The 13th Symposium on Second Language Writing (SSLW) was held November 13–15, 2014 at Arizona State University, Tempe, Arizona, USA. Over 440 participants came from Africa, North, Central and South Americas, Asia, Europe, and Oceania, reflecting the international growth of the field. This year’s theme was Professionalizing Second Language Writing, emphasizing the importance of not only establishing the field but also promoting professionalism among L2 writing teachers, researchers, and program administrators. This year’s Symposium featured 210 presentations, including 6 plenary talks, 10 invited colloquia, 4 featured presentations, 180 papers, and 10 workshops. The plenary speeches headlined the Symposium. Each day of the conference, the plenary speakers addressed the theme of professionalization from various perspectives. In his opening plenary, ‘‘Reflections of a Post-Mid-Career L2 Writing Professional on the Ever-Increasing Challenges of Working at a Large Public Research University in the United States: Facing the Specter of Deprofessionalization,’’ Tony Silva discussed the quandary of U.S. colleges and universities recruiting large numbers of international students but having less enthusiasm for funding language support for this population. Sharing an institutional case study of a recent development, Silva discussed the possible implications for the field of L2 writing if this practice were to continue in the future. Also on the first day, Susan Miller-Cochran’s plenary highlighted the importance of situating second language writing in relation to various professional organizations that affect L2 writers. In ‘‘Outcomes, Frameworks, Principles and Practices: Reading WPA and CCCC Position Statements through an SLW Lens,’’ she examined three policy documents developed by some of the major national organizations in North America: the Framework for Success in Postsecondary Writing, the Position Statement of Principles and Example Effective Practices for Online Writing Instruction, and the newly revised Writing Program Administration Outcomes Statement for First-Year Composition. In addition to Miller-Cochran’s plenary talk, in the spirit of reaching out to other organizations, this year’s SSLW also featured invited sessions by representatives from various organizations, including: the Second Language Writing Interest Section (TESOL); the Standing Group on Second Language Writing (CCCC); The National Association of English Writing, Teaching, and Research, China; and the European Association for the Teaching of Academic Writing (EATAW). As the field becomes more internationalized, the professionalization of the field also needs to be considered in a more global context. On the second day of the conference, in his plenary talk ‘‘Pedagogical Imports of Western Practices for Professionalizing Second Language Writing and Writing Teacher Education,’’ Lawrence Zhang shared