Actually, I do get to teach grad students, via CGU, but it is the undergrads upon whom I inflicted (their construction; to whom I most generously granted, being mine) D&G. They got enough to know to be baffled. And two of them, as my stats suggest, really dug it, whether they “understood” it or not. I figure ten percent is not bad for the digging. And understanding — one of me wants to argue that understanding is all wrong as a mode of engagement with the plateaus. Too linear. Too (phal)logocentric. I think one can only “understand” D&G as one “understands” a poem — through immersion, re-reading, and writing, writing, writing.