YES, I am currently open to find you textbooks! http://www.rainydaypaperback.com/ I'm one of four bookstores in little Bethel, CT. This is a collection of amusing book related things I've found, pictures of vintage (or weird) books, and general shop related stuff.
Yeah okay, those edits were made by her dad, a cishet person - and also her dad, a Holocaust survivor, who would have been brutally aware that when the diary was first published in freakin’ 1947, had he included anything which people could use to demonize his daughter or tar her as some kind of “pervert”, it would prevent the message he was trying to send about the horrors of the Holocaust and the heroism of his daughter from being properly understood and accepted the way he hoped.
That isn’t fair. It isn’t just. But it is reality. If Otto Frank had let this be included in the published version, there’s a large chance the homophobic backlash would have prevented the book from reaching the audience it did and spreading the message it needed to. It was NINETEEN. FORTY. SEVEN. The Holocaust had ended TWO YEARS AGO. The acceptance of LGBT identities was basically nonexistent. Otto Frank made a decision based on the time and place he was living in, about what the world at that time was and wasn’t ready to accept.
Let me say this as bluntly as I can - I am a bisexual Jewish girl and I would have made the same decision Otto Frank did. Making sure Anne Frank was unambiguously seen as sympathic and heroic was more important. Making sure people weren’t sidetracked from the main issue of the Holocaust was more important. He shouldn’t have had to make that decision, without doubt. Anne Frank’s sexuality (however she would have identified in modern terms) shouldn’t be considered relevant to her status as a hero or a sympathetic victim. But in 1947, it undoubtedly would have been.
Otto Frank survived Auschwitz and lost his entire family (a wife and two teenage daughters) to the horrors of the Holocaust. He hoped that publishing his daughter’s diary would spread awareness and sympathy for the victims of the Holocaust. If he had to make sacrifices to do that - well frankly, so fucking be it. I don’t know who alive today has the right to judge him.
in grade 12 we were reading romeo and juliet and we were at the romantic-ass balcony scene and this hot girl in the class volunteered to read juliet’s parts and i put up my hand to volunteer for another part and the teacher goes ‘oh do you want to be the nurse, amanda?’ and i was like ‘no i wanna be romeo’ and the hot girl swiveled around in her seat to give me a Look™
she and i later ended up making out at a bunch of parties in university lmfao
I too got a girlfriend over this play. In grade 10, I was reading the balcony scene to study with two other people (one guy and one beautiful girl) and I insisted point blank I had to read as romeo, because he had the most lines and I’m a dramatic little shit.
So the other two in my group are used to my antics by now. We’re all friends, so the pair of them decide that the one guy in our group gets to be the nurse. Now, my Juliet and I have been friends for a couple months by this point, so I decide to be a little more dramatic.
We put Juliet on a spinny chair, and pump it up as tall as it goes, and my baby, closeted lesbian ass crouches on the floor, ready to be as melodramatic as possible. Like, I’m about to do a rendition that makes William himself walk into the class and tell me to take it back a notch or twelve.
And then I look up.
And holy shit.
There she is, Juliet, haloed in the worst fluorescent light known to mortals across the globe. Light just streaming down around her, that weird off-green colour that it always is. And she’s the most beautiful girl I’ve ever seen. My little gay soul is barely holding on as the words barely leave my lips, breathlessly. “But soft… what light from yonder window breaks?”
And Juliet was the sun. Romeo was not exaggerating that line at all.
Juliet and I have also been together for more than 4 years now. She’s every bit as spectacular as she was when I was a lovestruck teenage Romeo, kneeling on the yellowed linoleum floor of second block english.
ive just seen the american psycho characters drawn as my little ponies and honestly i dont think patrick should have been given that cd as his cutie mark. i think you're doing it wrong if you're not making him a perpetual blank flank
look if you're gonna draw characters as my little ponies you have to remember that the cutie mark can't just be any old imagery you associate with them. it has to be Representative. it's their Unique Characteristic. to quote the pony wiki page i just googled, "Twilight and Applejack point out in Call of the Cutie how lacking a mark means that ponies still get to experience 'the thrill of discovering who they are and what they're meant to be'." there's narrative shit going on here there's Themes. and patrick bateman is NOT unique. he has NOT discovered who he is or what he's meant to be. the end monologue of the book is literally about how he has absolutely nothing going for him in this regard & is simply a vacant, hollow person merely vacuously gesturing at the idea of having depth. and when he rants about music, that's what he's doing there, too. his lyrical analysis is shallow/vaguely inaccurate summaries at best and completely warped at worst. everything he has to say about music--and in general--is intensely fixated on commodities and on appearing normal and intelligent while being entirely devoid of any intelligent or individual thought. so no, his cutie mark is not music. mr "missing that hip to be square is about making fun of conformist squares & proudly proclaiming that its actually about how fucking Awesome it is to be conformist and consumerist" does NOT have a fucking cd cutie mark. He's a blank flank. He has no unique identity. There is no future for him. There is no self identity. He's a fucking blank flank. okay? sorry i got a little passionate about this. there is no exit and he has no cutie mark
@epeboch
see, I agree, but also, being a blank flank is against the social norm, so I imagine he has a fake one that he wears.
