This paper describes how members of the technical writing class at Rice University handled a major writing assignment that stimulated student interest and integrated many of the skills taught in the course. Phases of the assignment dealt with preparing of a memo describing the problem or question, the writing of an investigative report, organizing feasibility studies, and choosing the right audiences. Some of the feasibility studies attacked problems concerning the university. Others concerned community problems and summer job experiences. Included in the assignment were videotaped oral presentations.