Support for faculty writers across disciplines has become widespread. It is becoming an important part of graduate education, too, as faculty want to share that writing is an essential professional skill that one learns (and relearns) throughout their careers. Most writing support emphasizes productivity--it is the problem to be solved and the goal to be achieved. Productivity is so prevalent in thinking about faculty writers and their work that it has become synonymous with writing itself: to write well is to be productive. However, writing and productivity are not the same thing. In fact, productivity neither signifies nor guarantees all those great things that have come to be equated with it. In this article, the authors explain why it is a problem to privilege productivity in writing support and to treat productivity as an inherent good. When productivity is used as a metric, success is being quantified. The inaccurate idea that just producing work guarantees meaningful, positive impact on the public, community, or one's field is perpetuated. And when support for writers focuses on productivity, the very problems the writer has set out to solve are exacerbated. How can support for faculty writers both question the regime of productivity and address the needs and/or the desire of faculty to write? The article concludes by suggesting an alternative value to productivity: sustainability. When the primary goal of writing support shifts to sustainability, faculty writers are acknowledged as valuable resources worth protecting.