ok now this is important intellectual discussion about the subject. i agree i was personally imagining him like. always having it covered with pants or something. but he would have a fake cutie mark. he would totally get a fake cutie mark tattooed or something in my little american psycho world. in fanart however if this cannot be briefly conveyed then i think for the sake of clarity with regards to his character it needs to be blank. just so its clear he doesnt have one
After the first time he chops somepony up with an axe he stands there, feeling nothing, no catharsis, but he still can't stop himself from turning to look at his reflection.
It's still blank. He looks at the axe as though it is the thing that has betrayed him.
stop. analyse that text through the lens of its author's intentions and original historical context. okay now take the author out back and kill them dead and analyse that text as though it were published by your mutual yesterday and is in direct conversation the contemporary discourse that's most relevant to your life. okay now pick your favorite angle of interpretation and come up with the strongest possible argument against it. now imagine that the text is your best friend and that it means you well and that you naturally give it every benefit of the doubt because you're on its side and you want the best for it. now imagine that the text wants you dead and it'll eat you if you don't eat it first. now pretend that you found this text locked away in a cave with no evidence of when or where it came from and you have to divine its meaning solely through its internal coherence and nothing else. okay now address the elephant in the room aspect of the text you've been ignoring because you find it boring or confusing or uncomfortable and become the number one expert on it. now spend forty minutes assigning all the characters dnd classes with at least three sentences of reasoning each. okay now do the cha cha slide.
there is a screen reader / magnification program that is the only one the low vision clinic knows of with these features and it is $650 Canadian Dollars behind specific approved vendors that require you to be geographically close to them and get government approval of a degree that I am only just now reaching after being visually impaired for going on seven years. I feel normal about this
if you can code a program that does any or all of the following:
Magnifies a display beyond standard options with keyboard / mouse movement inputs or voice commands,
Can read text on the screen,
Has different color filter options for text / background distinction,
Can change and magnify the cursor beyond standard amounts,
Works on Windows or more than just Windows,
Has a keyboard echo (says the character you've pressed on the keyboard out loud)
... there is a genuine, GENUINE need for you to code this and put it at a more accessible price point than $650 Canadian Dollars which I also just learned is a SUBSCRIPTION FEE AND NOT EVEN PERPETUAL. if you are reading this and able to code I am begging you. would genuinely change lives
Reading is in the trenches because why did my 9 yr old nephew look at the word "jealous" and said "jewish"? And when asked why he mistaken it as such he said they both started with a "J". It's like his brain is doing autofill. No matter how many time I try to tell him slow down and sound out the words he just won't.
--
TRAP CARD ACTIVATED
No, but seriously, anon, you need to look into what's going on in his classroom because he's probably being taught this trash method instead of phonics. He does not know how to slow down and sound things out because his school has never taught him that. When you tell him to do this, he has no context for what you're even talking about.
This has come up repeatedly here, and I don't have time to froth at the mouth today, but look up "whole language".
This podcast made waves a few years ago when all the lockdown parents discovered, to their horror, that their kiddos weren't being taught to read in the NORMAL FUCKING WAY WE'VE USED FOR LITERALLY CENTURIES and were instead being taught a fake-ass method backed by vibes and antivax-levels of pseudoscience.
Intervene now, anon, or he's never going to read well.
I remember one of my grade school teachers discussing with my mother the differences between me and my sister at learning to read, and he described me as a "sight reader from the start"... which is to say, an acknowledgement that most people do not do that and it's not reasonable to expect that of the majority of kids, who really do need the phonics and the "sound things out."
Generally speaking if a kid has arrived at school not knowing how to read already, they're not going to do well with sight reading and need phonics. The few kids who develop The Reading in the way the whole language people think they should do it before they hit school.
So true. I know a retired teacher who bawwws and tries to contradict me when I rant about whole language at our knitting meetup. She's all "different kids need different approaches!" and "I saw it work!"...
But of course it feels intuitively sensible to her. She taught herself to read at age 2. That's the exact kind of experience that does make this method sound reasonable. But like you say, if it's going to happen, it happens very early and without the school curriculum.
As for me, I've said it before, but I assume anon wasn't around: I could not learn to read.
