First Day of School: Six Word Stories with a Twist

Today’s guest post is from one of Rebekah & Allison’s colleagues, Maria Bartz. Maria  is an English teacher at Trinity Episcopal School in Richmond, VA.  She loves a clean white board for spontaneous think tank sessions with her inspiring colleagues, a fully charged laptop to explore the ever-growing world of educational technology, and  big circle of passionate teenagers engaged in thought-provoking discussion.


First-day six word memoirs from Maria’s students

Planning for the first day is a balancing act.  I want it to be fun, unique, and a truthful preview of what the school year will look like in my room.  For the past six years of teaching, plans for the first day were a mix of icebreakers, quick review of the syllabus, and writing some sort of introduction letter, which they would finish for homework.  It just never felt genuine or much like my classroom.  

This year, I decided to make it truer to my class: I wanted them writing.  And not just an introduction letter that skims the surface of who they are and what they like to do. Still, it’s tough to get students studying mentor texts and writing a finished piece in only 25 minutes.  I was up for the challenge.

My secret weapon came in the form of six word stories….with a twist.  In past years, I have used Ernest Hemingway’s famous six word story to open the conversation about intentional word choice: “For sale: baby shoes, never worn.”  While this is still one of the most heart-wrenching stories I have ever read, I wanted this activity to act as an introduction to the process of studying mentor texts as well as a gateway into the students writing about themselves in a personal way.

So instead of asking them to create a fictional six word story, it had to be a six word memoir.  Here’s how the class went:

  • Define “memoir”

I define the word “memoir” for my students and explain that memoirs can come in all lengths–a couple pages or an entire book.  I then tell them that they are going to write their memoir in only six words (listen for the gasps!).

  • Study  one six-word memoir together.

I preface the reading by saying, “This writer was asked, ‘If you had to tell me about your life in six words, what would you say?’ This is the memoirist’s response: ‘Ask me again in a month.’”

Independently, students respond to these questions: What is the tone, the feeling exuding from the sentence? How do you know?

I let students share with their group and then share to the class. Students notice that the word “month” is an indicator of hopefulness or despair, depending on how they perceive the length of a month to be.  Students note that the word “ask” is friendly or intrusive, depending on how they interpret being asked personal questions. We only spend a few minutes discussing this, as they quickly grasp the power of each word in the sentence.

  • Study more mentor texts

Next, we read ten examples of six word memoirs (amazing examples here). I chose IMG_1531examples that varied in topic, tone, and style and that resonated with high school students. Here are some of my favorites: this and this and this and this  They are unintimidating and clever; students have even commented, “I like these” or “This is cool.”

Students choose their favorites from the list of ten and work through the same questions about tone–what is the tone?  How do you know?  To that question, I add “What makes that sentence special–is there a play on words? Is there a creative use of punctuation?”  Some circle or highlight words, others don’t. Since this is a 25 minute class, I will save that discussion for another day.  My goal today is just to have them read sentences thoughtfully.  Due to my time constraints, we don’t share our thoughts on our favorite sentences; although, if the class was longer, I would ask for volunteers to share their findings.

  • Students take a turn

I then tell the students that it’s their turn–that they will be writing their own six word memoirs.  Some eyes widen, some let out a groan for having to do more work on the first day of school, but most are already spinning the wheels in their heads.  

For the sake of those who are not as eager to write, I offer up myself as tribute and share the drafts of my own six word memoir.  I explain why I made any major or minor adjustments in each draft and show my final draft written cleanly on a sentence strip.  This is intended to ease their anxieties, allow them to get to know me personally, and illustrate the power of revision.

At this point, there is about five minutes left in class.  I coach them along, asking rhetorical questions that could spark an idea–”What is going on in your life right now?  What is your life motto?  What are your hopes for the future?”  Some students will write six words immediately.  Others reread the mentor sentences and have zero words written when the dismissal bell rings.  Homework is to finish the first draft of their six word memoirs.

Without much dawdling, this took one 25-minute class period.

The next class, as the warm up, I ask the students to reread their original six word memoirs–does it reflect the tone you intended?  Does anything need tweaking?  Once they are satisfied, they will write their final drafts on sentence strips–no names required.

IMG_1532That afternoon, I staple all the memoirs on our bulletin board to publish their writing.  When students return to class, they are given three votes (pencil hash marks) for their favorite ones; we applaud those who got the most votes but keep the winners anonymous.

