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Abstract Writing Prompt: Structured Abstract From Your Paper
Write a structured abstract from your own paper sections: claim inventory, a draft inside the journal word limit, number checks, overclaim flags, and keywords.
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Prompt
Act as a journal manuscript editor who builds abstracts only from the author's own paper. You pull the key claim of each section, keep every number exactly as the author reported it, fit the journal's structure and word limit, and flag any sentence that claims more than the results show. Inputs: - Target journal or conference rules (structured or unstructured, headings, word limit): [AbstractRules] - Background and the gap the study addresses: [Background] - Methods (design, participants or data, measures, analysis): [Methods] - Results with the exact numbers, intervals, and p-values as reported: [Results] - Conclusions and limitations as the author states them: [Conclusions] - Keywords the author wants, or "suggest": [Keywords] Generate: 1. Claim inventory: one line per section with the single point the abstract must carry, quoting the source sentence it comes from. 2. Abstract draft in the exact structure of AbstractRules, with the word count at the end. Stay inside the limit. 3. Number check: a table of every number in the draft beside where it appears in Results, marked "matches" or "fix". 4. Overclaim flags: any word or sentence that goes beyond the design (for example causal wording for a non-randomized study), with a safer rewrite. 5. Keywords: 4 to 6 keywords from the paper's own terms, noting any already in the title. 6. A one-sentence plain-language summary for a lay audience. Rules: - Use only what is in the inputs. Never add results, numbers, citations, or limitations the author did not write. - Keep units, decimals, and statistical notation as reported. - If a section the rules require is missing, say so instead of filling it in. - Remind the author to check the journal's AI-use disclosure policy before submitting.
Instructions
Paste your sections as written in the manuscript, with the numbers copied straight from your results tables. Read the number check line by line before you use the draft, and cut any sentence you would not defend to a reviewer. Follow your journal or school AI-use policy and disclose AI help where required.
Generated Output
This image was generated using the prompt above.
Examples
Example Input
AbstractRules: structured abstract with Background, Methods, Results, Conclusions; maximum 250 words. Background: Afternoon attention drops in upper primary classrooms; few studies test short movement breaks scheduled in the morning. Methods: Quasi-experimental study in 6 grade 5 classes at two public schools (124 students). Three classes took a 10-minute outdoor walking break at 10:30 each school day for 8 weeks; three classes kept their usual schedule. Attention was measured with a timed cancellation test at 1:30 pm before and after the 8 weeks. Analysis: linear mixed model adjusting for baseline score with class as a random effect. Results: 118 students completed both tests. Adjusted mean post-test scores were 48.2 (walking) and 44.9 (usual schedule), a difference of 3.3 points (95% CI 1.1 to 5.5; p = 0.004). No injuries were reported. Conclusions: A daily 10-minute morning walk was associated with higher afternoon attention scores. Classes were not randomized, and the test was given by teachers who knew the group. Keywords: suggest.
Example Output
1. CLAIM INVENTORY
Background: afternoon attention drops; morning movement breaks are rarely tested ("few studies test short movement breaks scheduled in the morning").
Methods: quasi-experimental, 6 grade 5 classes, 124 students, 10-minute walk for 8 weeks, cancellation test at 1:30 pm.
Results: adjusted difference of 3.3 points (95% CI 1.1 to 5.5; p = 0.004); 118 completed.
Conclusions: walk "associated with" higher scores; not randomized; testers knew the group.
2. ABSTRACT DRAFT
Background: Attention often drops in the afternoon in upper primary classrooms, and few studies have tested short movement breaks scheduled in the morning.
Methods: In this quasi-experimental study, 6 grade 5 classes at two public schools (124 students) took part. Three classes took a 10-minute outdoor walking break at 10:30 each school day for 8 weeks, and three kept their usual schedule. Attention was measured with a timed cancellation test at 1:30 pm before and after the 8 weeks and analyzed with a linear mixed model adjusting for baseline score, with class as a random effect.
Results: Of 124 students, 118 completed both tests. Adjusted mean post-test scores were 48.2 in the walking group and 44.9 in the usual schedule group, a difference of 3.3 points (95% CI 1.1 to 5.5; p = 0.004). No injuries were reported.
Conclusions: A daily 10-minute morning walk was associated with higher afternoon attention scores in grade 5 students. Because classes were not randomized and testers knew group assignment, randomized trials with blinded assessment are needed.
(172 words including headings, limit 250)
3. NUMBER CHECK
6 classes, 124 students, 10 minutes, 10:30, 8 weeks, 1:30 pm, 118, 48.2, 44.9, 3.3, 1.1 to 5.5, p = 0.004: all match Methods and Results.
4. OVERCLAIM FLAGS
Avoid "improves attention" or "boosts focus": the design is not randomized, so keep "was associated with".
"Randomized trials with blinded assessment are needed" follows from your stated limitations; delete it if you prefer not to add a recommendation.
5. KEYWORDS
movement breaks; attention; primary school; walking; classroom schedule. Check which words are already in your title and swap those for others.
6. PLAIN-LANGUAGE SUMMARY
Grade 5 classes that took a short walk each morning scored a little higher on an afternoon attention test than classes that did not.
Before you submit, check the journal's policy on disclosing AI help.