So hello there. Abi. 18. Wongan Hills, Australia. Game of Thrones, Harry Potter, Percy Jackson, Throne of Glass....I literally like everything and anything
to give some entirely bizarre context, nigel farage (extreme cunt) has stepped down from his position as MP for clacton (due to a scandal where he received £5 million from a crypto billionaire that could have been laundered) only to run again so that he can prove people like him. and the only person running against him is count binface. who has been a staple of british politics for many years. and now the british press is forced to interview him seriously while he sits there with his binface.
i wish we were able to talk about women's rights without someone mentioning how much they do or don't want to have sex with them. i don't care if you're a lesbian Stop finding worth in women purely from their perceived attractiveness
"I think women should not be expected to shave for societal respect / to avoid discrimination" "yeah🤤 i love bush" ok well that's not what we're talking about is it.
i hate how many posts about trans women deserving respect always devolve into "I love girldick" or "trans rights but I don't want to date a trans person" because that's entirely unrelated to the topic at hand. you should not respond to feminism with "YESSS I loveeee you because I see you as nothing but a sex object" you people sound like other men I get stuck talking with that end up saying "free the nipple so I can see boobies in public" and thinking they're feminists. why can't we just respect women regardless of your attraction to them or not. why does it need to be brought up in every conversation regarding their rights
It's crazy to see people's misogyny run so deep that it's literally affecting their relationship with their own pets.
"Girl cats just aren't as affectionate :("
"Girl dogs never like me that's why I always get boy dogs :("
And like I don't like to anthropomorphize the emotions of animals, so I'm not going to say I know exactly how animals feel about it. But I will say if you genuinely never have good interactions with animals that happen to be girls then I have to assume you're the one treating every girl animal really weird and you're an asshole. And if you are having good interactions with girl animals and are still saying shit like this then like. You're cherry picking instances to be misogynistic about animals online for no reason and you're an asshole.
this is so rampant among horse people it's wild. i rode a mare all my life and she was the gentlest, kindest soul i've ever met in any animal. yet the way every other rider i worked with, including women, would make assumptions and disparage her like 'oh you couldn't pay me to ride a mare' because they're supposedly difficult, unpredictable, and mean. it's crazy to listen to people talk about a horse the same way men talk about their 'crazy exes' in 90s sitcoms and that is not an exaggeration.
talking about stuff like prison reform or the SO registry really quickly makes you realize how many peoples political ideology boils down to "look, just tell me who the bad people are so I know who we should be killing."
and this is not unique to one side of the political spectrum btw. right or left, authoritarian or anarchist, all are susceptible to the rhetoric of "who is the acceptable target?"
Seeing people I know and like using AI is making me understand the protagonists of those old time sci fi dystopia's.
"Oh I don't normally use AI, I just wanted it to plan my trip"
You lived on this planet for decades, you know what you like, there are hundreds of websites where you can type into any search engine " things to do in [area]" and have at least a hundred different options.
"Oh I only use it so I can figure out what to make during the week with what I have"
The most popular website as you type in "recipes" into google have sections where you click dinner- quick and easy and those usually rely on staples + 1 or 2 items. I found 30 recipes on chicken alone.
"I had a writing idea, so I typed a few sentences into Chat GPT and I was able to write 20 pages with it."
obsessed with star trek repeatedly writing themselves into a corner by creating alien races that are supposed to be The Bad Guys when that explicitly conflicts with their previously established notion that no group of people is inherently good or evil.
first it was the klingons—they’re originally supposed to be this cruel, bloodthirsty, war-obsessed people—and then tng comes along and it’s like wait no maybe war and violence is a part of their culture and actually ties back to ancient traditions and philosophies so we have to be woke about it.
hey these are the ferengi and they’re supposed to represent everything we hate about capitalist society; they’re greedy, scheming, profit-obsessed, and they look like ugly little trolls to emphasize how much we fucking HATE capitalism. oh wait fuck here comes deep space nine and we have to recognize that they’re PEOPLE. okok what if the pursuit of profit is actually part of their culture and ties back to ancient traditions and philosophies. so we have to be woke about it.
this is the borg, they’re a hivemind race of cyborgs who have no sense of individuality and their only motivation is assimilating people into their society. they want to assimilate humanity and we are completely defenseless against them because their technology is eons ahead of our own and they’re incapable of being reasoned with. oh sweet we have a borg prisoner this is the perfect opportunity to commit genocide against them. fuck actually we can’t commit genocide we’re woke and communists and in space.
hey these are the cardassians, they’re part of a cruel and vicious empire which is supposed to be a representation of fascism and authoritarian regimes, they’re a cold, bloodthirsty people with no sense of empathy or compassion, their society literally references 1984 on multiple occasions, and they’re known for the insanely cruel and inhumane methods of torture they use against their prisoners of war. we hate the cardassians…….. except, here’s a cardassian kid who grew up on bajor, and……. fuck. he’s a person. now we actually have to consider his humanity. and being racist is actually……. bad.
this is the jem’hadar, they’re genetically engineered soldiers who have no sense of individuality and only live to defend the state. they’re all born addicted to a synthetic drug that’s manufactured by the state and administered by their masters—this is how they’re kept subservient. they’re ruthless and powerful and they’re incapable of being reasoned with because their only motivation is violence and killing. so we should kill them all, right? FUCK….. what if they’re actually people. goddamnit. now we have to consider their humanity.
hey these are the romulans. hey these are the founders. the list goes on. i just find it really interesting
"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 “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.
The Chronicle of Higher Education’s 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 “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”
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 assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” 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 Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — 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 Japan’s 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 “kept losing track” 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 “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — 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 “consistently underperformed at neural, linguistic, and behavioral levels.” 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 “cognitive debt” for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s 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 student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” 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 K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” 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 “finding the main idea” 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 “severe or very severe.”
In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” 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 “deep work” 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 source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” 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.
I’m afraid I don’t 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? K–12 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 “students will adapt.” 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 students’ sentences before they’ve 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."
— Tyler Jagt, 1 June 2026, "My Students Can’t Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
Babies don't misbehave, they just behave. There's no such thing as a baby being "bad" because they don't understand cause and effect at first and have no concept of others feelings for a while after they do learn that.
A baby is never doing something to upset you. They don't act up to piss you off. They act in the only way they know how, and yes, sometimes the behaviour they're drawn to isn't great! That's why you guide them and comfort.
It's okay to be mad, but you need to remind yourself of this or you'll become resentful. Babies don't misbehave.
U can watch Star Wars so many times and it doesn’t prepare u for how dumb Star Wars is. For one thing I think we gloss over how kenobi (who has definitely been at the club. Please.) describes the mos eisley cantina as the worst most villainous place ever and then u get inside and it’s a pack of muppets vaping
what you fail to take into account is he's been stuck on tatooine for 19 years and so he has specific and very personal beef with each and every creature in that cantina
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