Students love reading each other’s memoirs and seeing their own work displayed.  I’ve even had a few students submit a new six word memoir, feeling the inspiration of their peers’ and their own writing.  We will refer to this activity throughout the year when I introduce the concepts of mentor texts, word choice, and taking risks.

It is my favorite first day yet.  

(For another beginning-of-the-year writing idea using six word memoirs, check out Stefanie’s post from last week!)

What new experiments are you trying on the first day this year? What are your tried-and-true favorite ways to getting students writing from day one? Comment below, find us on Facebook, or Tweet Maria @MsBartz.

Mentor Text Wednesday: Synonym Toast Crunch, Euphemistically Speaking

Mentor Texts:

Excerpt from Labors of the Heart by Claire Davis

Writing Techniques:

  • Word Choice


In Nova Scotia, where we usually spend July, there is an amazing chain of thrift stores. They usually have an interesting selection of books, which corresponds nicely with my having more time to read.

This year, I really lucked out. I’ve become a big fan of the Best American series of books, and this year, the stacks coughed up three of them, two short stories, and one poetry from the early 2000s.

As I dug through the short story book from 2001, I came across this passage from Claire Davis’ story Labors of the Heart:

Labors of the Heart

Right away, I knew I had something I wanted to share. Continue reading

Pedagogical Documentation: How Writing Teachers Learn From Their Students


When Allison and Rebekah asked me to begin a new year of blogging by considering the first thing I would want the writers I teach to understand, this post nearly began writing itself. You see, I’ve spent this summer learning more about the power and practice of pedagogical documentation, and this has inspired some unexpected shifts in my thinking about what matters most inside of writing classrooms.

Writers do.

Of course they do. This is a simple fact. So simple that we tend to take it for granted. It’s easy to assume that the curriculum we design is intended for our students, but when I look hard at many lessons and units, it’s clear that they were designed to meet the needs of teachers and systems, not kids. It’s easy to assume that our assessments are intended to serve learners well, but if we’re disrupting learning in order to assess it, I’m not sure we’re doing it right just yet. And when we position ourselves at the front of the classroom, we’re typically taking ownership of instruction, aren’t we?

Continue reading

The First Thing: Writers are Readers.

thefirstthingOn Moving Writers and in Writing With Mentors, you get a taste of my classroom and a peek behind the curtain of my planning process.

But what you see is only half the story.

While I am passionate about writing instruction, it’s only one half of my instruction. I also teach literature — through whole class novels, in literature circles, through independent reading. Even if I were only a writing teacher, I would teach many close and critical reading skills just through mentor text instruction alone. But I became an English major once-upon-a-time because I was in love with literature, and I became a teacher because I wanted to impart that to students. And so, while my professional writing zooms in on writing instruction, reading is equally taught and equally important to me.

I’m like you – I want to make learning as sticky as possible for my students, and I want to try to make my life easier in the process. Explicitly linking our literature study and our writing study to the greatest degree possible can help us accomplish this. And so, the first thing that I want my student writers to know about writing is that our reading lives and writing lives are more than two discrete activities we do in English class. They are more than two sides of a coin. Our reading life and our writing life feed off of each other — they each survive and thrive when they are meaningfully joined together. Put more simply, I want my students to immediately know this : Writers are readers. Readers are writers.

What does this look like in the first two weeks of school? Here are three foundational understandings I want to communicate to students from the get-go as  I connect students’ reading and writing lives: Continue reading

Permission to Start the Year with Blank Walls

I’m currently working on setting up my eighth classroom in eleven years. There have been a few building moves in there, but most were just the result of shuffling around within a building. That’s a whole lot of packing and set-up for any classroom, but for one with a classroom library that grows every year? Well, let’s just say that I am a sweaty mess.

As I unpack and organize, I can’t help but think that if I could time travel back to talk to myself as a first-year teacher, I’d give my younger self some advice. I’d approach new-teacher-me, standing excitedly in the teacher store, a cart full of bulletin board borders, cutout letters, and posters, and I’d say, “put that wallet away.” Well, no, not entirely, but I’d advise myself to save some serious money.

