Moni's Resource Goods

every once in a while you need to eat something yummy. or go on a walk. or a trip to the zoo. take a hot shower. cry your eyes out. dance. listen to music. draw for way to long. write. laugh. sit in a cafe with a friend. paint your nails. dye your hair. go on a run. pet a cat

sometimes you need to do things that are cathartic or make yourself feel alive. sometimes you need the reminder of why you’re fighting so hard to stay alive

Everyone weighs their physical and mental/emotional health against one another in constantly shifting balance; inevitably, there are times when we choose to accept consequences to one for the sake of the other.

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"

Then maybe...

Maybe...

"Sorry, I don't mean to offend--"

Which of course, I brace for hell, since he is around 60, and i am a gangly cryptid that people usually struggle only to find the right slur to apply to. But i dutifully keep my work voice and go "nah nah, don't worry, what can I do?"

He hits me with "Are you--uh, I've been saying 'thank you ma'am' but are you... okay with that? What should I call you?"

And i live in a small conservative pocket within one of the most liberal states in the US, so my experience in public is varied. People have guessed, they've gone with she, he. they, they've awkwardly avoided it, but no stranger had ever asked me.

So i panicked and chuckled. This felt kind of like walking into a fake tumblr post. I said "Oh, you can call me whatever you want, its fine."

Any cis person would probably sound a little insulted. i knew i was confirming some kind of gender fuckery, but giving him the out that he didn't have to change anything. Fucker kindly smiles though, and like. Pounces. Asks, much more confidently, "But would you prefer sir? What are your pronouns?"

He's on script now, I'm astral projecting to a different plane where i'm a bug on a well lit microscope and my throat's a little tight all the sudden. I say, "Oh. I uh--I use they/them."

I use they or he, but 'they' is the language curveball. I know this, which is why i usually just let people use whatever. He nods, and I choke out (because its been a bad bad day, autoimmune flare pain on top of record high patient numbers) "Thanks. No one... has ever asked me. Have a good day."

He told me the same, I booked it, because the dim room was hiding watery eyes but not for much longer. Got it together in a nearby closet (ha) and moved on.

Came back later on in the evening because I had promised to visit when his wife was there earlier in the day. She's sweet, he's sweet, I do my usual spiel, he avoids any 'ma'am' studiously, but on me going to head out again, hits the dilemma of having no polite substitute for 'ma'am' or 'sir' that isnt gendered in some subtle way, and he's fucking trying, but this is not second nature obviously.

So what comes out is "Have a wonderful night, Them!"

Beaming, proud, right next to his extremely confused wife, who he seems to have not outted me to (nice) who now thinks he's probably having a stroke (funny, but not nice lmao)

they perform as well as expensive HEPA air cleaners, and are comparatively VERY inexpensive. all you need is a box fan, 4 air filters, a piece of cardboard, and some duct tape!!!!

"People back then always married young it's natural!!!" Every single 1800s guide I've ever met casually mentions that, of course, you really shouldn't get married before you're at least 20, and waiting until 25 is usually better.

Or, like. Okay here's a long segment:

Just firmly going "it is crazy sexist to blame The Wife for overspending when thirty seconds of asking questions will immediately establish that her husband was outright lying to her about how much money they had. Talk to your wife like a normal person."

Or--okay, here. A section on being honest and not writing love letters in secret, because that's usually a good sign that there's something untoward going on....

....except that he then immediately acknowledges that sometimes, the reason you're hiding this from your parents is that your parents suck. That there are parents who frankly have not earned the right to approve or disapprove of your partner.

"Men and women being friends with each other is literally normal. Don't be a controlling freak."

"If you have to abuse a child to keep order in your classroom then you're a bad teacher."

Image description: photo of a brown sign with white text that reads: "You can't save everything cute, eat everything that tastes good, and kill everything you're afraid of and expect a working ecosystem to come out of it." -- Flip Nicklin, wildlife photographer

And this forces you to decide whether your autonomy matters to you more than the approval of the group - while they'll still act like you're on thin ice either way, if you give in at this point they know you're theirs forever, because now they've established a foothold, you've shown a moral weakness, which they will brand you with so it can be used against you in the future ("hey RICE-addict here doesn't want help break into the city records office") to force you to double-down and isolate you further.

Truncated text of tweet from MrPitBull, Mar 11, 2026:

She kept finding women in laboratory photographs from the 1800s. Then she read the published papers—and every single woman had vanished. Someone had erased them from history.

Yale University, 1969.

Margaret Rossiter was a graduate student studying the history of science. She was one of very few women in her program.

Every Friday afternoon, students and faculty gathered for beers and informal conversation. One week, Margaret asked a simple question: "Were there ever any women scientists?"

The faculty answered firmly: No.

Someone mentioned Marie Curie. The group dismissed it—her husband Pierre really deserved the credit.

Margaret didn't argue. But she also didn't believe them.

So she started looking.

She found a reference book called "American Men of Science"—essentially a Who's Who of scientific achievement. Despite the title, she was shocked to discover it contained entries about women. Botanists trained at Wellesley. Geologists from Vermont.

There were names. There were credentials. There were careers.

The professors had been wrong.

But Margaret's discovery was just the beginning. Because as she dug deeper into archives across the country, she found something far more disturbing.

Photograph after photograph showed women standing at laboratory benches, working with equipment, listed on research teams.

But when she read the published papers, the award citations, the official histories—those same women had disappeared. Their names were missing. Their contributions erased.

It wasn't random. It was systematic.

Women who designed experiments watched male colleagues publish results without giving them credit. Women whose discoveries were assigned to supervisors. Women listed in acknowledgments instead of as authors. Women passed over for awards that went to male collaborators who contributed far less.

Margaret realized she was witnessing a pattern that stretched across centuries.

Women had always been present in science. The record had simply pushed them aside.

She needed a name for what she was documenting.

In the early 1990s, she found it in the work of Matilda Joslyn Gage—a 19th-century suffragist who had written about this exact phenomenon in 1870.

In 1993, Margaret published a paper formally naming it: The Matilda Effect.

The term captured something that had been hidden in plain sight for generations. Once you knew the term, you saw it everywhere.

Her dissertation became a lifelong mission.

For more than 30 years, Margaret researched and wrote her landmark three-volume series: Women Scientists in America. She examined letters, institutional policies, individual careers. She gathered undeniable evidence that women in science had been consistently under-credited and structurally excluded.

Her work faced resistance. Many dismissed women's history as political rather than academic. Others insisted she was exaggerating.

Margaret didn't argue emotionally. She presented data. Documented cases. Patterns repeated across decades and institutions.

Eventually, the evidence became undeniable.

Her research helped restore recognition to scientists who had been erased:

Rosalind Franklin, whose X-ray work revealed DNA's structure—credit went to Watson and Crick.

Lise Meitner, who explained nuclear fission—omitted from the Nobel Prize.

Nettie Stevens, who discovered sex chromosomes—received little credit.

Cecilia Payne-Gaposchkin, who discovered stars are made of hydrogen—initially dismissed.

And countless others whose names had nearly vanished.

Margaret changed the narrative. Science was no longer just the story of solitary male geniuses. It became a story of collaboration that included women who had been written out.