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
07–259 Abasi, Ali R., Nahal Akbari & Barbara Graves (U Ottawa, Canada), Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school . Journal of Second Language Writing (Elsevier) 15.2 (2006), 102–117. 07–260 Brantmeier, Cindy (Washington U, St Louis, USA), Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension . Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 89–115. 07–261 Bremner, Stephen (City U Hong Kong, China), Politeness, power, and activity systems: Written requests and multiple audiences in an institutional setting . Written Communication (Sage) 23.4 (2006), 397–423. 07–262 Cargill, Margaret (U Adelaide, Australia) & Patrick O'Connor , Developing Chinese scientists' skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis . Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 207–221. 07–263 Edge, Julian , Reading to take notes and to summarize: A classroom procedure (reprint of author's 1983 article). Reading in a Foreign Language (U Hawaii, USA), 1.2, 93–98. 07–264 Edge, Julian (Manchester U, UK; julian.edge@manchester.ac.uk ), From paragraphs to patterns: Ablocutionary value in autobiography . Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 124–127. 07–265 Goetry, Vincent, Lesly Wade-Woolley, Régine Kolinsky & Philıppe Mousty (Queen's U, Belgium; vgoetry@ulb.ac.be ), The role of stress processing abilities in the development of bilingual reading . Journal of Research in Reading (Blackwell) 29.3 (2006), 349–362. 07–266 Huang, Shu-Chen (National Chiao Tung U, Hsinchu, China; sjh241@yahoo.com.tw ), Reading English for academic purposes – What situational factors may motivate learners to read? System (Elsevier) 34.3 (2006), 371–383. 07–267 Huang, Shu-Chen, Yuh-Show Cheng & Chiou-Lan Chern (National Chiao Tung U, Hsinchu, Taiwan; sjh241@yahoo.com.tw ), Pre-reading materials from subject matter texts – Learner choices and the underlying learner characteristics . Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 193–206. 07–268 Hui-Tzu Min (National Cheng Kung U, Tainan, Taiwan), The effects of trained peer review on EFL students' revision types and writing quality . Journal of Second Language Writing (Elsevier) 15.2 (2006), 118–141. 07–269 Ikeda, Makiko (Himeji Dokkyo U, Japan; maikoike@wonder.ocn.ne.jp ) & Takeuchi, Osamu , Clarifying the differences in learning EFL reading strategies: An analysis of portfolios . System (Elsevier) 34.3 (2006), 384–398. 07–270 Juzwik, Mary M . (Michigan State U, East Lansing, USA, mmjuzwik@msu.edu ), Svjetlana Curcic, Kimberly Wolbers, Kathleen D. Moxley, Lisa M. Dimling & Rebecca K. Shankland , Writing into the 21st century: An overview of research on writing, 1999 to 2004 . Written Communication (Sage) 23.4 (2006), 452–476. 07–271 Ma, Jee Hyun (U Hawaii, USA; jeehyun@hawaii.edu ), Just taking notes is not enough . Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 128–130. 07–272 Orsolini, Margherita (Università degli Studi di Roma ‘La Sapienza’; margherita.orsolini@uniroma1.it ), Rachele Fanari, Valeria Tosi, Barbara De Nigris & Roberto Carrieri , From phonological recoding to lexical reading: A longitudinal study on reading development in Italian . Language and Cognitive Processes (Routledge/Taylor & Francis) 21.5 (2006), 576–607. 07–273 Pretorious, Elizabeth (U South Africa, South Africa; pretoej@unisa.ac.za ), The comprehension of logical relations in expository texts by students who study through the medium of ESL . System (Elsevier) 34.3 (2006), 432–450. 07–274 Rogers, Rebecca & Melissa Mosley , Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research . Reading Research Quarterly (International Reading Association) 41.4 (2006), 462–495. 07–275 Ross, Nigel (Institute for Interpreters and Translators, Milan, Italy), Writing in the Information Age . English Today (Cambridge University Press) 22.3 (2006), 47–50. 07–276 Schwanenflugel, Paula J., Elizabeth B. Meisinger, Joseph M. Wisenbaker, M. R. Kuhn, Gregory P. Strauss & Robin D. Morris , Becoming a fluent and automatic reader in the early elementary school years . Reading Research Quarterly (International Reading Association) 41.4 (2006), 496–522. 07–277 Starfield, Sue & Louise J. Ravelli (U New South Wales, Sydney, Australia), ‘The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist’: Self and structure in New Humanities research theses . Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 222–243. 07–278 Tardy, Christine M. (DePaul U, Chicago, USA), Researching first and second language genre learning: A comparative review and a look ahead . Journal of Second Language Writing (Elsevier) 15.2 (2006), 79–101. 07–279 Weber, Rose-Marıe (State U New York, USA; rweber@albany.edu ), Function words in the prosody of fluent reading . Journal of Research in Reading (Blackwell) 29.3 (2006), 258–269. 07–280 Wood, Clare (Coventry U, UK; c.wood@coventry.ac.uk ), Metrical stress sensitivity in young children and its relationship to phonological awareness and reading . Journal of Research in Reading (Blackwell) 29.3 (2006), 270–287. 07–281 Ziegler, Johannes C. & Usha Goswami (U Cambridge, UK; ucg10@cam.ac.uk ), Becoming literate in different languages: Similar problems, different solutions . Developmental Science (Blackwell) 9.5 (2006), 429–436.
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 | 0.001 | 0.000 |
| 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) | 0.002 | 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