This paper looks at two specific problems faced by second-language university students attending courses in English for Academic Purposes: expository texts and reading-to-write tasks. A reading reaction journal (RRJ) can provide a forum for students as they activate a variety of reading strategies when reading expository text and in addition, can provide a focal point for students as they critically respond to text(s) before engaging in formal reading-to-write assignments based on the text(s). Responses from one group of students who used RRJs appear to confirm that the journals can indeed fulfill such a purpose.