This portrait of a high school literature classroom is one of a series of several such portraits which depict diverse classroom settings of high school literature, and which result from the second year of a teacher-research project in the greater Albany, New York area. This article portrays teacher Tony Carrera and his sophomore honors English class in a small rural school, as he experiments with a lesson to see how far students can get with little direct teacher intervention, given a fairly well-defined structure within which to work. (SR)