Basement of the Archmage

either because A) she was f*cking right and what he felt for her was not love

Thanos: now... when exactly do I get the soul stone?

Red Skull: I... you... NEVER! never, you idiot! why would you even think that wold work??

Thanos: you said if I sacrificed what I loved most, the stone would be mine...?

Red Skull: right. yes. I said that. but that's a logical contradiction, because if you sacrifice anything for the stone, it means you value the stone more, so nothing you sacrifice can ever be what you value most. how could you be a centuries old war tactician and dictator and not understand this?

Thanos: how am I supposed to get the stone then?

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"

Before you make fun of Lindsey Graham’s death, ask yourself if Donald Trump would mock the death of somebody he disagreed with and whether Lindsey would make excuses for that mockery.

Americans:

From Wikipedia: A graham cracker is a sweet flavored cracker made with graham flour.

The next ingredient (which is also extremely traditionally American but slightly more variable) is typically Hershey's chocolate, but you could probably swap this out in the UK with any plain chocolate bar.

Last ingredient is big marshmallows, the kind you do the chubby bunny challenge with, like the size of your thumb and twice as thick.

A proper s'more, the most traditional possible variety, involves to graham cracker squares, two slab segments of Hershey's chocolate, and one to two marshmallows depending on your preference for filling and gooeyness. You put a slab of chocolate on one of the graham cracker squares. Your marshmallows should be toasted, usually over a campfire but if you're doing them at home over a gas stove burner is fine, but the fire part is critical. You can toast them to whatever degree you like, some people like them nice and golden brown but still kind of firm in the middle, me personally? I want that bitch to CATCH ON FIRE, I want it gooey and sticky as hell in the middle, crispy and burnt on the outside. Slap that motherfucker on your graham cracker and chocolate square, top with the other one so your marshmallow and chocolate are sandwiched together by graham cracker on the outside. You do this with your freshly toasted marshmallow because ideally it will be hot enough to start to melt the chocolate so it sticks to the marshmallow and the graham cracker and, combined with the gooey marshmallow, it keeps the whole thing together, and for that reason some people will let them sit for a hot second to let the melting process happen (especially if like me you have chocolate on BOTH graham cracker squares, not just one, because you're a sugar fiend), but if you are a young child you do not have that degree of patience and you eat that shit immediately, unmelted chocolate and all. Consume your summer camp delight like a tiny club sandwich, get gooey sticky marshmallow and chocolate all over your hands, and enjoy.

The first is that you don't pull the marshmallow off the roasting stick and somehow put it on the chocolate. Your staging area will look something like this, with the graham crackers and chocolate already set out (though not usually on the fire like this, for us it was always someone's lap or a picnic table or something)

And when your marshmallow has reached appropriate roasting perfection, you use the graham crackers to slide it off the stick.

and ideally, as a CHILD you are using a literal stick. Like you walked around and spent time looking for The Perfect Stick off the ground while the adults set up the fire. It has to be thin enough the marshmallow will fit, sturdy enough that it won't bow, long enough that you won't burn yourself roasting your marshmallow. And preferably doesn't have a lot of bark that's sloughing off, OR so much bar sloughing off you can peel it all back and get to the clean stick under it. If you're smart, you might stick the tip into the fire first to "wash" it/burn off anything that was still lingering, but. well, most kids don't.

When you bite in, the marshmallow and chocolate SHOULD ooze out all over you. If you don't kinda look like this eating it, you've probably done it wrong:

You find a spot, not above all the logs where everyone sticks their marshmallows by default, but at the heart of the fire. Ideally between a couple logs already glowing gold. Something like here:

Below the leaping flame. Near the logs. There's probably only one or two spots good enough for this on any given fire, but that's okay because everyone else is up above. They will get their marshmallows faster. They will be either firm or burned or both. That's not your goal.

Rotate the marshmallow slowly. Ideally come in at an angle so the part closest to the flame is the side, not the tip. The spot closest to the fire is the spot that turns a crispy golden brown, and you want that everywhere, on the tip and around the circle.

You keep going, slowly turning, for several minutes. Several people will rotate in and out of the higher sections, getting their fast delight. Eventually, your marshmallow will start sagging badly, risking falling. Maybe it does fall and got start over. But eventually it will be golden brown all over, and so liquid it no longer clings to the stick. It is ready, finally.

You say "who hasn't gotten one yet?" And deposit it onto their waiting graham crackers and chocolate. You've made an excellent marshmallow. It isn't for you. Get another while you're over by the bags and go back to the heart of the fire.

That's your evening. One, slow, perfect marshmallow at a time, given to whomever still wants s'more. You're making art for children to stuff into their mouths cheerfully. You're watching the movement of the fire and the heat of the logs, like you would if you were maintaining it — maybe you would be, maybe you were the one who built it — but right now that's not the goal. Let someone else put more logs on, while you take only the one stick and find the best spot for it to live.

You will, eventually, finish a marshmallow and find that nobody moves to accept it. Maybe they're all eating right now, or maybe they've gone through so many they're hesitating. Eat your masterpiece then. Enjoy it, the hardest and most perfect result from a fun and beautiful moment. Go back in for another, until you've run out of marshmallows and the fire is too low or until even you are done with s'mores, until you have made enough.

Call me whatever names you wish, but I think this is a much better (and healthier) attitude than “anyone under 18 should never be allowed to see any sexual imagery ever”

(For reference: this was at the Tom of Finland exhibition, containing actual, queer, kinky af pornography. There were definitely some young people there, perhaps in their late teens. There was even a parent with their baby who was probably too young to understand anything at all. And guess what, all those people are probably going to be fine.)

I have many reasons why I will not use those tools, going from lack of accuracy, lack of ethics, and a higher waste of energy.

But my main reason is this:

I will do things the hard way. I will learn how to do things the hard way.

Because AI is a subscription. And when the world is dependant on AI, they will raise the price of that subscription.

And when the company I work for decides that paying for AI is too expensive for their bottom line, they will remove it.