Yu-Chi's recent post about her long-term goals and my comment on that post got me to thinking about writing with characters. I have always considered myself more of a creative writer than a scientific writer. Luckily, the skill of creative writing has transferred well to my scientific writing. But when I actually got to thinking about how I write my scientific papers, I realized that I approach them very similarly to how I approach writing fiction.
When I write fiction, I really try to put myself in the shoes of the characters I am trying to portray. What does this character feel? What are her hopes and dreams? How would she react in this situation? I should feel so much that I am that character that if she is hurt and crying, I should be crying as I write it. This is what makes writing such a fun journey, but it can also be exhausting. This can transfer to the dissertation. While there aren't really any characters to portray in my dissertation, there is the most important character of all, the person writing the story. It doesn't necessarily have to be me. Because who am I? I'm a shy, awkward nobody with insecurities and imperfections who has no business being a PI on grants and writing a dissertation. But who am I when I write my dissertation? If I stick with myself, my dissertation is never going to get done. But if I am a different character writing this dissertation, a very confident woman who is smart and sassy and has her life together, who can face any challenge with her head held high, then the result can be pretty amazing.
This is how I approach a lot of situations, not just writing. Teaching, for example. Who would have ever thought that this shy girl from Indiana who was so dreadfully frightened of talking to strangers could ever get up in front of a classroom full of students and teach them about evolution? She couldn't. Of course she couldn't. But a different character could, someone who is funny, outgoing, entertaining, and really knows her shit. That's the person who has been teaching the past six years, not me.
Fear should never cripple you from doing something that you want to do or something that simply needs to get done. If you are afraid, then you are simply playing the wrong character. Choose someone else.
Thursday, June 11, 2015
Wednesday, June 10, 2015
Aim High
I received an email from one of my committee members today. Let's be honest; he is basically my mentor as far as my experiment goes. Anyway, he said he had looked over the timeline for my dissertation that I sent him and had a few concerns about me being overly ambitious (imagine that!). My goal is to pump out a chapter each month, while also polishing three of these chapters for publication. He didn't seem to think I would have trouble completing my ten chapters by February, but he said polishing the manuscripts for publication will take a lot more work than I anticipate. I have published a couple articles already, so I am aware of the whole rigamarole. He is probably right, but I don't regret aiming high. I think if you set your mind to something, you can do just about anything.
According to my overall timeline, I am supposed to finish a draft of the chapter I am currently working on by mid-June. I have written a little over 21 pages so far, but I don't think I'm even at the halfway mark quite yet. I also found out recently that the trip my boyfriend and I were planning to Colorado at the end of June is actually beginning this Saturday. So, there goes a week of writing to get this chapter done by my self-imposed deadline. Maybe I can shoot for the end of June.
Anyway, today was productive. I rearranged my outline a bit last night because I felt like it was holding me back from writing more freely. This seemed to help because I wrote 3 pages this morning.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
VI. Alternative approaches to the Piagetian model
A. Steven Mithen's Prehistory of the Mind
B. Language, archaeology, and lateralization
1. Endocast studies from the 70s and 80s
2. Lateralization and language
3. Evidence for brain lateralization
4. Evidence for right hand dominance
C. Critique of stone tools as markers of cognition
VII. Resurgence of archaeological clues for language
A. Greenfield (1991)
B. Wynn (1991)
C. Davidson and Noble's (1989) depictive origin for language
VIII. Minds and brains of hominins
IX. A coming of age in the US
X. New approaches of new millennium
XI. Introduction of neuroimaging techniques
XII. Summary
You can see that I added a new section (VI). This has been my concentration today. My goal is to read the articles for Section VI.B.1 tonight, and I'll try to write this section up tomorrow morning. I don't know how much focus I want to give to this section. I might skim these articles rather than spend time taking down detailed notes. I might finish it faster than I think, in which case I will move on to Section VI.B.2 before my next blog post.
