Writing, writ large, is the very process, practice, and product by which students, researchers, faculty, and administrators on college campuses professionalize, become knowledgeable, and, in some cases, become experts. CSU Writes (Colorado State University) approaches writing as both the cornerstone practice and the primary means of professional development of students, faculty, staff, and researchers on the campus. While CSU Writes occasionally supports instructors in their work with undergraduates and initially supported undergraduate creative writing groups, they currently target their support to faculty, postdocs, and graduate students from across their eight colleges and numerous interdisciplinary special academic units (such as Ecology or Material Science). In the future, they will add a support stream designed for administrative professionals whom we have found also need targeted writing support. Much of their programming is rooted in models of "writing in social spaces" and is designed for writers who are looking for support (often communal and sometimes commiserating) in the form of peer feedback to improve their writing skills and manuscript quality, for a boost to their productivity, for social accountability, or all of the above. This article examines why the emphasis on writing as professional development focuses program offerings to suit the intrinsically motivated writer who will opt-in to write more and to write better together.