Overburdened with athletics, play rehearsals, band practice, volunteer work, after-school jobs, friendships, and--if their parents are lucky--quality time with their families, it is hardly surprising that even the most dedicated students resent homework as an incursion on their time. Meanwhile, their teachers watch the growing stacks of unread paper with equal dread. In this article, the author relates how she initially felt homework was not effective in making her students learn. Through trial and error she found a fairly simple solution: rethinking the ideal audience for student homework. By shifting the onus of feedback from themselves to others, particularly other learners, English teachers can create classrooms in which students care more about their work, and teachers can reclaim some time for other uses. Here, the author shares how she used her students' zeal for online discussion by creating engaging electronic homework assignments.