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I read last week's discussion on the use of hypertext with great interest. Leslie D. Harris stated in his abstract for "The Shakespeare Multimedia Project" that students who collaborate on a hypertextually annotated passage "learn by doing." How does this hypertextual interpretation of the text substitue for, or expand upon, a dramatic performance? Performing the passage (or at least observing a performance) would seem to be the most intuitive way to "learn by doing." I realize that many other factors may affect the performance of individual group members, but I do wonder about different levels of computer literacy. In group situations, do the students with more computing skills tend to overshadow the rest? Or do the groups divide the work, so that the most computer-literate spend the least time in traditional critical analysis? Dennis G. Jerz Ph.D. Candiadate, University of Toronto [log in to unmask] (416) 944-3168