Helping students recognize the value of humanistic inquiry can be challenging, especially in required courses. This essay presents a solution: an assignment in which students were asked to pitch one of the required readings to Netflix for adaptation. Through close readings of student responses and an analysis of the "so what" component in a later literary analysis essay, I argue that this nontraditional assignment helped students develop disciplinary skills while articulating disciplinary value. This easily adaptable assignment can help instructors increase student motivation, particularly in courses that fulfill departmental and general education requirements.