisapparentinEmperraduallossofeismsofpower。（4）AstheneersbeerousaheEmperorlosthislegitimatheeyesofthepeople。（5）ToexploretheroleofthehepolititsofthelateFirstEmpire，thisstudyanalyzesallavailableneublishedinRiodeJaneirofrom1827to1831。

KeyWords:or;FirstEmpireRiodeJaneiro;politicalculture

Sampleabstract4:

TheorationandMemorializationoftheAmeriRevolution

（1）ThisprojevolvesdisghowtheAmeriRevolutionwasremembereddurieeury。（2）ThegoalistoshowthattheAmeriRevolutionwasmemorializedbytheasoftheUesgoverduringthe1800s。（3）ThishasbeendonebyexamissuchastheSupremeCourtarshallandtheNullifiCrisis。（4）Upoios，itbeesclearthatJohnMarshallandJohn（creatoroftheDoeofNullifiptedtousetheAmeriRevolutiontobolstertheirclaimsbygspeeFoundihroughshowingthattheAmeriRevolutionlivesohisresearchhighlightstheimportaioninshapiioedStatesgover。

KeyWords:AmeriRevolution;asoftheU。S。gover

Notes

&lesareis，oneonkindofabstraacademigs，whichareusuallyaplishedaftertheerisdoheindispeofgraduationpapersofuudentsandthepublishedartiacademials。

&lesaredescriptiveabstraotherkindofabstraonlywrittenforacademices。

Activity1-2:Regstruposofabstracts

（1）Wroupstosummarizethestrupoheaboveabstracts。

（2）Findsomeacademiceabstradabstraials（orabstractsfestudents’academicpapers），aheirstrupos。