Na’vi, Klingon, and other conlangs get more use IRL than they ever have onscreen.
Our latest is live! ✨ Maria Temming reports on the worlds of fictional constructed language (aka conglang) speakers. For fans gathering around Na'vi, Elvish, Klingon, Dothraki, or High Valyrian, it's about more than a connection to canon—it's about community.
Conlang aficionados will also note that the definition of a “useful” language depends on who you want to communicate with. Sometimes, that’s a friend with a different native language, or the people who live in a country you want to visit; other times, it’s the people in your fandom. That doesn’t just make a conlang useful. “Once it starts to have real speakers,” Mikaelon says, “in a way, it becomes a real language too.”
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“my father is a boy and my mother is a girl so i’m mixed” is the funniest possible response to someone asking your gender and it came from 6’5 Viking footballer and notable weird little guy Erling Haaland on a Snapchat
you cannot convince me that, within 15 minutes of the press release from the Hail Mary Project that, while unfortunately a lab accident did kill the primary and back up science officers for the mission, Dr. Ryland Grace was kidnapped and drugged bravely volunteered to step into the role of science officer to ensure the project still met its launch date, the project's public-facing email address was not flooded with emails from Dr. Grace's former students. and more kept coming. some to accounts that should've been private. and then come messages from his former colleagues. and Stratt, ever pragmatic, prints out as many as the team can verify are legit, puts them in a box, and places that box within Grace's things. because while maybe she couldn't convince him that he was the right man for the role, the kids he tried to cite as being why he wasn't could.
but, due to the fog of the amnesia, then the urgency of the mission plus Rocky's appearance, Grace doesn't fully look through every box until they're on their way to Erid. and that's when Rocky wakes up from sleep to see Grace sobbing over a bunch of letters. students telling him how much they enjoyed his class, actually made learning fun and interesting. got them through tough days. made them feel seen and appreciated. quite a few cite his class as being the spark that got them interested in science as a career. and even those that didn't still consider him the best teacher they ever had. fellow teachers admiring his classroom management and lesson planning, and even so his kindness to every student who walked into his room.
one letter is from the principal. when Dr. Grace's involvement in the Hail Mary Project became public knowledge, there was a push from the community to rename the school after him. after discussions with the school board, there had been a secret agreement to do so, even had a new sign made. they were just waiting for him to be released from the project and return to San Fransisco to surprise him. but, with the recent news of his "noble sacrifice", they'd gone ahead and done it. attached the press release with a picture of the new sign, a bunch of his former students standing around it, beaming. a local artist has been commissioned to add a mural to the front entrance over the summer break. and a final note: "Do your work knowing that it will allow the Dr. Ryland Grace Middle School to continue to educate and inspire students for generations."
after he managed to stop leaking, Grace reads Rocky some of the letters. and its in that moment that Rocky swears that, should they find a way to keep Grace alive on Erid, he will teach there.
I feel like in the movie so much of Grace and Stratt's strange relationship is a snowball effect of Grace's initial complete obliviousness to who/how powerful she actually is. She doesn't say "I'm the Director of the Petrova Task Force" when she comes to his school, she just says "I'm with the Petrova Task Force." And so at first she's just This Weird Lady Who Kidnapped Me, and then she kidnaps him again onto the boat and suddenly he's getting shoved in front of a room full of scientists and told to explain the astrophage breeding and oh no oh no now there's EXPECTATIONS, so she stops being This Weird Lady Who Kidnapped Me and is This Weird Lady Who Kidnapped Me And Much More Importantly Is The Only Familiar Presence In An Extremely Scary Situation. (Enter instinctively grabbing her hand when she comes to tell him to sit down and also whispering the Venus thing into her ear instead of talking into the microphone.)
Then however much later, oh she's dictator of the world you say? Whoopsies, too bad, I've already, to her perplexity, emotionally imprinted on the dictator of the world, I guess.
they throw stratt in jail for life but world renowned, white european political prisoners don't get the short end of the stick in terms of prison arrangements. she's not in some overcrowded unsanitary hole of a women's prison, she was the most politically powerful leader on earth for god's sake. she was put there by important people already in charge, people who would still want to keep in contact with her from time to time. no, she'd have her own nice, clean cell: a bed, a desk, her own bathroom. she'd be allowed phonecalls and letters and meetings, they probably wouldn't allow her unmonitored internet access but they would bring her newspapers and maybe even leave her a tv so she can watch the news.
but most importantly she would eat well. the food would be good. it wouldn't be anything restaurant grade, but it would be clearly something prepared for her. and she would look down at her plate and her brain would run leclerc's calculations for their global food resources and she would ask herself how many people in her world are going hungry because there's systems in place to keep people like her fed like this. and her throat would close around every bite.
'lazy people don't feel guilty about not doing anything' is insane to me and I have been trying to make my brain believe it for a long time, it shocked me to my core when I first heard it
The summer between the end of high school and the start of college, I wrote a ridiculous play about pirates and put on a staged reading with some friends at an amphitheatre at a local park before a small audience of friends and family. It was never published or staged again. But I just got a message from an old high school friend I haven’t seen in years. He accidentally quoted the play in a conversation with friends, was asked what he was quoting, he couldn’t remember either, and wracked his brain until he finally remembered it was that silly play reading that we did one day in the park over 10 years ago. It made me happy. (The line was, “Huzzah for mercantilism!” by the way.)
