During the 2008 recession, my aunt lost her job. Her, her partner, and my three cousins moved across the country to stay with us while they got back on their feet. My house turned from a family of four to a family of nine overnight, complete with three dogs and five cats between us.
It took a few years for them to get a place of their own, but after a few rentals and apartments, they now own a split level ranch in a town nearby. I’ve lost track of how many coworkers and friends have stayed with them when they were in a tight spot. A mother and son getting out of an abusive relationship, a divorcee trying to stay local for his kids while they work out a custody agreement, you name it. My aunt and uncle knew first hand what that kindness meant, and always find space for someone who needed it, the way my parents had for them.
That same aunt and uncle visited me in [redacted] city last year. They are prolific drinkers, so we spent most of the day bar hopping. As we wandered the city, any time we passed a homeless person, my uncle would pull out a fresh cigarette and ask them if they had a light. Regardless of if they had a lighter on hand or not, he offered them a few bucks in exchange, which he explained to me after was because he felt it would be easier for them to accept in exchange for a service, no matter how small.
I work for a company that produces a lot of fabric waste. Every few weeks, I bring two big black trash bags full of discarded material over to a woman who works down the hall. She distributes them to local churches, quilting clubs, and teachers who can use them for crafts. She’s currently in the process of working with our building to set up a recycling program for the smaller pieces of fabric that are harder to find use for.
One of my best friends gives monthly donations to four or five local organizations. She’s fortunate enough to have a tech job that gives her a good salary, and she knows that a recurring donation is more valuable to a non-profit because they can rely on that money month after month, and can plan ways to stretch that dollar for maximum impact. One of those organizations is a native plant trust, and once she’s out of her apartment complex and in a home with a yard, she has plans to convert it into a haven of local flora.
My partner works for a company that is working to help regulate crypto and hold the current bad actors in the space accountable for their actions. We unfortunately live in a time where technology develops far too fast for bureaucracy to keep up with, but just because people use a technology for ill gain doesn’t mean the technology itself is bad. The blockchain is something that she finds fascinating and powerful, and she is using her degree and her expertise to turn it into a tool for good.
I knew someone who always had a bag of treats in their purse, on the odd chance they came across a stray cat or dog, they had something to offer them.
I follow artists who post about every local election they know of, because they know their platform gives them more reach than the average person, and that they can leverage that platform to encourage people to vote in elections that get less attention, but in many ways have more impact on the direction our country is going to go.
All of this to say, there’s more than one way to do good in the world. Social media leads us to believe that the loudest, the most vocal, the most prolific poster is the most virtuous, but they are only a piece of the puzzle. (And if virtue for virtues sake is your end goal, you’ve already lost, but that’s a different post). Community is built of people leveraging their privileges to help those without them. We need people doing all of those things and more, because no individual can or should do all of it. You would be stretched too thin, your efforts valiant, but less effective in your ambition.
None of this is to encourage inaction. Identify your unique strengths, skills, and privileges, and put them to use. Determine what causes are important to you, and commit to doing what you can to help them. Collective action is how change is made, but don’t forget that we need diversity in actions taken.
"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 youre in the US (especially the northeast + michigan) i would avoid bagged salads/greens and generally wash your produce very thoroughly unless you want the diarrhea parasite
Michigan is experiencing its largest outbreak of a parasitic infection that causes severe diarrhea. Nearly 1,000 people have been diagnosed
this is not life-threatening, but also who wants weeks of diarrhea and a fucking parasite in them lol. if you suspect you've already had this and it's passed, i would see a doctor. you might need an antiparasitic anyway. if you're actively sick, see a doctor and they might be able to prescribe medication to help you get over it faster.
try to avoid eating raw vegetables, scrub fruit with a produce brush and rinse thoroughly with water. again, don't bother with premade greens or bagged salads. if you buy lettuce, remove the outer 2-3 layers of leaves.
there are UNVERIFIED rumors that the greens have been linked to a company that sources to taco bell. some locations have been actively pulling fresh ingredients like lettuce, avocado, and pico de gallo to mitigate the threat, so i would avoid any products from them just in case. considering how vast supply chains are, i'd be wary of any fast food greens in general for now.
