ain't nobody like sporkyrat

and then, two months later....

Library Table

My handwriting is the same style as the teacher’s who I had when I was nine. I’m now twenty one and he’s been dead eight years but my i’s still curve the same way as his.

I watched the last season of a TV show recently but I started it with my friend in high school. We haven’t spoken in four years.

I make lentil soup through the recipe my gran gave me.

I curl my hair the way my best friend showed me.

I learned to love books because my father loved them first.

I wouldn't use an adblocker if ads were just banners on the side funding a website I enjoy using and want to support. Ads pop up invasively and fill my whole screen, I misclick and get warped away to another page just for trying to read an article or get a recipe.

Every app shouldn't be like every other app. Instagram didn't need reels and a shop. TikTok doesn't need a store. Instagram doesn't need to be connected to Facebook. I don't want my apps to do everything, I want a hub for a specific thing, and I'll go to that place accordingly.

I love discord, but so much information gets lost to it. I don't want to join to view things. I want to lurk on forums. I want to be a user who can log in and join a conversation by replying to a thread, even if that conversation was two days ago. I know discord has threads, it's not the same. I don't want to have to verify my account with a phone number. I understand safety and digital concerns, but I'm concerned about information like that with leaks everywhere, even with password managers.

I shouldn't have to pay subscriptions to use services and get locked out of old versions. My old disk copy of photoshop should work. I should want to upgrade eventually because I like photoshop and supporting the business. Adobe is a whole other can of worms here.

Streaming is so splintered across everything. Shows release so fast. Things don't get physical releases. I can't stream a movie I own digitally to friends because the share-screen blocks it, even though I own two digital copies, even though I own a physical copy.

I have an iPod, and I had to install a third party OS to easily put my music on it without having to tangle with iTunes. Spotify bricked hardware I purchased because they were unwillingly to upkeep it. They don't pay their artists. iTunes isn't even iTunes anymore and Apple struggles to upkeep it.

My TV shows me ads on the home screen. My dad lost access to eBook he purchased because they were digital and got revoked by the company distributing them. Hitman 1-3 only runs online most of the time. Flash died and is staying alive because people love it and made efforts to keep it up.

I have to click "not now" and can't click "no". I don't just get emails, they want to text me to purchase things online too. My windows start search bar searches online, not just my computer. Everything is blindly called an app now. Everything wants me to upload to the cloud. These are good tools! But why am I forced to use them! Why am I not allowed to own or control them?

A Nervous Old Man (right) and his Emotional Support Violence Machine (Left)

Amazon made their service worse, to force people to pay for Prime.

Nowadays, if you order from Amazon, there is a week long delay before your package is shipped. (on purpose)

I remember when orders would ship out the same day. (I remember - it was real)

YouTube didn't used to have ads. Now, ads play in the middle of videos. (it's worse than TV ever was)

The best can opener I have owned is over 40 years old. Modern ones just don't hold up as well. (The ones I bought new broke ages ago)

The bread machine my mom got for her wedding lasted 30 years. It's been replaced twice in the last 5 years. (How can you fuck this up?)

The cardboard tubes in the middle of toilet paper rolls have gotten larger. (This too?) Companies increasing the price of the product while selling you less. (REALLY?)

It sounds crazy. (it's the truth) When you talk about it, YOU sound crazy. (it's true)

Even when people believe you (do they really), all they can say is "it sucks". (it's too big) Because the problem is so big, so pervasive, what can we even DO about it???

To get the necessary laws written and passed, we need politicians, to get the politicians elected we need information campaigns, to fund campaigns we need money, and all the money is being hoarded by the people profiting from enshittification. (it sounds so fake)

This stuff was at its peak in 2023 when my last business of ferrets got old and Tux was dying of kidney failure and Kit was dying of IBD. Nothing radicalizes you more than buying the exact same brand of paper towels (Bounty, which I've ragequit), using the exact same amount, and suddenly having diarrhea soak onto your fingers every time because the paper towels are now only 60% as thick as they were last week. And this stuff has just continued since then.

It's sometimes shocking to me how many people don't notice the degradation of quality. (I have a food allergy so I have to check food labels every time; I know a lot of people don't.)

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"

Joker seduced Harley while he was in Arkham and she was his psychologist. He did so by manipulating sessions to make him seem pitiable.

Harley broke Joker out. Joker was originally going to kill her then, but fans had latched onto Harley Quinn’s new look and she was a fan favorite (mind you as I recall, she was originally introduced in BTAS, and then transferred to the comics later). So she ended up surviving his first murder attempt.

He decided that although annoying she could still be useful (since she’s actually brilliant, and at this point somewhat codependent). This leads to a string of horrific abuses and murder attempts. Including (in the TV show alone) throwing her through a window that is at *least* three stories up, choking her, beating her with a hammer, threatening her with one of his gag guns (which, depending on the gun, may or may not kill her in various ways), and attempting to get hyenas to eat her.

In the comics, it includes starving her, chaining her to a wall in a sewer on top of corpses of “failed Harleys,” poisoning her, leaving her in burning buildings, pushing her into the line of police fire, gaslighting her basically every time he fails to kill her, and the list goes on. When she becomes pregnant with her and Joker’s kid, she leaves for nine months, to her sister’s place, and gives birth there. She doesn’t tell Joker about the kid (and goes out of her way to prevent Joker from finding out). She tells Canary that it’s because Mr. J would be too busy for a kid, but if you pay attention to Harley’s behavior throughout the comic, the clear subtext is “My kid would end up dead or worse if Joker knew about her.”

There is much talk about Toph’s inventing metalbending, and she is clearly an absolute genius, but you know what I love about her even more?

Toph’s response to not being able to control sand absolutely perfectly (as in hold up a sinking tower with one hand and fight off a gang of sandbenders with the other) is to work on her sandbending until she’s fully in control of every speck of dirt. 

Like white folks became so dependant on the hundreds of years of labor that Native Americans put into domesticating these crops and now they’re so removed culturally from their origins that they’ve become inherant parts of white culture.

When you think of tomatoes do you think of Mexican, or Italian food? When you think of potatoes can you picture the Quechua or Ireland and the UK, Russia, France maybe? Does chocolate make you think of Belgian and Swiss truffles, or Olmec cacao?

Pumpkin may be the oldest domesticated plant but it doesn’t evoke images of the ancient Native peoples of the southern US. It’s white girls with pumpkin spice lattes and white mom’s pumpkin pie.