05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.

05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.

05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.

05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.

05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.

05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.

05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.

05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.

05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.

05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.

05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.

05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.

05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 37–55.

05–280Guillot, Marie-Noëlle (U of East Anglia, UK), Il y a des gens qui disent que…‘there are people who say that…’. Beyond grammatical accuracy in FL learners' writing: issues of non-nativeness. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 109–128.

05–281Haan, Pieter de (p.dehaan@let.ru.nl) & Kees van Esch, The development of writing in English and Spanish as foreign languages. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 100–116.

04–282Hitosugi, Claire Ikumi & Richard R. Day (U of Hawaii, Manoa, USA), Extensive reading in Japanese. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 21–39.

05–283Hunt, Alan (Kansai U, Osaka, Japan) & David Beglar, A framework for developing EFL reading vocabulary. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 23–59.

05–284Jackson, Sue & Susan Gee (Victoria U of Wellington, New Zealand; sue.jackson@vuw.ac.nz), ‘Look Janet’, ‘No you look John’: constructions of gender in early school reader illustrations across 50 years. Gender and Education (Abingdon, UK) 17.2 (2005), 115–128.

05–285Kaplan, B. Robert (U of Southern California, USA) & Richard B. Baldauf, Jr., Editing contributed scholarly articles from a language management perspective. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 47–62.

05–286Keen, John (Manchester U, UK; john.keen@man.ac.uk), Sentence-combining and redrafting processes in the writing of secondary school students in the UK. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 81–97.

05–287Liu, Lu (Purdue U, USA), Rhetorical education through writing instruction across cultures: a comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 1–18.

05–288Liu, Yongbing (Nanyang Technological U, Singapore), The construction of pro-science and technology discourse in Chinese language textbooks. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.

05–289McCarthey, Sarah J. & Georgia Earnest García (U of Illinois at Urbana-Champaign, USA), English language learners' writing practices and attitudes. Written Communication (Thousand Oaks, CA, USA) 22.2 (2005), 36–75.

05–290McCarthey, Sarah J., Yuey-Hi Guo & Sunday Cummins (U of Illinois, USA), Understanding changes in elementary Mandarin students' L1 and L2 writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 71–104.

05–291Mills, Kathy, Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 67–82.

05–292Mišak, Aleksandra, Matko Marušić & Ana Marušić (Zagreb U School of Medicine, Croatia), Manuscript editing as a way of teaching academic writing: experience from a small scientific journal. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 151–172.

05–293Misson, Ray (U of Melbourne, Australia), What are we creating in creative writing?English in Australia (Norwood, Australia) 141 (2004), 132–140.

05–294Nelson, Cynthia D. & Caroline San Miguel (U of Technology, Sydney, Australia), Designing doctoral writing workshops that problematise textual practices. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 116–136.

05–295Oller, Jr., John W., Liang Chen, Stephen, D. Oller & Ning Pan (U of Louisiana at Lafayette, USA), Empirical predictions from a general theory of signs. Discourse Processes (Mahwah, NJ, USA) 40.2 (2005), 115–144.

05–296Paltridge, Brian (U of Sydney, Australia), Teaching thesis and dissertation writing. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 78–96.

05–297Pantaleo, Sylvia, Young children engage with the metafictive in picture books. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 19–37.

05–298Pearson, Lynn (Bowling Green State U, USA), The web portfolio: a project to teach Spanish reading and Hispanic cultures. Hispania (Exton, PA, USA) 87.4 (2004), 759–769.

05–299Peterson, Shelley & Theresa Calovini (Toronto U, Canada; slpeterson@oise.utoronto.ca), Social ideologies in grade eight students' conversation and narrative writing. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 121–139.

05–300Reynolds, Dudley W. (U of Houston, USA), Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 19–45.

05–301Roache-Jameson, Sharyn, Kindergarten connections: a study of intertextuality and its links with literacy in the kindergarten classroom. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 48–66.

05–302Ryan, Josephine, Young people choose: adolescents' text pleasures. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 38–54.

05–303Rymes, Betsy (Georgia U, USA; brymes@coe.uga.edu), Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (Amsterdam, the Netherlands) 14.3–4 (2003), 321–335.

05–304Skillen, Jan & Emily Purser (U of Wollongong, Australia), Teaching thesis writing: policy and practice at an Australian university. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 17–33.

05–305Stapleton, Paul (Hokkaido U, Japan; paulstapleton@gmail.com), Using the web as a research source: implications for L2 academic writing. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 177–189.

05–306Starfield, Sue (U of New South Wales, Australia), The evolution of a thesis-writing course for Arts and Social Sciences students: what can applied linguistics offer?Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 137–154.

05–307Strauss, Pat, Jo Ann Walton & Suzanne Madsen (Auckland U of Technology, New Zealand), ‘I don't have time to be an English teacher’: supervising the EAL thesis. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 1–16.

05–308Terras, Melissa (U of London, UK; m.terras@ucl.ac.uk), Reading the readers: modelling complex humanities processes to build cognitive systems. Literary and Linguistic Computing (Oxford, UK) 20.1 (2005), 41–59.

05–309Turner, Joan (U of London, UK), Writing a Ph.D. in the contemporary humanities. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 34–53.

05–310Wallace, Catherine (Institute of Education, UK; c.wallace@ioe.ac.uk), Conversations around the literacy hour in a multilingual London primary school. Language and Education (Clevedon, UK) 19.4 (2005), 322–338.

05–311Yamada, Kyoko (wsedikol@hotmail.com), Lexical patterns in the eyes of intermediate EFL readers. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 177–188.

05–312Yamashita, Junko (Nagoya U, Japan), Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 1–19.

05–313Zhang, Hao & Rumjahn Hoosain (The U of Minnesota, USA), Activation of themes during narrative reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 57–82.