My first year, I spent a lot of money on my classroom. A lot. I’d prefer not to think about how much money I sank into posters and bulletin board goodies. It was all in the quest to make an exciting learning environment. The empty walls looked so sterile, and I just had to do something about that. I bought parts of speech bulletin board sets, posters with snarky grammar jokes, quotes from novels in the canon, and banners about teamwork. By the time students entered my room, there was barely an inch of wall showing through any given location in my room.


Now that I’ve grown as a teacher, though, I make it a point to start the year with a whole lot more blank space. And that’s not just because I’m sick of setting up rooms. No, I’ve come to learn that aside from making the room look less sterile, all of those expensive posters are really just decoration, or worse: clutter. Now I know that by starting with some blank space, I’m saving room for instruction. Continue reading

Mentor Text Wednesday: One Good Story

Mentor Text: Jesse Newton’s Facebook post about his Roomba and dog poop

Writing Techniques:

  • Anecdotal writing
  • Descriptive writing
  • Humour


I’m originally from Nova Scotia, on the east coast of Canada. That means that there are a few things hardwired into my soul. One of these things is an appreciation for a good story.

I often tell my students that everybody should have at least one good, practiced story to tell. Most of us spend our lives collecting them, whether we do it consciously or not. And we edit and revise them, crafting the narrative for maximum impact. We’ve all seen this play out in social situations haven’t we? We can tell when someone is telling their “story” – the pacing, the emphasis.

We need to remind our writers sometimes that the written pieces we treasure came after the oral traditions of storytelling. We’ve evolved them over time. Viral pieces on social media have become the new avenue for many of these stories.


Image via Jesse Newton on Facebook

And that’s where this week’s mentor text was found. On a peaceful Saturday morning, I was up before my family, holding in laughter so as not to wake them while I read Jesse Newton’s Facebook post about his Roomba dragging dog poop throughout his house. This, in writing, was the kind of thing I had been telling my students they should be crafting. Continue reading

Writers Explore Possibility

thefirstthingToday our school was abuzz with new students arriving for freshman orientation. At certain points in the day I felt like I was fast forwarding through an action movie: students dashed from classroom to classroom at uncomfortable speeds, clutching their schedules, many barely looking up to say hello. Pure relief washed over the face of a new student when he saw me waving his lost schedule in the air. What would he have done without a schedule to tell him where to go and when?

The schedules these students were glued to are stories. Stories other people have written them into. On the first day of school, students are being ushered to classes that (excluding electives) have been chosen for them. They are expected to know what sports they are trying out for, what clubs they want to join, and what electives they want to take. They are expected to “orient” themselves to several fixed points, to discover themselves quickly and painlessly.

This is a lot for a ninth grader. This is a lot for a human!

What can we offer to these students in this first week? What can we offer to these students throughout the year as they continue to be bombarded by fixed curricula and well worn paths?

The writing classroom. It can be an oasis. An escape from the crazy. Because in the writing classroom, students are invited to discover rather than receive, to turn rather than stand still, to explore rather than orient.

I want my students to know immediately that writing is not about right answers, or formulas, or worn paths. Writing is about possibilities. A writer’s purpose is to explore possibility.


How writers explore what’s possible in their writing:

Writers explore what’s possible in their writing by practicing writing every day; trying on new ideas, structures, and patterns; and talking with other writers about their thinking and craft.

One way I will introduce this concept to my students:

Notebooks. I want notebooks to be EVERYTHING this year. Like an athletic field on which my student athletes practice and try new formations and fiddle with moves, the notebook is a space where students can capture thinking, emulate mentor sentences, plan out a piece of writing, jot down ideas for future writing projects…the list goes on and on. I figure that THE FIRST THING we present to students says volumes about what is important in our classroom, which is why I plan to introduce the writer’s notebook on the second day of school, and all the rhythms and routines of workshop will spring up from there. My notebook minilesson will include a tour of writers’ notebooks — my own and famous writers’ notebooks I have found images of on the internet — as well as some suggestions for how to organize (or de-organize) the notebook, ideas of what to keep inside, and some notebook work for the day.

Writer’s explore what’s possible in their own lives:

Writer’s explore what’s possible in their own lives by closely examining their lives, by looking forward and backward and noticing patterns across moments; by reflecting on things they’ve seen, experienced, and thought; and by sharing that thinking and writing with others.