According to my overall timeline, I am supposed to finish a draft of the chapter I am currently working on by mid-June. I have written a little over 21 pages so far, but I don't think I'm even at the halfway mark quite yet. I also found out recently that the trip my boyfriend and I were planning to Colorado at the end of June is actually beginning this Saturday. So, there goes a week of writing to get this chapter done by my self-imposed deadline. Maybe I can shoot for the end of June.
Anyway, today was productive. I rearranged my outline a bit last night because I felt like it was holding me back from writing more freely. This seemed to help because I wrote 3 pages this morning.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
VI. Alternative approaches to the Piagetian model
A. Steven Mithen's Prehistory of the Mind
B. Language, archaeology, and lateralization
1. Endocast studies from the 70s and 80s
2. Lateralization and language
3. Evidence for brain lateralization
4. Evidence for right hand dominance
C. Critique of stone tools as markers of cognition
VII. Resurgence of archaeological clues for language
A. Greenfield (1991)
B. Wynn (1991)
C. Davidson and Noble's (1989) depictive origin for language
VIII. Minds and brains of hominins
IX. A coming of age in the US
X. New approaches of new millennium
XI. Introduction of neuroimaging techniques
XII. Summary
You can see that I added a new section (VI). This has been my concentration today. My goal is to read the articles for Section VI.B.1 tonight, and I'll try to write this section up tomorrow morning. I don't know how much focus I want to give to this section. I might skim these articles rather than spend time taking down detailed notes. I might finish it faster than I think, in which case I will move on to Section VI.B.2 before my next blog post.
Tuesday, June 9, 2015
The Grass Is Always Greener
It doesn't seem to matter where I am, I will always think I would be more productive somewhere else. When I'm at diss camp, I'm thinking that if I get home to my own little cozy writing nook, I'll be way more productive. But then when I get home, the boyfriend wants attention, and before I know it, three hours have gone by and I have not even touched my dissertation. And of course then I'm yearning to be at diss camp.
I wrote through most of yesterday evening and got some more of Section VI done. I finished Subsection A this morning. Tonight I plan on reading and taking notes on the Byers article, and my goal for tomorrow is to finish writing Subsection B. My goal to finish Section VI today didn't happen. This freaking Davidson and Noble article--I've read it probably three times now and still can't wrap my head around what exactly their argument is. I just know it's dumb, and I hate that I had to waste so much time trying to make sense of it enough to write about it.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
VI. 1990s in Europe
A. Davidson and Noble's depictive origin for language
B. Byers
C. Mithen's Prehistory of MindVII. Minds and brains of hominins
VIII. A coming of age in the US
IX. New approaches of new millennium
X. Introduction of neuroimaging techniques
XI. Summary
I wrote through most of yesterday evening and got some more of Section VI done. I finished Subsection A this morning. Tonight I plan on reading and taking notes on the Byers article, and my goal for tomorrow is to finish writing Subsection B. My goal to finish Section VI today didn't happen. This freaking Davidson and Noble article--I've read it probably three times now and still can't wrap my head around what exactly their argument is. I just know it's dumb, and I hate that I had to waste so much time trying to make sense of it enough to write about it.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
VI. 1990s in Europe
A. Davidson and Noble's depictive origin for language
B. Byers
C. Mithen's Prehistory of MindVII. Minds and brains of hominins
VIII. A coming of age in the US
IX. New approaches of new millennium
X. Introduction of neuroimaging techniques
XI. Summary
Monday, June 8, 2015
Rerouting
After a long weekend of entertaining my parents who were visiting from out of town, you can probably guess how productive I was on my dissertation. But it was always on my mind. Because I never had a chance to work, I came to camp fairly unprepared today.
Last week, I was pretty proud of a transition paragraph I wrote that tied the literature review in nicely with what still needs to be done in the field of evolutionary cognitive archaeology (i.e., my dissertation), and after reading through it again today, I realized this transition came too early in the chapter. I felt stuck for a while because I didn't know which direction to go in, stick with my established outline or go down a new route. Instead of agonizing over this for too long, I decided to read Mithen's The Prehistory of Mind, a somewhat lengthy book. I was hoping to avoid the problem a bit longer, as well as find some inspiration. I needed to read it eventually anyway, so I might as well get it done now. Using my acquired grad student speed reading skills, I got through half of the book during the camp, and I plan to finish it this afternoon.
