Some Thoughts on Life

The Outbursts of Everett True — A.D. Condo

Wondermark #1589; The Ol' Scorny Mourny

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"

“So... We got the exploding diarrhea. Here's my advice for anyone who doesn't have it yet:

It's going to take a minute for the government to pin down where this is coming from, and then issue a recall, because the FDA has been gutted. But, I can tell you, without a shadow of a doubt : this is coming from Taylor Farms produce, and you will see them recalled.

You'll want to avoid all Taylor Farms produce in the grocery store. They supply McDonalds, KFC, Pizza Hut, about any fast food place you can think of.

Raspberries, watermelons, cilantro, and the veggies you're hearing about are not causing this many people to get sick. It's the shredded lettuce, specifically, that's the problem. But, you'll want to stay away from every type of produce this company puts out, because one strand of shredded lettuce is all it takes to contaminate bushels.

Taylor Farms is the source. Taco Bell proactively pulled their produce from their restaurants. You're going to see other fast food places doing this, and probably will see that before the government names a source. The FDA knows this, but they can't come out and tell us all until there's proof, which takes resources and research, which takes manpower, but the FDA has been cut by about 20-30%

During the Biden term, onions at McDonald's had ecoli. We knew this because DNA testing was done quickly and they were able to narrow it down to one place that caused the outbreak. And, it was traced back to Taylor Farms. This isn't going to be solved as quickly though.

When you get this, make a virtual appointment to your PCP - a "same day sick" appointment. Tell them someone in your family just tested for this and was positive and was prescribed Bactrim. If you go in person, they're probably going to make you poop in a cup and wait until results come back to prescribe.

You'll know when you get this. Trust me on all of this.

You'll want to stay hydrated because this parasite damages the lining of the small intestine. Your small intestine, in turn, secretes more water into the gut, and less nutrients and liquid are able to remain in the body. So no matter how much you shit, you're going to want to drink. A day of this leads to dehydration if you don't increase your fluid intake, and a few days will land you in the hospital.

If you have headaches, weakness, muscle cramps, dizziness, or an increase heart rate - hydrate, hydrate, hydrate. Go to the ER for fluids if you can't drink enough.

Thank you for coming to my Ted talk. Brought to you by America's 250 birthday celebrations, workforce reduction in the FDA and CDC, and viewers like you.

Please feel free to share this.

And, MAGA - don't blow up the comment section. I argued with y'all on COVID bc I was afraid y'all would die, but I really don't care if you get explosive diarrhea.

Minimal Matter uses 3D printed terracotta to explore biology-inspired construction

Designer Rameshwari Jonnalagedda applies minimal surface mathematics to clay additive manufacturing, producing modular architectural forms designed to age, colonize, and adapt

Designer Rameshwari Jonnalagedda has developed Minimal Matter, a system of 3D printed terracotta modules that draws on the mathematics of minimal surfaces — geometries found in soap films, leaf veins, and cellular membranes — to produce architectural components capable of functioning as thermal surfaces, ecological habitats, or structural elements depending on how the geometry is configured. The project received recognition in the Young Talents category at the Design Intelligence Award. Material behavior over product logic Where most construction materials are engineered to resist change over time, Minimal Matter is designed to accommodate it. Each terracotta module is porous and open-structured, intended to host moss, insects, air, and light. Rather than degrading with exposure, the forms are conceived to become more fully realized as living matter takes hold. The system treats biological colonization not as a failure mode but as part of the material’s long-term performance.

Udmurt vernacular architecture

Kenos, Udmurtia, Kezi district

No wisdom from me this week, I don't know WHAT MY ISSUE IS

😱

No no, it's a term that refers to editing out things you like or worked hard on because, ultimately, they don't contribute well, if at all, to the story.

😗

Did you think it referred to killing off characters just to meet some sort of writing quota?

BIRTHDAY GIRL'S BETRAYAL, also readable on my website.

this is not just "a picture", it's Pale Blue Dot, one of the most famous works of astrophotography ever made public. and it was not just "a dying spacecraft", it was Voyager 1, a probe launched in 1977 to study the atmosphere and moons of Jupiter and Saturn, among other things. both Voyager probes carried on them a golden record meant as an introduction to humanity for any alien species that might discover them (if you saw Kane Parsons' Backrooms, you've heard the contents of that record coming out of a cardboard caveman standee). they did this because NASA planned to sundown these probes by letting them drift out of the solar system to parts unknown. Voyager 1 is currently 16 billion miles away, the farthest any manmade object has ever traveled from earth.

