This study aims to suggest the educational implications based on comparison of the text structure according to writing amount restriction during highschool students’ writing from sources. In this study, three research problems are organized as follows. First, the perspective on analyzing the students’ writing texts are constructed based on the Multiple text comprehension, Discourse synthesis and New rherotic’s argument theory. Second, the students’ writing texts according to three types of writing amount restriction are analyzed by means of methodology based on the qualitative content analysis and statistical analysis. Third, desirable directions on the evaluative design of the writing from sources according to writing amount restriction are suggested by reinterpreting conclusion of the second research problem.