Reading my students poems used to give me stomach pains. I would have explained to them what abstractions were. I'd have made them take abstractions, say like "evil," and then write the abstraction concrete, such as "selling tickets to a rape." (Ugh!)
Then I'd get their poems, and even though I told them I'd take five points off for each abstract word beyond one, there would be four or five in a short poem--honor, truth, faith, trustworthy, loyal friendly--sorta like the Boyscout code.
There's that famous Nabakov line: Caress the detail, the divine detail.
I'd tell 'em the heavy use of abstractions was a sign of lazy writing. I'd have them visualize.
But they just wouldn't quit. I still got stomach aches. So I made them write narrative poems, put in scene and character, and plot, and that got rid of most of it. I suppose the narrartive poem ain't cool these days, but I gave up worrying about cool back in high school. The narrative poem is good practice--a lead in--to the short story, but I get GOOD ONES, good poems.
Maybe you're more tolerant toward abstraction. It seems a large part of the rhyme in hip-hop poetry. How do you justify them, or how do you chase them away? Tell us.