World sucks. Let's do fic.

I’m gonna assume writers know whether or not their own works are ai because they either write them themselves or have ai write for them.

but as for readers (or writers who read other writers’ works), no, you can’t tell unless the writer themself says their works are ai generated. anything else is witch hunt, speculations and possibly wrongful accusations — all of which harm the writing community as much as ai does, if not more.

so if at any point you think an untagged work is ai and if that bothers you, quietly click away. but you can never know for sure based on vibes. because everything ai writes, a human writer does. that’s what ai was trained on and what it was trained to mimic.

every “ai telltale” is something humans write before, otherwise ai wouldn’t have been able to mimic it in the first place. because it needs human-made works to mimic on.

The Ocean at Dusk -  Kate Jarvik Birch 

American , b. 1977 -

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"

Very much did in the sense that I literally do not know where my job is at the moment. But, for the time being I haven't been let go because nobody else including the store owner knows where it is either.

So, I don't wanna risk doxxing myself by posting pictures but goddamn am I tempted because this is not a believable event. This is a cartoon problem. For looneytoons.

But yeah, so, I work(ed?) at a kiosk selling boba tea, right? Freestanding kiosk in the mall with full water and electrical hookups and multiple fridges and sinks and a mini kitchen and the works. Fully functional tea shop. Very important to note that it was there last night, The work chat was discussing another issue last night at closing time. I'll get back to this.

It's been showing signs of being on the way out with how business is being handled lately and I've been considering other options, which is probably why I'm not as torn up about this as I should be, but maybe it just hasn't set in yet, but that's not the point. The point is there's been a lot of shit breaking and not being replaced and nobody mentioning anything about it until I walk into work in the morning and have to figure out why shit like the fucking cash register isn't there today. So I'm kinda used to having to ask questions about big things that nobody bothered to update me on. I was out for two weeks recovering from a surgery, so I came to work this morning assuming there'd be some kind of bullshit, yeah?

So, the question I had to ask the chat this morning was:

Not a text I ever thought I'd have to send in sincerity, but there it is. Because what I found instead was a fenced off patch of discolored tiles and a few holes in the floor where my entire place of employment used to be.

And the answer? Nobody knows! It was there last night when the mall closed, and every single trace of the structure and all its contents including drink making supplies and our safe and cashbox was gone when it opened again. And when I say nobody knows, I mean everyone from last night's closers to the actual (former?) owner of the store jad no fucking clue about this until getting that text from me this morning. For once I am actually the first to know. 🎉.

So. I guess I didn't so much lose my job as had it stolen. Not by AI, but good old fashioned hands-on human beings picking it up and carrying it away somehow. All mall security would tell me was that they were instructed not to tell me anything and have us contact our management. Who also don't know anything. And later on I came across some construction workers around the gravesite of the kiosk discussing filling in the holes, asked them about it, and was told that they "weren't at liberty to say".

So, not only is my job gone in the most literal physical sense of the word, but it was taken in some kind of super secret kiosk extraction in the dead of night without any warning or witnesses and nobody is allowed to speak of it. The store owner said she was gonna figure it out 10 hours ago and still no word back.

My mother in law thinks the FBI took it.

Not any of the other stores around the state. Just the one little kiosk.

Why? Because she loves a conspiracy and is just a little bit extra.

Also because she was around for the massive crackdown on Yakuza-owned businesses in Waikiki (in her homestate) that did actually involve the FBI seizing stores (no confirmation of making kiosks cleanly disappear in the middle of the night though).

Still no word from my job on what's actually going on, but the most likely theory so far is that maybe the kiosk was on lease and got repossessed? The mystery continues

According to the owner, based on what she's been able to find out, the kiosk was not removed legally and they're starting a potentially long process of legal action. I hope she gets to sue the shit out of whoever did it but for now at least I know for sure I'm unemployed.

Really hoping for more details in terms of who/why/how, so I'll keep updating if I learn anything.

For now the summary is: An unnamed entity that is most likely mall management (on account of mall security cooperating with them) stole an entire kiosk and all the contents including money and machinery with barely a trace in the middle of the night grinch-style, with zero warning or explanation, and ensured the silence of both security and the construction crew, in an action that was definitely preplanned and illegal, and as far as I know nobody knows its whereabouts.

saying this to a room full of women staring directly at your ex, oh the levels of lesbian drama are UNHINGED

bonus: