raised on pop punk and bubblegum

CD • he/him • 18+ • fic tag -> my ficz • f1, *nsync, mcr, other stuff?? nh27 fa14 mw2 mv33/3 op81 ln4 lh44 (too many favs) • jc girlie :3

[tuesdayistoday]

the heart is a bloom (ao3)

rating: explicit

warnings: medical stuff, heart issues, panic attacks, eating disorders

ships: nico rosberg/lewis hamilton, nico rosberg/jenson button, lewis hamilton/sebastian vettel

“Fucking idiot. You nearly got both of us killed.” “Look at the onboards,” Nico hisses. “Haven’t you hurt me enough? Unsporting.”

Lewis breaks Nico's heart.

images from ecosia, cover by me :)

[nellasbookplanet]

Book recommendation masterpost

As my list of rec posts grows, I figured it might be time to write a masterpost that I can continuously update and link back to.

Some notes on how I structure my lists: I generally try to stick to adult and young adult titles (with a mention in the synopsis if it's a YA), however on occasion I will include a middle grade if I need to fill out the list or if it’s a little known or especially good book I want to highlight. The lists are a mix of already pretty well-known titles (sometimes a book is famous for a reason, okay) and lesser known names, as long as they fit the theme and were an enjoyable read. I do try to make the lists diverse, but I will not include a book simply for diversity's sake - this is a subjective project, and if I didn’t enjoy a book it will get booted to honorary mentions even if the main character is gay.

Many books will appear on multiple lists as it covers multiple themes. In some cases, a title that got featured on one list might end up only on the honorary mentions of another. Honorary mentions books are generally titles I didn’t super care for personally, but sometimes I will feel they are still a good example of some particular theme and include them in the main list. I mark my favorite books and do try to mention when an included book had notable flaws, however, the lists are not reviews. I try to keep the synopses brief, and do not consistently include things like personal opinions or content warnings. If a title sounds interesting to you, I recommend still looking into it on your own if you need content warnings. I do sometimes write reviews on my Goodreads, but my rec lists are merely rec lists.

Without further ado, here is the list so far:

Really cool fantasy worldbuilding

Really cool sci-fi worldbuilding

Dark sapphic romances

Mermaid books

Vampire books

Many worlds: portal fantasies

Many worlds: alternate timelines

Robots and artificial intelligences

Post- and transhumanism

Alien intelligences

Queer science fiction part 1, part 2, part 3

Possession/bodysnatching

Evil fungi

Black science fiction

Queer fantasy

Fairy books

Space books

Queer horror

Werewolf books

Angel books

Monster/creature friendships

Monster romance

Cosmic horror that would've appalled H.P. Lovecraft

Sapphic books for imodna fans

Aro/ace sff

Aro/ace books, vibes edition

Tier three queer sff

Magic schools

Queer sff classics

Favorites of 2024, 2025

[riding-with-the-wild-hunt]

a whole bunch of gazan mutual aid projects and nonprofits. if the decision of which individual fundraiser to give to feels too daunting, or if you just want to help as many people as possible in one go, these are great initiatives to support.

care for gaza - focuses on providing food and essential supplies. donate here or here.

connecting humanity - securing internet access via donations of virtual sim cards (esims). if you can't afford a whole plan yourself, crips for esims is a communal pool that will use your donation to purchase and maintain esims

gaza soup kitchen - provides food, medical care, and classes for children. also has a gofundme

glia gaza medical support initiative - provides medical care through field clinics and tents at hospitals. donations can also be sent through their website.

ele elna elak - provides clean water, food, clothing, and shelter. they also have a gofundme

life for gaza - raising money for the gaza municipality to repair water and waste management infrastructure

taawon - partners with local civil organizations to provide food, water, medical care, shelter, and basic supplies

the sameer project - running various initiatives providing tents, medical care, and necessities. they have their own encampment project focused on sheltering families with children, sick and disabled members, or members in need of perinatal care

islamic relief worldwide's gaza emergency appeal - provides food, water, hygiene kits, medical supplies, and psychological support

baitulmaal - provides a variety of necessities, including food, water, shelter, and medical supplies

gaza mutual aid fund - distributes food, hygiene products, water, and other essential supplies, including financial support. run by @/el-shab-hussein's amazing friend Mona. updates can be found on her instagram.

hygiene kits for gaza - provides hygiene supplies including menstrual products, wipes, and toothbrushes/toothpaste

anera - provides a variety of necessities, including food, water, hygiene supplies, medicine, blankets and mattresses, and psychological care

palestine children's relief fund - provides supplies and support with a focus on children. also has an initiative for lebanon

dahnoun mutual aid - provides water, food, tents, baby supplies, financial support, and other necessities. updates can be found through their instagram

certainly this is not an exhaustive list, so please feel free to add on other projects or organizations that i didn't include. and as always, please take the time to donate if you can and share. it truly makes all the difference.

[syngularitysyn]

Donate to Operation Olive Branch, organized by Operation Olive Branch

Announcing Phase 2 of Operation Olive Branch’s Direct Aid Initiative: Because of yo… Operation Olive Branch needs your support for Oper

Operation Olive Branch provides shelter, food, water, medical services, WiFi, electricity and other necessities.

[racingdisorder]

laughing

[callistocalls]

i truly couldnt believe my eyes

cubarsi and cucurella i owe u my life

[byjove]

I think about The Man of the Hole so often. 27 years alone. 27 years with no one to speak to but strangers to wave to. Survived a genocide, a massacre that killed everyone he had ever known and later, an assassination attempt. He still tried to warn researches about the traps he built. He was only about 60 when he died in 2022. The people who tormented him in life later desecrated his grave.

[byjove]

I do think it is important to share the stories of the Lone Woman of San Nicolas Island and Ishi and the countless other indigenous people who experienced the profound trauma of being the last survivor but it is important to remember that the last Aboriginal families in Australia to be contacted by Europeans were resettled in the 1980s and the Indian government has proposed a plan that will mean total genocide for the Shompen people. The total eradication of indigenous peoples, their cultures, their languages, their ways of life, is not something which occurred in a distant ugly past but an ongoing process.

[femme11fatale]

it must suck to be an Argentina fan when you see a 19-year old teenager, Lamine Yamal, have more respect, professionalism and maturity than grown ass men. so embarrassing fr

[tuesdayistoday]

the muppets were there no??

[97jag]

the lion does not concern itself with the real love life of its rpf ships

[kylewalker-peters]

trump and infantino just desperately trying to stay with the team while they try and have their own celebrations is a level of pathetic I think few have ever reached in human history

[bintro]

remember real football is back next year

[coffeefocusrat]

just dying at people trying to choose the more ethical country to root for in the Fifa World Cup. arguing about how to ethically cheer for teams in the Fifa World Cup. it’s over

[sohm-al]

how many followers do i need to get random asks god be nosy u little shits ask me about my personal life this is fucking boring getting nothing

[leontocephagaina]

"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"

Opinion | My Students Can’t Read

The generational collapse in literacy is measurable, persistent, and likely to get worse.

[untitled-onpurposesorry]

Argentina players could straight up bring a gun on the field and the refs would be like 🤷 its normal play

[suitcontrol]

"I hope this gives motivation to young people back in Norway that it's possible to play at the biggest stage in the world with a Norway jersey on" - Erling Braut Haaland

[noah-wyles]

FUCKING GET IN!!!!

[inyourorbitx]

beautiful things to see on my screen