7.7k, E: a fic which dares to ask "what if they hooked up the night of the haldeman debacle, before the titular debacle"
8.8k, G: ponderings on the concepts of: christmas vacation, meeting the parents, and marriage. I blame this on their real life couple portmanteau. they started it
2k, G: inspired by @rubber-garage's latest. if nobody got me, I know shower time got me; or, the day after the titular debacle
4k, G: justice 4 holiday babies, with a twist of post-dental anesthesia trope. just for funsies.
3k, gen, G: history happens in places people live everyday, a story is something that ends, and a best friend is somebody you sit on the curb and talk with
7k, G: happy belated-ass birthday to the other one, I love you other one, it's your turn to be the birthday boy
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today I learned that in 2008, the city council of florence overturned dante’s sentence of execution if he returned from exile. yes, dante’s inferno dante, who died in 1321.
but the funniest part of this is not that they were debating the exile of a man who has been dead for over 500 years.
the funniest part is that the vote was 19-5. five people voted to uphold dante’s exile.
The objectively funniest part of this is actually that the city that holds his remains, Ravenna, refused to give his remains back. This was a ploy from florence to have his remains moved back for the tourist money and its been ongoing for a long time. Florence had a fake tomb built in the city to trick people into visiting, and have tried to force the return of the remains.
His actual caretakers have been very steadfast in keeping them hidden, moved, or generally out of reach to respect his choice in life to never, ever, ever return to florence, even when he was first offered the chance to return. This is at this point an almost millenium long feud that florence is really, really mad about losing
also sorry i’m so tired of people acting like they can have nothing in common with someone a few years older or younger than them. have you never had coworkers who aren’t your exact age. have you never taken an art class with someone thirty years older than you. have you never had a friend. like did covid fry everyone’s brains this badly
Sister Outsider: Essays and Speeches by Audre Lorde
Ace: Reveals About Desire, Society, and the Meaning of Sex by Angela Chen
Remaining time: 3 hours 8 minutes
Book summaries below:
Sister Outsider: Essays and Speeches by Audre Lorde
A collection of fifteen essays written between 1976 and 1984 gives clear voice to Audre Lorde's literary and philosophical personae. These essays explore and illuminate the roots of Lorde's intellectual development and her deep-seated and longstanding concerns about ways of increasing empowerment among minority women writers and the absolute necessity to explicate the concept of difference—difference according to sex, race, and economic status. The title Sister Outsider finds its source in her poetry collection The Black Unicorn (1978). These poems and the essays in Sister Outsider stress Lorde's oft-stated theme of continuity, particularly of the geographical and intellectual link between Dahomey, Africa, and her emerging self.
Nonfiction, essay collection, sociology
Ace: What Asexuality Reveals About Desire, Society, and the Meaning of Sex by Angela Chen
An engaging exploration of what it means to be asexual in a world that's obsessed with sexual attraction, and what we can all learn about desire and identity by using an ace lens to see the world
What exactly is sexual attraction and what is it like to go through the world not experiencing it? What does asexuality reveal about consent, about compromise, about the structures of society? This exceedingly accessible guide to asexuality shows that the issues that aces face—confusion around sexual activity, the intersection of sexuality and identity, navigating different needs in relationships—are conflicts that all of us need to address as we move through the world.
Through interviews, cultural criticism, and memoir, ACE invites all readers to consider big-picture issues through the lens of asexuality, because every place that sexuality touches our world, asexuality does too.
Journalist Angela Chen uses her own journey of self-discovery as an asexual person to unpretentiously educate and vulnerably connect with readers, effortlessly weaving analysis of sexuality and societally imposed norms with interviews of ace people. Among those included are the woman who had blood tests done because she was convinced that "not wanting sex" was a sign of serious illness, and the man who grew up in an evangelical household and did everything "right," only to realize after marriage that his experience of sexuality had never been the same as that of others. Also represented are disabled aces, aces of color, non-gender-conforming aces questioning whether their asexuality is a reaction against stereotypes, and aces who don't want romantic relationships asking how our society can make room for them.
Nonfiction, queer theory, cultural criticism, memoir
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honestly if ao3 or something had a function to fully just post a google doc of whatever I have written, disjointed and unconnected and trailing off into [[]s where I said I'd come back, I would totally do that. so many things I've gotten like 75% of the way on and then stalled out, and now what I *did* write will languish in a document only I can read
I mean... no... it's centuries of building a language by and for people both afraid of and fascinated w/ sex. those are euphemisms, and they exist for a reason—the closest you'll get that states it outright (sexual partner) has to state the sex part for a reason
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Goodman and Clay believed that letters were the least reliable of the three cues, and that as people became better readers, they no longer needed to pay attention to all the letters in words. "In efficient word perception the reader relies mostly on the sentence and its meaning and some selected features of the forms of words," Clay wrote. 7 For Goodman, accurate word recognition was not necessarily the goal of reading. The goal was to comprehend text. 8 If the sentences were making sense, the reader must be getting the words right, or right enough.
