 So when I landed in the writing classroom, I would say things like writing is a social activity and it's a myth that the writer just operates in isolation. But there's a there's a difference between being able to say that and being able to show it. And even though I would do group work in the writing classroom. I felt that social annotation was a tool to take it take it back several steps and allow students to realize that that reading was key but but thinking and having conversations about what one is reading is I think really what pushes one forward in the process. And specifically for my campus we have a largely commuter campus. I would say probably 90% of our student body commutes to campus and most of our students have jobs and lots of responsibilities outside of campus and it's very very difficult for them to make connections in often right when they're right there specifically on campus so annotation gives them another opportunity to engage and to see what their classmates are thinking and to to to see asynchronously what's going on. And then I found that it really fueled our conversations in the classroom when when they could look and see oh yes, I had the I had that same thought or I had some of those similar questions as I was reading.