passive and subordinate position vis-à-vis the sources, through using (material), 資料 文章 (article) or other similar expressions referring to the sources as the subject of the sentence, while using (I/me) or (we/us) after (let), (make), (to), (give), and (help) etc. 我 我們 讓 使 對 給 幫助 as the object of action. Below are two examples of this type of evaluation. EXAMPLE [(This source) made us clearly understand and the HKSAR government’s coping strategies solutions to the saturation of dumping areas, and greatly facilitated our specialized research project.] EXAMPLE 2: [Apart from providing information for us to refer to, (this website) also gives us a model regarding how to sort out and present information.] (2) Sources as high-quality research writing (13/61) In 13 of the 61 instances, which constituted about 21% of all positive evaluations, the students foregrounded the high-quality or one or more desirable characteristics of the source material in a rather The sources are commended as providing “objective” manner. “credible,” “fair,” “multiple or or its writing style being or among perspectives” “comprehensive data,” “concise” “clear,” others. To achieve this purpose, various adjectives and adverbs were employed by the students to describe the sources. EXAMPLE 3: 本章都能以不同角度描述重組的影響，為不偏不倚。(F2A4) [This chapter can describe the impacts of the restructuring from different perspectives, and is objective indeed.] EXAMPLE 4: (F1A7) [The feature of this source is that it has used only two sentences to list out e-books’ ten merits and drawbacks, which are expressed concisely and clearly…] (3) Sources with viewpoints shared by the students (often linked to personal experiences) (6/61) In about 10% of the cases, the students related the viewpoints in the sources to their own experiences and personal feelings, and then stated their alignment with the sources accordingly. Colloquial language was often used. Typical expressions included (I am… too), 我也是……
passive and subordinate position vis-à-vis the sources, through using 資料 (material), 文章 (article) or other similar expressions referring to the sources as the subject of the sentence, while using 我 (I/me) or 我們 (we/us) after 讓 (let), 使 (make), 對 (to), 給 (give), and 幫助 (help) etc. as the object of action. Below are two examples of this type of evaluation. EXAMPLE [(This source) made us clearly understand HKSAR government’s coping strategies and the solutions to the saturation of dumping areas, and greatly facilitated our specialized research project.] EXAMPLE 2: [Apart from providing information for us to refer to, (this website) also gives us a model regarding how to sort out and present information.] (2) Sources as high-quality research writing (13/61) In 13 of the 61 instances, which constituted about 21% of all positive evaluations, the students foregrounded the high-quality or one or more desirable characteristics of the source material in a rather “objective” manner. The sources are commended as “credible,” “fair,” providing “multiple perspectives” or “comprehensive data,” or its writing style being “concise” or “clear,” among others. To achieve this purpose, various adjectives and adverbs were employed by the students to describe the sources. EXAMPLE 3: 本章都能以不同角度描述重組的影響，為不偏不倚。(F2A4) [This chapter can describe the impacts of the restructuring from different perspectives, and is objective indeed.] EXAMPLE 4: (F1A7) [The feature of this source is that it has used only two sentences to list out e-books’ ten merits and drawbacks, which are expressed concisely and clearly…] (3) Sources with viewpoints shared by the students (often linked to personal experiences) (6/61) In about 10% of the cases, the students related the viewpoints in the sources to their own experiences and personal feelings, and then stated their alignment with the sources accordingly. Colloquial language was often used. Typical expressions included 我也是…… (I am… too),