When describing a molten mass Burke writes, "Distinctions, we might say, arise out of a great central moltenness, where all is merged. They have been thrown from a liquid center to the surface, where they have congealed. Let one of these crusted distinctions return to its source, and in this alchemic center it may be remade, again becoming molten liquid, and may enter into new combinations, whereat it may be again thrown forth as a new crust, a different distinction" (xix). Admittedly, when I first began to think how this method reflects Burke's understanding of rhetorical inquiry or invention, I struggled a little. In particular, when I tried to think of ways to introduce Burke's method into the FYC classroom, all I could imagine was one big mess. However, when I focus on the words distinction and difference that Burke uses, I see how his pentadic ratios are the vehicle through which students can come to discern and make distinctions on a particular subject. For example, though this is a broad generalization, it is often difficult to get students to look beyond the what they initially see in a subject. They have blinders on and thus have tunnel vision when then began to analyze subjects. In Burkean terms, they (though they wouldn't say it in this way) use one of the ratios, i.e. scene-act, and make a broad assertion(s) about that topic based on the one ratio. Put another way, they would not develop the ability to make distinctions about an event. However, the many other pentad ratios, if used by the students, would allow them to see the same act/event from many different perspectives. Thus, the petadic ratios are generative as they develop multiple perspectives on acts/events, and the multiplicity will allow them to create or invent new arguments or positions about a topic. Also, Burke's notion of words being made and remade in new combinations from the molten mass speaks to the generative nature of language. Looking at his discussion of the "stance" family speaks to this as the root "sta" in its many combinations with words and letters creates a variety of meanings. One's use of any of these words can create a difference or a distinction as to how one views a particular distinction, and it is this awareness of language that rhetor's would need to develop to enrich their inquiry/invention processes.