Ev. canadian // 28 // a-spec. writer, intersectional feminist, maker of things // nerd shit, bad puns, mcelroys, & all shades of dumb wholesome cartoons // peruse my hot untagged mess of a blog or read my voltron fics here.
Fascinating how what's considered feminine and what's considered masculine can change over time. The rebranding of being a horse girl into being a stereotypical feminine girly trait needs to be studied.
Look at classic children's novels. As recently as the 50s and early 60s, being obsessed with horses as a girl was depicted as strange and tomboyish, and the very concept of being obsessed with horses from early childhood and loving toy horses and desperately wanting your own horse being a "little girl thing" and not a "little boy thing" would send someone from the 1800s and earlier into a coma.
There's maybe a point to be made here somewhere about how when keeping and riding horses stopped being necessary to the functioning of society and became a more "frivolous" thing, it was rapidly rebranded as silly and girly and for women, but what do I know.
i wrote a paper in my masculinity studies class in college about this exact phenomenon, specifically about how high heeled shoes started as a practical way for Persian cavalry to keep their feet on their stirrups, then likely due to that association, became a popular fashion item and status symbol among the upper classes of Europe, before the Great Male Renunciation of the 18th-19th centuries, when men started shunning opulence in favor of utility, leaving them as a fashion item for women instead.
I've joked that the two genders are Aesthetic and Utility before but thats just kinda the case
i hate it when i cant even write a poem about something because its too obvious. like in the airbnb i was at i guess it used to be a kids room cause you could see the imprint of one little glow in the dark star that had been missed and painted over in landlord white. like that's a poem already what's the point
i was training a young person at work, and she referred to sexual assault as "SA" out loud, and i immediately was like, "no, it's sexual assault, call it what it is," bc idgaf if the algorithm overlords have taught y'all that you should fear direct language, how tf do any of you expect to ever address real issues with any amount of seriousness if you can't even say the words? imagine an advocate looking a sexual assault survivor in the eyes and asking "did he grape you?" it's absolutely fucking absurd, but these young interns and new hires are coming into an environment where we deal with survivors of all different kinds of abuse, and they're coming with the mindset that the words are as bad as the actions, and that makes them shitty at the job and look juvenile af
i HATE self-censorship for a lot of reasons, but being in crisis work makes it even more frustrating. who are you censoring for? like i am being so fr, WHO are you censoring for? have you even thought it through? people who have been raped know that they have been raped. if someone attempts suicide or is grieving someone who did, saying "sewer slide" isn't going to protect them from any of the feelings. a murder victim's family isn't going to feel better bc you said "unalived" instead of murdered. if anything, it's just extremely invalidating and othering. it's saying "what happened to you is so bad that i won't even say the word," which is NOT trauma-informed care. you are not protecting survivors/victims when you self-censor. the ONLY things you protect when you self-censor are the puritanical ideologies that are being encouraged by rich fascists who want your money and obedience
say the fucking words, guys. just say the goddamn words before i go insane!!!
I love asking people how their parents met. You always get an interesting reply. My best friendâs parents met on the relatively new internet in 1999. My other friendâs parents met at Burger King when one was the manager and the other was a regular customer. My parents met at the beach because they were neighbors in their rental houses, mom was on a church trip and dad was getting blackout drunk every night with his friends next door.
"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.
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 âintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.â Crucially, he added that this is ânot a matter of laziness on the part of the studentsâ but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationâs 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 âmeet your students where they areâ for so long that she has begun to feel âlike a cruise director organizing games of shuffleboard.â
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 assessmentâs own language, they likely âcannot draw general conclusions based on concepts presented explicitly in a text.â 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 Austinâs McCombs School of Business showed that the mere presence of a participantâs smartphone â whether that be face down, powered off, untouched, or across the desk out of vision â 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 Japanâs 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 âkept losing trackâ 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 âYour Brain on ChatGPT.â They divided 54 participants into three groups writing SAT-style essays â one using ChatGPT, the second group using a search engine, the last group using nothing â 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 âconsistently underperformed at neural, linguistic, and behavioral levels.â 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 âcognitive debtâ for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainâs 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 studentâs mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not âfree students up for higher-order work.â 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 Kâ12 schooling. Whatever the standardsâ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling âevidenceâ 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 âfinding the main ideaâ 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 âsevere or very severe.â
In July 2025, the journalist Mary Harrington argued in The New York Times that âthinking is becoming a luxury good.â 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 âdeep workâ 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 sourceâs claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into âthis is goodâ and âmaybe add more detailsâ 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.
