A growing body of research supports writing as a means to learn mathematics. Although introductory courses have benefited the most from the spread of this mode of learning, writing may be promoted in advanced courses. This paper reports on writing tasks in a complex analysis course where the primary goal was for students to investigate similarities and differences between key concepts in complex analysis and their counterparts in real analysis (or in single and multi-variable calculus). Results show that not only the project's outcomes were met, but the exercise increased also students' curiosity for expanding knowledge to material not discussed in class.