As the culminating experience in ABET-accredited undergraduate engineering programs, capstone design courses might seem an ideal setting for fine-tuning graduating seniors' professional communication skills prior to entering the workplace. Most capstone courses, however, involve team deliverables, including the written project report. As such, ensuring an equal opportunity for writing skills advancement and assessment for all course participants is difficult. But in the mechanical, industrial and manufacturing engineering (MIME) capstone design course at Oregon State University, incorporating an individual writing experience is necessitated by its status as the designated writing-intensive (WI) course for MIME majors. As such, and despite its large size (typically 100-140 students), the course must satisfy the associated university-wide WI requirements-including the specification that individual writing accounts for at least 25% of students' final course grade. Meeting this requirement involves three interwoven course components: (1) An iteratively developed project report in which team members are assigned specific authorial and editorial roles and that involves formative assessment and revision cycles, (2) a metacognitive element involving reflective self-assessment and individual goal setting, and (3) a variety of infrastructural support resources and tools that facilitate production and assessment of student writing. This article describes the MIME approach as a case study for incorporating individual writing in capstone design. The authors recognize that as a solution devised in response to local opportunities and constraints, its "off-the-shelf'' adoption at other engineering institutions may be neither appropriate nor viable; the information is being offered solely in the spirit of showing that such an effort is possible and to invite wider cross-institutional conversation on this topic.