any pronouns | 30 yo dyke somehow still on here | postgrad essayist researching identity in literature and poetry who reads really stupid shit | apparently I post bird pictures sometimes too | pfp by such-a-fellow
love when ppl ask to see pics of my axolotl and are expecting something cute + pink + all smiles and instead with genuine fear in their eyes, and in their heart, say WHAT the fuck is that.
Me: *seeing a doctor* Did the test come back positive?
Doctor: *has a doctorate in English Lit* I’m sorry, it’s a little more challenging than we thought. We analyzed your imagery, and it appears that you symbolize the fleeting nature of the American dream
Tumblr is the reason why I have something I call the cashier test which is, if i told this to a random cashier at the grocery store, would they think you're crazy at best or at worst would they be warranted in leaping over the counter and beating the shit out of you. Karl Marx mpreg is crazy, but not beating the shit out of you crazy. The cashier will probably talk about you to their coworkers and it might even make their day. Telling someone they're complicit in their own oppression by working a minimum wage job at a grocery store makes them warranted in leaping over the counter to beat the shit out of you.
If you're wondering, yes, I've already gotten anon hate over this from people with bad reading comprehension. No, I am not actually telling a cashier at the grocery store about Karl Marx mpreg. The cashier is virtual. Imaginary. Hypothetical. They do not exist.
this is the olive oil I use! it's so good. I buy the 3 liter cans now, and refill the pretty bottle when needed.
If youre in the Netherlands you can buy it here to support Palestinian farmers: https://fairtradepalestine.org/product-categorie/palestijnse-olijfolie/
This comment was left on a post about making the most of the Libby app. "Excessive use of generous lending policies" is the most absurd phrase I've ever seen anyone use to discuss libraries.
"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.
Was trying to make a joke about TV writing to my friend the other day and had to pause and go "...does the phrase 'surf dracula' mean anything to you?"
image description: tweet by @/topherflorence, reading: back in the day if u did a tv show called surf dracula you'd see that fool surfing every week in new adventures but in the streaming era the entire 1st season gotta be a long ass flashback to how he got the surfboard until you finally get to see him surf for 5 min in the finale /end description
I cant even go and see some street food trucks without their damn menus having AI images on it. you have a camera. take photos of your goddamn food. I would rather see a photo of the most weirdly lit burger than the fake monstrosity you're showing me.
this is actually horrific right? we can all agree about that?
I'd never thought I needed to be paranoid about the fact that photos I share on social media might be turned into memes in a discord run by JuicyBigNut but that's what existing in a public space as a black person is like! not to mention the fact that they don't even know who the man in the picture, yet we know who first spread it and no one has beaten that guy to death yet
I always think of the description I saw years ago: Self-imposed deadlines don't help me, because I know the person who set them, and they're full of shit.
Give yourself the treat before you start. I'm serious. And ideally during the task and afterwards too.
Executive dysfunction comes from a lack of available dopamine. Common advice is wrong. You need to provide your own dopamine before you can start. Otherwise you're trying to run your car on empty.
"But what if I still don't do it" well you already weren't getting it done anyway. Now you have a little treat. Try again later.
You deserve kindness and care even when you aren't being productive.
(Also read How to Keep House While Drowning by KC Davis)
I give my students a LOT of techniques for starting writing when it feels overwhelming or daunting, but one of them is exactly this: dopamine load BEFOREHAND. It may sound weird to people on tumblr dot com, but a lot of people seriously struggle with executive dysfunction when it comes to writing literally anything, to the extent that it can cause such symptoms as panic, depression, and AI chatbot use.
I usually suggest this technique as a "Reverse Pomodoro." In the original Pomodoro, you work for 25 minutes and then take a break for 5 minutes (the times vary, but that's the essential ratio). People with executive dysfunction often find this insurmountable, and they get even more frustrated, and then the task seems even more difficult. So instead, flip those times.
FIRST, spend 25 minutes doing something energizing and engaging that you like to do. Not scrolling social media passively, not watching tv, not napping. Try something like colouring, doing yoga, running/walking around the block, talking about your favourite tv show with someone in real time, playing with the dog or cat, making and eating a lovely sandwich, hula hooping, something active. Having a little treat absolutely falls in this category!
