Hypertext makes the reader physically assemble the text (P. 1-33) and shifts the boundaries between the teacher and the student, the reader and the writers, the performer and the audience. A good chunk of this project exists in areas in which the roles of faculty advisors and student become blurred. In regards to the technical aspect of the creation of this website, the student is more knowledgeable than the teacher. While in literary theoretical matters, the teacher teaches the student. The authority exists in a space between the reader and the writer, the teacher and the student. 

On the Web, the mere presence of information does not connote the same authority as a published text. The Web’s temporality coupled with the lack of control over who can create websites using what content and the shear mass of information available on the Web, mean that information is not controlled. Therefore it is up to the reader to analyze and evaluate ideas for themselves. 

Following the  French Revolution, the political strategy of the conservative regime which followed was to suppress temporal and decentralized information in favor of writing created by authorial voice. From the early to late 1800’s book length works were not censored prepublication while the more temporal forms of writing such as pamphlets (= websites). (P 27)

Therefore, there is an ongoing struggle between those who wish to maintain a centralized, hierarchical authority and those who wish to created a more fluid, networked, and temporal authority. Because a website is inherently fluid (it may change daily), it currently exists in the real of decentralized information. And in a certain sense, the text itself is a temporal entity.  The beginning and ending of this text is connect entirely to the experience of reading it++. A computer crash, being disconnected from the Internet, boredom or following links from this site to other sites both start and complete the reading experience of this text.