While doing this, I decided to reorganize my outline a bit, and it may continue to change as I read more articles in the next few days.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
VI. 1990s in Europe
VII. Minds and brains of hominins
VIII. A coming of age in the US
IX. New approaches of new millennium
X. Introduction of neuroimaging techniques
XI. Summary
I am thinking of adding a new section (see Section VII) to the outline that I thought would be in a separate background chapter, but everything I'm talking about in this chapter keeps relating back to it, so I figure this might be a good place to discuss it. I don't know if it will ultimately be one section or more or where it will be located for that matter. I think I will try to get through my established outline and then try to work it in wherever it makes the most sense...maybe before the summary of the chapter.
Reflecting back on my goals:
My goal for today was to finish Section V, which I accomplished, mainly because I decided to reorganize the chapter a bit.
Last week, my goal was to finish Section IV and finish the readings so I could move on to Section V. As you can see, I not only met my weekly goal but exceeded it by finishing Section V as well.
New goals:
My goal for tomorrow is to finish writing Section VII, assuming I can read and write a bit tonight.
My goal for this week is to finish Sections VII and VIII, which would exceed my original goal for these two weeks.
Last week, I was pretty proud of a transition paragraph I wrote that tied the literature review in nicely with what still needs to be done in the field of evolutionary cognitive archaeology (i.e., my dissertation), and after reading through it again today, I realized this transition came too early in the chapter. I felt stuck for a while because I didn't know which direction to go in, stick with my established outline or go down a new route. Instead of agonizing over this for too long, I decided to read Mithen's The Prehistory of Mind, a somewhat lengthy book. I was hoping to avoid the problem a bit longer, as well as find some inspiration. I needed to read it eventually anyway, so I might as well get it done now. Using my acquired grad student speed reading skills, I got through half of the book during the camp, and I plan to finish it this afternoon.
While doing this, I decided to reorganize my outline a bit, and it may continue to change as I read more articles in the next few days.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
VI. 1990s in Europe
VII. Minds and brains of hominins
VIII. A coming of age in the US
IX. New approaches of new millennium
X. Introduction of neuroimaging techniques
XI. Summary
I am thinking of adding a new section (see Section VII) to the outline that I thought would be in a separate background chapter, but everything I'm talking about in this chapter keeps relating back to it, so I figure this might be a good place to discuss it. I don't know if it will ultimately be one section or more or where it will be located for that matter. I think I will try to get through my established outline and then try to work it in wherever it makes the most sense...maybe before the summary of the chapter.
Reflecting back on my goals:
My goal for today was to finish Section V, which I accomplished, mainly because I decided to reorganize the chapter a bit.
Last week, my goal was to finish Section IV and finish the readings so I could move on to Section V. As you can see, I not only met my weekly goal but exceeded it by finishing Section V as well.
New goals:
My goal for tomorrow is to finish writing Section VII, assuming I can read and write a bit tonight.
My goal for this week is to finish Sections VII and VIII, which would exceed my original goal for these two weeks.
Thursday, June 4, 2015
Twists and Turns through the Dark Tunnel
This chapter is actually a lot of fun to write. It feels kind of like an amusement park ride. You know what I mean, one of those rides that is sometimes bright and clear, but then you see the dark tunnel up ahead, and you brace yourself for what is coming up ahead. You're in the dark for a while, twisting and turning, not really knowing which way the ride will take you next. This part is a bit scary but also exciting. Then you finally come back into the light and see the clear path ahead.
As I said in an earlier post, I am writing about the history of evolutionary cognitive archaeology as a field. It hasn't been around that long, so I was aware of most of its history before beginning to write. But there are some decades that I apparently know very little about, and it's kind of like going down that dark tunnel, not knowing where I will emerge. This is why I almost always write my introduction last because I don't know if the ride will suddenly jerk to the left after I read this article and then take a quick descent once I discover that book. I continue to learn new things. Thankfully, they often they lead me back to the theory under which I am operating, which is always reassuring.