also note this is a PARASITIC infection. most diarrhea-causing pathogens you expect to contaminate your greens are bacteria (e.g. e. coli and salmonella), which are a different domain of organism altogether. cyclospora is a protozoan, which is bigger and more complicated than a bacteria (for reference, malaria is also caused by a protozoan). bacterial diarrhea can be dangerous, but you might also expect to weather it and survive unscathed. do NOT fuck with PARASITIC contamination. you should be scared of this one!
Only high temperatures will kill cyclospora. It resides in what is like a shell, which is highly resistant to water and most cleaning chemicals. The substance it uses to cling to food is so strong we don't even fully know what its limits are. It may be best to avoid fruits and veggies you can't cook. Scrubbing only works if done hard enough and on foods with no hiding places (Like cucumbers and grapes). Peeling the skin off is your best bet at avoiding it however, scrubbing is not guaranteed.
Thank you OP for posting! Usually washing does work on most sicknesses, just not this one.
Being a calm, gentle, non-reactive person is really hard work, which is probably why many people are none of these things. Personally I think it’s worth it but sometimes one does want to just roll around on the floor wailing at the top of one’s lungs
People in my notes who think I’m repressed or dissociating: you will feel better when you learn emotions are not a binary of Not Feeling It vs Being Overwhelmed By It
So my FIRST piece of information if you’re still a teen is that genuinely as you get older it will get easier to regulate your emotions. During adolescence our brains are undergoing a lot of growth and change that genuinely does make it harder to do this, on a scientific level. However, practicing emotional regulation skills can still help a lot and if you can find something that works it will make life easier going forward
This page has more information and recommendations for some basic exercises:
Discover effective strategies for teens to manage intense emotions, develop emotional awareness, and improve overall well-being. Expert tips
IDK who needs to hear this but if there's something in your life that makes you feel better, but you never stick to it,
it's still actually perfectly fine to do it
and you shouldn't stop yourself from starting just because it won't be a permanent change.
Like if starting a new daily planner gives you an amazing afternoon of planning and four days where you feel in charge of your life,
why not do it?
It doesn't matter that it won't be a permanent change - 4 good days is still worth it.
If you ever catch yourself thinking, "I wish I could pray/stretch/prep/plan/do the thing, but I always get started on that and it never lasts more than a couple of days,"
what this really means is, "hey, I can feel better for a couple of days."
if this post is making you think of things in your own life that you wish you could stick to because of how good they make you feel,
just be aware:
you're not thinking of a list of ways you've failed to commit
you're thinking of a list of things that make you happy, and you should give yourself permission to start doing them as often as you want to
Daddy Long-Legs: unlike spiders, these arachnids can eat solid food, and they have an omnivorous diet that includes mushrooms, berries, and seeds, along with invertebrate prey
Harvestmen, otherwise known as daddy long-legs (not to be confused with the cellar spiders of family Pholcidae, which are also described as daddy long-legs) bear a striking resemblance to spiders, but they actually belong to a separate order of arachnids known as Opiliones. These strange-looking creatures have eight legs, but only two eyes, and their body segments are largely fused together, giving the body a noticeably rounded, pill-like appearance.
Above: Metagryne bicolumnata, commonly known as the bunny harvestman
There are roughly 6,700 known species of harvestman, but researchers estimate that a total of more than 10,000 species may currently exist. Their physical features vary greatly from one species to the next; some harvestmen have crab-like claws, spikes, thorny legs, elongated bodies, colorful features, or cryptic markings. Most of them are equipped with long, spindly legs, but there are some that have shorter, stockier limbs instead.
Above: Megabunus diadema and two unidentified species from family Sclerosomatidae
Unlike spiders, harvestmen have an omnivorous diet that includes fungi, fruit pulp, seeds, pollen, lichen, algae, and invertebrate prey, and they are capable of consuming solid food, whereas spiders are typically carnivorous and feed only on fluids.
