Writing researchers know relatively little about the needs and experiences of faculty writers. As a result, institutional approaches to improving scholarly productivity fail to account for vital components of writerly development and in doing so limit access to the academic enterprise. Drawing on an interview-based longitudinal study of faculty writers and the construct of self-authorship from the field of human development, this article reveals epistemological, interpersonal and intrapersonal dimensions of faculty writer development. Invoking Paul Prior, I call for inclusive support strategies that acknowledge and sponsor faculty writers' complex trajectories of becoming.