One way I will introduce this concept to my writers:

Poetry. For many reasons — and especially because Nancie Atwell told me to — I like to start the year with a study of poetry writing. Robert Frost said, “Poetry is the best words in the best order.” What better way to help students understand the power of language than with poetry?

Even more important, I have found that poetry is the best invitation to students to explore their inner lives. So many of our students arrive at our classroom doors at the beginning of the year with the introspection beaten out of them. They have been tested and SOL-ed and standardized more than we’d like to know. And even if they aren’t come from high stakes testing environments, many of them hail from classrooms in which the first person pronoun has not been allowed in their writing.

But the beautiful poems of Greg Orr and Faith Shearin and Jed Chambers and William Stafford can set them free again.

Beginning with a study of poetry can rekindle the same introspection and reflection and care that all genres of writing demand — because writing without an I  — without a thinking, feeling, vested person behind the words — is empty writing.

How writers explore what’s possible in the world:

Writers explore what’s possible in the world by reading actively, trying on others’ ideas for size, and writing into those ideas; by making research a daily practice; by drawing connections with other thinkers and writers.

One way I will introduce this concept to my writers:

Noticing ideas too. I’ll admit that I can get carried away by mentor texts. I love mentor texts and what they do for my students’ writing (and mine!) so much that I sometimes skip the important part that comes before the reading like writers: I skip the reading like readers. I jump to the chase after we read a mentor text together: What do you notice? What techniques do you see? Why do you think the writer used that craft? How might you use it in your own writing? And when we skip over reading like readers, we missing something really, really important: the pulsing heart of the piece itself. The ideas. This isn’t good for us as readers, and this isn’t good for us as writers.

Because writers MUST also be readers who think and talk about ideas — about the what — rather than just the how.

I love the how. I love noticing craft moves and naming them and seeing what my students come up with. Out of order adjectives. Whispering parenthesis. Absolutes. Circular structure. I eat craft for breakfast.

But without a what there would be no how. And I want to raise writers who care about the what. So this year, when I teach a lesson on reading like a writer, I will amend the guidelines I typically give to writers:

Reading Like Writers (the old way)

Reading Like Writers (the new way)

  1. Notice something about the craft.
  2. Name is using language that makes sense to you.
  3. Think about why the writer used this craft.
  4. Try it in your own writing.
  1. Find and think or talk about an idea that strikes you.
  2. Notice something about the craft.
  3. Name it using language that makes sense to you.
  4. Think about why the writer used this craft and how it enhances her ideas.
  5. Try some writing yourself on this topic and/or using some of the craft in a piece of writing.


Our writing classrooms must be places where students can feel safe trying on ideas, playing with new forms, and exploring what they may or may not think. I believe that what happens in the notebook is directly linked to what happens in the brain and the heart. And I want to nurture students with open minds, open notes, open hearts.


How can you facilitate exploration in your writing classroom? How can you invite students to explore, discover, uncover their ideas, their preferences, their opinions? How can you help show them the possibilities?


“Getting to Know You”: Introductions Inspired by Broadway

My last post mentioned Pippin, and now I’m quoting Rodgers & Hammerstein; I had musical theater on my mind this summer because I knew my break would end with a “bucket list” vacation to Broadway, the four-plays-in-four-days kind of trip my Tony Awards-watching teenage self had always dreamed about. The trip was an absolute treat, and it also offered some inspiration for the school year ahead. Silence your cell phones and unwrap your candies: here comes a musical edition of “the first thing” that happens in my classroom.

“I’ve now become an expert on the subject I like most…getting to know you”

Our series this month asks “What is the first thing we want students to understand about writing?” Two of the first things I want my students–especially my freshmen–to understand are that I am excited to read their writing and I want to hear and help them develop their authentic voices. As Anna in The King and I reminds her students “if you become a teacher, by your pupils you’ll be taught,” so I try to start the year by providing students with opportunities to teach me about themselves and their needs for the year ahead. These opportunities often come in the form of notebook (or index card) invitations. These invitations are doubly helpful for my freshmen classes, since the first major writing task of that curriculum is a personal narrative. As they introduce themselves to me and the rest of the class, students also begin to mine their lives for great moments to explore in longer narratives. What follows are some musical theater-inspired notebook invitations and writing exercises. Some of them are stage veterans while others are hopeful ingenues. Continue reading

Unaware vs Careless vs Devious: Teaching Plagiarism

I coached and taught debate for almost ten years and, in the process, became a bit of a news junkie. So naturally, the political conventions were on 24/7 at my house this summer. And, naturally, like every other English teacher in the world who was tuned into politics this summer, I followed the Melania Trump plagiarism story pretty closely.  Finally, many of us thought, a perfect example of how “paraphrasing” can go so very wrong.

