 I have a long history of encouraging annotation in print in previous in previous courses that I've taught before I adopted digital annotation and I always introduce annotation in in general as something that is going to be able to enhance students understanding of text but also their ability to write about texts. There's so much anxiety among students about writing and they they tend to as Mary was saying see reading is almost the invisible link they don't they don't really make the connection and all the anxiety is is about this this product that's going to get judged and critiqued. And so I, I, I've always stress how important annotation is in terms of that that end goal that they're so concerned about that without really digging apart learning how to to to dig texts apart and understand one's own thinking about the text that they're engaging with that that that writing all forms of writing but particular academic writing gets to be that much more difficult so I try to introduce it as I think a tool that's going to be very helpful to them, and that will lower their anxiety levels, once it's something that becomes a part of their discipline a part of their writing routine. So, in terms of introducing hypothesis and in terms of introducing digital annotation. In the, our students are digital natives at this stage in history, and, and they they take very quickly to the tool, such an easy tool to use, but I spend more time up front. Sort of giving them examples of annotation that I've done I usually model my own annotation and talk through the process with them and how it started with looking at various texts and how it ended up with my ability to be able to make connections between texts. That's something that they, they can concretely see Oh, okay, this is exactly how this is going to help me when I have a writing assignment.