The Abstract as a Genre: The Good, the Bad, and the Ugly
I Good Abstracts
Blue = situation via knowledge of Victorian period
Green = method
Red = thesis
Purple = larger consequence(s) for knowledge in the field
Vrettos, Athena. "Displaced Memories in Victorian Fiction and
Psychology." Victorian Studies: An Interdisciplinary Journal of
Social, Political, and Cultural Studies 49.2 (2007): 199-207. Print.
In late-Victorian literature and psychology, memories were frequently
thought to transgress mental boundaries, drifting from one mind to
another or assuming a spectral existence. Objects with powerful - and
often traumatic - associations acted as an especially potent conduit
by which memories could pass between people who were distant in time
and space. Examining literary, psychological, and parapsychological
writings by Thomas Hardy, Arthur Conan Doyle, George Henry Lewes,
Samuel Butler, and F. W. H. Myers, this essay argues that these works
provide a distinctive set of narratives about the potential
displacement and uncertain ownership of memory. By offering a range of
speculations about how emotions, memories, and experiences adhere to
the material world, such narratives dramatize the permeability
increasingly attributed to memory, consciousness, and individual
identity at the end of the Victorian period.
Remarks: Very clearly meets the main rhetorical requirements of an abstract: proposes a thesis, situates it in some ongoing scholarly issues, makes its method clear, and answers the ‘so what?’ concern with a conclusion about consequences.
Blue = situation via state of knowledge in the field
Red = Statement of problem
Green = method
Purple = thesis
Remarks: very clear structure via rhetorical stages, plus thesis shows how smart, sophisticated ideas don’t require long fancy words
Knapp, James A. “’Ocular Proof’: Archival Revelations and Aesthetic Response.”
Poetics Today 24.4 (2003): 695-727. Print.
A new materialism in literary and cultural criticism has regrounded much scholarly debate in the archive as a corrective to ahistorical theorizing. Often, in granting archival discoveries the evidentiary status of fact, historical criticism fails to attend to the difficulties surrounding the mediation of historical understanding by material things. In order to get at the thorny issues surrounding the material as an authorizing category in cultural analysis, I focus on Shakespeare's well-known literary meditation on visual proof (and visual perception) in Othello. Reemphasizing the problems that nag materialist epistemologies, I examine the role of material (ocular) proof in Othello, in the form of the much discussed handkerchief. Drawing on Maurice Merleau-Ponty's ontology of perception, I argue that Othello provides a parable about the disaster of confusing the objecthood of things with the stories we tell about them. I conclude that as cultural history moves into its next phase - beyond the return to the archive - it must respond to the phenomenological challenge and avoid the temptation to stop with either thing or theory, always working to occupy the space between.
---. "Michel Houellebecq: The Meaning of the Fright."
Diss. U of California, Santa Barbara, 2007. DAI-A 68.12 (2008): item
AAT 3295329. Print.
Michel Houellebecq's work depicts an absolute failure. This artistic and
philosophic weakness minors our own mediocrity, our pusillanimity, our
lack of spiritual ambition. This failure is better understood through
the study of /disenchantment /: that is the feeling of living in a
mechanistic immanent universe that overwhelms his characters otherwise
hungry for transcendence. To this /disenchantment of the world, /answers
Houellebecq's /désenchantisme. /This dissertation analyzes the peculiar
ideology that is /désenchantisme, /an accepted failure used as a
strategy for survival in the novels. But if /désenchantisme /underlines
all the ills of the contemporary societies (materialism, consumerism,
spiritual slackness, hedonism, surrender to crude pleasures and
addictives behaviors), it's never complacent. Through close textual
analysis from Gauchet to Weber, Sartre and Sennett, I demonstrate that
on the contrary, self-hatred is paradoxically a positive sign: there is
indeed a moral judgment behind it, a need for justice. The self hating
houellebecquian hero despises himself for not being what he knows he
should be. He is an idealist in spite of all, guided by an unshakable
image of self transcendence.
Remarks: a grabber first sentence, like a hook in a song. Strong vocabulary in second sentence. The the subsequent idea of using failure as a strategy for survival intrigues. The fact that the key term is French means that will necessarily exclude some readers, not a great choice for any abstract.
II Abstracts with Problems
---. "An Imperiled Inheritance: The Decline of
Politeness in 20th Century French Literature (Marcel Proust, Pierre
Drieu Lla Rochelle and Michel Houellebecq)." Diss. Harvard U, 2005.
DAI-A 66.11 (2006): item AAT 3194406. Print.
