The University of Georgia's Writing Intensive Program began--as do many college-wide writing initiatives--with faculty concern about the quality of student writing at the university. Acknowledging that the responsibility for this quality--or lack thereof--belongs to all faculty, in all disciplines, not just to first-year composition instructors typically housed in the English department, the Writing Intensive Program (WIP) was founded in 1997 to strengthen student writing skills, specifically in the context of disciplinary demands. The Writing Intensive Program does not stipulate what kinds/amounts of writing are to be assigned, and faculty have tried various options. The author likes to argue that the Writing Intensive Program is not "writing exhaustive," but rather it aims to provide students with an "intense" engagement with writing--its processes and its conventions--and faculty are particularly inventive in their methods of teaching the program. A compelling majority of students enrolled in these courses consistently report that the pedagogical aim of the program has been realized. Student evaluations collected over a nine-year period report that their experience with the Writing Intensive Program introduced them to and gave them experience with writing within their discipline; additionally, as a result of the program's emphasis on revision, students report that their writing processes improve along with their writing. Not surprisingly, they also report that their Writing Intensive Program courses force them to keep up with the readings and to be better prepared for class discussions--in short, to be more engaged in the learning process. Despite its limited and controlled funding, the Writing Intensive Program--with its devoted faculty and teaching assistants--has delivered on its initial challenge to "do something about student writing." And it has done much, much more: it has created an atmosphere of commitment to student writing in all disciplines.