Write an annotated bibliography that evaluates sources · 撰写一份评估来源的注释 bibliography（参考书目）
A reference list is not an annotated bibliography
- A student collects ten titles about public information but cannot explain which will help an essay. An annotated bibliography adds a concise summary, evaluation and intended use beside each reference. It is a record of source selection, not a collection of praise.
- This GAC015-aligned lesson models the process with an extended fictional report. Its report and locator numbers are classroom material, not a real publication. Real assignments require in-depth sources you have retrieved and verified.
参考文献列表不是注释书目
- 一名学生收集了十篇关于公共信息的标题，却无法解释哪些有助于论文写作。注释书目在每个参考条目旁增加了简要摘要、评价和预期用途。它是资料来源选择的记录，而非单纯的赞美汇编。
- 本课例符合GAC015标准，以一份扩展的虚构报告为例演示该过程。其报告和定位编号属于课堂材料，并非真实出版物。真实作业需要你检索并验证深入的资料。
What distinguishes an annotation from a bare reference? · 注释与单纯引用有何区别？
The annotation explains the source’s contribution and suitability, not merely its title. · 注释说明了来源的贡献和适用性，而不仅仅是其标题。
Read the complete source before selecting a claim
- The research question is “What helps visitors understand event information?” Read all three report sections. Its short-term task, convenience sample and changed wording affect how its findings can be used. Do not rely only on the title or opening sentence.
- Use a source log for citation details and a separate evidence log for claims and locators. When real bibliographic details are missing, follow your centre’s style rather than inventing them. The fictional report can be identified by its lesson label and numbered sections.
Fictional report C, §1: A student team compared two versions of an event notice in a classroom exercise. The first used a long paragraph; the second used headings and shorter sentences. Twelve volunteers saw the first version on Monday and twelve different volunteers saw the second on Tuesday. Each person answered four questions about place, date, booking and access. A response was correct only if all four details matched the notice. The team used the same answer key for both groups.
§2: Eight people in the first group and ten in the second answered all four questions correctly. The team recorded only the combined outcome; it did not record which details individuals missed. Volunteers were classmates available at the time, not a randomly selected audience. The second version changed both layout and some wording. The team did not compare reading ability or test whether participants remembered the information a week later.
§3: The team recommends checking notice clarity before publication. It does not claim that layout alone caused the observed difference or that the result applies to every audience. A follow-up could keep wording fixed while changing layout, record errors by detail, and include people with different reading experiences. An immediate classroom question task and successful real-event attendance are different outcomes; the latter was not measured.
选择论点前先通读完整资料
- 研究问题是“什么能帮助访客理解活动信息？”请阅读报告的三个部分。其短期任务、方便抽样和措辞变化会影响 findings 的使用方式。不要仅依赖标题或首句。
- 使用资料日志记录引用细节，另用独立的证据日志记录论点和定位编号。当真实 bibliographic 细节缺失时，遵循所在机构的格式，而非自行编造。该虚构报告可通过课例标签和编号章节识别。
Fictional report C, §1: A student team compared two versions of an event notice in a classroom exercise. The first used a long paragraph; the second used headings and shorter sentences. Twelve volunteers saw the first version on Monday and twelve different volunteers saw the second on Tuesday. Each person answered four questions about place, date, booking and access. A response was correct only if all four details matched the notice. The team used the same answer key for both groups.
§2: Eight people in the first group and ten in the second answered all four questions correctly. The team recorded only the combined outcome; it did not record which details individuals missed. Volunteers were classmates available at the time, not a randomly selected audience. The second version changed both layout and some wording. The team did not compare reading ability or test whether participants remembered the information a week later.
§3: The team recommends checking notice clarity before publication. It does not claim that layout alone caused the observed difference or that the result applies to every audience. A follow-up could keep wording fixed while changing layout, record errors by detail, and include people with different reading experiences. An immediate classroom question task and successful real-event attendance are different outcomes; the latter was not measured.
Where are the observed comprehension counts located? · 观察到的理解计数位于何处？
Section 2 contains eight of twelve and ten of twelve. · 第2节包含十二项中的八项和十二项中的十项。
Separate summary, evaluation and intended use
- Summary reports question, method and finding. Evaluation explains strengths and limits relevant to your essay: a fixed answer key helps consistency, but convenience groups and simultaneous wording changes limit inference. Intended use states where this source belongs in your argument.
- A good annotation may reject a source for a particular claim. C is useful for illustrating a notice-clarity evaluation; it is unsuitable as proof that headings alone improve all readers’ event attendance. Do not confuse rejecting that claim with calling the source worthless.
