"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.
one of my friends in a discord server was talking about how they were nervous about their first scheduled acupuncture appointment. another friend offered to do a tarot reading for them. sent this picture.
I don't know how to articulate this well, but I really fucking hate the way a lot of thin writers write fat characters. Like how men write women "breasting boobily" there is something so dehumanizing about how fat characters are often written. "He waddled", "he lumbered", the writer of the book I'm reading always mentions this characters "fleshy hand" when he does something with his hand. Like, we already know that he's fat. There is no need to describe everything he does as "doing it fatly".
I love this 'Ralsei being a tree/root system under the hometown' theory. It does make sense a lot to me especially how he "teleported' between Dark Worlds and such.
in 2021, a friend of mine came over and played undertale for the first time. being super excited to share this amazing game with them, i drew over 50 images highlighting the best moments throughout the game to show them as they came up. here's some of my favorites.
Emergency cleaning: Unfuck your whole house in the shortest time possible
So, your landlord/parents/home inspector/favorite movie star is dropping by, and your place is a disaster. You don’t have much time to clean it up. You’re in emergency mode. Let’s get started.
Don’t panic. Panic leads to fear, fear leads to procrastination, procrastination leads to the dark side. You can do this, but you have to stay calm.
Unlike maintenance cleaning, we’re not looking to completely unfuck one space at a time. Instead, we want to decrease the overall mess in stages, spread evenly across the whole area that we’re concerned about. If you think your home is at Level 10 filth, we want to bring the whole thing down to a Level 9, and then down from there. One really clean spot in an otherwise messy home is not going to be helpful here.
Get prepared. You’ll want to shut the computer down (or turn the modem off if you need your computer to play music). Trust me. Get your music going. Gather up trash bags, your vacuum and mop, some rags or paper towel, sponges, and other cleaning supplies. Use what you have on hand. Don’t get distracted running to the store and spending an hour browsing cleaning supplies. A multi-purpose cleaning concentrate or a jug of vinegar will be just fine.
Breaks are very important. Depending on your time constraints, work in 20/10s (20 minutes working, 10-minute break) or 45/15s. But take breaks because otherwise you’re marathoning, and marathon cleaning is no one’s friend. Keep hydrated, don’t forget to eat, and check in with yourself frequently to make sure you’re physically doing OK.
Make your bed. This will be your home base if you get overwhelmed or need somewhere clear to take a break.
Start with the garbage. Going from room to room, throw out anything that is obvious trash. Once you fill a bag, take it out. Repeat as many times as necessary.
Move on to dishes. Gather the dishes from all over your house and bring them to the kitchen. If you can, start them soaking in a sink of hot, soapy water or start loading the dishwasher. After the dishes are all in one place, spend one 20/10 getting started getting them under control.
Now it’s time for your flat surfaces. Countertops, tables, dresser tops, etc. Clear them off and wipe them down. Don’t get distracted in too much sorting and organizing. We’re in crisis mode here. There will be time to get in-depth once this is all done. The same applies to cabinets and closets. Unless you have reason to believe people will be opening closed doors, leave these alone for now.
Attack the floordrobe and shoe pile. Get your clothes either put away or in the hamper. Start a load of laundry if you need to, but keep in mind that laundry and dishes have three steps: wash, dry, and put it away, goddammit!
Get random stuff up off the floors. If something is trash-worthy, throw it away now rather than just move it around a bunch of times. Otherwise, put stuff where it belongs.
Take another 20/10 or 45/15 to catch up on more dishes, if needed.
Head into the bathroom. Pour some cleaner in the toilet bowl, fill the sink with hot water and cleaner, and either spray the tub and shower with cleaner, or fill the tub up with some hot water and add cleaner and let it soak. Put everything away that’s out and shouldn’t be, clean the mirror, counters, and toilet seat. Sweep or dry mop the floor. Wipe down the sink and tub/shower, and give the toilet bowl a scrub. Mop the floor.
Sweep and mop the kitchen floor.
Vacuum everything you can, and sweep everything you can’t.
Walk outside of your house (don’t lock yourself out, please). Walk back in and see what catches your eye first. Go and deal with that.
If you’re being inspected or your landlord is coming in for repairs, spend time on whatever area they’ll be focusing on.
Give the whole place one more once-over and pay attention to anything you’ve missed so far.
It’s an old trick, but if your place is a little funky-smelling, put a pan of water on the stove on low heat and add some citrus or cinnamon or vanilla. Don’t leave it unattended or forget about it.
Take a shower, put on something clean, and eat something.
You can do this. It’s overwhelming, yes, but it is not impossible. You just need to do it. You have a list. You have directions. You have a whole bunch of Internet strangers who have been there before and who are cheering you on. You can do this, but you need to get started.
the number of times in my past that I desperately wanted/needed someone to sit me down and tell me this stuff. I will never get back the hours and hours lost to headless-chicken mode, but it’s nice to know that in the last year I’ve learned so many coping mechanisms :D
germansingergirl
discoholicmusic
dailybridgerton
yousharknotpass
blakekathryn
turnnoffyourmind
titsay
2087