Above: a harvestman from genus Chasenella munching on a mushroom-cap
As this article explains:
Harvestmen consume mushrooms, fruit pulp, seeds, and seed appendages more frequently than spiders probably because they are “solid food feeders," which means they can ingest solid tissues by biting off small pieces. In turn, spiders are “fluid feeders” and feed on vegetable matter most frequently in the form of fluids (e.g. nectar, stigmatic exudate, plant sap, and honey dew) rather than fungal or plant tissues.
Above: genus Marthana
When given a choice between fresh fruit or invertebrate prey, some harvestmen actually prefer the fruit:
Schaus et al. carried out a feeding trial in which the Neotropical harvestman Erginulus clavotibialis was given a choice between fresh pineapple and live invertebrate prey. This harvestman demonstrated a distinct preference for fruit over the invertebrate prey.
Above: Dentobunus quadridentatus
Harvestmen are also much more social than spiders, and the males of some species have been known to engage in paternal care, which is a trait that rarely occurs among arthropods:
Single fatherhood is the rarest form of parental care in nature. Still, males are often the sole caretakers of progeny among a number of species of daddy long-legs, also known as harvestmen. In these species, fathers are exclusively responsible for guarding eggs that females lay on the undersides of leaves; the males remain on the eggs nearly constantly for months.
Above: several harvestman eggs and a young hatchling
When threatened, harvestmen often bob up and down erratically in an effort to confuse their attackers. They also have several other defense mechanisms, including pungent, foul-tasting secretions, the ability to "play dead," and autotomy, which is the ability to discard one or more of their own limbs in order to escape from predators.
Above: the photo at the top shows an unidentified harvestman from family Cosmetidae, while the photo on the bottom shows a species from genus Gnomulus
Harvestmen are completely harmless to humans. Their mouthparts are far too small to penetrate human skin, and contrary to popular belief, they do not have the "world's deadliest venom" -- in fact, they don't produce any venom at all.
Above: genus Obidosus
Sources & More Info:
BioOne: Fungus and Fruit Consumption by Harvestmen and Spiders: the Vegetarian Side of Two Predominantly Predaceous Arachnid Groups
Laboratory of Arthropod Behavior and Evolution: Harvestmen
Argo Biology: Citizen Science Reveals How Devoted Harvestman Dads Evolved Again and Again
NBC: Daddy Long-Legs Paternal Care Pays off in Longer Life, More Sex
PLOS One: Paternal Care Decreases Foraging Activity, but Does Not Impose Survival Costs to Caring Males in a Neotropical Arachnid
part of me wants to be like "do people really not know this" and part of me knows full well i only read the labels because i have gut problems and don't want to suffer
anyway i've had my eye on the fat content for years. actual ice cream made with real cream won't trigger my lactose intolerance, because the higher the fat content of dairy, the lower the lactose content. my personal tipping point is around half-and-half so if you make "ice cream" with with skim milk, the enshittification i experience is unfortunately literal
thing I am proud of: when the doctor started going on a weird rant about long covid not being real I paused and listened to his nonsense for a bit and then very calmly said, in a polite and curious tone, "you don't believe in post-viral illness?" and he like. stammered a bunch and was like OH WELL I'M NOT SAYING -- I DON'T...I just think ..! and backpedaled awkwardly while I just sat there like :3c interesting :3c thank you so much for clarifying your stance on this :3c
an important skill for chronically ill people to develop is the ability to treat the doctor as though they are simply a person you are interviewing to find out how much they know about your condition.
Holy shit op this is LITERALLY in the book 'Never Split The Difference: Negotiating as if Your Life Depends On It'. Written by a guy who did hostage negotiation and then tried doing business negotiation, and mopped the floor with industry experts.
I'm fortunate enough to have a primary care doctor who knows about hEDS, but it's occurring to me that the skills in this book could be medically life changing for chronically ill folks of all kinds. Like. Literally a matter of life and death, especially for BIPOC and/or fat and/or young people who are having their issues dismissed.
