In this case study, we report on the development of a writing-specialist position, the "Writing Resource Coordinator (WRC)", in a school of social work at a large state university in the southern USA. Such programs are facing increasing budgetary pressures at the same time as their growing enrollments strain available resources. Students who arrive under-prepared or un-acculturated to the discipline often suffer high writing-related anxiety, putting them at risk for low performance, or dropping out altogether. The WRC provides discipline-specific "grass roots" writing assistance to the most at-risk students through a program aimed at both students and faculty, providing a two-pronged service strategy including: (a) individual consultations and (b) group-oriented seminars and workshops. We describe the implementation of this resource and offer recommendations for improving upon and adopting this approach in social science programs at comparable institutions.