I feel like I'm losing my mind.... wtf do you mean the letters in words don't matter all that matters is that they "make sense"
Their hypothesis was that skilled readers rely more on contextual cues to recognize words than poor readers, who probably weren't as good at using context.
They couldn't have been more wrong.
"To our surprise, all of our research results pointed in the opposite direction," Stanovich wrote. "It was the poorer readers, not the more skilled readers, who were more reliant on context to facilitate word recognition." 13
"the people who were good at reading were the ones that were reading the actual words and not making it up based on the rest of the sentence" ....yes???
• Skilled readers don't scan words and sample from the graphic cues in an incidental way; instead, they very quickly recognize a word as a sequence of letters. That's how good readers instantly know the difference between "house" and "horse," for example.
yes. the difference being.... the letters... that you use to recognize the fucking word....
• Experiments that force people to use context to predict words show that even skilled readers can correctly guess only a fraction of the words; this is one reason people who rely on context to identify words are poor readers.
• Weak word recognition skills are the most common and debilitating source of reading problems. 16
I knew that my "greek/latin roots, stems, and prefixes" middle school education (and, more to the point, my own fervent adoption of that knowledge) was one of those gifted track "above and beyond" standards of learning—but you're telling me you guys aren't even reading the LETTERS?
(link is in all those footnotes but here you go again)
But some children will skip the sounding out if they're taught they have other options. Phonics is challenging for many kids. The cueing strategies seem quicker and easier at first. And by using context and memorizing a bunch of words, many children can look like good readers — until they get to about third grade, when their books begin to have more words, longer words, and fewer pictures. Then they're stuck. They haven't developed their sounding-out skills. Their bank of known words is limited. Reading is slow and laborious and they don't like it, so they don't do it if they don't have to. While their peers who mastered decoding early are reading and teaching themselves new words every day, the kids who clung to the cueing approach are falling further and further behind. 42
this is so depressing lol. to b clear, this is essentially how I learned to get through standardized testing—bc I too came up in bush's america's public education system lol—ie by using context clues on questions I did not know the answer to, thus deducing what the most likely answer was, a test taking skill I was legit taught in the 2nd grade. but I can't imagine having to do this to letters, word by word, as my first tactic to make any meaning of a sentence at all.
that anyone was taught this was the right way, that they had this reinforced, to the point that (the article gets into this) it undermines their ability to then actually learn to read words. by teaching these secondary (coping) mechanisms from the jump, which circumnavigate the tricky (yet very much necessary to learning) issue of phonics, the shortcut is always their first tact, and nothing gets retained
Another reason cueing holds on is that it seems to work for some children. But researchers estimate there's a percentage of kids — perhaps about 40 percent — who will learn to read no matter how they're taught. 50 According to Kilpatrick, children who learn to read with cueing are succeeding in spite of the instruction, not because of it.
lol and the whole time while I've been wondering about the implications of how this method works differently for dyslexic children, or those with attention issues (bc I too recognize my own adhd tendency to skip to the end of a sentence when I feel my attention fleeing). or even the implications of phonics-centered pedagogy for deaf children!
but meanwhile, this motherfucker...
Goodman rejected the idea that you can make a distinction between skilled readers and unskilled readers; he doesn't like the value judgment that implies. He said dyslexia does not exist — despite lots of evidence that it does. 52 And he said the three-cueing theory is based on years of observational research. In his view, three cueing is perfectly valid, drawn from a different kind of evidence than what scientists collect in their labs.
(not in the least bc "skilled/unskilled" does NOT equal "good/bad", which would be an actual value judgment.
but then again, this is the same guy who also says...)
He brought up the example of a child who comes to the word "horse" and says "pony" instead. His argument is that a child will still understand the meaning of the story because horse and pony are the same concept.
I pressed him on this. First of all, a pony isn't the same thing as a horse. Second, don't you want to make sure that when a child is learning to read, he understands that /p/ /o/ /n/ /y/ says "pony"? And different letters say "horse"?
He dismissed my question.
"The purpose is not to learn words," he said. "The purpose is to make sense."
but you're not making sense... well, you're making *A* sense, but it's YOURS—whatever one YOU think the author is trying to say, instead of the actual words they put on the page
"My science is different," Goodman said.
oh geez.... ok, nevermind. there's no use trying with him
This idea that there are different kinds of evidence that lead to different conclusions about how reading works is one reason people continue to disagree about how children should be taught to read.
