 one of my courses, the first thing that we annotate is the chapter called The F-word by Farooza Dumaw from her book Funny and Farsi. I have a lot of Iranian students as well. But it's all about how her name Farooza was the F-word and how no one could say it right. And all these things, she changed her name. Like a lot of my students will say, my name is this in their first language, but just call me Jane. And I'm like, no, no, I'm not calling you Jane. We're gonna learn to pronounce your name correctly and we're all gonna call each other by, unless you really want, don't hate her for me, right? So this reading is all about how Farooza changed her name to Julie and then she got married and then her name was Julie Dumaw. And then it was like nothing, it didn't match her, right? And then she tried to go back, but it was this knot of her professional life and then her family called her one name and then she had kids and was trying to figure this all out. So this space for students to engage with like, what do you think about how she changed her name? And then also reflect on, oh, should I change my name or did someone in a previous class change my name for me? Did someone tell me your name's too hard? So let's just shorten it, which is terrifying that this is happening, but it does happen to my students sometimes. So it provided that kind of safe space for students to engage with the topic that's highly interesting names, right? And a chance to introduce themselves in this interactive way and learn how to use hypothesis or how to use the collaborative annotation tool because it's a whole cognitive overload if you're learning the technology tool and you're learning a really hard, or you're annotating a text that's like pretty, a lot of content right off and you're learning new, for my students new grammar and vocabulary and sentence structure, right? So trying to step into it so that we just do it in a fun way and a topic that makes sense, get through the tech issues and then as we move throughout the semester, then we can focus on topics and readings and charts and graphs and things that are deeper knowledge or that could be more advanced for them, but we're no longer worried about the technology of how to use that, right? And then the last thing I would say about just all of that is that it's a lot, a lot of just the tools are sometimes presented as things for students to consume passively, like you're just gonna watch this or you're gonna listen to this lecture or you're gonna read this and then take a quiz but it's just like all passive, right? And so what I love about collaborative annotation is that they're actively involved and the discussion takes them where they wanna go.