Large engineering laboratory courses, such as the Laboratory I course in Chemical Engineering, offer invaluable hands-on experiences to engineering students at the University of Michigan. Further, the technical communication (TC) component embedded in such courses provides a real-world context to the projects and provides practice in the type of engineering communication typical of professional situations. However, the size of these classes, generally 50 to 90 students, the teamwork aspect of the laboratory work, and the small percentage of the total course devoted to TC (generally 25% or less), creates an environment in which it is easier to lecture to large groups and grade team-written reports and presentations with little time devoted to individual, or team, interactions and even less time available to address communication issues with individuals.