Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
04–620 Akamatsu, Nobuhiko (Doshisha University, Japan; Email : nakamats@mail.doshisha.ac.jp .). The effects of first language orthographic features on second language reading in text . Language Learning (Michigan, USA), 53 , 2 (2003), 207–231. 04–621 Argamon, S., Koppel, M., Fine, J. and Shimoni, A. R. (Department of computer Science at the Illinois Institute of Technology. Email : argamon@iit.edu ). Gender, genre and writing style in formal written texts . Text (Berlin, Germany), 23 , 3 (2003), 321–346. 04–622 Dreyer, Carisma and Nel, Charl (Potchefstroom U., South Africa; Email : nsocd@puknet.puk.ac.za ). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment . System (Oxford, UK), 31 , 3 (2003), 349–365. 04–623 Fender, Michael (U. of Pittsburg, PA., USA; Email : mjfst@pitt.edu ). English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language . Applied Psycholinguistics (Cambridge, UK), 24 , 2 (2003), 289–316. 04–624 Flowerdew, L. (Hong Kong University of Science and Techology). A combined corpus and systemic-functional analysis of the problem-solution pattern in a student and professional corpus of technical writing . TESOL Quarterly (Alexandria, VA, USA), 37 , 3 (2003), 489–511. 04–625 Goswami, Usha (U. of Cambridge, UK), Ziegler, Johannes C., Dalton, Louise and Schneider, Woflgang. Nonword reading across orthographies: How flexible is the choice of reading units? Applied Psycholinguistics (Cambridge, UK), 24 , 2 (2003), 235–248. 04–626 Hinkel, Eli (Seattle University, USA; Email : ehinkel@seattleu.edu ). Tense, aspect and the passive voice in L1 and L2 academic texts . Language Teaching Research (London, UK), 8 , 1 (2004), 5. 04–627 Hirose, Keiko (Aichi Prefectural University, Nagakute, Aichi, Japan; Email : khirose@for.aichi-pu.ac.jp ). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students . Journal of Second Language Writing (New Jersey, USA), 12 (2003), 181–209. 04–628 Lee, Miranda Y. P. (Hong Kong Polytechnic University of Hong Kong; Email : ctmyplee@polyu.edu.hk ). Discourse structure and rhetoric of English narratives: differences between native English and Chinese non-native English writers . Text (Berlin, Germany) 23 , 3 (2003), 347–368. 04–629 Matsuda, Paul K. (University of New Hampshire, USA; Email : pmatsuda@unh.edu ), Canagarajah, A. Suresh, Harklau, L., Hyland, K. and Warshauer, Mark. Changing currents in second language writing research: a colloquium . Journal of Second Language Writing (New Jersey, USA), 12 (2003), 151–179. 04–630 Moreno, Ana (Universidad de Leon, Spain; Email : dfmamf@unileon.es ). Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext . English for Specific Purposes (Amsterdam, The Netherlands), 22 , 3 (2003), 265–295. 04–631 Ramanathan, Vaidehi (University of California, Davis, USA; Email : vramanathan@ucdavis.edu ). Written textual production and consumption (WTPC) in vernacular and English-medium settings in Gujarat, India . Journal of Second Language Writing (Ann Arbor, USA), 12 (2003), 125–150. 04–632 Rasinski, Timothy V. (Kent State U., USA) and Hoffman, James V. (U. of Texas, Austin, USA). Oral reading in the school literacy curriculum . Reading Research Quarterly (Newark, DE, USA), 38 , 4 (2003), 510–522. 04–633 Saito, Hidetoshi and Fujita, Tomoko (Hokusei Gakuen University, Japan; Email : saitoh@hokusei.ac.jp ). Characteristics and user acceptance of peer rating in EFL writing classrooms . Language Teaching Research (London, UK), 8 , 1 (2003), 31–54. 04–634 Steinman, Linda (Seneca College, Toronto, Canada). Cultural collisions in L2 academic writing . TESL Canada Journal (Burnaby, B.C., Canada), 20 , 2 (2003), 80–91. 04–635 Zareva, Alla (University of Georgia Athens Georgia.) Transfer effects on the process of L2 reading and comprehension . Literacy Across Cultures (Fukui, Japan), 6 (2003), 25–34.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it