The author believes that imagination is alive in the high school classroom, but it is pale and sickly, suffering from a long decline in which teachers have confined it to its most decorous forms of expression--inference and interpretation--and become ambiguous about whether or not it is truly welcome. To rouse imagination in the high school classroom, teachers need to convince students that they have the time and energy to engage imaginatively in the work they do for the teachers. In this article, the author recommends two major writing projects that have helped expand students' imaginations. The "Proteus Project" and Occasional Papers give the students the time and impetus to synthesize, innovate, and lead--important skills that require careful assessment. (Contains 4 figures.)