Hypertext creates a new discourse that is not so new if we place it in a dualistic context of teacher/student and reader/writer. I think that the interactive reader Michael Joyce invites into his hyperfiction, Afternoon, is very similar, or at least parallel to the writing teacher’s experiences as a writing teacher/reader. I don’t hesitate to move a pen or cursor into any point in a student’s text and comment. As Joyce explains in his book, Of Two Minds, “in the late age of print the topography of the text is subverted and reading is design enacted. Thus, the choices a text presents depend upon the complicity of the reader in creating and shaping meaning and narrative” (11). When the student receives his or her copy of “our” text, the writing (and then my reading) continue in a “design enacted loop” stopped by the limits of school terms, demanding learning loads, life situations, etc..