. Interesting speculations on student motivation, the role of humor, and different ways of reading are offered in Chapter 10; however, no conclusions are drawn. I found myself searching for those places I marked in other chapters which could allow me to piece together an argument. Linking these cites would allow readers to think associatively but critically. Another example of hypertextual leaping occurs in the discussion of underlife, specifically addressed in "Underlife_and_Identity" (13). Some of the best insights and analysis of student dialogue and the role of underlife occur in this chapter. "While some language is clearly inappropriate, students benefit from talking in ways that they choose. Slang, for example, is part of youth culture and can be a critical ingredient in the struggle for identity" (104-5). The underlife issue is picked up again in "Net_Working_in_the_Workplace_of_the_Future" (15) and could have been integrated in the earlier chapter. While networking in the workplace had some interesting ramifications, it had little application to the ethnographic focus of the book. If sections of this chapter and other seemingly irrelevant chapters could appear as hypertextual links, the book might not seem so fragmented. Chapter 9 features Todd, one of Burns' students, and includes many of his posts and responses to them; Tornow comments that the online environment worked for Todd. But the chapter is sandwiched in between two theoretical chapters and adds little to either the ethnogra