Structurally Descriptive vs. Informative Abstracts Notice the difference between these different types of abstract. You should be aiming to write an INFORMATIVE abstract (of about 200 words – See #5). Look at the evolution of the writing and the dialogue, as the writer goes from more general information to the specifics of the content. Notice that it is not necessary to refer often to the presentation or the speaker. (To see the comments, make sure you have Word set to Revize – > Sledovat změny -> Všechny revize.) 1) Short Structurally Descriptive Abstract In this presentation I will be talking about trigger warnings in general but mainly about their use in schools and possible impact on our future. I will explain how it all started, what it was meant to do. Then I will talk about how it spread into educational system. I will express my own opinion and encourage people to not being afraid to talk about taboos. The main purpose of my presentation is to increase knowledge about this problematic issue.[SR1] 80 words[INS: :INS] 2) Short Structurally Descriptive Abstract with commentary [DEL: In this presentation I will be talking about :DEL] [INS: T :INS] [DEL: t :DEL] rigger warnings[INS: (TW) :INS] [INS: are… :INS] [DEL: in general but mainly about t :DEL] [INS: T :INS] heir use in schools [INS: is problematic in that… :INS] [DEL: and :DEL] [INS: Some :INS] possible impact on our future[INS: lie in the fact that… :INS] .[DEL: I will explain how i :DEL] [INS: I :INS] t all started[INS: when… :INS] [DEL: , what i :DEL] [INS: I :INS] t was meant to [INS: …. :INS] [DEL: do. :DEL] [DEL: Then I will talk about how it :DEL] [INS: TW :INS] spread into educational system[INS: in such a way that… :INS] [DEL: . I will express my own opinion and encourage :DEL] [INS: In order to work with this issue, :INS] people [INS: should :INS] [DEL: to :DEL] not be[DEL: ing :DEL] afraid to talk about taboos[INS: and… :INS] [DEL: . :DEL] [DEL: The main purpose of my presentation is to increase knowledge about this problematic issue. :DEL] [INS: :INS] 3) Long Descriptive Abstract Trigger warnings in schools and their impact A lot of people do not know about ongoing censorship. It may shock you how extensive the damage can be. This presentation will be based on two main topics. I will start with basic knowledge about trigger warnings, which means where they come from, why we need them or not. The first topic will describe how schools apply trigger warnings in their lessons. The second topic will focus on the main impact of trigger warnings. Throughout the whole presentation, I will be adding my points of view. I will not always describe my personal opinion but will be pointing out the pros and cons of trigger warnings. During the presentation, I will be giving you time for questions or for expressing your opinion. My goal is to end this presentation in a meaningful discussion of this topic and to show that we cannot see it only as a black-and-white issue, because both sides have good arguments to support their claim. Although my main purpose of this presentation is to increase knowledge about this very problematic issue, I will also try to encourage people to not be afraid of talking about taboos. 191 words 4) Long Descriptive Abstract – with commentary Trigger warnings in schools and their impact [DEL: A lot of :DEL] [INS: Many :INS] people do not know about ongoing censorship[INS: in the form of trigger warnings precedin :INS] [INS: g online information, :INS] [INS: or with :INS] [INS: content presented in school :INS] . [DEL: It may shock you how extensive t :DEL] [INS: T :INS] he damage can be[INS: quite extensive in that… :INS] [DEL: This presentation will be based on two main topics. I will start with base knowledge of t :DEL] [INS: T :INS] rigger warnings[INS: :INS] [INS: may be useful in that…, but may be dangerous because… :INS] [DEL: , that means where it comes from :DEL] [DEL: , why we need one or not :DEL] . [DEL: First topic will describe how :DEL] [INS: S :INS] [DEL: s :DEL] chools apply trigger warnings in their lessons[INS: by… :INS] . The [DEL: second topic will be focus on :DEL] main impact of trigger warnings[INS: is… :INS] . [DEL: Throughout whole presentation I will be adding my points of view. I will not always describe my personal opinion, but I will be pointing out pros and cons of trigger warnings. During presentation I will be giving you time for questions or for expression of your opinion. My goal is end this presentation in meaningful discussion of this topic and to show that we cannot see it only black and white, because both sides have :DEL] [SR2] [INS: The main :INS] [DEL: good :DEL] argument[DEL: s :DEL] to support the[DEL: ir :DEL] claim[INS: for :INS] [INS: using trigger warnings is… :INS] . [DEL: Although my :DEL] [DEL: main purpose of this presentation is to increase knowledge about this very problematic issue, I will also try to encourage people to :DEL] [INS: Trigger warning may prevent us from :INS] [DEL: not be afraid of :DEL] talking about taboos[INS: , which is why they should… :INS] . 5) Informative Abstract Trigger warnings in schools: their impact on critical thinking Trigger warnings started as an act of feminists on the internet as basically a warning to readers at the beginning of an article that it contains detailed description of violence. The main reason for this was to prevent the abuse of women. Most people do not know that this little warning is now demanded in schools. In the beginning, many schools applied the trigger warnings when the new topic in class was about sexual harassment or about any graphic violence. This was meant to protect women who had been attacked from post-traumatic states and evoking old memories. However, this “censorship” later began to be demanded even for less serious matters e.g. fear of spiders, fear of snakes. As such, the consequences can be harmful for a balanced education. The situation now is that teachers/professors must provide this kind of warning at the beginning of every new topic in class. After that, every student who does not wish to listen to this new theme has the right to leave the class without explaining. This means that students can choose not to learn about problematic topics, which lessens the possibility of their having a balanced education that includes the possibility to learn how to think critically about challenging or controversial ideas.[SR3] 209 words ________________________________ [SR1]You need to try to be more specific and informative. The yellow parts show how much of your text is NOT informing the reader about the TOPIC. The last sentence is extremely unspecific and could be said anywhere, which is why, in fact, it should NOT be stated at all. [SR2]All this information is about the form of presenting. The abstract needs to adress the main content and NOT focus on the talk itself or the speaker. See if you can rewrite this in a way that provides the most interesting highlights about the topic, not the structure of the act of presenting. [SR3]Do you see how this conclusion serves as a response to the message in your title?