I haven't met my goal to finish Section V yet, but I think this is because I keep discovering additional sources that add to the story I'm trying to tell. As you can see below, I have finished Subsections A and B of Section V. I wrote around 3 pages the past two days and read a book and several articles. I also read through what I have written so far, expecting it to be terrible, and it wasn't actually too bad.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
A. Examples
B. Critiques
C. Intelligence vs. cognition
VI. 1990s in Europe
VII. A coming of age in the US
VII. New approaches of new millennium
VIII. Introduction of neuroimaging techniques
IX. Summary
I won't be at camp tomorrow because my parents, whom I have not seen since Christmas, are visiting from Indiana this weekend. We made plans for them to come out when I thought that there was not enough room for me in the dissertation camp. I'm kind of bummed that I have to miss tomorrow, but I think it's good that I am feeling excited already to get back to writing. I will be back at it again on Monday!
As I said in an earlier post, I am writing about the history of evolutionary cognitive archaeology as a field. It hasn't been around that long, so I was aware of most of its history before beginning to write. But there are some decades that I apparently know very little about, and it's kind of like going down that dark tunnel, not knowing where I will emerge. This is why I almost always write my introduction last because I don't know if the ride will suddenly jerk to the left after I read this article and then take a quick descent once I discover that book. I continue to learn new things. Thankfully, they often they lead me back to the theory under which I am operating, which is always reassuring.
I haven't met my goal to finish Section V yet, but I think this is because I keep discovering additional sources that add to the story I'm trying to tell. As you can see below, I have finished Subsections A and B of Section V. I wrote around 3 pages the past two days and read a book and several articles. I also read through what I have written so far, expecting it to be terrible, and it wasn't actually too bad.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
V. 1980s: A Piagetian framework
A. Examples
B. Critiques
C. Intelligence vs. cognition
VI. 1990s in Europe
VII. A coming of age in the US
VII. New approaches of new millennium
VIII. Introduction of neuroimaging techniques
IX. Summary
I won't be at camp tomorrow because my parents, whom I have not seen since Christmas, are visiting from Indiana this weekend. We made plans for them to come out when I thought that there was not enough room for me in the dissertation camp. I'm kind of bummed that I have to miss tomorrow, but I think it's good that I am feeling excited already to get back to writing. I will be back at it again on Monday!
Wednesday, June 3, 2015
Finding that old spark
Maybe not everybody will agree with me, but I think that writing is a lot of fun. I have always enjoyed writing, since I was just a little kid. In elementary school, we were encouraged to write our own short stories. Each teacher chose the best story from their class, and at the end of the year, the school brought in a troop of actors who acted out the winning stories for the entire school. I, of course, did not write a short story. I wrote a full length chapter book. If you have been reading my blogs, then you might think I did this because of my competitive, perfectionist nature. Sure, that might have been part of it, but the real reason I wrote that chapter book was because I had so much fun writing it. And in case you were wondering, I got to sit up on a makeshift Director's chair and watch the actors condense my book into a ten minute show. I knew at that moment that I wanted to always be a writer. I am lucky that I went into a field that requires so much writing. Sure, I probably won't win any awards with my dissertation or get to see a theatrical version of Homo erectus making a handaxe and then saying her first words to her own surprise and delight, but I still want to find that spark again as I write my dissertation, that oh so satisfying feeling when I find just the right way to express my thought process. I think it's possible for any of us to feel this way. It's all in your mindset.
While I think the morning chats we have each day about writing are useful, they tend to focus on negativity towards writing, at least in my opinion. Almost like a parasite, the negativity has been burrowing into my brain, and yes, I have been thinking just like everyone else, I assume, how daunting this task is, how frustrating it is, and how I would rather be doing something else. But writing should not be a chore. It should be fun and exciting, something you can't wait to get back to. It's almost like you have this secret that is all your own, and you are preparing for the big unveiling. And when it's all said and done? You're going to knock their socks off. That's right. Just imagine your committee members reading through your dissertation, and they are so impressed that their socks literally fly right off their feet.
