A distinction is now made. The total design of the program can be said to consist of two components: visual and instructional. The intent of the previous chapter was to provide a fairly comprehensive review of the major diagraphic and visual presentation features conceived for the program, which contributed to spatializing the text. This aesthetic dimension prompts serious reconsideration of standard page conventions. The neutral white space is no longer simply a ground for print. Mul­ tiple forms of representation, textual, diagraphic, and visual, share space. This multilayered and windowed text basically follows a linear format, but at the same time creates sequences which shape readerly perception differently. The eye moves through visually represented space and across text lines. Ideally, seeing and read­ ing are performed simultaneously. Yet it should be recalled that the lesson in the Thumbnail Process was scripted to a visual storyline. The role of the author be­ came more like that of an “architect.” Whatever text was written had to be consid­ erate of the visuals. This subtle if not marked alteration draws into question a number of fundamental assumptions about the structure of text. This chapter ex­ plores some of the more important issues arising from this re-structuring of the page to accommodate the visual design.