This will be my blog for my artist-y stuff and my writing stuff, I'll post updates, artwork (watermarked of course), snippets of my novels, if the fancy strikes me, and I'll reblog fandom stuff and reblog other works of art that I like. This blog also almost exclusively runs on a queue.
OK So for some reason I got a bug in my brain about writing a Hades/Persephone Flower Shop/Tattoo Parlour Modern AU and I was outlining it...and ended up outlining the prequel instead because I decided that the AU wouldn't make sense without the backstory. So now I've got like 34 000 words of an outline for a plot where Rhea kills Kronos and goes on to live her life instead of what I meant to write.
...the only question is should it be a fic series or a full fledged book series..hmmm...thoughts?
"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.
If you're having trouble finding the motivation to knit (or crochet, spin, or sew) anything on a current project but it's something you really have to get done or want to get done before casting on anything else find a knitting podcast either on YouTube or your preferred podcast source and kjjt while watching.
Alternatively: pick a favourite album or playlist that you could listen to ad-nauseum but it's not super boppy or fancy, just enough to keep you interested, and have it on in the background.
I added several rows on a time sensitive project to all 3 Amazing Devil Albums on different days, each time I finished like 12 rows (yes I am a slow knitter) (crocheting is faster) per album
If you're having trouble finding the motivation to knit (or crochet, spin, or sew) anything on a current project but it's something you really have to get done or want to get done before casting on anything else find a knitting podcast either on YouTube or your preferred podcast source and kjjt while watching.
Alternatively: pick a favourite album or playlist that you could listen to ad-nauseum but it's not super boppy or fancy, just enough to keep you interested, and have it on in the background.
I added several rows on a time sensitive project to all 3 Amazing Devil Albums on different days, each time I finished like 12 rows (yes I am a slow knitter) (crocheting is faster) per album
Had to redo row 14 because I wasn't paying attention the first time and I didn't do it correctly. So I also took the opportunity to swap to a cable set up and add all the stitch markers. Looking very cute so far.
I'm happy with how its progressing so far and it looks very pretty.
It's really pretty. I'm excited to see what the color transitions look like. Also this one is still free if anyone likes it. Definitely worth grabbing. It's a super simple pattern, so even someone who's not super experienced can do it.
Hit a foot across. Took it with me yesterday to kiddos appointments but ended up not actually knitting much because the lady next to us started asking stuff and we ended up talking instead.
The finished project is supposed to be 60 inches across so I still have approximately 4 feet to go. I am not sure what I'm planning to do for the edge yet, I've been looking at the options slowly. There are tons of finished ones posted on Ravelry so realistically 50 pages of results is a lot to get through.
But eventually I will find something I like. Probably. Also debating some beads but I'm unsure. I've got a while to figure it out. It's gonna take a long time to get anywhere close to finishing this one.
I feel like there’s needs to be, like, handbook for authors who post on Ao3 for effective metatext.
By metatext I mean like tagging, summary, and authors notes (especially initial authors notes at the beginning of a fic). The means by which we communicate to our readers what they’re getting into.
Because we kind of all have to learn it by osmosis and there are conventions but nobody’s really taught them at the start, so there’s inconsistencies and misunderstandings or people just not knowing things through no fault of their own.
This ends up breeding frustration and confusion and in the worst cases resentment, hurt, and aggression.
I’m severely tempted to make such a handbook and get it circulating.
I feel like there’s needs to be, like, handbook for authors who post on Ao3 for effective metatext.
By metatext I mean like tagging, summary, and authors notes (especially initial authors notes at the beginning of a fic). The means by which we communicate to our readers what they’re getting into.
Because we kind of all have to learn it by osmosis and there are conventions but nobody’s really taught them at the start, so there’s inconsistencies and misunderstandings or people just not knowing things through no fault of their own.
This ends up breeding frustration and confusion and in the worst cases resentment, hurt, and aggression.
I’m severely tempted to make such a handbook and get it circulating.
"hey toast you stayed up past midnight because you were working on the fic and not because you were procrastinating by making a hideous pattern for a joke cross stitch" have you never met a writer before
Love how tumblr has its own folk stories. Yeah the God of Arepo we’ve all heard the story and we all still cry about it. Yeah that one about the woman locked up for centuries finally getting free. That one about the witch who would marry anyone who could get her house key from her cat and it’s revealed she IS the cat after the narrator befriends the cat.
I think ao3 is literally the only site where no censorship means no censorship. you can post the most vile things on there — things that will get taken down on any other platforms — and ao3 will protect you, your works, and your rights to create whatever you want, however you want.
and no, this isn’t me saying “write that messed up, disgusting thing” because while, yes, write it if it’s what you want (I myself enjoy writing dark fics, something I believe would be considered “vile” to a lot of people), this is me saying in a world of censorship and capitalism, ao3 really is a treasure.
One of my coworkers who comes to yarn group sometimes and who has taught himself crochet extremely quickly has graduated from impressive and complex amigurumi to a mosiac crochet hat which made me realize 1) it looks cool as fuck with small yarn, which i had never tried and 2) it can be done in the round which i had never seen before.
So im relearning mosiac crochet and realizing i love it and its 1 william times less annoying than either intarsia or fair isle* in crochet and i have to do it forever now.
Definitely not perfect and im still figuring a lot of it out--i only tried it once and it was probably over 10 years ago so i remember very little of it. But hey its pretty much working !
Im just making a basket with some tshirt yarn someone gave me because i didnt want to do a first project with thin or nice yarn (rightly so, i frogged this so many times). I honestly thought this would devour the yarn but it doesnt feel much worse than the plain crochet base i did so i guess not.
Im also working at a very dense gauge and i cant imagine needing or wanting to do that for anything other than a basket, and usually looser gauge work looks a bit more forgiving.
*im pretty sure those are both just knitting terms but wrt yarn management you can do the same thing in crochet so idk
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