In 1996, the State University of New York at New Paltz developed the Supplemental Writing Workshop Program for its basic writing students in response to public pressure to discontinue the offering of so-called remedial writing courses at four-year institutions. Our primary purpose in this article is to describe the design of the SWW Program, which we envision as a Seamless Support model of instruction. In this model, basic writing students receive extra support in the form of integrated writing workshop and tutoring sessions. SWW sections of composition have the same objectives and requirements as non-SWW sections and award the same credit, enabling basic writers to progress towards completion of the Composition I and Composition II sequence in two semesters. Now in its eleventh year, the SWW Program has proven to be successful in terms of the way its students compare with their cohorts in the areas of retention and graduation rates, and overall GPAs. While further research, including more thorough qualitative analysis, needs to be done, it is our hope that the success of this model can be used to inform the ongoing conversations about the future of basic writing in the academy.