(on the subject of little treats: refusing yourself food until you do work is for fucking Puritans and you can be kinder to yourself)
Then, after 25 minutes (or however long it takes to eat the sandwich or finish the yoga routine, it doesn't have to be exact), spend 5 minutes writing (or doing whatever you're struggling to start). Most people can coax themselves into doing something they find difficult for five minutes, if they have already filled up the joy/energy/engagement bucket. You can put a timer on for the 5 minutes if you want, or if you find that annoying, just work for as long as you like.
The other key is: don't push yourself to keep going when you're frustrated or tired—that will just reinforce the negative belief that you already have, which tells you that this task is painful to do, and needs to be avoided. If you've commonly had to force yourself to do this kind of task, that's likely part of why you think of it as painful and have trouble starting it now. Also, you should just, at a basic level, try not to put yourself in pain for the sake of productivity. So just do it till the good feelings run out. Then start hula hooping or colouring again for another 25 minutes. When the tank's refilled, try another 5 minutes of work, if you can. Adjust times to taste.
Not every technique works for everyone, but I've seen this one work for many students who are genuinely and seriously disabled by executive dysfunction. And many people find themselves getting more and more excited and engaged in the "difficult" task—because the good feelings from the hula hooping carry over, and because they're suddenly able to do the task without feeling pain, and feel accomplishment without feeling pain.
ok so like “the secret life of x” movies tend to not strongly explore the actual reasons why, exactly, their life has to be secret… they don’t really focus on it within the narrative. They do usually have some small justification for why animals or video games or toys or whatever have never just revealed themselves:
There’s no stated reason. They just pretend to not be alive. We usually can suspend our suspension of disbelief here because when it’s something like a video game or an emoji because any odd occurrences is perceived as a glitch or something similar but the actual reason why they aren’t too hung up on this kinda shitty lot in life isn’t said
They get something out of their current relationship with humans (like in toy story)
They have some specific reason to hide that they’re alive, like they die if they’re seen (like in the christmas toy)
They perceive themselves as sentient, talking creatures, but humans can’t understand them. They just see a squeaking mouse or an inanimate hot dog or whatever.
and the last one is what most animal movies do, and it’s like, not devoid of weird implications but you can see where it mostly works.
but barnyard is the outlier here: it goes with tier one: the animals can talk and walk on two legs but just pretend that they can’t for unstated reasons.
in the history of the barnyard world non human animals, at some point, decided to just pretend to be unable to speak. a “cow” or a “coyote” or a “hen” do not exist as we know it in the barnyard universe. the baa of the sheep is false; the ewe doesn’t understand it either. they only made up that noise to hide the fact that they speak human languages. a dog barking and running on all fours is a facade. animals naturally walk on their hind legs and made up whole postures just to appear non sentient.
and for what? what do they gain from this? they have no rights and no voice by their own choice. at one point a donkey claims the farmer is a good person because he’s vegan and a pig mentions bacon - this is not a fantasy universe devoid of death and misery and meat. do animals, in hushed whispers, remind their children not to sob in their real voice as they’re taken away? do the dogs not beg for kindness when they’re tied up and hit? do cows and chickens not cry for their life in the slaughterhouses? does a rat not scream a human scream when the trap misses their neck and only breaks their spine? Why? what is the point? They loose so much and have everything to gain.
anyways does everyone remember this really awful cat. it only appears in one scene but i can just sense the porn of it that would pop up if i googled it’s name
This post is like being tied to a chair as a a joker-style villain monologues and presses a gun closer and closer to my head as he reaches the climax of his rehearsed piece on the flaws of society and when he finally pulls the trigger it’s a little flag that says “bang!”
Last year, I befriended a Catholic seminarian. We've gotten to be pretty decent friends. Seeing as he was staying in town for the summer and I wasn't, I entrusted him with caring for my plant.
He did a wonderful job, but as he was returning my plant to my custody, he explained "I watered her every other day, I gave her new dirt, moved her into the sunshine, prayed the rosary-"
"What?"
He looked at me, confused. "Isn't she a plant you pray with?"
"No," I said slowly. "She's a prayer plant. That's the... colloquial name of the plant."
Upon seeing his stricken face, I realized something went wrong. Turns out, this entire time, he's been including my plant in on his prayers and leaving her near icons.
Listen, totally cool. My plant becoming Catholic is a great deal for her not dying over the summer. But now I must navigate this interfaith household. Keep me in your thoughts.
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