I describes and examines the ways in which politeness has been
constructed, defined and privileged in French literary, historical and
theoretical texts. The thesis proposes that the centrality of politeness
to /Ancien Régime /French identity---a centrality assured and enforced
by the figure of the Sun King and by the etiquette due him---is only
partially weakened by the subsequent destruction of the monarchy and the
rise of republicanism in France. Under the /Ancien Régime /, French-ness
and politeness, politeness and literariness---in speech, gestures,
fashion and writing---came to be equivalent. The 20 ^th century
witnesses the struggle to maintain this equation even in the absence of
the political structure which founded, enforced and maintained it. The
thesis maintains that 20 ^th century French literary texts are a
privileged terrain on which politeness and politics, including fascism,
collide. French historians such as Robert Muchembled are just coming to
terms with the persistence of this model of male masculinity into the 20
^th century and French sociologists believe it to have been neglected by
their discipline which, consequently, lacks tools necessary for
understanding the persistence of aristocratic emotions such as contempt
and other obstacles to the practical enforcement of the Rights of Man.
The thesis turns to French literary texts of three distinct moments in
the 20 ^th century. These texts provide thematic illustrations of the
persistence of monarchic-style politeness as a perceptual grid, as a
model for behavior as well as for the construction of hierarchies and of
meaning. Politeness also figures as a haunting psychological and
paternal presence that remains pronounced despite its apparent
anachronism. The thesis argues that the cultural specificity of French
politeness goes some way toward explaining the consistency with which
its perceived disappearance is not only expressed throughout the 20 ^th
century, but fraught with literary and political significance in French
Remarks: A deadly typo. Jonathan Edwards sleuthed out why it happened. The version on the dissertation made the title of the diss. the subject of the first sentence, as he explains:"I describes" was originally "/An Imperiled Inheritance/ describes." She
must have just changed the very beginning without remembering to go back
and conjugate the verbs. Really too bad, because the rest of the ideas and writing are very appealing, clear, and non-obvious.
---.“‘The Lord of the Rings’ and the emerging generation:
A Study of The Message and Medium. J. R. R. Tolkien and Peter Jackson.”
Diss. Drew U, 2009. DAIA 70.6 (2009): item AAT3364843. Abstract. Print.
Throughout the ages, the communication of Christian truth has been the
domain of preachers and poets, musicians and theologians, authors and
dramatists, each seeking means by which to engage others in the truth that
has captivated and transformed their lives. From direct proposition to
allegorical representation, such effective communicators as Dwight L. Moody
and C. S. Lewis have confronted their culture with Christian truth in
response to Jesus' command to "go and make disciples". J. R. R.
*Tolkien*employed myth as his vehicle of expression, creating
*The Lord of the Rings *(*LOTR *) with no overt religious symbol or act, yet
weaving his Roman Catholic Christian worldview into the very fabric of his
characters and their journeys. *Tolkien* described his work as a
"fundamentally religious and Catholic work, unconsciously at first, but
consciously in the revision, with religious element absorbed into the
story." 1 He discovered that myth allows the reader opportunity to explore
the realities of life within the safety of an imagined world and its
*Tolkien's* fantasy of Middle Earth and her people has captured the heart
and mind of generations since its publication in 1954, offering glimpses
into the truth that defined *Tolkien's* life and worldview. This 20 th century
work found new expression and an even broader audience in Peter Jackson's 21
st century cinematic interpretation *LOTR. *Together, *Tolkien's** *myth and
Jackson's cinematic portrayal of that myth have successfully captured the
attention of the Emerging generation. A study of both narrative and
cinematic mediums along with the clarity of the message conveyed will allow
an opportunity to consider the larger question of what medium and what
message impacts the emerging post-modern generation. This dissertation will
explore the effectiveness of *Tolkien's* myth and Jackson's cinematic
interpretation of that myth in communicating truth, seeking insights into
effective means of the communication of Christian truth in a post-Christian
Remarks: the two paragraphs offer two different introductions to the same topic. The key idea of the first paragraph is abandoned until the end of the second, making a weak transition and leaving no room to argue for and develop the better idea at the end about Christian tactics in a post-Christian world.
Khost, Peter H. “Pioneering the Profession: Crises in English Studies and the
Nontenured PhD.” Diss. City U of New York, 2010. Print.
This dissertation addresses contemporary nontenured PhDs in English, who face a number of disciplinary crises: (1) tenure is steadily declining, (2) it's increasingly difficult to publish, (3) the general relevancy of the field has become dubious, and (4) the number of English majors is shrinking. This confluence of crises makes competition for fewer jobs fiercer and begs the question of what the backlog of nontenured English PhDs will produce as scholarship, and how and why they will do this. The growing number of individuals in this position is just as qualified as their tenured colleagues are to do legitimate scholarship, but if tenure is not likely or not possible for them, then their motivation and means to do scholarship may likely be quite different. So, then, might their methods be different.