I was in second grade. (First grade? I can't remember. Around then.) Most of my classmates were reading at least a little. Me: nothing. I could not learn.
It was even a god damn private school, but I had to have a fucking tutor. I got dragged over to that lady's office a few days a week for... two months? Four months? It really wasn't that long, as far as I know. I was more than ready to learn. I just needed an actual fucking method that wasn't lying trash. Almost at once I jumped from nothing to reading well above grade level. For the rest of my childhood, I continued to diverge from my classmates in how many words I knew, how well I could read, the works. Every year of grade school makes that gap widen. I was on the desirable side of that gap. I was lucky.
It's obvious how verbal I am from reading my tl;dr on this blog.
But I could not learn to read.
I was a couple years younger than this nephew, but not that much younger. It's not too late. Now is the perfect time for some tutoring. If you can afford it, get a pro. If you can't, do your best. But you've got to do something.
The four cueing systems if whole language reading education are a band-aid method used by severely dyslexic people. When people's dyslexia is so bad that they simply cannot learn to read effectively, tricks like cueing allow them to function well enough in society to get by. They do NOT teach proper literacy.
This system was popularised by a guy who is obviously dyslexic, refuses to acknowledge that when asked, and essentially decided that everyone else must be like him and therefore the system that helped him get by was a substitute for real literacy since it was so much faster and more achievable for him to learn to "read" this way than phonically. It's kind of like if somebody without hands was learning to sew, found it incredibly frustrating to do without hands, so they started putting their creations together entirely with fabric glue which they found easier to apply... and told everyone how much easier it was so all the schools got rid of needles and thread and sewing machines and everyone was taught to "sew" using fabric glue only and then wondered why their clothing kept falling apart on their bodies.
This short story by Junji Ito is about a fault that appears in Amigara mountain after an earthquake. The earthquake exposes countless human-shaped holes in the mountain which seem to have been made about a thousand years ago. People, intrigued by these silhouettes, gather at the site and that’s when things get creepy.
It’s about a 15-20 min read, but if you haven’t read this before, you’re in for a treat. Link above.
i mean it’s not like i can just NOT reblog amigara fault. what if one of my followers is one of the lucky ten thousand who HASN’T been unutturably altered for life by it yet? go read it! it’s creepy, but trust me, it was made for you.
"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.
Dear Wendy's Sophie and Jo, two aromantic and asexual college students, engage in an online feud while unknowingly becoming friends in real life, in this dual POV Young Adult contemporary debut from Ann Zhao
Sophie Chi is in her first year of college (though her parents wish she'd attend a “real” university rather than a liberal arts school) and has long accepted her aroace (aromantic and asexual) identity. She knows she’ll never fall in love, but she enjoys running an Instagram account that offers relationship advice to students at her school. No one except her roommate can know that she’s behind the incredibly popular “Dear Wendy” account.
When Joanna “Jo” Ephron (also a first-year aroace college student) created their “Sincerely Wanda” account, it wasn’t at all meant to take off or be taken seriously—not like Wendy’s. But now they might have a rivalry of sorts with Wendy’s account? Oops. As if Jo’s not busy enough having existential crises over gender identity, whether she’ll ever truly be loved, and the possibility of her few friends finding The One then forgetting her!
While tensions are rising online, Sophie and Jo grow closer in real life, especially once they realize their shared aroace identity and start a campus organization for other a-spec students. Will their friendship survive if they learn just who’s behind the Wendy and Wanda accounts?
Exploring a-spec identities, college life, and more, while perfect for fans of Alice Oseman’s Loveless, this is ultimately a love story about two people who are not—and will not—be in love!
Book club book for July 18th, 2PM meeting at Rainy Day Paperback, 81 Greenwood Ave. Bethel, Ct
Looks good and you want to read it? you can support the shop by ordering print or ebook version from Bookshop.org or the audio through Libro.FM Purchasing ebook or audio through those links helps support Rainy Day and means that billionaire, Jeff, doesn't get a cut!
Join us for Camp Connect, a weekend of community, kindness, and connection.
On September 7, 1996, the AISSG of North America held its first meeting in New York City. The group, made up of mostly females with AIS and founded by Sherri Groveman, sought to forge a collaborative relationship with the medical community, so that intersex individuals would be seen as more than patients to be fixed and forgotten.
Historically, the medical profession thought that surgeries, hormone therapy, and parental secrecy would ‘cure’ intersex children and allow them to lead ‘normal’ lives. But during the inaugural meeting, doctors learned that these surgeries and hormone therapies led to lifelong health issues and parental secrecy led to shame and broken families.
In 2020, we rebranded as InterConnect. We welcome all intersex people, their families, friends & allies to join our group for support, programming, outreach and education.
