we're just two hearts that want to go their own way (One Piece) [Shanks/Buggy]
But Buggy doesn't think Shanks should hold him to promises made in the heat of the moment. He was so sure that Shanks was going to die and that he wouldn’t have to suffer the consequences of his actions. Yet the bastard did survive, and so here he was – suffering.
La Douleur Exquise (X-Men Comicverse) [Gambit/Rogue]
The Avengers and Rogue are in hot water. Remy has to sit on the sidelines and watch the chaos unfold.
Jonathan Byers' Bogus Journey (Stranger Things) [Jonathan/Argyle, Eddie/Billy, Eddie/Billy/Steve]
Jonathan just wants to get to Cali in time for Argyle's birthday to surprise him. He just didn't count on Steve, Billy, and Eddie hijacking the trip and derailing all his plans.
They say death is not for lovers (but that’s not what we are) (Stranger Things) [Eddie Munson/Steve Harrington]
He was supposed to die.
1986, it was his year – he’d go out in a blaze of glory while helping those who helped him, and finally die with a smile on his face like he’d wanted. It was the best he could have hoped for. Two birds, one stone.
Except he didn’t. Dustin and Steve made sure of it.
As a kid, Steve Harrington had a wild imagination and a kind heart - traits that any parent, anywhere in the world, would be pleased for their precious child to develop. Well, anywhere that wasn’t Hawkins, Indiana, and more specifically, anyone who wasn’t a Harrington.
If you were to ask Steve, he would say it was born from a need – a need to see Eddie more like himself. But if Steve were honest with himself - which he's not, it was born of something else entirely.
Drabble
Cinderella Boy (Stranger Things) [Eddie Munson/Steve Harrington]
"Eddie and Steve weren’t friends; not by a long shot. The imposed social hierarchy of American high school would never allow them to be friends. Nor would their socio-economic backgrounds. You see, they were on opposite ends of the food chain in life. Eddie was the trailer-trash school freak; too loud, too outspoken, too different for small-town Indiana. While Steve was the very definition of an all-American boy; a rich, good-looking, jock who could do no wrong and had everything he’d ever wanted land at his feet. They lived in two completely different worlds, and that couldn't be any more obvious to Eddie than right now."
Prom night '85, baby!
The Blackest Black of the Darkest Void (Stranger Things) [Eddie Munson & Chrissy Cunningham & Max Mayfield]
"He was drowning. First it was in blood, but now; now he was drowning in something much worse. The blackness engulfed him, weighing heavy on his limbs and dragging him down into its depths. Into the kind of darkness that no light, no sound, nothing could penetrate. And Eddie Munson was drowning in it."
Eddie escapes Vecna's clutches with a little help from some friends.
Druig, Thena, and Makkari are joined on the Domo by fellow eternal, Eros, and his companion Pip in their mission to rescue what is left of their family from the wrath of celestial, Arishem the Judge. However, in the absence of Gilgamesh, Thena's bouts of Mahd Wy'ry become increasingly more frequent and difficult for her to control, and in the confines of the Domo with no Ajak to heal them, they must find a way to manage it before the unthinkable happens.
so the synopsis of The Ring is: you will die 7 days after watching this videotape. my question is does that apply to rewatching the tape. let's say I watch the tape, wait 6 days, and watch it again. does the timer reset to 7 days? can I do this indefinitely? can I become functionally immortal by watching the evil videotape on a weekly basis?
I require the film where someone decides this means they are functionally immortal for 6 days after watching the tape so seeks it out before going on a series of utterly batshit suicide missions. The tape keeps trying to do creepy crap around them and they're just like "I have 3 days 12 hours left to do this prison break so you're not even on my top 10 concerns, either distract this guard for me or go do something about that hair while you're waiting"
The ghost is so baffled and has no idea how to explain that's not how any of this works that it does save them a couple times while trying to get this across, thus convincing them the theory has been validated
"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.
When people think character development equals a complete personality change, or the character "didn't really develop" or "reverted back".
Begging people to take lit courses. Cause that's not how character development works. In fact, most of the time it should NOT be a complete personality change!
i think people really under sell the physical side effects of mental health disorders sometimes. like sure the depression and anxiety may be 'just in your head' but when what's in your head happens to disrupts your sleep schedule and prevent you from going outside regularly and eating consistent meals and exercising and generally taking care of your body. well it sure takes its toll huh.
The irony of this new breed of self-righteous AI hunters on AO3 is that they're all just copy and pasting peoples fics into AI detectors, which are all operated by AI and therefore THEY are feeding people's work into the algorithm without their consent and in some cases no doubt circumventing the locks people put on to avoid getting scraped...
Don't copy and paste anyone's AO3 work into third party websites, you're not the good guys in this situation?
“you cannot ship these two fictional characters because—” actually I can because they are not real people. they are just toys I play with. you cannot apply real-world morality to fiction or how strangers play with their imaginary toys in their imaginary sandboxes.
you can, however, curate your own internet experience by minding your own business, muting/blocking/scrolling past what upsets you but does not hurt anyone in real life in any way, shape or form.
canon is what happens in the text. e.g. merlin tries to poison morgana
a headcanon is a fact that you have personally made up as an elaboration of canon. it is your invention. e.g. i think morgana and gwen had a teenage lesbian situationship before the events of canon. or, i think modern morgana would love evanesence.
an interpretation is how one reads the existing text. it is not an invented fact nor is it a headcanon, it is a reading. e.g. i think merlin tries to poison morgana out of misplaced self-hatred. or, i think that one line was delivered with suppressed malice and shows a nuanced relationship.
fanon is the general fandom’s accepted headcanons and interpretations that elaborate or recontextualize canon. e.g. merlin is a badass waif and morgana is a bitch.
these are all different words with different meanings.
Also, for an interpretation to be valid it needs to be based on the text. It cannot just be a vibe. One can disagree on readings of the text, but if someone comes with quotes and/or historical context and you just have vibes, then sorry, your interpretation is inferior and may in fact just be a headcanon.
