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This dissertation analyzes Quality Enhancement Plans (QEPs) focused on improving writing. The study’s first research question asks how the construct of writing is defined, and what is described as valuable about writing, in the language of QEP documents. Its second research question asks how institutions refer and connect writing to their unique contexts in the language of QEPs. To answer these research questions, I analyzed two sets of documents: executive summaries for 142 writing-focused QEPs submitted to the Southern Association of Colleges and Schools from 2007 to 2017, and 5 full QEP proposals. I used an inductive coding method to analyze these documents. The results of this analysis indicated that QEPs contain narrow definitions of the writing construct, consisting primarily of logic, rhetoric, disciplinary, and mechanics-focused language. The analysis also indicated that institutions refer to writing as a means of supporting institutional goals such, as career preparation. The dissertation explores five themes emerging from these results, and suggests directions for future research based on my findings.