This article presents the author's response to "How Do We See What We See? Pedagogical Lacunae and Their Pitfalls in the Classroom" by Jennifer A. Rich. McKinney describes how she tweaked a rhetorical analysis assignment to have it produce more summary, description and response. She stresses that teachers can create a more rhetorically viable context in which to write and discuss. The key is for teachers to decode themselves and their agendas before they create their analysis curriculum and vigorously teach and model analysis. Teachers can also begin to decode themselves by being an open audience with their students. She suggests that it may be more provocative to ask students to analyze their own discourse communities--have them consider their own communities' codes rather than the teacher's codes--by asking them to analyze the messages they produce rather than those coming at them.