its wild the degree to which people talk about reading and eating in similar terms - the concept of a "reading diet", of "media consumption", the idea of certain stories as "empty calories" or "fast food" and some as "eating your vegetables", the moralization of both as personal failings, the framing of health with the specter of degeneration if not complied with... the idea that there are things that are sensorily pleasant and that you find yourself craving, and there are things that sustain you, and those are not the same things. the framing of literacy as reading the correct way and taking away the correct meaning from a text. according to nutritional guidelines
as a writer you will have a specific deck of vocab words you like using a lot and when you read other peoples' work you will see a very clear spread of different vocab words on their end. this is why you need to read, to collect other writers' words like it's a card game
look i WISH more horror movies were just the directors thinly disguised fetish. instead we got all these horror movies that are just undisguised reflections of culturally hegemonic values and anxieties. like if we got some weird fetishes up in here it would probably add some variety thats all im saying.
just once I want to see a good post critiquing makeup culture that doesnāt turn out to be made by some janky radfem blog
oh hey!! Iām not a janky radfem I can do it myself!
makeup culture is wack and normalizes a ludicrously high bar as the bare minimum women can do. I saw a ālazy"makeup tutorial the other day that listed 22 separate goddamn products. youāre supposed to buy and know how to use 22 different things on your face just for the privilege of being considered lazy and thatās uuuuuuh whatās the word? bullshit.
Really, five products could work, even 3. Just frame the face, eyes, lips, and youāre done.
0 products also works great
because Iām gonna be real here, the idea that 22 products is a minimum sucks but itās really upsetting that any amount of makeup is the bare minimum at all
I would really just suggest some powder foundation, concealer, mascara and lipgloss/lipstick, or tbh just mascara works too, but thatās up to you
Iām sorry if I didnāt express this clearly enough in the original post but Iām not really looking for more concise makeup regiments. my intention was to point out how itās Bad that makeup is considered a bare minimum at all, regardless of individual feelings on the matter
no face should be ārequiredā to have āa minimumā of makeup. makeup has no health benefits and does nothing but fill the pockets of companies that prey on women and our insecurities.
makeup should not be seen as hygiene because it isnt. get that shit out of your head.
this post: makeup culture is ridiculous and 22 products should not be considered a minimum requirement for someones face. no one should have to do that
the notes: so likeā¦ā¦. what youre saying isā¦ā¦. we need to make the minimum about 5 or 6 insteadā¦ i gotcha
Really the only makeup you need is eyeliner but thatās just my personal opinion
The fastest way to accomplish The Project is to cease being afraid of The Project. The Project cannot maim you. The Project cannot kill you. The Project is more afraid of you than you are of it. It is okay if The Project turns out differently from how it was in your head, and it is okay if it has flaws. You are capable of engaging with The Project.
There was a trend in the 40s and 50s (not sure if it predates that or if there are places that still do it) where you could get your childās baby shoes cast in bronze or dipped in bronze and use them as keepsakes or have them mounted as bookends. Better than the resin slop of the modern day in my opinion. My great grandma had my grandpaās baby shoes made into bookends ends because she loved him very much and he was her only child and it is honestly really cute. My mom got her dadās baby shoe bookends when she moved out and they were in my living room my entire childhood, she had explained how they were grandpaās shoes covered in bronze and I thought that was cool.
Then I went to an art museum and saw bronze busts of people and my tiny child brain thought the personās dismembered head and shoulders were in thereā¦
"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 āintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.ā Crucially, he added that this is ānot a matter of laziness on the part of the studentsā but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationās 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 āmeet your students where they areā for so long that she has begun to feel ālike a cruise director organizing games of shuffleboard.ā
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 assessmentās own language, they likely ācannot draw general conclusions based on concepts presented explicitly in a text.ā 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 Austinās McCombs School of Business showed that the mere presence of a participantās smartphone ā whether that be face down, powered off, untouched, or across the desk out of vision ā 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 Japanās 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 ākept losing trackā 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 āYour Brain on ChatGPT.ā They divided 54 participants into three groups writing SAT-style essays ā one using ChatGPT, the second group using a search engine, the last group using nothing ā 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 āconsistently underperformed at neural, linguistic, and behavioral levels.ā 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 ācognitive debtā for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainās 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 studentās mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not āfree students up for higher-order work.ā 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 Kā12 schooling. Whatever the standardsā original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling āevidenceā 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 āfinding the main ideaā 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 āsevere or very severe.ā
In July 2025, the journalist Mary Harrington argued in The New York Times that āthinking is becoming a luxury good.ā 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 ādeep workā 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 sourceās claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into āthis is goodā and āmaybe add more detailsā 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.
Iām afraid I donāt 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? Kā12 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 āstudents will adapt.ā 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 studentsā sentences before theyāve 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."
ā Tyler Jagt, 1 June 2026, "My Students Canāt Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
nothing can break the bond between a friend who loves spoilers and a friend who just watched an amazing show and needs to tell someone the entire plot from start to finish
alternatively: nothing can break the bond between a friend who doesnt read and a friend who just read an amazing book and needs to tell someone the entire plot from start to finish
nothing can break the bond between a friend who cannot and will not watch horror but is still interested and a friend who just watched an amazing horror movie and needs to tell someone the entire plot from start to finish
wedding dresses are white specifically so that if the bride goes axe-crazy you can rest assured you will see the blood stains all over her and it'll be sick as fuck
oh i love my darling sweetie beautiful friends so so much i cant wait until the next time i get a chance to chat with them.....its a shame i have no way to initiate a conversation with any of them..the tech just isnt ready unfortunately...sad..........
everyone's talking about the ibs/autism haha funny comparison thing while I'm still stuck on the concept that hamsters exist in the wild. like naturally
tf do you mean they're a wild creature. you find those ankle-biters at the pet store
Not a biologist, but the evolution of mammals is way more granular than you might expect. Humans are the sole surviving species of the genus Homo, which was a real party before the other ones went extinct. You're in for a fun time.
Domestic cats are believed to be domesticated not from tigers, but from the African wildcat:
Which evolved to be small just because it's sometimes more useful to be small.
And no, hamsters are not off-brand rats. They're part of the rodent order, which includes beavers, moles, capybaras, guinea pigs (yes, also wild) and lots of other fun things:
Fun fact, you know things were bigger in the ice age? Giant dire wolves, giant mammoths, giant elk, etc.? Well, giant ice age hamsters still exist. They never went extinct. And they roam free in the European suburbs
Which you would know if you had treatment resistant IBS
he would not fucking say that, but with disability.. he would not fucking be able bodied. sick n tired of characters walking away from multiple life changing injuries without a scratch. letās get some natural consequences in here.
give that knife/sword fight survivor nerve damage. give the character who was shot in the gut a stoma. give that fire survivor lung damage and an oxygen cannula. give that leg injury survivor a cane. give that starvation survivor gastroparesis. give that spinal injury survivor a manual chair or powerchair.
while weāre at it, give your characters congenital disabilities too, just because. give them intellectual and development disabilities. give them acquired and postviral illnesses. dare to make somebody bedbound. for me.
just a reminder that thereās so much more that we still donāt know about ourselves and thatās what makes life so beautiful. next year you could find your next favorite musician or fall in love with someone you havenāt even met yet. you might see a new shade of green that will become your new favorite color or you could become obsessed with a new food that you thought you once hated. we change as life goes on. we grow as life changes. our experiences shape us into a new person. itās beautiful.
It's not my turn with the braincell @reubeam - Tumblr Blog | Tumgag
