Keri Franklin has proposed that creating the appropriate social-emotional environment for peer response (or peer conferencing, as she calls it) is a necessary first step. Within the context of her peer response process, though, are there strategies that can be adopted that would further scaffold students' ability to take each other's work seriously? Or even strategies that would encourage the growth of an environment such as Franklin describes, in which peer responses "look more like a conversation than a review of a checklist" and "[enable] the students to feel like real writers"? This article will offer one possible solution to the problem of peer response: peer remix.