Remarks: detailed statement of problem but weak and tentative about any solution
Pender, Matea. “Addressing the Needs of Racially/Culturally Diverse Student
Populations in Higher Education: an Analysis of Educational Practices for
Disadvantaged Youth.” Diss. U of Maryland, 2010. Print.
The recent growth in the racial and cultural heterogeneity of college students in the United States has increased the demand for higher educational policies that will accommodate the needs of an increasingly diverse collective student body (Kao & Thompson, 2003). Traditionally, underrepresented minority students (i.e., African American, Hispanic and American Indian) persist in colleges at a lower rate compared to non-Hispanic, white and Asian students.
There is evidence that minority students fail to persist because of limited or unsuccessful attempts by postsecondary institutions to help improve academic and social integration of these students in colleges (Seymour & Hewitt, 1997; Maton, Hrabowski & Schmitt, 2004; Summers & Hrabowski, 2006). In addition, many students receive inadequate family and financial support because their parents lack college education. Finally, Hispanics who are currently the largest minority group in the U.S., are more likely to be immigrants. Hispanic immigrants are one of the most vulnerable racial/ethnic groups with the lowest levels of academic success (Passel, 2005).
In my dissertation, I analyze three educational strategies adopted by higher education institutions with the goal of improving educational outcomes for the most vulnerable groups such as first-generation, minority and immigrant students. In the first essay, I explore the importance of financial aid for students whose parents have low levels of education. I find that the availability of federally funded need-based aid lowers attrition rates of first-generation college students.
Second, I explore the significance of undergraduate research opportunities for minority students in science fields. My results indicate that summer research opportunities obtained at academic and government sites increase participation of underrepresented minority students in science Ph.D. programs.
Finally, in my third essay, I address the impact of changes in tuition prices on the educational outcomes of college students who are not U.S. citizens at two universities in Texas and find some evidence that the reduction in tuition costs improves college affordability for these students.
Remarks: good example of how to include citation in an abstract, just name and date. Ideas here seem pretty obvious but the writing is very clear at the sentence level.
---. “Tenure and Its Denial: Facing the Winter Years and Beyond.”
College Literature 33.2 (2006): 70-83. Print.
The details that one recalls at the time of dramatic and, indeed, traumatic events in one's life remain indelibly marked and may create difficulties in pursuing the regular course of work and private pursuits. The author reflects on the events the denial of tenure, how he faced this crisis, and how his preparation in research and teaching provided him a basis upon which to overcome the 'winter years' of this difficult period and move on with his career.
Ouch. Lots of psychodrama, no real thesis.
---. “Theories and Expectations: On Conceiving Composition and
Rhetoric as a Discipline.” College English 41.1 (1979): 47-56. Print.
Composition studies are investigated. Composition & rhetoric are not one
discipline, but comprised of many related disciplines & activities. Studies
on composition should be done in a wide spectrum by rhetoricians, linguists,
psychologists, & literary critics. Typical new composition specialists try
to assimilate too much information, & thus are unable to control the vast
material. Composition theory & pedagogy are distinctly different, & require
different approaches. Teachers & curriculum designers ought to be provided
with proper training, emphasizing the pedagogical side of composition study,
yet balance & communication should be established between instructors &
What were they thinking in 1979? An abject failure of an abstract.
---. “Whitman as Social Theorist: Worker in Poetics and Politics.” Walt Whitman Review 16 (1970): 41-45. Print.
Poetry (an artistic and idealistic demeanor not ignorant of feeling and its place in the world of knowing) and power (a demeanor of legitimated aggression) are apparently strangers. But in the person and poetry of Whitman there is to be found poetics and politics in a creative tension such that they stand as handmaidens illuminating each other. Whitman the man is politician enough to be a government bureaucrat; he is poet enough to cry for justice and love and brotherliness in a human condition dominated by power-managers. Whitman is defiant in his lyric celebration of the individual as a highest social value. With the social behaviorist school in social theory and with a voice like Camus which affirms the individual as more important than any political abstraction, Whitman identifies the lone personality as of infinite value. Not one to ignore wider issues, Whitman celebrates the role of diversity and the common man unsupervised as a crucial element in change. The American character for Whitman is that which frees the individual for his own self-realization. Both ideologically conservative and liberal, Whitman calls for social harmony and individuality: he knows there can be no society at all without legitimated power; he knows, too, the awful risks of power. It is the source of much profound in Whitman that his temperament was both tragic and liberal, both poetic and political. For in the end Whitman knows that turbulences are native to the human condition and that to live is to choose directions within them.
Poor sentence structure. Huge long subjects, delayed verb, and then the verb is weak. Bad information flow, with old preceding new.