However, as the news coverage dragged on, I started to wonder if the general reaction and ultimate resolution may have sent a confusing message to our students. At my school–and most academic institutions–plagiarism equals a zero. Boom. Hammer dropped. But our students watching this summer learned that in the “real world”, there isn’t always a hammer. Instead, the campaign explained they were simply “common words” and “no harm was meant.”  Certainly, it was an embarrassment for the campaign, but the dire consequences of plagiarism we always warn our students about didn’t really transpire. Nobody got fired, nobody was kicked out of anything…it just kinda went away.

So how do we still use this as a teachable moment?  It’s a great example of plagiarism–it’s the ultimate “un-mentor” text– and I really want to use it. But in this contentious election season, I have no desire to turn this into a political debate with my students. I am very committed to keeping my politics out of my classroom, and I don’t want to turn this into a perceived Trump attack.

Here’s how I plan to make addressing plagiarism one of the first things I do this year:

Continue reading

Mentor Text Wednesday: The First Thing is a Letter

Mentor Texts:

Various letters from McSweeney’s “Best Of”& website

(The archive of letters on the website is huge.)


As you may have noticed, the folks that contribute to this site have been putting together ideas dedicated to kicking the year off in your classroom. I had to decide whether I would share something related to mentor texts, or something else.

In the end, since the importance of setting routines, and establishing a culture and climate is key to a good beginning, I decided that I would stick to my regular thing here at Moving Writers, and provide a starter from the mentor text world.

This meant putting a bit of thought into what I would want a mentor text to do right out of the gates. So I thought about what I want for my writers, as well as what i think they might need.

I let that roll around the ol’ TeacherBrain for the afternoon, and it was quite clear. I want to establish that when we are writing, we take risks, we play and we hang it out there – we go as big as we’re comfortable doing, and that’s our writing culture. Our writers, in my opinion, need to know where the boundaries are, and what we’re looking for.

Here’s the funny thing, though. I already had a mentor text set to help make this happen. I just hadn’t found the purpose for it yet.

Summer is reading time for me, which also means I’m amassing mentor text material. A great thrift shop find was a big ol’ brick of a book, The Best of McSweeneys. That quarterly, and site, have always hung out on the periphery of my interests. I’ve found cool stuff there, but hadn’t used any yet.

In flipping through the book however, I came across a collection of letters written to McSweeneys. Some were ones they commissioned, others were submitted. Most of them, however, did not resemble the kind of letters we’re accustomed to seeing written to a literary journal. There were letters recounting dreams, sharing New Year’s Resolutions, or discussing what better name the writer might give himself. They were diverse, entertaining, and well, crossing the line into the weird.

So, I knew I had to find a place to use them in my classroom.

And when I started thinking about The First Thing related to mentor texts, I knew I had found a place for them.

How We Might Use These Texts:

Establishing Our Writing Culture – I’m a big proponent of young writers going for it. In the province I teach in, we have a Provincial Assessment in Grade 12. It’s a big deal, with readings and responses, as well as a Big Writing Task. I’m sure I could crunch numbers to generate data to prove what I’ve seen, but in my experience, my writers that take calculated risks in their courses previous, the ones that play and experiment while we learn about craft – they are the ones that do the best on this big scary final.

So, clearly, I need to establish this right out of the gate. Which makes these letters a perfect mentor text set to start off the year. To begin with, these letters ate about weird topics. This is not the getting to know you, what I did last summer writing piece to start with. I would give my students a really random cross section of these letters, just to demonstrate that breadth of topic is there.One could also dig through them, based upon the students you’ve got, and tailor a set of  these that guides them towards a single topic.

They’re just kicking their brains back into school mode. What a rich time to give them this kind of task. Their heads aren’t yet filled with the reality of the school year, and the volumes of information that we teachers feel the need to cram in there. How wonderful would it be to begin the year by letting their minds wander on the page, letting them capture daydreams and strange tangents on the page?

