The technical writing teacher discovers two things about his/her students: they do not like to write and they do not like to read. They are not in the class because they are motivated, but because they must be there as part of a technical or vocational degree. One of the most common complaints about the class is, "I don't need to know how to do this (writing) to twist bolts." Such attitudes led one instructor to develop two writing assignments that students find relevant and worthwhile. The first is a fact-finding assignment which requires students to inquire within their respective departments about the types of writing they will be required to do in their degree program as well as on the job. To make the assignment easier, the instructor gives the students a handout that shows a technical writing format complete with headings (writing at school, writing at work, etc.) and descriptions of what kind of information is to be included under each heading. The second assignment is the mini-business plan, which requires students to explain how they would set up their own business. This "downsized" version still forces students to use sufficient details, otherwise usually lacking, to explain themselves. In the mini-business plan, students use a technical writing format to frame a statement of purpose, a company description, a discussion of location, products and services the company will provide, and how the company will market its products and services. (TB)