diff --git a/archive/aHR0cDovL2Nocm9uaWNsZS5jb20vZnJlZS92NTUvaTM0LzM0YTAwMTAxLmh0bQ/content.html b/archive/aHR0cDovL2Nocm9uaWNsZS5jb20vZnJlZS92NTUvaTM0LzM0YTAwMTAxLmh0bQ/content.html
index c73a3b1..63a6297 100644
--- a/archive/aHR0cDovL2Nocm9uaWNsZS5jb20vZnJlZS92NTUvaTM0LzM0YTAwMTAxLmh0bQ/content.html
+++ b/archive/aHR0cDovL2Nocm9uaWNsZS5jb20vZnJlZS92NTUvaTM0LzM0YTAwMTAxLmh0bQ/content.html
@@ -35,7 +35,7 @@
 	<section>
 		<h2>Don't Reread</h2>
 		<p>
-			A central idea of Mr. McDaniel's work, which appears in the April issue of Psychological Science and the January issue of Contemporary Educational Psychology, is that it is generally a mistake to read and reread a textbook passage.
+			A central idea of Mr. McDaniel's work, which appears in the April issue of <em>Psychological Science</em> and the January issue of <em>Contemporary Educational Psychology</em>, is that it is generally a mistake to read and reread a textbook passage.
 			That strategy feels intuitively right to many students — but it's much less effective than active recall, and it can give rise to a false sense of confidence.
 		</p>
 		<p>