Peer-response remains a central process in first-year composition; faculty can make it effective and efficient by "spotlighting"--designing the process as digital, emergent, and distributive. In this article, the author first elaborates on his own use of peer-response terminology. He favors "peer-response" as the descriptive term for "spotlighting" because it "tends to be more audience-focused" and involves "discussion-driven feedback"; the hyphen between "peer" and "response" also suggests the linked or "together" culture he wants the process to reinforce. Students who post their drafts (in the "spotlight") for a project receive the number of comments equal to the number of peer readers, and this represents an important sample of their larger audience. The goal is that his online or classroom students will receive as many as twenty sets of comments that can be applied individually as well as collectively (when peers note patterns among the responses from their readers); in other words, he wants each student to have at least one focused, intense peer-response experience that parallels what writers outside of the classroom typically experience and expect. The author describes how it works. (Contains 6 notes.)