While widely used, there is surprisingly little scholarship on the one-minute paper. Its most conspicuous appearance in higher education literature emphasizes its utility as a classroom assessment technique able to provide rapid feedback on student learning (see Angelo and Cross 1993; McKeachie 2002). Subsequent considerations of this exercise suggest that it provides high payoffs at low cost (Light 2004), is often under- or over-utilized (Stead 2005), and can make learning fun (Tollefson 2001). What this literature lacks, however, is a conversation regarding the ways in which the one-minute paper could be used to address instructional challenges beyond classroom assessment, such as stimulating critical thinking, facilitating engagement with course materials, encouraging participation, and motivating preparation. The adaptation of the minute paper suggested here--and students' reported perceptions of it--are offered in hopes of generating such a conversation.