luc, 20s, they/them. (formerly @bimarthajones). currently into the old guard & the locked tomb (and taskmaster). can also be found @evenstar-s for asoiaf/lotr. 💗🧡🤍
gideon the ninth // a man is what he eats: a reading of the odyssey (judith b. herman) // gideon the ninth // love of the wolf (hélène cixous, trans. keith cohen) // harrow the ninth
"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 if on Taskmaster one of the contestants died in the middle of filming a task but after doing enough of the task for it to be deemed complete so since there was nothing in the rules to say you had to be alive throughout they allowed it. & then all the other contestants bombed so badly that the dead person won the task and in the studio Greg was there like 'wow you all managed to do worse than Christine and she was dead for most of it'
they don't sub in a replacement contestant for the studio shows so one of the chairs is just empty and sometimes when contestants are arguing their case on something they're like 'I think if Christine was still with us she'd take my side' and Greg would be like 'for fuck's sake stop bringing up Christine'
also everyone (Greg included) would dunk on Alex for 'killing Christine' with the task and Alex would keep nervously laughing it off and be like 'legally speaking we weren't responsible for what happened to Christine'
obviously it would already have been announced that Christine died filming Taskmaster but during the show they wouldn't say which task it happened in so every time there's a Christine segment it'd be like is this the one where she died 🤔 let's watch and find out
im posting this here despite the website being extremely white centered, I want people to understand how in this country it's basically ok to murder and victimize black people, especially women and children in the name of "self defense" and white America will reward you for your antiblackness.
The headlines of the two articles don't really convey how fucking horrible this was. To anyone scrolling by who wasn't going to click on the links, here is a short summary:
The store owner got his gun out, and he and his son started chasing the 14-year-old boy, because they FALSELY believed he stole FOUR BOTTLES OF WATER.
The boy who was being CHASED WITH A GUN FOR NO REASON did carry a gun, and it would have been very much justified to actually take it out (because he feared for his life since he was being CHASED WITH A GUN FOR NO REASON), but witnesses never saw it in his hands, and at no point did he actually point it at his two pursuers. He had his back towards them the entire time because he was FLEEING.
The kid stumbled and fell, dropping his gun in the process. The gun was only ever seen on the ground next to his body, it probably fell from his waistband or pocket or whatever, not his hands. And since it was dropped, he did not have it on him AT ALL when he was murdered. He was SHOT IN THE BACK WHILE LYING UNARMED ON THE GROUND.
The sheriff's report written in 2023 said that this was "not a bias-motivated incident" even though there is literally zero ambiguity that this man was just itching to shoot a Black kid. There is no other explanation for why you would take your gun out and chase him more than 100 yards over a vague, weak, unfounded suspicion that he might have stolen four (4) bottles of water. In and of itself, the train of thought "this Black kid was holding four bottles of water at some point, and now he's leaving the store, clearly there's no chance that he simply put them back, he must have stolen them" is already racist as hell. But the cops say "well there's absolutely no indication that shooting an unarmed 14-year-old Black boy because you falsely suspected him of stealing a few dollars worth of water was motivated by bias" because of fucking course they do.
The murderer was found "not guilty" because the self-defence reasoning was accepted even though multiple witnesses confirmed that the kid did not have a gun out as he was running from the store, and definitely did not point it at his pursuers at any point. If anything, the kid would have been the person for whom self-defence would have been justified since he was the one being actively chased with a gun.
recent alecto news might bring some new people who are interested in finally getting into the locked tomb series - so if you’re a little lost on where to start, here’s what i recommend as the reading order!
1. gideon the ninth
2. two week break. must wait the full two weeks to allow for proper marination. DO NOT wait longer than two weeks
3. first two chapters of harrow the ninth
4. quick skim of gideon the ninth to provide reassurance that you didn’t accidentally forget the whole plot
5. the rest of harrow the ninth
6. as yet unsent
7. two week break
8. gideon the ninth
9. the extras at the end of the gideon the ninth paperback, which you technically skimmed the first time but deemed unimportant and extraneous
10. as yet unsent
11. harrow the ninth
12. the mysterious study of doctor sex, which you just learned exists
13. two week break
14. nona the ninth
15. the unwanted guest
16. the chapter of nona the ninth relevant to the unwanted guest
Today I wanted to talk about Kyle Bassinga. Kyle was a 21 year old man from Georgia, whose family described him as "a kind, thoughtful, and smart young man who loved nature, music, and the people around him". Kyle Bassinga was killed on February 18th 2026, just ten days after his birthday. He was found hanging from a tree in a park.
The police ruled it a suicide. The family and local community demanded an investigation. The police refused to change their ruling.
I know this website it too white for this to really go anywhere, but an understanding of the present reality of white supremacy in the United States is just so important to transfeminism here. Lynchings never stopped, white supremacy never went away, you just stopped looking.
Juliana Nzita, A 16 year old Black girl, was just found hanging from a tree on church grounds in Charlotte, NC. Police have ruled it a suicide, despite hanging ourselves from trees being like the one communally agreed way Black folks ain’t killing ourselves.
Every time I go on Twitter or Facebook I learn about another recent lynching or missing Black person going mostly unreported. Half the reason I keep an active account on either of those sites is because they’re the only place I can find out about the violence happening to Black and Trans people reasonably quickly.
But I do need y’all to know that Black folks are currently, actively, being disappeared and lynched—if they even find our bodies. Black girls are and have been more often stolen into human trafficking, especially if they’re immigrants, but I’ve been seeing new news of probable lynchings every other day. Shit is worse than you think it is right now, tumblr just too white of a site to care lol
Usually it’s ruled a suicide because cops or people affiliated with cops/prisons/legal system like lawyers or prosecutors did it then buried the body on land belonging to one of those organizations, such as I noted here: in this thread, where over 200 bodies were found buried behind a jail since 2016:
💬 41 🔁 9104 ❤️ 7352 · Green Book Global - Black Travel Made Easy - Tips for Travel · The Greenbook was a travel guide for Black people; it
Non-Black and/or non-US based people often wonder why so many left-leaning Black folks in the US try to operate alternate justice systems within smaller community such as restorative justice, transformative justice, etc. when “all over the world, activists and their ancestors have fought for access to legal systems like this” and this is why.
Our legal system is explicitly designed to kill and enslave Black people. Our legal system from the cops to the lawyers and courts (one of the few times we got justice) to the prisons is legalized slavery where prisons are privatized and corporations are encouraged to maximize their profit by incentivizing every part of this system to hold as many people as possible.
Black folks can be proven innocent after years of time in prison or on death row and still killed by the state or dying in prison because the goal was never justice, it was to keep culling and controlling the Black population.
And outside of the system, we are lynched, raped, abused, trafficked, and robbed by those involved in our legal system, lives often irreparably destroyed, entire lives disappeared with no justice because that is the point, not a flaw. It’s almost always those in the legal system or their families and friends doing this, so that it can be ruled a suicide or a runaway or intracommunity issues and swept away.
So when we look to justice systems that do not throw away a life of any human, it is because we do not wish to see them enslaved, murdered, raped, abused, etc. at the hands of the state, because that is what WILL happen here in the US. We become abolitionists because we see that the alternative option is to allow others to become enslaved. Because it’s a minimum we can do when 95% of the time there will be no justice for us no matter what.
some hyper famous artists like Van Gogh transcend overratedness and become underrated because they're so normalized. Like I'll look at a van Gogh and I'm like wait this really is amazing you guys don't get it
tangentwithtanner
turnnoffyourmind
gummygunk
snowghoul
germansingergirl
2087
stormborns
