stratt gets to her monthly scheduled half-hour for "feeling things" and lets herself descend into cheeky little bitter envious frenzy over not having the coma resistance gene markers. oh, to not have to face the rest of her life on earth and be locked away helpless while everyone starves, and instead just wake up, work for a single month more, eat the best food available, fix everything with her own two hands, die in satisfied peace, and be remembered with reverence. she's just getting into a proper spiral about how grace has this opportunity but can't even seem to comprehend why this would the most beautiful thing and why, why doesn't he? does he not care? about the world, about me, about himself? what's wrong with him? he has the capacity to care, I've seen it, it's there, but he refuses it. why won't he do this for all of us? if I could just reach into his brain and fix-- and then her alarm goes off and she has to go to her next meeting.
"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.
small town diner waitress voice: Omelas? Oh, oh no, easy mistake, you're in oh - MAY - las right now, with an A. Plenty' people get the name mixed up. Nope, no utopia here, just our small little town. *face gets really grim* We do still.. Okay well we do still have a kid that we... I mean it isn't working but- well- You know. It- It's fine. I'm sure it'll start working soon.
1) do this even if you're under 40. seriously. I definitely should have been doing something like this for years and I only turned 40 a month and a half ago
2) if you're like me just now trying this going "oh god i've only done 15 and i think my hands are cramping" start lower than 30 and increase by 5 once whatever number you're doing no longer makes your hand cramp up. I can manage about 15 per exercise at the moment.
this is going to sound like such a little sibling ass take but i genuinely believe that being a little bit annoying is actually a greater sign of maturity and self awareness than being universally likeable and on good terms with everyone
if some people find me annoying and can't stand me because of how i think and act then that means i'm a fully realized human being with my own personality and opinions and free will and not just a reflective surface for other people's desires, which is in fact a good thing despite what people who want you to just be a reflection of their own opinions and desires will tell you, and why being considered "cringe" or whatever doesn't bother me at all
also it's really funny when you're confident enough in yourself to know that people not liking you isn't always a sign that you're the problem. like there's something undeniably hilarious about being aware your mere existence has the power to piss someone off and ruin their day and i recommend embracing it.
When I was a little boy, girls used to just do random cartwheels for no reason. Then one day, they stopped. Now that I am a man, no women randomly do cartwheels. This is because society is evil and killed the cartwheel impulse in their soul. They don't even spin horizontally anymore. It's fucked up.
arranged political marriage narratives are for me similarly fraught to unplanned pregnancy in that they tend to skew towards a conservative, anti-choice sentiment regardless of the author's intentions or ideology, because the end goal is typically the realisation of an apparently empowering and subversive romantic fantasy where the characters involved experience compellingly turbulent and sexually charged conflict between normative expectations and their own desires, but ultimately find themselves fulfilled in and even healed by the acceptance of undeniably important and worthwhile but conventional (and oppressively gendered) roles like that of the loving husband and wife or parental figures. which is a shame because i Do think that there's some interesting and worthwhile commentary to be explored through these kinds of kinky fantasies that reflect the anxieties surrounding very real and enduring sociopolitical issues regarding autonomy and consent, but when that tension is ultimately resolved by settling into a role that's always been what's expected of you, even if it does allow you to manipulate certain social power dynamics in your favour, it just rings kind of hollow. all of which is a very long-winded way of saying that i wish there were more arranged marriage narratives where the participants never fall in love, but still come to care for and respect one another, and perform the marital duties expected of them out of that affection and desire to both help each other advance their sociopolitical countermoves to subvert the status quo and to survive, using the legal and social trappings that come with their marital status to their advantage to protect each other.
like i really Cannot stress enough how imperative it is that they never feel anything like romantic love for one another - nor are they really friends, although they may like each other's company and even actively prefer it to anyone else's. rather their relationship is comparable to that of two people covering each other's backs in a fight, or two prisoners in the same cell, and there's as much of the beauty of human connection to that as there is tragedy that those are the circumstances that brought them together. and they can absolutely have sexual tension and even consummate a sexual relationship and enjoy it, but it will be unavoidably dubiously consensual at best by design. no flinching from it.
arranged marriage where you love each other so much that you'd both shove the other person through a crack in the wall the moment it opened up in front of you while screaming at them to go, go now, run, and don't you dare look back
“Subverting” Catholic art? Oh, okay. I see, you think this has nothing to do with you. You log onto the internet and you post about how “Wound of Christ” from Psalter and Prayer Book of Bonne de Luxembourg, attributed to Jean le Noir, c.1349, for instance, looks like a vulva because you're trying to tell the world that you enjoy Catholic art and imagery in an alternative, queer, risqué way that challenges Christian beliefs. But what you don't know is that that stigma isn’t just a vulva. It's not just a mandorla. It's not just yonic. It's actually intentionally erotic. And you're also blithely unaware of the fact that around 1297, Saint Angela of Foligno experienced a vision of Christ himself, who called her to put her mouth to the wound in his side and lick the freshly flowing blood. And then I think it was Saint Catherine of Siena who drank blood and a clear liquid from the wound before receiving a ring made from Christ’s foreskin? And then graphically erotic encounters with the side wound of Christ quickly showed up in the writings of eight different mystics. And then the yonic interpretation of the stigmata filtered down through the illuminated manuscripts and then trickled on down into some pseudo-intellectual corner of the internet…where you, no doubt, fished it out of some Pinterest board. However, that interpretation represents hundreds of years and countless visions of religious ecstasy. And it's sort of comical how you think that you've come up with an idea that exempts you from Christian theology when, in fact…you're posting an image that was sexualized for you by the very Medieval saints you think you’re so different than…from “subverted” Catholic art.
kianamaiart
germansingergirl
titsay
dailybridgerton
2087
jacobvanloon
gummygunk
stormborns
turnnoffyourmind
