I just figured out how to pin a tumblr post in the app and the bulk of my individual fic posts are unsearchable and I can't be assed to scroll down and find them all so here's everything I've written, helpfully organized. Everything that's porn has been helpfully marked for your convenience.
Sonic Hedgehog Movie
Ivo Robotnik/Agent Stone
Keep in Touch 🔞 - Agent Stone has taken it upon himself to keep watch for the missing Doctor Robotnik. Meanwhile, on the Mushroom Planet, the Doctor stumbles on a most novel way to contact his former assistant to coordinate his return to Earth.
Pro Wrestling
Fic Collections
Ass Eating Day 🔞
Katsuyori Shibata/KENTA
The Hot Springs Episode - The Takeover go to a hot spring and have feelings and actually take the time to establish what "soulmates" means to them.
Tell Me What You Want 🔞 - Kenta wants to celebrate a big win and the best way he can think of doing so is by convincing his former tag partner to fuck him senseless.
Show Me What You Can Do 🔞 - Kenta tries (and fails) to top from the bottom and Shibata discovers a new skill.
Liked - Kenta helps Shibata Instagram stalk his Young Lions.
Just a Taste - Kenta and Shibata fool around before their surprise appearance at Dominion 2019.
Wait for It 🔞 - Shibata looks to give Kenta some special treatment because of his strong start in the G1, only to be intruded on by an old friend.
Five Conversations Kenta and Shibata had During the G1 Climax (and One They Wished They Didn't) 🔞 - All good things must come to an end. Sometimes that involves your soulmate kicking you in the face.
Missed Opportunities 🔞 - The downside of being friends with Tama Tonga is sometimes he convinces you to pierce your nipples and then he texts your ex about it.
Old Time's Sake 🔞 - The one where Kenta gets plowed on a buffet table.
I Have Too Many Feelings and They're All Your Fault 🔞 - Kenta has been finally getting the recognition he feels he deserves ever since he joined the Bullet Club. The only thing he feels is still holding him back is his past and, unfortunately for him, Shibata won't be forgotten without a fight.
Not Like the Others - Katsuyori Shibata invites his omega workout partner over to hang out, tries to be respectful and accommodating, and fails miserably. Omegaverse AU.
Naomichi Marufuji/KENTA
You've Gotten Soft 🔞 - Naomichi Marufuji makes his case for why KENTA should leave WWE and return to Pro Wrestling NOAH.
Go Shiozaki/Katsuhiko Nakajima
Comfortable - Go Shiozaki and Katsuhiko Nakajima snuggle on a bus.
Pro Wrestling NOAH genfic
MLM's Alliance - Naomichi Marufuji makes his sales pitch to the members of Kongo.
Gedo/Jay White
Bare 🔞 - Gedo shaves Jay's pubes. That's it.
Toru Yano/Jon Moxley
Hit the Sack - Jon Moxley has a fire in his loins and the only one equipped to deal with it is Yano Toru.
Zack Sabre Jr./El Desperado
Anyway, Here's Wonderwall - El Desperado gets stumped trying to think of a good present that will impress Zack Sabre Jr.
Zack Sabre Jr./the wall
HE IS the Wallfucker 🔞 - Suzuki-gun hazing is weird. ZSJ fucks a wall.
Yoshinobu Kanemaru/BUSHI
No Regrets 🔞 - Kanemaru drunkenly gets Bushi to agree to sex over their Best of the Super Jrs match and somehow it doesn't get weird until feet get involved.
EVIL/Sanada
Feeling Things Out 🔞 - Evil and Sanada get a bit handsy at the gym before moving somewhere more private.
Cleaning Things Up - 2018 World Tag League AU where everything is the same but Sanada shaves that ridiculous beard off.
"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.
Your partner came back from the dead after being missing for decades. Every one of their friends who they went with ended up dying a horrible death.
Now, somehow, their entire mental health is based on the continued life and happiness of this fairground goldfish that they picked up.
Neither of you know the first thing about how to care for even a healthy fish. This fish has been poorly cared for, has multiple diseases and the person who handed it over explicitly didn't expect it to live nearly as long as it already has.
You're frantically googling how to set up a fish tank, where to buy fish food, can you even take a fish to the vet? Your partner wants you to know that they're happy they made it home and survived their horrific ordeal, but also that if anything happens to the fish then they're going to kill everyone on this planet and then themself.
You're honestly wondering if you're even helping the fish, or just prolonging its suffering, but your partner will only accept medical help for their many injuries or engage in basic self-care once they're confident that the fish is being looked after.
So you get a tank. You set up a filter and all that stuff. You learn way more than you ever wanted to know about water temperature and ph and nitrate levels. The fish is safe. You start to develop some affection for the little guy. Your partner begins to recover. The fish begins to recover.
Which is when you learn that in its 'healthy' state, the fish regularly refuses to sleep when tired, keeps begging for food that is obviously unhealthy for it (and struggling to eat the food that you do provide because “it tastes gross”), and continually tries to persuade your partner to take it out of its nice safe tank so it can go explore the wonderful world of Outside, where the slightest mishap will kill it instantly.
Your name is Adrian, and you kind of wants to strangle this fucking fish, statement.
can I just say that we all owe Kojima an apology for Metal Gear Solid 2? He looked right into the camera and said “the future of information control will not be censorship, it will be drowning people in trivial noise and misinformation until people partition themselves into their own separate realities” in TWO THOUSAND AND ONE. Three years before Facebook existed. Kojima gave us the biggest Babe-Ruth-pointing-at-the-sky called shot of all time and we weren’t ready for it.
"it's ok to show (x) in fiction as long as the bad guy gets punished!" the bad guy doesn't have to get punished. in fact the bad guy can win altogether. the bad guy can entirely get away with it. hope this helps
and this part might make some people's head explode but: characters can be written to forgive things you personally wouldn't ever forgive. not everything is written as what you'd perceive to be the right choice. not everything is a self-insert & protagonists don't have to be relatable.
the thing about fandom is it tends to thrive on unanswered questions and doors left open. space to make up your own bullshit and theorize and headcanon. so to an extent i understand why shipping Two Guys Who Stand Next To Eachother is always so overwhelmingly popular because like. well if you know the writers are never gonna go there then it basically becomes your city now. you're the giant rat who makes all the yaoi. i can't really deny the appeal.
This is an experiment to see if there really are as few of us as people think.You can also use this to freak out your followers who think you’re 25 or something. Yay!
if youre in the US (especially the northeast + michigan) i would avoid bagged salads/greens and generally wash your produce very thoroughly unless you want the diarrhea parasite
Michigan is experiencing its largest outbreak of a parasitic infection that causes severe diarrhea. Nearly 1,000 people have been diagnosed
this is not life-threatening, but also who wants weeks of diarrhea and a fucking parasite in them lol. if you suspect you've already had this and it's passed, i would see a doctor. you might need an antiparasitic anyway. if you're actively sick, see a doctor and they might be able to prescribe medication to help you get over it faster.
try to avoid eating raw vegetables, scrub fruit with a produce brush and rinse thoroughly with water. again, don't bother with premade greens or bagged salads. if you buy lettuce, remove the outer 2-3 layers of leaves.
there are UNVERIFIED rumors that the greens have been linked to a company that sources to taco bell. some locations have been actively pulling fresh ingredients like lettuce, avocado, and pico de gallo to mitigate the threat, so i would avoid any products from them just in case. considering how vast supply chains are, i'd be wary of any fast food greens in general for now.
