a mirror for me, through which i might hope to discover a new piece of myself... on a good day, at least. on a bad day, a mocking caricature of everything i want and will never be.
am i stable? hahahahaha
but i am ever drawn to this stuff called "meaning," and these "other people" through which more kinds of meaning can be derived; those who share certain qualities or experiences with me are of great interest to my curious self-discovering mind.
so if you scroll through my blog and you see a fragment of yourself in what i post, get in touch. i need to gather more data for this experiment called "humanity" to be worth the time and effort ive invested in it.
"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.
I want to be very clear on this: it is not just dependence on smartphones and phones causing mental atrophy. It's that for decades we have taught Three Cueing System as a way to read, and while we are now beginning to correct, it is catching up with us. The reliance on smartphones and short form video are in part a result of illiteracy, not necessarily a cause of it, because we have failed to give students the tools to actually read but also paired it with the belief that they can read. They do not seek remedial reading help but blame the materials for being unclear or too difficult, when the fundamental problem is that the more complex the text, the less functional the three cueing system is. They are often quite literally guessing what the text says by searching for words they recognize (or think they recognize but cannot verify) and texts rapidly become impenetrable nonsense. Of course people will reach for their phones when 90% of the text they encounter in their daily lives and schooling is not accessible to them!
everyone has at least one friend who's jade harley. like, even if you aren't into homestuck if you have online friends at all there's a pretty good chance one of them is jade harley
Person: "Hello sir." he pets the frog with one finger.
Person: "Have a good day. Actually wait a minute. You missed a bug, but I got you home boy. Hold on." he picks a bug up and throws it next to the frog.
Frog: turns around and eats the bug.
Person: "OHHHHH-" sings high pitched and angelic like he witnessed a miracle.
joining the war on kids reading any book they want on the side of kids reading any book they want. simply you will be fine. it's even good to be confronted with things you don't understand and even find upsetting, uncomfortable and difficult. it's a surprise tool that will help you later.
literally ok so not a funny story but kind of funny? when I was nine I encountered rape in a book and I was like hey mom whatâs this mean and she explained it and I was like oh. gross. and then like two weeks later a girl on the bus abruptly disclosed her csa and we were all like ????? what ???? but I was like wait hang on thereâs a word for that âď¸đ¤Â and explained what it meant and that it was illegal and that you could talk to a teacher or my mom if it had happened to you and everyone was like ohhhhh I see I see and very somberly comforted the girl (she was safe she was removed from her home and living with my neighbor at the time so it wasnât Urgent)
Genuine question, what issue do you have with the dsm having ODD in it? I know next to nothing about ODD btw
Well, I'm Black and survived lots of trauma and child abuse, which admittedly colors my opinion but here's a run down:
ODD (or Oppositional Defiant Disorder) is a diagnosis almost solely given to Black and Native/Indigenous American kids (and its often given to Black/Native/Indigenous kids who display the same symptoms that get their white counterparts diagnosis' like PTSD, Autism and ADHD).
The symptoms of ODD largely revolve around "disliking authority figures", "being angry", "defies rules and authority figures", and "argumentative". I think like, 50% of kids in prison get diagnosed with it in the US.
Its not used to help kids, its used to label them as "bad" for displaying feelings and things that are often explicit signs of trauma and/or neurodivergence, especially kids of color!
The "science" (or lack thereof) behind it has been torn down repeatedly and yet the DSM-5 continues to keep it there so people can use the diagnosis to fuck kids over. And its not just the racism that pisses me off, to be clear!!
The explicit bigotry in having a disorder that boils down to "your kid is angry, doesn't trust adults and argues a lot", especially with the state of ageism in the world is so dangerous for kids and fucking despicable.
Dirk loves his big bro so much, is it so wrong he wants to be called good boy? Rest his cheek on Bro's thigh and get his hair pet? The collar means nothing dont acknowledge.
this request was sooo cute, i loved drawing it. headpats for him 5everrr
dirk's trying to strategize how to hide his raging boner while staying pressed up like this to make sure those fingers keep scratching his scalp forever. it's failing miserably cause his brain keeps going to static. his bro's knees are the only thing holding him up now. good luck bro
A pregnant trans man posting a video about hypocritical "allies" brings so much positive energy (/sarc) because people will see a video explicitly about pregnancy in men and the comments will
1. Assume you're talking about (perisex*) cis men.
2. Be confused.
3. Blame you for not specifying that you're talking about trans men.
Like, whyyy do you need the existence of men who can get pregnant spoonfed to you like a baby in a high chair. It's genuinely your own goddamn fault if you see a video about men who can get pregnant and you only think about the ones who can't. Like that's literally JUST critical thinking.
This isn't even getting into the comments on this video that are outright denying that trans men are men cuz there's definitely plenty of them, it's about the ones who go on to whine about how "they're not transphobic they support trans people" in the replies when people correct them.
*Adding the perisex qualifier because none of these people ever even consider the fact that intersex men exist, trans or otherwise.
Something I genuinely wish was explored more in the ATLA universe/fandom is how Katara is the last waterbender of the Southern Tribe. Like, I understand why it's not spoken about as much as Aang being the last airbender, because he is simply the only airbender left. But Katara is the last link in her entire tribes history of bending.
Sure, the Northern Tribe might have benders, but they have such a different culture/identity around bending compared to the South. We see in Hama's flashbacks that the Southern Tribe had male and female benders at the helm, fighting equally, learning the same things, sharing the same tactics. They weren't left behind as strictly healers or defenseless women given a man's gift, they were strong.
And the thing that separates Katara and Aang's stories being the last benders of their nations is that Aang remembers what it means to be an Air Nomad. There are obviously blind spots because of how young he was, but Aang knows the customs and the culture and spiritual practices. He was able to pass those down to Tenzin and his grandchildren, he was able to start the process of rebuilding what was lost.
But Katara? She was even younger than Aang was when the Southern waterbenders were eradicated. There are Southern practices that are most definetly just... a fractured part of history because she never got to experience them. There are ways of hunting, of building, of navigating the waters, ways of healing, probably even spiritbending, that are simply lost to time.
And maybe her grandmother can clue her into it, memories from a nonbender living aside benders, but it's not the same. She didn't get to hear it from the waterbenders, she didn't get to learn from a Southern waterbender, she doesn't even know what to rebuild because it was never something she was versed in.
That's why The Puppet Master is such a heartbreaking episode. Because Hama could have been the Southern teacher Katara clearly wanted, she could have shown her more, but ended up passing on her legacy of Bloodbending. And on the inverse, I can't even fully call Hama a villain for wanting Katara to know how to bloodbend, because the ache of thinking you were the only one left for so long, the rage against a Nation known for destroying nations, would've driven anyone insane.
We know that Tenzin felt an intense pressure to keep rebuilding Air Nomad culture, but I'm so convinced that Kya probably felt something similar with Southern waterbending.
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