We have the responsibility to teach them how literary language is working, from simple literary examples, building onward to more complex texts. We have to teach them about what figurative language is, how it determines or opens semantic conditions; we have to teach them about accretion and resonance developing over time across sentences, paragraphs, pages. I blame generations of textbooks that are all about communicative competency–yes, along with the massive shift in our media cultures toward speed, the visual, fragmentation, and the changes in reading wrought by hypertext. But I also blame us, as literature teachers. If they are losing whatever we think of as skills and interest, we have to teach them what those skills are, and teach them how to use them, so that they might build what it is we value their being able to build in our classes.