InterConnect is committed to building a community for all intersex people, their families, and allies. A space where you are heard, valued, and embraced regardless of race, gender, sexuality, ethnicity, socio-economic background, ability, experience, or perspective. A community where you can bring your whole self. We’re in this together, join us.
Our Mission: InterConnect is a compassionate and affirming community of intersex individuals, family members and allies, working together to promote a better quality of life through connection, support, education and awareness.
Our Vision: A world in which intersex individuals are celebrated as a natural variation of human biology, and all intersex people feel safe, seen and supported.
Our Values: We value the journey of intersex people, their families and allies, who support our right to self-determination, dignity, and purpose.
InterConnect welcomes inquiries from families, practitioners, teachers, clergy, and anyone who is looking to better support an intersex person that is important to them.
THIS CONFERENCE ALSO OFFERS VIRTUAL TICKETS FOR THOSE WHO CANNOT ATTEND IN PERSON
Drop off plants or pick up plants. you don't have to bring plants to take plants and you can drop off plants without taking any home ( but it doesn't hurt to look....)
Meetup for LGBTQ+ folks age 55+ and their friends. Or if you're a senior looking to support a younger LGBTQ person and don't know much about local resources, stop by and meet people!
Mix and mingle with other folks and find out about other LGBTQ+ events or senior focused events in the area that you can go to!
Daily Fare has coffee, baked goods, and some light lunch options like soup. If you have any concerns about allergens, please ask at the counter and they can tell you all about which items are gluten free, nut free, or vegan.
On the 2nd Friday of the month!
Daily Fare
13 Durant Ave.
INSIDE Bethel Train station
accessible via Danbury line of Metro-North railroad, Bethel Loop of HART transit. Parking available.
Flat level access to building with accessible parking, BUT the main door is pull without a power assist.
Dear Wendy's Sophie and Jo, two aromantic and asexual college students, engage in an online feud while unknowingly becoming friends in real life, in this dual POV Young Adult contemporary debut from Ann Zhao
Sophie Chi is in her first year of college (though her parents wish she'd attend a “real” university rather than a liberal arts school) and has long accepted her aroace (aromantic and asexual) identity. She knows she’ll never fall in love, but she enjoys running an Instagram account that offers relationship advice to students at her school. No one except her roommate can know that she’s behind the incredibly popular “Dear Wendy” account.
When Joanna “Jo” Ephron (also a first-year aroace college student) created their “Sincerely Wanda” account, it wasn’t at all meant to take off or be taken seriously—not like Wendy’s. But now they might have a rivalry of sorts with Wendy’s account? Oops. As if Jo’s not busy enough having existential crises over gender identity, whether she’ll ever truly be loved, and the possibility of her few friends finding The One then forgetting her!
While tensions are rising online, Sophie and Jo grow closer in real life, especially once they realize their shared aroace identity and start a campus organization for other a-spec students. Will their friendship survive if they learn just who’s behind the Wendy and Wanda accounts?
Exploring a-spec identities, college life, and more, while perfect for fans of Alice Oseman’s Loveless, this is ultimately a love story about two people who are not—and will not—be in love!
Book club book for July 18th, 2PM meeting at Rainy Day Paperback, 81 Greenwood Ave. Bethel, Ct
Looks good and you want to read it? you can support the shop by ordering print or ebook version from Bookshop.org or the audio through Libro.FM Purchasing ebook or audio through those links helps support Rainy Day and means that billionaire, Jeff, doesn't get a cut!
Re-reading Lucky Day to tide me over until my preorder of @drchucktingle's Fabulous Bodies drops, and also because his work really helps sustain me when my own body is being weird.
I cannot overstate how much I appreciate that Vera is not okay. Her mother was rotten to her and she still felt so much pain at losing her that it broke her, and everything that happened after drove her deeper and deeper into nihilism. She went through horrific trauma and she's actually traumatised. Our hero is a mess, because deep down she's the kind of person who buys cat food for a stray even when she's determined to collapse into nothingness.
Whereas our villain, Agent Layne, is able to be incredibly positive and bright and cheerful and happy, because he doesn't actually give a shit. He killed people in the Low Probability Event and it doesn't bother him. It got him out of his rut. He's pleased he has no oversight because it means he gets to do whatever the hell he wants to get results. Every kindness he shows to Vera is for the purpose of making her a more useful tool. Because that's ALL people are to him.
And damn if I don't just love that. That the nihilist is actually full of compassion and empathy even when she hates it. That the optimist only cares about himself and his own experiences. Because it resonates. I struggle with depression and anxiety and ASD and ADHD and there are times when the blackness would be so easy to slip into. But it's always little acts of kindness that become the rope I drag myself out by.
