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This paper discusses the iterations of writing instruction that the USC Electrical and Computer Engineering Writing Center has used in a sophomore ECE lab course since 1995. These various attempts to integrate writing into the course include voluntary small groups, mandatory small groups, hiring a separate technical writing teaching assistant (TA) to grade the writing content of the lab reports, individual consultations, and having writing center TAs give lectures on various aspects of writing lab reports in the recitation. We discuss the history of the lab course, its status in the Department and in the student curriculum, and the creation of the ECE Writing Center as a resource to elevate writing instruction in this class. Next, we trace the goals of the writing instruction and how they represent the larger educational goals of the ECE Department and the College of Engineering. Finally, we examine some of the modes of writing instruction and evaluate the weaknesses and strengths of each method.