Recognizing the important role that writing plays in academic knowledge and learning is one thing. Figuring out how to incorporate meaningful writing activity into already-busy courses and stacked programs of study is quite another. In this session, we’ll consider and address factors that can block (or at least discourage) us from integrating more writing activities into our semesters. Participants will identify high-priority, course-relevant writing abilities they expect of students along with logistical factors such as the course’s place in departmental curricula, its structure, and the students who enroll. From there, we’ll look at a low-stakes, high-potency instructional strategy that has proven adaptable across disciplines: the five-minute workshop. Here, regularized but brief writing activities enhance (rather than distract from) already scheduled, course-specific learning. Examples and evidence will be drawn from the University of Minnesota’s award-winning Teaching with Writing Program and the Writing-Enriched Curriculum (WEC) method.