A very tiny percentage of creators go on to be famous, but that doesn’t mean that people don’t remember little things you did for years and years. Who came up with most of the world’s most famous jump rope rhymes? Who coined some of the famous idioms we use in daily speech? Who made up ‘Jingle Bells, Batman Smells?” Somehow, all of these things stuck and spread around.
When I was a small child, I saw a high school put on a production of the musical HONK. In one song, the mother duck describes various dangers that her baby should avoid in the water, including fishing line, which could strangle him. A member of the ensemble played the role of fishing line, doing a maniacal laugh and over-the-top strangling motions, and I found it hilarious– and to this day, that’s an example I often think of when talking about how ensemble members can still stand out in theatre. The guy who played the role might not even remember that he did that, but I do.
I took Suzuki violin lessons as a kid. The teacher made up lyrics to some of the songs, and she let her students make some up, too. Now whenever I hear the instrumental of one of those pieces, I always remember these ridiculous lyrics about a skunk that we sang in violin class. I don’t even know which student invented them!
In middle school, I found a video about atoms parodying Bill Nye made by some kids for a school product. It probably had less than 1,000 views, but I think of quotes from that video all the time. They had a parody of “We Will Rock You” with the chorus, “Protons, neutrons, electrons” that I think about a lot.
I just love that this is part of human life. Our memories don’t just pick up quotes from great art, literature, and music, but little things, too.
Next up someone is going to claim that the Narnia series isn't kids books.
Kids books is probably not the best way to word it, you can enjoy them at every age, including your childhood, as you get older you may find new truths in them, but they're still good for any age.
I want you to understand this. I NEED you to understand this. My mother read me the hobbit as bedtime story, and I started pushing myself to read before pre-school so I could in fact read the hobbit for myself instead of having to wait for bedtime.
I didn't do so right away but jesus wept I PUSHED myself to learn to read SPECIFICALLY so I could read The Hobbit! It is, in fact, a children's story! And children only see page count as 'there is a lot of this fun story to read!'
"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.
I want to be very clear on this: it is not just dependence on smartphones and phones causing mental atrophy. It's that for decades we have taught Three Cueing System as a way to read, and while we are now beginning to correct, it is catching up with us. The reliance on smartphones and short form video are in part a result of illiteracy, not necessarily a cause of it, because we have failed to give students the tools to actually read but also paired it with the belief that they can read. They do not seek remedial reading help but blame the materials for being unclear or too difficult, when the fundamental problem is that the more complex the text, the less functional the three cueing system is. They are often quite literally guessing what the text says by searching for words they recognize (or think they recognize but cannot verify) and texts rapidly become impenetrable nonsense. Of course people will reach for their phones when 90% of the text they encounter in their daily lives and schooling is not accessible to them!
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.
Education is strength training for your brains ability to reason. Using ChatGPT is like how I watch cycling races to try to convince myself to get up and go outside when I'm depressed. I have a slight lift in mood but it doesn't fucking get me out the door and so nothing changes and I get more depressed.
you're not supposed to wander around appalachia at night bc you'll fall off a sheer drop that you couldn't see coming. this is also a major risk during the day. you really have to watch out for the sheer drops that you don't see coming due to the undergrowth. I suspect 100% of spooky missing persons cases in appalachia have the spooky explanation of "sheer drop disguised by undergrowth"
really cannot overstate how many utterly invisible ravines we got here and also how big the woods are. they can't find people because the woods? are big
in seriousness you can learn about the isolated Appalachian communities that were up here until quite recently by checking out the foxfire books. it is true that there were many isolated communities that remained pretty separate from mainstream American life for a longish time but most of the last ones were my grandpa's generation. and they were regular? can't overstate how regular they were. just rural and isolated with their own culture. do check out the foxfire museum if you want to learn more about them and their lives! those books are based on real interviews conducted by local high schoolers and college students of the old folks in their communities and they are very interesting windows into day to day rural life up in the mountains in the early to mid 20th century.
I absolutely 100% do not mean this in a like derogatory city slickers way; I myself grew up mostly in a city and I think that it is morally neutral to not have experience with The Outdoors. having said that, I have noticed that a lot of people who do not have regular interactions with "landscape that can kill you" do seem to have an internalized idea that "landscape that can kill you" is something that only happens to other people, or not very often, or only under extreme circumstances. which I think often leads them to assume that there must be something else out here that can kill you. but I fear I must inform the people who wanna believe scary Appalachian woods monsters are real that it's Landscape. inclusive of the beasts that dwell there such as the cougars and bears. its Landscape! (GRASPING EVERYONE ON THE SPOOKY APPALACHIAN TRAIL SUBREDDITS) IT'S LANDSCAPE THAT KILLS YOU! ITS ALWAYS LANDSCAPE! Old Man Hidden Ravine and his best friend Exposure!
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