Jen Desmarais Author

If you are a US person with federal student loans, you may be eligible for an income-based repayment plan!

If you make your payments in full and on time for 20-30 years (depending on specifics of loans & plans) the remaining balance is forgiven!

You pay INCOME TAXES on whatever amount is forgiven!!!!

Yes that's right, INCOME TAX

And that counts interest accrued as well!

And depending on how poor you are, your income-based payment plan may have been small enough the loan was still growing in those years!!!

So you could make payments for 20 years

Owe more than you originally borrowed

Have that amount forgiven

And the government calls that amount INCOME and CHARGES YOU TAXES ON IT

I MUST STRESS THAT YOU ARE NOT RECEIVING ANY MONEY IN THIS SCENARIO

and YET you pay INCOME TAXES on it

On the money you do not have, which you never will have, which the government has said they aren't going to ask for any more because you've dutifully made your payments on time

Please consider the ramifications. Of being someone who makes little enough that you were on a low payment income based plan for 20 years. It is not a difficult position to be in. Say you make $30k annually.

And when your loans are forgiven, you still owed $130k.

You will now be taxed as if your income that year were $160k.

Go listen to his Saguaro song to make his day, please! (He got hyped that 40 people have listened over a month. If everyone who sees this listens once or shares it with a friend it would make his year)

Here are the links since his post is a mess:

Spotify

Pandora

Apple Music

YouTube

[Plain Text: "likes to charge, reblogs to cast" in all capital letters. /end PT]

✨ Please reblog the polls to make them reach out to as many people as possible, but KEEP IT SPOILER-FREE to make people listen to the music with an open mind 💖

✨ Artists and titles will be revealed with the full song after the poll's conclusion, check the original post for an update!

Deviled eggs! Much like biscuits and gravy, my brain goes, "Oh, it's just eggs, mustard, and paprika at its base (you can add more seasoning if you want); I'm sure there's something like it elsewhere!"

But no? At least not in the UK.

Deviled eggs are so ubiquitous here you can get adorable serving plates:

Like, that's just the first one that popped up. Go to etsy and there are loads of vintage ones. I had one I ended up donating before we moved because I loved it, but we don't make deviled eggs a lot, and also, I knew I could find another really easily.

Lemme go to etsy and put in 'deviled egg plate':

This is probably the most classic deviled egg plate. You can put veggies or whatever in the middle. But, yeah, the hobnail design is THE deviled egg plate to me.

Ooooh, carnival glass deviled egg plate. Yeeeeesssss.

Chicken-themed deviled eegg plate. Classic.

I look at this and think of deviled eggs at Thanksgiving because it's a pretty painted scene to further make the table look nice.

What I think of as the "potluck" deviled egg plate because of the handle so Mrs. So-and-So can put her deviled eggs exactly where she wants them and it won't be near that crock pot.

The 3-D chicken deviled egg plate. There's a few varieties of this one. Sometimes the chicken is just a handle/decorative. In this case, the chickens are the salt and pepper shakers so people can add either to their eggs if they like.

And finally, the ultimate classic, the deviled egg tray shaped like a chicken. Someone get me baby carrots and celery for that center dish.

If you don't know, deviled eggs are made by boiling eggs, then removing the shells, then cutting them down the middle lengthwise. You dump the yolks in the bowl and set the white aside, then mix mustard and whatever else you might want with the yolks. Some people use a hand mixer to whip the yolks. Others just use a spoon. I think we always did mustard, a little salt, and a little pepper.

Then, you scoop the yolk back into the egg whites and add a dash of paprika to each one. They slide into the slots on the dish, and boom. Appetizer. A very dangerous appetizer because they are delicious and you can end up eating three or four whole eggs by accident if you are not watching yourself.

Eat 4 eggs in one sitting? -> Ew no thank you why would you do that?

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"

My animal sketchbook Kickstarter is now live, for a whole month!!

I am very proud of this project - before starting to draw animals last November, I really didn't have much confidence with their shapes, but after >100 drawings, I gained so much knowledge!

Here are the reward tiers (all prices are in CAD, and I am shipping everywhere):

If you'd like to see all of the pages (not edited as nicely in the book), go to my animals tag!

Any support would really mean a lot, even if it's just spreading the link around to friends :D

I wasn't planning on any stretch goals, but I might consider adding a little notepad or sticky notepad with a low-opacity animal sketch on each page, if we get to like, 125% or something??

My animal sketchbook Kickstarter is now live, for a whole month!!

I am very proud of this project - before starting to draw animals last November, I really didn't have much confidence with their shapes, but after >100 drawings, I gained so much knowledge!

Here are the reward tiers (all prices are in CAD, and I am shipping everywhere):

If you'd like to see all of the pages (not edited as nicely in the book), go to my animals tag!

Any support would really mean a lot, even if it's just spreading the link around to friends :D

I wasn't planning on any stretch goals, but I might consider adding a little notepad or sticky notepad with a low-opacity animal sketch on each page, if we get to like, 125% or something??

How hard is it to dive in front of an arrow to save your loved one?

Feat: most of the cast of min-maxed (minus Jacques who apparently wants to look after his body, and Megan who wanted to let the boys have their moment) and several of their partners!

Wouldn’t it be cool if you could watch a D&D game with these nerds…