How’d you get here, I could care less but this is how it is.
This is the main ‘whatever the heck I want’ blog.
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That should be it for now, buh bye
Im currently working with the ISaT for Palestine project. Go over there and donate to your charity of choice and you can get a cool drawing of your favorite characters!
I’m part of this amazing project. Please go here and donate to the charity of your choice if you want a piece of art! I’m not listed yet, bu
Chronic illness sucks because you’ll catch yourself thinking shit like ‘I wish it was possible to bathe regularly’ or ‘they should invent a digestive system that doesn’t hurt’ and then realise… that’s actually the case for most people. That’s the norm. Not only do most people have that, they don’t even think about 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 “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.
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!
instead of "people pleaser" it might be better to think "disapproval fearer" if that's the emotional stick that's motivating action; important to consider at least three reasons to do something:
it's a good thing to do
I want to do the thing
people will be mad if I don't do the thing
and if 3. is the most weighty reason then that's a potential problem.
I love my parents dearly and they are very good about a lot of things, but they are still 67 year old white middle class people with some of the hang ups that entails.
A example; someone just bought a run down house halfway between theirs and ours, so like half a block away. The guy working in it was deemed 'weird' by my parents.
I met him today while walking Tyr. Had a nice conversation. He works a variety of odd jobs and was very happy he saved up enough cash finally to outright buy a little piece of property. He's fixing it up. He has schizophrenia and is thrilled to move out to the country because it's easier for him than being in the city around lots of people who find him off putting. He's actually a super chill guy. He gave me some pepper spray because he saw me jog past the last few days and says everyone who jogs alone should have some.
"I can't believe humans would hunt the thylacine to extinction, humans are fundamentally evil" Hey, did you know that extinction was long thought to be impossible, and within 50 years of humans realizing that extinction via overhunting was a possibility it practically stopped happening? Did you know that humans are so desperate to prevent more losses that they're funneling millions of collective hours and billions of euros into helping other species? Hours and euros that could be spent on humans, and species on whom humanity's own survival does not depend? Did you know that due to an accidental introduction of rats, the Lord Howe Island stick insect population was brought down to 24 individuals and now there are tens of thousands of them?
This bug. This bug that, to most humans, is utterly useless, relatively gross, and completely foreign. Humans saved it because humans do not want to cause another extinction ever again if they can avoid it.
Remember, just because you can run that fast when a tiger is chasing you, doesn't mean you should be expected to run that fast. Or that it's okay for you or anyone else to set a tiger loose on you to get things done faster.
Humans can do incredible things under threat. That does not mean that panic is a good thing for you or your body in the long run.
personally I'm annoyed by the socioeconomic conditions that made words like "unalive" necessary but simultaneously impressed by the linguistic adaptations young people have made to continue talking about important things while subject to those conditions and I think if you can't hold both of those thoughts in your head you might just be old man yelling at cloud
If you're a leftist who finds inspiration in the stories of the anarchist and communist revolutions, you also need to find wisdom in its excesses, it's cruelty and it's vulnerability to corruption.
If you find pride in the history of the resistance movements against nazism, you also need to find introspection in the fact that many resistance members ended up raping the wives and abusing the youngest children of nazis the moment the power was reversed.
I don't trust people who only explore the pretty parts of leftist history. It doesn't lead to a realistic understanding of our past movements and it doesn't make us prepared to see the flawed, vulnerable and ugly in our current movements.
Will you recognize and confront the rapist in your local group? How can you, if you won't even recognize and confront him across 80 years of distance?
never going to be over that time I was trying to explain polyamory to my mum, and she said "I just don't understand how someone could be in love with two people at once" and I gave her my the-cognitive-dissonance-is-causing-me-physical-pain face and she said "what??" and I very quietly said "mother....you had an affair...."
Here's my real tip for anyone moving out on their own for the first time; when you buy a set of measuring cups or spoons buy ones that have the measurement engraved into the cup/spoon and do NOT buy ones where it's just printed on. Because that ink/paint/ect. can rub off and then you'll have a bunch of useless little spoons and cups you have to get rid of bcs they no longer say what size they are. Don't ask me how I know, just trust me that you wanna buy engraved ones.
just found out that the deadlock subreddit reminds you of pocket's pronouns if you type their name anywhere in the post with a link to the wiki page that has twenty-one (21) citations for their pronouns. i didn't even know you could do that. if you misgender pocket on the subreddit the mods will murder you in the street. happy pride
you can't say "hey has anyone noticed that M/M fic outnumbers F/F like 100:1” or “it feels racist that only 3/202 characters on the ao3 top 100 ships list are Black and two of them are Alastor HazbinHotel” bc some ppl will start going like “oh so you think we should FORCE people to write about things they DON’T CARE ABOUT for WOKE????” and you’ll be like “no, i’m pointing out that the conditions that created this disparity are informed by racism & misogyny” and ppl will say “it’s not BIGOTED to only care about WHITE MEN” and then the gargoyle king appears
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