AND it's not even dead! despite supposedly being a "dying spacecraft" all the way back in 1990, Voyager 1 is not expected to be fully out of commission until 2036. to keep the probe alive they've switched off unneeded tools, adjusted its trajectory, even essentially updated the firmware, and through all that time it's basically never stopped sending back priceless data for scientists to analyze.

this is the original Pale Blue Dot, by the way:

it's relevant because "a single point of light smaller than one pixel" makes a lot more sense in the context of the original than it does in the heavily corrected version up top, where our pale blue dot looks more like a vibrant dwarf star. the difficulty of spotting earth in these waving curtains of space IS the entire impact of the picture! the blue dot is "pale" because it's hard to see! by making earth stand out so brilliantly, Terribly Interesting have inadvertently created the impression that earth is this vibrant glowing pearl, bright for all to see for billions of miles around. and it just isn't! the point is not that we can see earth from far away, but that we almost can't, because we aren't the center of the universe! when science educators past have used this image they often referred to one where the earth is circled in bright red, which only further emphasizes how small and fragile our home really is.

but hey, if you DO want an improved version of Pale Blue Dot you don't even need photoshop:

this is Pale Blue Dot Revisited, released by NASA in 2020. this is a reinterpretation of the original data using modern image processing techniques to create a more realistic or at least more high-definition rendering of the scene. it's important to understand that this is not the original image dropped into photoshop and airbrushed. strictly speaking, there isn't an "original" Pale Blue Dot the way there are negatives of traditional photography. astrophotography is almost always the product of raw data being deliberately interpreted by scientists, so the same data can produce many different images (ie if they want to emphasize the infrared spectrum vs visible light). similar work was done by Don P. Mitchell in ~2005 to enhance images taken by Soviet Venera probes of the surface of Venus to be less noisy.

here's an original:

and here's Mitchell's version:

i'm not here to argue which is "better" (and i highly recommend you read the source for this one because it's quite fascinating), just to give another example of the process in action and hopefully clarify how it's distinct from editing a jpeg in photoshop. also i just think it's neat!

which is the real reason i went to the trouble of making this post. Terribly Interesting may indeed find all of this to be terribly interesting, but it appears to be interest for the sake of a vague transient feeling of having been interested and little else. it doesn't name the probe, the photo in question, nor does it give historical context for the mission it was part of. the only substantial thing it says about the probe, that Voyager 1 is a "dying spacecraft", is so frustratingly oversimplified it may as well just be a lie.

so what's actually learned here, if you're someone who knows none of this history? that one time there was a thing and it did a thing? earth tiny from far away?? obviously it's just one image macro but i see this kind of thing making the rounds SO often, a screenshot with like two sentences on it explaining the image with as little descriptive text as possible. it's like there's a space-themed inspiration-posting rulebook that says you can't imply the existence of information not contained within the image. mention NASA? mention Voyager 1? mention Pale Blue Dot? nope! "a dying spacecraft" took "one last photograph", and here's a photoshopped version to make earth more visible.

and it might not even get to me nearly as much if this was any other space photo. i could accept that space stuff is complicated and this kind of fast-food image can only say so much if we were talking about Cassini or JWST's role in helping us find exoplanets. but this is Pale Blue Dot, the brainchild of arguably THE science communicator Carl Sagan! he wrote a book about Pale Blue Dot, he was on TV to announce the image personally! it's arguable that no astrophotograph exists whose context has been more digestibly packaged for laymen than Pale Blue Dot, which just makes it that much more egregious when someone doesn't go to the trouble.

so much of what i love about astronomy and studying the past & future of space travel is that everything you can learn is a doorway to learning more. you can't earnestly read about Voyager or Cassini or Venera or any other mission without finding some odd searchable detail and going "wait, what is that" and immediately falling down an hourslong rabbit hole to find an answer. and you'll never reach the bottom! i love reading articles about cutting edge astrophysics written for people in, like, early grad school, because i fully comprehend maybe 10% of it, vaguely understand 20% (on a good day), can kind of wrap my head around 30%, and find the rest totally inscrutable... but that's still a solid 60% scrutability rating even at the lowest-quality end of the spectrum! i'm no expert and i never will be, but in scouring the written expertise of others i almost always find one or two ideas that end up sticking with me forever. and it starts, every time, from questions about a photograph.

the sin of the above image is that it's solipsistic. it doesn't give you anywhere to put your curiosity or interest, doesn't invite you to leave their website and learn more than they have space to share, it doesn't even tell you anything useful about its subject! it reduces the entire history of Pale Blue Dot down to a vague and nondescript wonder that's just a pale imitation of the highly specific and ideologically driven wonder that Carl Sagan wanted us to feel.

here, feel it for yourself:

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