Now I'm really excited to get back to writing tomorrow morning. How about you?
While I think the morning chats we have each day about writing are useful, they tend to focus on negativity towards writing, at least in my opinion. Almost like a parasite, the negativity has been burrowing into my brain, and yes, I have been thinking just like everyone else, I assume, how daunting this task is, how frustrating it is, and how I would rather be doing something else. But writing should not be a chore. It should be fun and exciting, something you can't wait to get back to. It's almost like you have this secret that is all your own, and you are preparing for the big unveiling. And when it's all said and done? You're going to knock their socks off. That's right. Just imagine your committee members reading through your dissertation, and they are so impressed that their socks literally fly right off their feet.
Now I'm really excited to get back to writing tomorrow morning. How about you?
Tuesday, June 2, 2015
Writing in Progress: Do Not Disturb
The day could have gone better. Just after commenting to everyone in the room on how great it is to be doing the dissertation camp because I can do away with all outside distractions, I got a flurry of calls from a university administrator about my grant and how this and that needs to get done RIGHT NOW or the whole world will explode! (That's how it feels to deal with her sometimes, anyway.) It's hard to be in the right mindset when you constantly have to leave the room to focus your attention elsewhere.
I am also relying on my undergraduate research assistants to continue the study while I am at the dissertation camp, which is going just about as well as you would expect. After a trip to Macbride and back and receiving a series of "I messed this up" texts from my RA, I am feeling unmotivated to do much of anything except eat cake.
So, now that the excuses are out of the way, here is what I accomplished today (red=finished, bold=in progress):
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
A. What is a Piagetian framework?
B. Parker and Gibson's (1979) application of the Piagetian developmental model
C. Wynn's (1979) application of the Piagetian model
V. 1980s: A Piagetian framework
A. Examples
B. Critiques
C. Intelligence vs. cognition
VI. 1990s in Europe
VII. A coming of age in the US
VII. New approaches of new millennium
VIII. Introduction of neuroimaging techniques
IX. Summary
I think I wrote 1 1/2 pages today. I finished one of my sections faster than expected, and I did not think to bring the books I need to begin the next section. I met my daily goal that I set for myself. I cheated a little because I decided that I could probably move the intelligence vs. cognition subsection to a later section. I'm going to try to get through the readings I need to write the next section tonight, and my goal for tomorrow's camp is to finish Section V.
I am also relying on my undergraduate research assistants to continue the study while I am at the dissertation camp, which is going just about as well as you would expect. After a trip to Macbride and back and receiving a series of "I messed this up" texts from my RA, I am feeling unmotivated to do much of anything except eat cake.
So, now that the excuses are out of the way, here is what I accomplished today (red=finished, bold=in progress):
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
A. What is a Piagetian framework?
B. Parker and Gibson's (1979) application of the Piagetian developmental model
C. Wynn's (1979) application of the Piagetian model
V. 1980s: A Piagetian framework
A. Examples
B. Critiques
C. Intelligence vs. cognition
VI. 1990s in Europe
VII. A coming of age in the US
VII. New approaches of new millennium
VIII. Introduction of neuroimaging techniques
IX. Summary
I think I wrote 1 1/2 pages today. I finished one of my sections faster than expected, and I did not think to bring the books I need to begin the next section. I met my daily goal that I set for myself. I cheated a little because I decided that I could probably move the intelligence vs. cognition subsection to a later section. I'm going to try to get through the readings I need to write the next section tonight, and my goal for tomorrow's camp is to finish Section V.
Monday, June 1, 2015
Discovering My Pace
Since the spring semester ended, I have been working on the second chapter of my dissertation, which is a background chapter on the somewhat nascent field of evolutionary cognitive archaeology. One would think that there would not be much to say about a field that has only been around for twenty years. Pshaw, I say!
