We surveyed 803 undergraduates at a large public university about their online writing practices. We find that despite wide platform access, students typically write in a narrow range of spaces for limited purposes and audiences, with a majority expressing rhetorical concerns about writing in digital spaces. These findings suggest rich opportunities for writing instructors to better help students negotiate the terrain of online public discourse.

In this article we argue that mobile, design, content, and social media technologies have fundamentally redefined the role of the writer in the workplace. Rather than the originator of content, the writer is becoming a sort of multimodal editor who revises, redesigns, remediates, and upcycles content into new forms, for new audiences, purposes, and media. This article discusses data gathered from over one hundred hours of embedded workplace research shadowing nine different professional communicators. The data demonstrate the iterative, detailed, product-focused types of work happening within a range of workplace constraints and, in turn, emphasize the need for writers and teachers of writing to recognize the importance of developing a broad skillset to prepare for this kind of work.

Dear Colleagues:I am writing this letter amidst the splendor of a New England fall, a time of year marked by transition from a leafy and robust spring and summer to the inevitable, if brilliant, decline preceding the coming of winter. This fall feels different, however. The loss that fall signifies seems deeper this year, its reach extending back to early summer. I'm referring to the passing of our beloved and inspiring NCTE Executive Director, colleague and friend Kent Williamson. Those who were fortunate to have known and worked with Kent can attest to his singular qualities. A visionary with a clear grasp of the here-and-now, Kent, like no other leader that I've known, saw the Big Picture-he was the best strategic thinker that I've seen-while recognizing the importance of paying attention to the details. He also had the gift of leading while making it seem as if WE were initiating. In other words, Kent was a first-rate listener and believed with his heart and soul that no group can thrive without the full engagement and collaboration of its members. In his memory and with his spirit, the CCCC Officers and NCTE staff will attempt to carry on Kent's work to the best of our abilities. I know that he would expect no less. Now onto my report. . . .FinancesThis organization continued to make investment gains ($216,922) even as it went $120,411 over budget on operations. We ran a genuine loss last year, as spending exceeded income from operations. In FY15 there were a few areas that led to the loss. Membership dues, as an example, are declining. Feedback on the work of the organization was positive, but many could get all they need from CCCC without being members. In the end, we were $13,938 below projections on membership dues.Ultimately, we need to focus more on strategic items based on our vision. We have $2.29 million in the contingency fund, but spending it wisely requires careful planning and making choices.Activities for FY16:* In addition to extending our substantial investment in access and equity ($32,829 for the PEP program to provide registration/support to contingent and adjunct faculty who need help to attend the CCCC Convention), we earmarked up to $3,000 of spending to match funds raised from the membership to provide a CCCC Contingent Faculty Travel Assistance Fund for convention attendance, and $3,000 to support the Chair's Scholarship Fund.* Now that the 5% amount from our contingency reserve is over $120,000, the FY16 budget splits that amount between research grants selected through an open application project (at least $100,000), and the cost of developing a database of graduate and undergraduate writing programs. This makes our investment in member research larger than it has been any year except for FY15, while also providing funds to build a renewable resource of benefit to students, faculty, and program administrators alike.* We included videotaping of member interviews and advocacy training across the convention.* We again provided $8,000 in funding to support a CCCC Policy Fellow position. This person has been working with our DC office to help coordinate follow-through actions in support of reports filed by our new state-based network of higher education policy analysts, and has provided research summaries and expert testimony/insights drawn from professional practice on public policy issues of concern to our organization. The funding provides a small honorarium ($3,000) and travel fund ($5,000) to help support these activities. The CCCC Policy Fellow is selected by the CCCC Chair and Secretary-Treasurer.* Under publications, we extended a third year of funding to support a CCCC Social Media Coordinator. This person works with staff as an independent contractor to both produce online events/discussions of interest to CCCC members (on the Connected Community and across other online social media platforms as well), and to more readily connect members to each other in social media contexts. …

Web 2.0 applications such as YouTube have made it likely that students participate in online back-and-forth exchanges that influence their rhetorical literacy. Because of the back-and-forth nature of online communities, we turn to the procedural, critical, and progressive qualities of dialectic as a means of accounting for what makes public deliberation effective and how we can teach students to deliberate.

Preface Part I: Language Policy in Education * Critical Issues in Language Policy in Education James W. Tollefson * Language Policy in a Time of Crisis and Transformation James W. Tollefson * Multiple Actors and Arenas in Evolving Language Policies Mary McGroarty Part II: Competing Agendas * A Brief History and Assessment of Language Rights in the United States Terrence G. Wiley * Righting Language Wrongs in a Plurilingual Context: Language Policy and Practice in Nicaragua's Caribbean Coast Region Jane Freeland * Positioning the Language Policy Arbiter: Governmentality and Footing in the School District of Philadelphia David Cassels Johnson Part III: Indigenous Languages in Postcolonial Education * Language and Education in Kenya: Between the Colonial Legacy and the New Constitutional Order Alamin Mazrui * Language-in-Education Policy and Planning in Africa's Monolingual Kingdoms of Lesotho and Swaziland Nkonko M. Kamwangamalu Part IV: Language and Global Capitalism * The Japanisation of English Language Education: Promotion of the National Language within Foreign Language Policy Kayoko Hashimoto 10. India's Economic Restructuring with English: Benefits Versus Costs E. Annamalai Part V: Language and Social Conflict 11. Rwanda Switches to English: Conflict, Identity and Language-in-Education Policy Beth Lewis Samuelson 12. The Critical Villager Revisited: Continuing Transformations of Language and Education in Solomon Islands David Welchman Gegeo and Karen Ann Watson-Gegeo Part VI: Language Policy and Social Change 13. Language Planning and Cultural Continuance in Native America Teresa L. McCarty 14. New Functional Domains of Quechua and Aymara: Mass Media and Social Media Serafin M. Coronel-Molina 15. Language Policy and Democratic Pluralism James W. Tollefson List of Contributors Author Index Subject Index

Disaster response agencies have started to incorporate social media as a source of fast-breaking information to understand the needs of people affected by the many crises that occur around the world.These agencies look for tweets from within the region affected by the crisis to get the latest updates of the status of the affected region.However only 1% of all tweets are "geotagged" with explicit location information.First responders lose valuable information because they cannot assess the origin of many of the tweets they collect.In this work we seek to identify non-geotagged tweets that originate from within the crisis region.Towards this, we address three questions: (1) is there a difference between the language of tweets originating within a crisis region and tweets originating outside the region, ( 2) what are the linguistic patterns that can be used to differentiate withinregion and outside-region tweets, and (3) for non-geotagged tweets, can we automatically identify those originating within the crisis region in real-time?