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Adventures in Thedas are waiting for you!

Nearly 14,000 words later, and it's finally finished: My own take on a Dragon Age modification of DnD 5E! It is created with thought for those who are pre-existing fans of Dragon Age, but potentially new to Dungeons and Dragons.

In this handbook, you will find everything you need for a TTRPG in the Dragon Age setting:

4 lineages (human, dwarf, elf, qunari)

3 classes (warrior, rogue, mage)

5 specializations for each class

16 sample backgrounds

And more!

lizard brain

questions: do i have food, water, and safe shelter? 

solutions: drink more water. drink things with electrolytes. make and stick to a food schedule that works for you. clean your room. if you are in an unsafe situation, talk to someone trusted about creating a plan to get out 

toddler brain 

questions: have i had enough rest? am i been getting what i need to be healthy? am i cared for? am i frustrated? 

solutions: make sure you’re getting enough sleep on a schedule that works for you (people naturally sleep better at different times and need different amounts of sleep. if youre young you will need to sleep more than 7 or 8 hours). make sure you have varied nutrition in your diet. make sure your medications and supplements are working for you and take them on schedule. work on developing a support system that meets your needs. take breaks from things if you feel burned out, even if it’s only for a day 

monkey brain 

questions: have i had enrichment in my life? am i stuck in a rut? have i had socialization, entertainment, and creativity? has anything challenged me lately? 

solutions: limit your time on social media. make an effort to be in new environments - even if its another room in your house or backyard. examine what is or isn’t working in your routine. pick up a new hobby (if you’re more physically active, consider a hobby like writing or coding. if you’re more mentally active, consider a hobby like woodworking, bookbinding, or a sport). write stories, make art, and write analyses (if you haven’t tried original work - focus on that for a little while). try new music. try a new food. build something with legos. consume a new type of media even if you’re not sure you’ll like it (like graphic novels, radio plays, or watching ballet). take on a long term project and set aside time to work on it on a schedule (whether its every day, every few days, or specific days each week) 

human brain 

questions: do i feel loved? do i feel understood? am i existentially fulfilled? do i have a sense of purpose? do i have a sense of meaning? am i contributing to the lives of the people i care about and are they doing the same for me in return? 

solutions: reach out to friends and loved ones, and do activities together, like play a game online or walk in the park. talk to safe people about things that upset you, such as a trusted friend or a therapist, and find steps to improve your mental health. interrogate whether your religious beliefs are working for you, and if they are, make an effort to practice your faith, whether that is attending services (including digitally if they have them), reading and discussing your religious texts, or following holidays. read self help books or blogs from trusted professionals. read about philosophy and interrogate your own understanding of things. learn how to communicate your needs, thoughts, and desires to people who will listen. be active in your community (whether in community service, activism, or getting involved in local politics). adopt a rescue animal. give money to causes you care about. make an effort to learn about points of view and lived experiences that are different than your own. challenge assumptions about how you are expected to live your life and decide whether you want those things or not. express love for the people you care about - through kind words, good acts, crafts, or otherwise. if there are steps in your life you have been afraid of taking, make a plan to take them 

you've seen the jokes. india is "dirty", indians are "everywhere", why don't they fix their own country. ok. let me tell you why, and what's happening right now while nobody's watching.

first, the history you skipped: britain ruled india for two centuries and drained it. economist utsa patnaik's research estimates around $45 trillion in today's money was taken. the india that got independence in 1947 was one of the poorest countries on earth. every "why is india like this" question starts there. you don't get to profit off a robbery and then mock the crime scene.

now, what's happening RIGHT NOW:

in may the question paper for NEET leaked. that's the national medical entrance exam. over 2.2 million students took it. cancelled. years of studying, families' savings poured into coaching, gone overnight because someone sold the paper. students died by suicide after. these were kids who wanted to be doctors.

and out of that came a protest movement. a gen z group called the cockroach janta party, started by a 30 year old named abhijeet dipke, got 22 million instagram followers within DAYS. they've been doing a sit-in at jantar mantar in delhi demanding education minister dharmendra pradhan resign.

and then there's sonam wangchuk. if you've watched 3 idiots, he's the real engineer the character was based on. built solar schools in ladakh. invented ice stupas so himalayan villages have water. spent his whole life on education. he's 59 and he's been on hunger strike for 17+ days now. reporters went to see him this week and he was too weak to talk. and the troll armies are calling him "anti national" and "foreign funded". a man starving himself for other people's children. that's the thing here, anyone who asks a question is suddenly a traitor.

it's not one incident, it's everywhere you look:

• infrastructure worth thousands of crores failing within months of the ribbon cutting. tunnels collapsing in regions where heavy rain is a guarantee, not a surprise.

• youth unemployment near 10% for ages 15 to 29, 13.6% in cities. in a country of 1.42 billion where more than half the population is young.

• only about the top 3% of indians earn above 10 lakh a year. meanwhile billionaire wealth keeps ballooning and the headlines celebrate it.

