PARTS OF AN ABSTRACTS

What is bibliographic reference

portion?
- This part of the abstracts which directs
the customer to the original document.

Example: Buenrostro, Juan C.(Ins.of Library

Science,UP.Diliman, Qq.C.) “ An Evaluation of
Graduate Library Education Programs in Institutions
of Higher Learning”. J.of Phil.Librarianship.16
(1993):1980
Example: Buenrostro, Juan C.(Ins.of Library
Science,U.P.Diliman, Q.C.) “ Librarianship and
the New Professional in the 21th Centurty”. J.of
Phil.Librarianship.15:1&2 (Mar.& Sept.):1-5 (Text
in Filipipno)

Parts of the Reference portion of the

abstract.
1. Document identification number
2. Authors/s
3. Author affiliation
4. Title
5. Source of the document
6. Original language

What comprises the body of an

abstracts?
 Parts of the document are omitted
 History
 Introduction
 Old information
 Summaries
 Details of procedures
Abstracts proper contains the
following parts:
 Purpose
 Methodology
 Results and conclusion

What is the language of the

abstracts?
 English language
What is the length of the abstract
proper?
 1/10th of the length of the original or
approximately 150-200 words
 Normal length for an indicative abstract
is 50 words, while informative
abstracts is 150 words.
What is the signature section of the
abstract?

For example: RMTCelestial; RTMCEL;

CELESTIAL, etc.

What is the descriptors portion? Is

this required or optional?
SUMMARY

Abstracts have three major parts

• z
 The bibliographic reference portion
 The abstract proper or the body
 The signature and the optional part
which the descriptors.
• Example:
Buenrostro, Juan C. Jr. (lnstitute of Library Science, U.P.
Diliman Q.C.) "Preferences of Special Libraries and the
Library Education Curriculum," Journal of Phil.
Librarianship. 16 (Mar. and Sept. 1994): 12-17.
Questionnaire was used in a survey of selected special librarians to
match the hiring preferences of the special library and the library
education curriculum. Library managers were asked to rank courses
offered at the graduate and undergraduate programs. The respondents
were also asked to list eight courses which they felt should comprise the
core curriculum. The respondents’ attitudes toward the suitability of the
BLS and the MLIS degrees to the needs of the special libraries are
discussed. The types of continuing education programs and the reason
for attending such programs are also presented.
Descriptors: Special Libraries; Library Education; Library Science-
Curriculum.