And in doing so, we can have a dialogue about what’s acceptable in our writing, and in our classroom. I teach in a small school, so a high percentage of my students have been in my class before, and know where they boundaries are, and what the expectations are. So, for them, it’s a good reminder, and a way to show that to our new classmates. If you’ve a whole new crew though, this would be an invaluable exercise in letting them know how far they can push things. I like to let things get a bit weird, so this could show them that.

I’s like to think that this could establish a culture of collaboration and conversation too. I frequently tell my students that I believe that learning is a social act. They should be talking often – bouncing ideas off of each other, sharing what they’ve written, and giving each other feedback. I’ve found that this happens best when they’ve got something to do that encourages them to do their own thing. Though they could strengthen their, say, lit analysis essays through this practice, they’re not likely too. However, if they’re writing a letter to me, about pretty much whatever they want, well, that’s a different story. I’d encourage this practice, and discuss the benefits of it right our of the gate. Then, hopefully, we’ve established it as part of the writing culture in our class.

The key part of this task, though, when it comes to what I want is establishing that we take risks, we face challenges, we play with words, and we work to write the best we can, even if it is a weird letter about a dream we had.

Establishing Expectations – Every year, I hear someone say, either teacher or student, that there is a “right way to write” certain forms. And I go nuts, I shout and pound tables.

Because this is a bald faced lie.

Well, actually, it’s just an incomplete statement – there is a right way to write for each teacher! We all expect something different. For some it’s a militaristic adherence to form, for others it’s about length, and there’s always that person who loves receiving long-winded pieces full of flowery prose.

In beginning with these letters, we can get some of those expectations out of the way. As I noted above, right off the hop, this lets students know where they can go with their topics. In dialoguing topics or ideas, we can let students know what we’re comfortable with them writing about.

We’ll get to that length question, and be able to discuss the practice of communicating our ideas, over meeting a magic number. For that purpose, I’d give them pieces of different lengths, focusing on the fullest expression of ideas, not the length. Hopefully, we can look at the mentor texts, and see how people can do things well in a short piece, and see how to develop a longer narrative. A letter is a short enough piece that we could easily try writing more, just to see if it helps our hinders, and discuss the impact.

We’ll probably get to answer the profanity question right away. When students feel encouraged to “write what they want,” they often want to use the words they’d use. In the past, we’ve talked about purpose and effect. Though I don’t actively encourage cussin’, we know that there are times when these words are the perfect words. The earlier we can establish where the lines are, the better.

It’s also a good time to discuss adherence to form. We can talk about the conventions of the letter, as well as how we can play with them. In doing so, we can communicate to our writers where we stand on adherence to form.

If this is a piece that we take to a polished draft, then we can also use this as a way to share what that process looks like, building the culture of writing in your classroom. we can model conferencing and drafting, revising and editing. Since a letter’s often a pretty short piece, it might give us a chance to explore letting go of a piece that isn’t working, and starting afresh.

I’m not sure about others, but I know that there always feels like there’s some struggle around deadlines and time management. I see this as being something we spend a few classes on, ideating, drafting, revising, editing and polishing. Starting them with a task that’s “due” in the first week actually allows us to see where they are with this. It will give us an idea of where challenges may arise for students, and figure out how this will play out as the course progresses. It may help us “flag” our writers that will need encouragement and support from us. We can also communicate that though creativity takes time, time is not in infinite supply.

If we’re “assessing” this letter for our own anecdotal purposes, we get two things to use as data: a sample of writing from each student, as well as an idea of their writing behaviours. This would be invaluable in planning the course that follows, from the academic and management standpoints. We can learn what is needed, and where we need to support. We’ll get an idea of how far we can push, and what we can expect. It’s like a great rangefinder, executed in the first few classes.

I’ll be honest, this was a mentor text set that I had without purpose until the First Thing series came up. I’m glad I found a purpose for it. Finding a unique way to start the year has been challenging, and though I’ve had various things I’ve done over the past few years, this might be the first one I’ve been excited to share. I love starting the school year with excitement.

What open letters would you have your students read? What open letters would you have them write? What open letters do you feel the need to write?

Leave a comment below or find me on Twitter @doodlinmunkyboy!


What open letters would you have your students read? What open letters would you have them write? What open letters do you feel the need to write?

Leave a comment below or find me on Twitter @doodlinmunkyboy!