Before coming in today, I had written about 10 pages of Chapter 2 (not including the outline). This morning, I wrote two more pages. Wow, when I put it into those terms, how disappointed I feel. I thought I made some pretty good progress, but two pages in the grand scheme of things just does not sound like very much. I really have no idea what is a "good pace" for most people. Are most people satisfied if they write a page an hour? A page a day? I suppose if I actually wrote for four hours every single day (unlikely) and produced two pages everyday (even more unlikely), then I would be sittin' pretty by the time next March rolls around. I could write over 400 pages at this rate.
I also have no idea how long a chapter should be. Ten pages? Fifty pages? One hundred pages? I guess I will just keep writing until I am satisfied I have made my point and see where I end up.
My current strategy has been to break down the chapter into sections and then break those down into subsections. This makes it easier to have daily and weekly goals. I am basically organizing the chapter by time periods and the major developments in the field that took place during these time periods.
For reference, here is a very general outline for the chapter I am currently working on. The section(s) I have already finished are in red, and the section I am currently working on is bolded and fleshed out so you can see the subsections. It does not really matter what the outline says or if it makes any sense to my dear blog readers. It is just something to reference each time I report in on my progress.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
A. What is a Piagetian framework?
B. Parker and Gibson's (1979) application of the Piagetian developmental model
C. Wynn's (1979) application of the Piagetian model
D. Intelligence vs. cognition
V. 1980s: A Piagetian framework
VI. 1990s in Europe
VII. A coming of age in the US
VII. New approaches of new millennium
VIII. Introduction of neuroimaging techniques
IX. Summary
So, my goal for today was to continue working on Section IV. I was not really sure how far I would get. I finished Subsection A and nearly finished B. I think a workable goal for tomorrow would be to finish Subsections B and C. My goals for this week are to finish Section IV and finish the readings I need to do to complete Section E.
My overall goal for these two weeks was to finish Chapter 2, but based on this pace, this may be an unrealistic goal. So, my new goal for this camp is to finish Sections III-VI.
Before coming in today, I had written about 10 pages of Chapter 2 (not including the outline). This morning, I wrote two more pages. Wow, when I put it into those terms, how disappointed I feel. I thought I made some pretty good progress, but two pages in the grand scheme of things just does not sound like very much. I really have no idea what is a "good pace" for most people. Are most people satisfied if they write a page an hour? A page a day? I suppose if I actually wrote for four hours every single day (unlikely) and produced two pages everyday (even more unlikely), then I would be sittin' pretty by the time next March rolls around. I could write over 400 pages at this rate.
I also have no idea how long a chapter should be. Ten pages? Fifty pages? One hundred pages? I guess I will just keep writing until I am satisfied I have made my point and see where I end up.
My current strategy has been to break down the chapter into sections and then break those down into subsections. This makes it easier to have daily and weekly goals. I am basically organizing the chapter by time periods and the major developments in the field that took place during these time periods.
For reference, here is a very general outline for the chapter I am currently working on. The section(s) I have already finished are in red, and the section I am currently working on is bolded and fleshed out so you can see the subsections. It does not really matter what the outline says or if it makes any sense to my dear blog readers. It is just something to reference each time I report in on my progress.
I. Introduction
II. Pre-World War II
III. Post-World War II
IV. 1979: Contemporary evolutionary cognitive archaeology begins
A. What is a Piagetian framework?
B. Parker and Gibson's (1979) application of the Piagetian developmental model
C. Wynn's (1979) application of the Piagetian model
D. Intelligence vs. cognition
V. 1980s: A Piagetian framework
VI. 1990s in Europe
VII. A coming of age in the US
VII. New approaches of new millennium
VIII. Introduction of neuroimaging techniques
IX. Summary
So, my goal for today was to continue working on Section IV. I was not really sure how far I would get. I finished Subsection A and nearly finished B. I think a workable goal for tomorrow would be to finish Subsections B and C. My goals for this week are to finish Section IV and finish the readings I need to do to complete Section E.
My overall goal for these two weeks was to finish Chapter 2, but based on this pace, this may be an unrealistic goal. So, my new goal for this camp is to finish Sections III-VI.
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