Whether novice or experienced, writers must come to terms with the daunting task of filling up a blank page, or screen, in an effort to produce writing. Student writers are no different. They enter teachers' classes having confronted similar difficulties with discovering what it is they want to say. In seeking to help students, they devote explicit instruction to prewriting, an aspect of their teaching also known as invention in the study of rhetoric. They offer strategies and instructional tools for generating, or inventing, ideas that take the form of written outlines, lists, idea webs, visual maps, and freewriting, and that serve to stimulate thought while providing students with conceptual models for linking and organizing ideas. Less often, though, are students invited to brainstorm in more dynamic, collaborative ways that get them out of their seats and speaking, acting, and moving with others in an environment that fosters spontaneity, inquiry, and creativity. Exploring these pathways became a touchstone as Lauren Esposito started to adapt strategies and exercises familiar to improvisation, or improv, to enrich students' experiences with prewriting. She first developed the strategy outlined in this article with first-year college students as they brainstormed ideas for a persuasive writing assignment. Students wrote research-based letters to local leaders about a social or environmental problem affecting a nearby community. She incorporated improv into prewriting with the intended goal of improving idea generation among students and encouraging them to create content for writing that grew from authentic and collaborative interactions with others instead of being teacher-driven.