diff --git a/intro-logic/draft.org b/intro-logic/draft.org
index 572d014..c211d22 100644
--- a/intro-logic/draft.org
+++ b/intro-logic/draft.org
@@ -531,10 +531,13 @@ I think we can probably do better in terms of relating the formal and informal c
 This is, unfortunately, making me realize that I probably need to rethink the entirety of how I wanted to frame the class. Becauase it's not just a class in mathematical logic it's a class in mathematics /and/ mathematical logic.
 
 I still think it's going to be useful to include a preview of Lean, Agda, or Coq in terms of showing what the point of mathematical logic in computer science even is but I need to be thinking of this more like "these students may never have actually had to do real proofs before"
+
+
 ** Emphasis informal methods
 What else do we need to be thinking about? I get that I was wrong in thinking that we just need to worry just about formal methods and logic but that we also need to think about informal mathematics.
 
-Part of that is that we need to guide folks really carefully through how to be convincing with proofs. Maybe I can try and explain it in a more natural way so it doesn't feel artificial? I'm thinking about how to do something like explain how you would convince people 
+Part of that is that we need to guide folks really carefully through how to be convincing with proofs. Maybe I can try and explain it in a more natural way so it doesn't feel artificial? I'm thinking about how to do something like explain how you would convince people of different facts, go through interactive in-class exercises where take something that *feels* true and go through the process of trying to convince someone who's skeptical, explain it to them
+
 
 ** zany outline
 Teaching undergraduates how to write informal mathematics proofs requires a structured approach that balances the theoretical concepts with practical applications. Here's a suggested outline: