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In reply to Jesse's question about the reasons for having students develop hypertext editions, I would say I have two main ones. The first is that writing for the web gives students a real audience to write for, which makes an amazing difference in the quality of some students' work. In my trial run this fall, I had several students ask if I would give them suggestions, not to improve their grades, but because they were genuinely concerned for the quality of work that would be publicly attached to their names. The second reason is that the hypertext project allows me to get students involved in very traditional literary tasks--glossing words, providing historical context, comparing sources--as well as employing current critical approaches to analyze both texts and performances. In fact, the students are doing little that they couldn't do on paper, but the attraction of the technology, and of an audience beyond the classroom gets them much more engaged in those tasks. Thus, while there are those who say that we shouldn't use new technology unless it allows us to do something we couldn't in more traditional ways, I choose to believe that what teachers have always done is try to find new ways to engage student interest in what are essentially the same basic tasks of sensitive reading of a text. I might just add that my purpose in getting students to produce a hypertext edition is primarily to get the students to dig deeply into the text, rather than to provide a resource for others using the web. There are some sharp insights in their work, but it should be read with a critical eye, as it by no means as finished or as polished as some of the other hypertext editions on the web. Peter Greenfield U. Puget Sound