Dear Tiane,
I've been considering your invitation, but I need your opinion.
I have been teaching TEFL, EFL composition and academic writing in 
Poland for 13 years now. I worked at teacher training colleges, now I 
work at the Institute of English, University of Lodz, where as Deputy 
Chair I am also responsible for the Practical English program (English 
language classes for English majors).
For my PhD I did contrastive analysis of digressiveness in Polish EFL, 
and Polish and American NL papers. I'd expected that papers written in 
Polish as L1 would be more digressive than those written English as L1; 
it turned out that EFL papers showed the most digressions. My conclusion 
was that digression may be some kind of survival strategy, or it could 
somehow result from the EFL task.
In my current research I investigate my students' writing processes. I 
use think-aloud protocols focusing on their awareness of the task and 
its role in text organization. I  plan to do a parallel study of native 
English writers, possibly of other EFL writers as well. I had a 
presentation on the preliminary stage of the project during the 2009 
Symposium on Second Language Writing at ASU.
If you think this worth reporting on in the workshop, I'd be happy to 
join you.
Best,
Lukasz Salski



Christiane Donahue wrote:
> Dear colleagues,
> A reminder that if you plan to submit an informal description of a 
> research project to be considered for the CCCC 2011 workshop on 
> international research, we would like to receive your proposal by 
> 4/26, so that we have time to process and organize the materials and 
> work with proposers as needed before the CCCC May 7th deadline. I've 
> reproduced the call below. If you have any questions at all, don't 
> hesitate to contact us! 
> Thanks,
> Cinthia and Tiane (Christiane)
>
> Dear colleagues,
>
> We are inviting 1-paragraph proposals for up to twelve 
> facilitator roles in a College Conference on Composition and 
> Communication (CCCC) workshop focused on research about writing in 
> higher education outside of the U.S. We understand that U.S. 
> researchers often know very little about writing research in the 
> multiple rich traditions beyond our borders (physical and figurative). 
> For the fourth year, we are planning to propose a workshop that (if 
> accepted) will take place at the annual CCCC conference. The 
> conference next year is in Atlanta, Georgia <http://www.ncte.org/cccc> 
> April 6-9, 2011. The workshop will be titled:* New Webs of 
> Relationships: International Dialogue about Higher Education Writing 
> Research.*
>
> We have learned, through three previous workshops and 
> other international exchanges, that we all need extended time to 
> read, process, think through, and discuss in detail each other’s work 
> when we come from different institutional, political, 
> geographic, theoretical and pedagogical places. This workshop and the 
> work we do to prepare for it is designed to make such space available 
> at the CCCC conference. We are willing to help with translation of 
> your text if we accept it for the workshop.
>  
> The brief proposal should describe a research project you would 
> be interested in sharing with other facilitators and participants. It 
> can be completed or in process. By research, we mean some kind 
> of inquiry project with a focused research question, an 
> identified methodology (qualitative, quantitative, ethnographic, 
> historical, discourse analysis, etc), and the collection of data in 
> some form. The project must be international, by which we mean (for 
> the purposes of this U.S. call) carried out by either scholars in 
> countries other than the U.S. or scholars collaborating deeply across 
> borders, including U.S. borders. Your role in the workshop would be to 
> provide a draft text about the research by the end of December 2010, 
> to read the other facilitators’ texts before attending the CCCC 
> conference, and to participate in the day-long workshop by leading a 
> discussion about your project and participating in discussions of a 
> subset of others’ projects.
>
> The draft of the workshop proposal is attached, and we've listed 
> sample titles from previous years’ workshops to give you an idea of 
> the kinds of work we’ve exchanged in past sessions. You are welcome to 
> suggest changes to the overall proposal when you send us your 
> individual part. You will notice based on the way it is written that 
> it has a U.S. readership in mind--this is because the proposal review 
> committee is comprised of U.S. scholars. Please do not hesitate to 
> suggest changes!
>
> Please send your proposal by April 26th to:
>
> [log in to unmask] <mailto:[log in to unmask]>
> and
> [log in to unmask] 
> <mailto:[log in to unmask]> 
>
> This proposal can be quite informal (it serves to help us determine 
> appropriate projects, and will not appear in the program), but should 
> include:
>
> • A provisional title.
>
> • A description of your project: research question(s), 
> methodology, key theoretical frame(s), and tentative results or 
> conclusions.
>
> • Your name and preferred title, your institution, your address, 
> and your phone number.
>
> We strongly encourage you to submit a proposal to the CCCC as 
> individual presenters, as well. The CCCC format does allow individuals 
> to present at both a workshop and a concurrent session (it does not 
> allow individuals to present at more than one concurrent session).
>  
> Thank you!
>
> Cinthia Gannett and Tiane (Christiane) Donahue
>
> ------------------------------------------------------------------------
>
>
> SAMPLE TOPICS FROM PREVIOUS YEARS
>
> Coventry University Centre for Academic Writing; Interrogating 
> "Britannia Rules the Waves"
>
> Studying Language Attitudes of College Students across Cultures
>
> How and Why WAC Can/Cannot Work in  Some  Primary/ Secondary Schools 
> in Istanbul
>
> Supporting the Academic Writing of U.K. “Widening Participation” Students
>
> Cross-cultural Dialogue and the Sustainable Learning Culture
>
> QuADEM - Quality assessment of digital educational materials for 
> professional and academic writing skills in European Higher Education
>
> A Design for a Longitudinal Study of Student Writing at the American 
> University of Beirut
>
> Teaching Writing and Promoting Undergraduate Research Through Virtual 
> Exchange.
>
> “Appropriating" and Building Knowledge across Borders: What Art Has to 
> Teach Us about Intellectual Ownership and Plagiarism
>
> Fit for Purpose? An Evaluation of Practice-Oriented Academic Writing 
> across International Contexts
>
> Composition Programs and Practices in Sweden: What Can They Teach the 
> United States?
>
> Writing Cultures and Academic Mobility
>
> Negotiating Academic Identities: Students’ Experiences of Academic 
> Writing in an Era of Internationalisation of Higher Education.
>
> “Flying Under the Radar:” The Cultural Politics of Writing and 
> Literature Study Among Francophones at an English 2-Year College in 
> Quebec.
>
> The International Student in ‘inner-circle’ institutions: How far is 
> lingua franca/transnational/international English or global Englishes 
> an issue?
>
> What Counts as ”local” in writing for academic publication? The 
> significance of locality in and for academic text production
>
> Narratives from Second Language Writing Teachers in Lebanon: 
> Preliminary Investigations
>
> Across the Curriculum, Across the Sea; Teaching Writing at a French 
> Engineering School
>
> Searching for Best Practices:Identity, Diversity, and Language 
> Inclusion in the Post-Colonial European Classroom.
>
> Why Can’t I Borrow Text?: Problems with Arab College Students’ 
> Perception of Plagiarism.
>
> Collective authorship and new genre production in the perspective of 
> Brazilian English Teaching Education in Virtual Learning Environments
>
> Doctoral writing and the knowledge society: Global pressures and local 
> responses
>