As a teacher/reader in composition classes, I found myself having to read a large number of student texts. As a teacher/writer, I had to find ways to write comments on student papers that would stimulate writing growth. The role of composition teacher makes me transact with student texts as both a reader and a writer. Wherever I wanted to enter a student text, I could. It was implied, before I ever saw a word, that I would read with a writing instrument and think about how I would rewrite the text. I earned my salary, in part because I read papers and wrote on them. The assumptions that I was a reader who would write in the text are parallel to the assumptions for readers of hypertexts.