Iâm afraid I donât 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? Kâ12 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 âstudents will adapt.â 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 studentsâ sentences before theyâve 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."
â Tyler Jagt, 1 June 2026, "My Students Canât Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
some highlights from my writing seminar with honestly one of my favourite authors of all time who shall remain nameless bc i dont want her to know i was spilling her secrets online
The first trick is to detach yourself from your idea. You donât have just one novel inside you, and itâs not a big deal if you donât finish this novel.
She was skeptical of the common advice âjust write!!1!â - she talked about how long ideas for her most popular novels were marinating inside her before she properly wrote them
As a continuation of that, she was a big believer in knowing what you want to write before you write it. Not what youâre going to write, what you want to write.Â
The first thing she decides about a novel is what the mood is going to be, and this informs every other decision (e.g. the mood for Shiver was bittersweet)
Ideas should be personal, specific, exciting and they should exclude secondary sources. A personal idea isnât necessarily autobiographical (which should be avoided), but it speaks to your emotional truth.Â
She said she had been read Ronsey fanfiction and she couldnât view her car in the same way since.Â
Story is the thing that seems most important to reader but is most changeable to the author - story is subservient to your mood and your message. Change what you like in the plot as long as your book retains its sense of self.
Story is conflict, exploration and change. A good story has active tension -the characters want something, instead of just wanting something not to happen (e.g. wanting to kill an enemy instead of simply defending a stronghold against an enemy)Â
A story needs to have a concrete end, something to be done.Â
Satisfaction is important - deliver what you promise to the reader. The other shoe has to drop. Ronan Lynch doesnât ever talk about his feelings, so its rewarding when he does.Â
Earn your emotional moments (she threw shade at Fantastic Beasts lmao)
Forcing a character to be passive is dissatisfying to the reader.Â
Characters are products of their environments, consistent/predictable, nuanced and specific, moving the plot, and subservient to other story elements.Â
She always starts with tropes for ensemble casts like sitcoms. Helpful for building good character dynamics.
Write scenes with characters saying explicitly what theyâre thinking and then go back and make them talk like real people in the edit.Â
An action can also prove what theyâre thinking, instead of making them say it or another character guess it (e.g. Ronan punching a wall).Â
Move the readerâs emotional furniture around without them noticing.Â
All her books follow the three act structure. Established normal -> inciting incident -> character makes an Active Decision -> fun and games -> escalation -> darkest moment -> climax.Â
Promise what youâre going to do in the first five pages.Â
Read your book out loud. Record yourself reading it.Â
If you have writerâs block, itâs because youâve stopped writing the book you want to write. She likes to delete everything sheâs written until she gets back to a point where she knew she was writing what she wanted to write, and then carrying on from there.Â
I need to stop replying to âhow do you make friends in your 30s?â threads because all my answers boil down to âyou have to want to know people instead of have friendsâ and I donât think people wanna hear that
It's nuts how common it is to not allow children to be angry, even (especially) in households where adults are angry all the time. As a child I knew my own anger was unacceptable--not just expressing it outwardly but feeling it at all. So now as an adult my immediate reaction to my own anger is often to feel guilt instead of like. Noticing when someone is being rude or unfair or my boundaries are being violated or whatever. fucked up.
is anyone else annoyed that "ai" encompasses both chatgpt and tools we train to do repetitive tedious work for us. and by the ripple effect of articles like "scientists develop ai to detect cancer early" that make people argue for the merit of chatgpt or become anti-medicine. and by the general state of the world and society
feminist retelling shoulsnt be the woman does some girlboss shit femist retelling is she does the same stuff except u actually give a shit abt her perspective and thoughts and feelings as a human being this time
the thing about het romances is most of them are sexist so even tho iâm meant to root for them ill spend half of it thinking he shouldnât talk to her like that
Hating how Nolan's Odyssey looks on the basis of being into Classics, but chuds have made it a culture war thing, so now I'm fighting for my life arguing that the issue isn't that Nolan cast trans and black people as gods and heroes, it's that he cast those people and then put them in dogshit costumes
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