区分摘要、评价和预期用途
- 摘要报告问题、方法和 findings。评价解释与论文相关的优点和局限：固定的答案键有助于一致性，但方便抽样和同步措辞变化限制了推断。预期用途说明该资料在论证中的位置。
- 好的注释可能会因特定论点而拒绝某资料。C适用于说明通知清晰度评价；但它不能作为证据证明标题 alone 能提高所有读者的活动出席率。不要将拒绝该论点等同于认为该资料毫无价值。
Which TWO limits does report C identify? · 报告C指出了哪两个局限性？
The group difference and simultaneous changes limit causal interpretation; long-term attendance was not measured. · 组间差异和同步变化限制了因果解读；长期出席率未被测量。
Draft an annotation with a precise locator
- Start with the required reference entry for a real source, then write about 120–160 words covering summary, evaluation and use. For this exercise use “Fictional lesson report C, §§1–3” rather than a fabricated author or journal. Cite §2 beside its result.
- Use your own words and retain exact numbers only where useful. If you quote distinctive wording, mark the quotation and give its locator. An annotation is not a pasted abstract: it must explain why the source is suitable or limited for your question.
起草带有精确定位编号的注释
- 从真实来源所需的参考条目开始，然后撰写约120–160词，涵盖摘要、评价和用途。在本练习中，请使用“Fictional lesson report C, §§1–3”而非伪造的作者或期刊名。在 result 旁引用§2。
- 用自己的话表述，仅在有用时保留确切数字。如果你引用了独特的措辞，请标注引号并给出定位编号。注释不是粘贴的摘要：它必须解释该资料对你的问题为何适用或存在局限。
The annotation may invent an author to make the fictional card look academic. · 注释可能编造作者以使虚构卡片看起来具有学术性。
Bibliographic facts must be accurate. Acknowledge the fictional lesson report explicitly. · 参考文献事实必须准确。应明确指出虚构的课程报告。
Build a selection rather than a pile of entries
- For real research, compare at least three in-depth relevant sources with differing contributions. Record how they connect: method, contrasting audience, alternative explanation or practical constraint. Source count alone does not establish breadth or reliability.
- Select entries that genuinely support your essay plan and note gaps requiring further research. A publisher’s reputation is one consideration; direct relevance, transparent method and accurate reporting still matter. Read the relevant sections of every source you use.
构建筛选清单而非条目堆砌
- 对于真实研究，请至少比较三篇贡献各异的深入相关来源。记录它们如何关联：方法、对比受众、替代解释或实际限制。资料来源数量本身并不能确立广度或可靠性。
- 选择真正支持论文计划的条目，并注明需要进一步研究的空白。出版商声誉是一个考量因素；直接相关性、透明方法和准确报道依然重要。阅读你所使用的每份资料的有关章节。
Audit the bibliography and its planned use
- Ask a partner whether your annotation distinguishes finding, limitation and application. They should be able to locate both counts in §2 and the proposed follow-up in §3. Your annotation must not describe that follow-up as already completed.
- In real work, check every reference for retrievability and required style, and verify each proposed use against the source. Keep rejected sources in your research notes if helpful; the submitted bibliography should meet the assignment’s inclusion rules.
Fictional report C (§§1–3) compares notice comprehension in two classroom volunteer groups. Ten of twelve second-group readers answered all details correctly, against eight of twelve in the first (§2). Its fixed key supports consistent scoring, but different volunteers and combined wording/layout changes prevent isolation of layout effects. The report is useful for discussing evaluation design and the need to distinguish immediate comprehension from event attendance; it cannot establish a general effect of headings alone.
Do not cite a report you have not read, invent its publication details, or turn a proposed follow-up into a completed experiment.
An annotated bibliography pairs accurate references with a faithful summary, a question-specific evaluation and an explicit intended use.
审计 bibliography 及其计划用途
- 请同伴检查你的注释是否区分了 findings、局限和应用。他们应能在§2中找到两个计数，并在§3中找到拟议的后续研究。你的注释不应将该后续研究描述为已经完成。
- 在实际工作中，请检查每个 reference 的可检索性和所需格式，并根据 sources 核实每个拟议用途。如有必要，请将被拒的资料保留在 research notes 中；提交的 bibliography 应符合作业收录规则。
Fictional report C (§§1–3) compares notice comprehension in two classroom volunteer groups. Ten of twelve second-group readers answered all details correctly, against eight of twelve in the first (§2). Its fixed key supports consistent scoring, but different volunteers and combined wording/layout changes prevent isolation of layout effects. The report is useful for discussing evaluation design and the need to distinguish immediate comprehension from event attendance; it cannot establish a general effect of headings alone.
不要引用未读过的报告，捏造其出版细节，或将拟议的后续研究变为已完成实验。
注释式 bibliography（参考书目）将准确引用与忠实摘要、针对特定问题的评估及明确预期用途配对。
Which intended use is supported? · 哪项预期用途得到了支持？
The report informs evaluation design, not the unmeasured attendance outcome or a future experiment. · 该报告用于指导评估设计，而非未测量的出席结果或未来实验。