• manipur burned for over two years. an ethnic conflict, tens of thousands displaced, and the prime minister barely said the word manipur while it happened.

• journalists raided. critics' houses bulldozed. activists sitting in jail for years without trial under laws like UAPA. our press freedom ranking has cratered.

• even the petrol is a fight now, ethanol blending pushed through while drivers complain about their engines and get no straight answers.

and through all of it, the PM, who came to power on religious polarisation (americans, sound familiar?), travels abroad for photo ops and has not held one single open press conference in over a decade. not one.

what i'm asking:

if you're not indian: share this. our media mostly won't cover any of it because the big outlets are owned by the same billionaires the government serves. the only reason wangchuk's fast is getting any coverage is people refusing to look away.

if you ARE indian: speak up even if you're comfortable. especially if you're comfortable. join the protests. add to this, correct me, translate it. staying quiet is a choice when nothing in this post touches your life.

india is not "dirty". india was robbed, and it's being robbed again, from the inside this time. but it's also the country where a 59 year old will starve for strangers' kids and 22 million young people will rally behind a party literally named after cockroaches, because cockroaches survive everything.

we can still save her. but only loudly.

Namaygoosisagagun First Nation/Collins has burned to the ground. The entire community is nothing but ashes after being quickly consumed by wildfires. They did not have any support from emergency services, and no one offered aid. The community saved themselves by escaping into boats because no one came.

Mishkeegogamang and Cat Lake have lost power. Families are ending up in shelters with nothing. Armstrong, Lac La Croix, Whitesand, Gull Bay, Lac des Mille Lacs are currently in the fires path and all members are being evacuated.

All this loss, all this devastation, and it was entirely preventable.

After steadily underfunding wildland firefighting and purposefully excluding Indigenous wildland firefighters and Indigenous wildfire organizations from wildfire operations, firefighter training, decisionmaking, and resource exchanges, in 2025, Doug Ford slashed the forest firefighting budget.

It's hard to ignore his decision to cut funding and leave us out of adequate fire training (even though we've lived with forest fires for thousands of years—far longer than settlers have been in Canada—and made sure fires like the ones we're all seeing today were prevented through kinisitotēn) when, despite making up less than 5% of the population, we account for 42% percent of all wildfire evacuations in Canada.

And when we are successfully evacuated, we face discrimination and racism—like Kashechewan—because it's always been easier to blame us than it is to blame the true culprit: denialism, corportate greed, and colonization.

The people of Collins and every other impacted community deserve better.

Right now, the AFN is currently accepting donations to help Collins First Nation. If you're able to, please consider donating.

ONWA (Ontario Native Women's Association) is another great place to donate to. They have outreach vans going to motels and inns and offering food, water, resources, and cultural support to those impacted by the wildfires.

Other places to consider donating to are Mikinakoos Emergency Fund, Red Cross, True North Aid, Indigenous Climate Action. You can also send donations directly to Whitesand First Nation via e-transfer ([email protected]) and they request that you add your full name in the e-transfer comment section to receive a tax receipt.

*Before sending money, verify that the appeal appears on an official First Nation, Tribal Council or registered charity channel.

If you can't offer financial support, please consider donating items of need. Moontime Connections is currently accepting drop-off donations. If you live in the Thunder Bay area, Namaygoosisagagun Health Office is also taking in donations! They can also bemailed to Superior Inn Hotel & Conference Centre at 555 West Arthur Street, Thunder Bay, ON, P7E 5P8.

items needed are: food, diapers, medical masks, men’s and women’s joggers (all sizes), children’s clothing (newborn to size 14), children’s shoes, summer clothing, men’s clothing, toiletries (lotion, Vaseline, toothpaste, toothbrushes, shampoo, conditioner, soap, deodorant, etc.), strollers, adult depends-all sizes, dog & cat food

When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.

Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.

In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.

Why is this happening? One reason, of course, is smartphones.

I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.

So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.

Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.

There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.

I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.

I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.

But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.

I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?

Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?

Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."

— Tyler Jagt, 1 June 2026, "My Students Can’t Read"

The mirror replied "To whom?"

"The miller who made the flour for my bread," the queen would say, or "Whoever spun the thread my shawl was made of".

The second time, she says "To the King," and she is pleased to see herself once more.

The third time, she says "To the Royal Advisor," and is once more satisfied to see herself.

The fourth time, she says "To the scribe who takes the King's letters." She is shown the man's wife. And she seethes, but quiets herself, for it is only right that a man loves his wife.

The fifth time, she says "To the Court Wizard," and is shown the man's departed mother as he remembers her from his youth, radiant and smiling and warm and larger than life.

The tenth time, she says "To the Stable Master," and is shown the fastest horse in the stable, majestic and free as the wind even in captivity

"To the baker," she is shown the man's daughter, young and adorable and full of joy and laughter.

"To the artist who did my portrait," she is shown a painting of a woman done by the man's teacher, who he still looks up to now that he is well established himself.

