official daine visual archive
Keni
blake kathryn
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❣ Chile in a Photography ❣
PUT YOUR BEARD IN MY MOUTH
Stranger Things
@theartofmadeline
taylor price
Cosimo Galluzzi
Cosmic Funnies
"I'm Dorothy Gale from Kansas"
One Nice Bug Per Day
d e v o n
🩵 avery cochrane 🩵
noise dept.
KIROKAZE
No title available
Discoholic 🪩
seen from United States
seen from Germany
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seen from Türkiye
seen from United States
seen from United States
seen from Bangladesh
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seen from Israel
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@dancewriteandbehappy
harry makes it in time to find sally at new year's every time bc of the sheer Power of the audience hoping that he will. if people ever stop believing, he will not be fast enough. but this has never happened once in the whole expanse of time.
"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.
what’s your favorite ship?
titanic
hms terror
uss enterprise
ever given (the container ship that blocked the suez canal in 2021)
captain ahab’s whaling vessel
ship of theseus
battleship monopoly token
mclennon
my fave used to be the ship of theseus but lately its just not the same
Just watched Adam Conover (of Adam Ruins Everything) make such a solid point that I think we should spread far and wide. Yes, having AI write your emails is lazy, sure, but people love being lazy. We need to really emphasize that sending AI emails (or using AI responses on social media, or publishing AI flyers, or or or) is rude.
It's rude. You're making someone take their time to read something you couldn't bother to write. You're telling them they were so unimportant you couldn't be bothered to actually take the time to say something yourself. And frankly, you're lying about it while you're at it.
It's rude.
The above is doubly true if the content of the email is something that will be important to the person receiving - especially something that affects them negatively. They see that this thing that affected them so much didn't matter enough to you to write it yourself. I was a bystander to such a thing not long ago and it was just awful.
Never stop hating
i really genuinely wish I could hit chatgpt with my bare fists and hear its pityful electronic voice fade into glitched robotic gibberish and choking beeps as I hit it before I smash it for good and it shuts the fuck up forever
no no it's fine
why are so many people wondering if I'm horny for chatgpt. it's like the most unfuckable robot ever created heeell NO
dragging you out of the tags like it's the last thing I'll ever do on this site
Definitely will be painting more grapes. I was intimidated for years but ended up really enjoying it!
P.S. I just listed prints of the aperitif painting
Schism? Schism today?
Wow, I didn't have "catholic schism" on my 2026 bingo card
Schism today
oooh okay a human claiming an entire group of animals is useless. how novel.. and you think killing them all would do barely anything? that's so interesting! and you believe you're stating truth right? you're not a biologist either? damn... this... this may be a stroke of genius... you're so right... wow...
TWENTY MINUTES BABEY CAN WE HEAR IT FOR TWENTY MINUTES!!
so the 2026 temperatures surpass the 2050 (!) forecast now - not just in france - and the atlantic hits a breaking point btw
Happy birthday, Frank O’Hara (b. 27 June 1926)
Having a Coke with You
is even more fun than going to San Sebastian, Irún, Hendaye, Biarritz, Bayonne or being sick to my stomach on the Travesera de Gracia in Barcelona partly because in your orange shirt you look like a better happier St. Sebastian partly because of my love for you, partly because of your love for yoghurt partly because of the fluorescent orange tulips around the birches partly because of the secrecy our smiles take on before people and statuary it is hard to believe when I’m with you that there can be anything as still as solemn as unpleasantly definitive as statuary when right in front of it in the warm New York 4 o’clock light we are drifting back and forth between each other like a tree breathing through its spectacles
and the portrait show seems to have no faces in it at all, just paint you suddenly wonder why in the world anyone ever did them
I look at you and I would rather look at you than all the portraits in the world except possibly for the Polish Rider occasionally and anyway it’s in the Frick which thank heavens you haven’t gone to yet so we can go together the first time and the fact that you move so beautifully more or less takes care of Futurism just as at home I never think of the Nude Descending a Staircase or at a rehearsal a single drawing of Leonardo or Michelangelo that used to wow me and what good does all the research of the Impressionists do them when they never got the right person to stand near the tree when the sun sank or for that matter Marino Marini when he didn’t pick the rider as carefully as the horse
it seems they were all cheated of some marvelous experience which is not going to go wasted on me which is why I am telling you about it Watch Frank O’Hara read this poem here.
it pains me to say it but the more people talk shit about the women who wear those shorts/leggings with the weird butt seam that looks like it gives you a terminal wedgie, the more compelled I feel to take the women’s side
ohhhhhh my godddddddd you saw someone wearing really tight revealing pants in public? should we throw a party? should we invite goody proctor
and while we’re at it, I’m done worrying about cameltoe. I don’t have time to be pulling and tugging at my clothes all day. if you can see the outline of my pussy you should say thank you and go about your business
SAME WITH NIPPLES!!!!
