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Day 2

Still don't understand half of what is being said in class, but getting better at tuning out what I really don't need to know. It's going to quite a chore organizing my notes into a coherent document that I can use in class - it's very haphazard at the moment. I'm really hoping that I can get it somewhat ready for the upcoming year. We started with a discussion on the new synthesis prompt, and have interspersed various tid-bits throughout out the discussion. Yesterday I stopped off while out to dinner to grab some overpriced post-it notes. Now my note book is full of things that say "important-tone!" "to-do: Satire" and "reading aloud=ability to read aloud silently" and "do we need to use footnotes? what about in-text citation? just show?"

We also talked about the upcoming AP audit - but only slightly. For myself, it will definitely force me to get hyper-organized and create a tight syllabus before school starts. It's always a goal of mine to have one of those fantastically specific syllabuses (syllabi?) but I can never quite get it.

For homework, I have to read all of the example answers for question #2 on the 2006 test. Apparently, students had the most difficulty with this prompt; almost all related to their inability to understand the 19th century language. My dog sitter took this test, so I'll ask her opinion on it and whether having read some 19th century in my sophomore class previous to the year of her test was any sort of help. Otherwise, I may just have to stop torturing myself with it.

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