"To the Royal Knight," she is surprised but not displeased to see the castle's entire guard force in the middle of doing drills.

The one hundredth time she asks the mirror, and it asks her "to whom?" she once again says, "To me." And she does the same the one hundred and second, and again and again and again.

Before I get going, I’m 75% deaf, as some of you know, semi-reliant on hearing aids and lip reading. My first languages were Makaton sign and then BSL. I now use spoken English. This is part one of two. People are People covers characterization and toxic tropes.

There are a lot of issues I find with how deaf people are represented in books, when represented at all. I would love to see more deaf and hard of hearing characters in the books I read- without having to read books specifically about deaf/HoH people- but when I find them, they’re grossly undercharacterized or stereotyped. Authors write them in a way that sets signing language characters apart from speaking characters as if they are inferior, and this makes my blood boil.

Some technicalties

I’ll keep this brief.

You may have heard that “deaf” is a slur and you should use “hearing impaired”. Don’t. I’ve never met a deaf or hard of hearing person who believed that. Use deaf for people who are deaf, and Hard of Hearing (HoH) for people who lack hearing. These can be interchangeable depending on the person. This is why sensitivity readers are a useful part of the beta process.

Sign language is incredibly varied. It developes in the same way as spoken language. Fun fact: in BSL there are at least half a dozen ways to say bullshit, my favourite of which is laying your arms across one another with one hand making a bull’s head sign and the other hand going flat, like a cowpat. It’s beautifully crude, and the face makes the exclamation mark. Wonderful.

There are different sign languages. Knowing more than one would make a character multi or bi-lingual, even if they are non-speaking.

Makaton is basic sign language used by children, and it mirrors the very simple language used by toddlers.

Yes, we swear and talk shit about people around us in sign language sometimes, and no, it isn’t disrespectful to have signing characters do this. Just remember that we also say nice things, and random things, and talk about fandoms and TV shows and what we’re having for dinner, too.

Each signed language is different from another. ASL and BSL? Nothing alike. Just google the two different signs for horse.

Remember that sign language is a language, equal to the spoken word

Therefore, treat it as such. Use quotation speech marks and dialogue tags. You only need to explicitly state that this character uses signed language once, and then let your modifiers and description do the rest.  It isn’t a form of “sub-speech" or “making hand actions”- sign language is a language all on its own: it has its own grammar rules, syntactical structures, punctuation, patterns, idioms and colloquialisms. For example, “what is your name?” becomes “Your name what?” with the facial expression forming punctuation in the same way that spoken English uses alterations of prosodic tone (inflections). There is even pidgin sign; a language phenomenon usually associated with spoken language.

In the same way that you would describe a spoken-English character’s tone of voice, you would describe a signed-English speaker’s facial expressions and the way that they sign- keeping in mind that these things are our language’s equivalent of verbal inflection.

So please, none of that use of “special speech marks” or italicised speech for sign. If your viewpoint character doesn’t understand signed speech, then you take the same approach that would be used for any other language they don’t understand, like French or Thai. E.g “He said something in rapid sign language, face wrinkling in obvious disgust.” is a good way of conveying this. The proof that you’ve done this well is in whether or not you can switch “sign language” for French or something else, and it would read the same.

Don’t be afraid to describe how things are said, either. Sign language is such a beautiful and expressive way of talking, and to see a writer do it justice would be truly fabulous. Putting this into practise:

“Oh, I love maths!” She said, fingers sharp and wide with sarcasm. She raised her eyebrows.

“I’m sorry.” He replied and made his face small, but could not keep the grin forming. She was starting to laugh, too.

 For the sake of readibility, I’m putting the rest of the information in part two.

And he kept doing it. Scene after scene.

He spent the film expecting someone to make a joke about how unserious things were or to break the fourth wall or do some other self referential type thing.

Now, maybe I'm just at that point in my cycle or maybe I'm too delicate in general, but I literally teared up hearing that. Straight up cried a bit. It is so fucking sad that sincerity and genuineness is being bred out of people.

People say all the time 'this generation can't take anything seriously!' and really, is it any wonder? Younger people have been trained out of it. You are no longer encouraged to be genuine or show emotion or be honest. You are actively punished for it. In fact, you are almost guaranteed to suffer for it.

That is so fucked up. I'm sorry to go on a bit of a random ramble rant but it's so fucking gut wrenching to see younger people lose that element of themselves. You can't express your passion without being told you're 'crashing out' or 'cringe'. You have to live in this neutral state of fear of perception, and god forbid anybody step outside of it!

You're told you should only consume and succumb and be ironic and emotionless and cool.

Listen, if you're following me and you're like.... 25 or under, let's say. Please. I beg of you. Do not fall for this rhetoric. Please, for the love of all things, feel. Feel and create and be honest with yourself. Indulge in things that make you happy. Be sincere. Wear your heart on your sleeve. Do not let this hyper-capitalistic, hyper-consumerist, self-centred, individualist culture take that from you.