This study reports on learning outcomes of one-credit writing-intensive (W) courses in the disciplines at a large public university where three-credit W courses are the norm. An evaluation of 210 final papers from four departments--Allied Health, Animal Science, Economics, and Nutritional Sciences--revealed that writing outcomes, as defined and measured by faculty and doctoral students the four participating departments, met expectations for junior/senior-level writing in their respective fields. Results suggest that well-designed onecredit Ws are viable, albeit with two significant qualifications: student motivation and performance are better when one-credit Ws are tightly aligned with a companion 2- or 3-credit course (as opposed to when they stand alone); and one-credit Ws can unintentionally trigger troubling labor issues.