i love my mutuals because we never talk but we still⦠like⦠follow each otherā¦ā¦ā¦.. and i admire that we stick together even tho there is no communication in the slightestā¦ā¦ā¦u kno what i mean⦠helloā¦
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PUT YOUR BEARD IN MY MOUTH

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@stoppit-keepout
i love my mutuals because we never talk but we still⦠like⦠follow each otherā¦ā¦ā¦.. and i admire that we stick together even tho there is no communication in the slightestā¦ā¦ā¦u kno what i mean⦠helloā¦

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Dont ask me whats up i have done nothing since we last talked 3 years ago
i must not go to grad school grad school is the soul-killer grad school is the little-death that brings total obliteration i will face my desire for praise and intellectual stimulation i will permit it to pass over me and through me and when it has gone past i will turn my inner eye to see its path where it has gone there will be nothing
omg I forgot I made this post. so i start grad school in september
printers behave like that because the medieval monks they put out of work are haunting them
runs in the family by the roches, 1979

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Me: it is 31°C out. I should wear shorts and a crop top to vent some heat
The humble massachusetts bay transit authority bus air conditioner: LOST ICE TECHNIQUE - FROST ANGEL MAELSTROM "ABSOLUTE ZERO"
You know that thing would eat you if you died, right? *pointing to the false image of you that others perceive*
small town diner waitress voice: Omelas? Oh, oh no, easy mistake, you're in oh - MAY - las right now, with an A. Plenty' people get the name mixed up. Nope, no utopia here, just our small little town. *face gets really grim* We do still.. Okay well we do still have a kid that we... I mean it isn't working but- well- You know. It- It's fine. I'm sure it'll start working soon.
(opening my ribcage) and this is where i keep my hot stab of shame

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I usually tell my students that āclose readingā means looking at what is actually on the page, reading the text itself, rather than some idea ābehind the text.ā It means noticing things in the writing, things in the writing that stand out. To give you some idea of what this means, Iāve made up a list of five sorts of things that a close reading might typically notice: (1) unusual vocabulary, words that surprise either because they are unfamiliar or because they seem to belong to a different context; (2) words that seem unnecessarily repeated, as if the word keeps insisting on being written; (3) images or metaphors, especially ones that are used repeatedly and are somewhat surprising given the context; (4) what is in italics or parentheses; and (5) footnotes that seem too long. This list is far from completeāin fact, no complete list is possibleābut the list is meant to begin to give you an idea of what sorts of things we notice when weāre doing close reading.
What all five of my examples have in common is that they are minor elements in the text; they are not main ideas. In fact, your usual practice of reading which focuses on main ideas would dismiss them all as marginal or trivial. Another thing they have in common is that, although they are minor, they are nonetheless conspicuous, eye-catching: they are either surprising or repeated, set off from the text or too long. Close reading pays attention to elements in the text which, although marginal, are nonetheless emphatic, prominentāelements in the text which ought to be quietly subordinate to the main idea, but which textually call attention to themselves.
Most of you have been educated to ignore such elements. You have been taught to seek out and identify the main ideas, dismissing the trivial as you go. This has had to be trained into you: read to a young child sometime, you will notice she has the annoying habit of interrupting the flow of the story to draw attention to some minor thing. Close reading resembles the interruptions of that child. It is a method of undoing the training that keeps us to the straight and narrow path of main ideas. It is a way of learning not to disregard those features of the text that attract our attention, but are not principal ideas.
Jane Gallop,Ā āThe Ethics of Close Reading: Close Encounters,ā Journal of Curriculum Theorizing, Vol.16, No.3 (Fall 2000), pg.7-8 (x)
Hi. Angel on your shoulder here. It's totally ok to kill that guy
I WISH THINGS HAD TURNED OUT DIFFERENTLY!!!!!!!!! goes to the supermarket
Learning to drive so that i may have a more complex and nuanced understanding of the themes within bruce springsteens music
Whenever they gave us one of those "read through ALL the instructions before you begin!" trick assignments in school where the steps lead you on an increasingly ridiculous goose chase until the final one tells you to just put your name on the paper and turn it in without doing anything else, I was always like, "Okay, but what's the point? Surely the REAL world won't be anything like this." And then I grew up and discovered that not only is the real world often exactly like that, some people won't even read the first line of the instructions even if they make perfect sense. And these people are called "co-workers"

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HOWāS THAT HOUSE THAT RAISED YOU? - Lev St. Valentine
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HOW'S THAT HOUSE THAT RAISED YOU?
There's a method to growing rhubarb called "forcing" where it's raised in total darkness and tended to in brief intervals of candlelight. The plant thrives only because it's looking for an absent sun, and extends so fast you can hear the growing pains. Forcing can weaken the crop but if done correctly can yield a sweeter, more desirable result. Not everything needs to be an allegory. All the same, I am aware that there are things that have happened in my formative years that I have no words to describe and that only God's eyes have seen.
Lev St. Valentine
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we need to ban authors from writing stories about authors. it needs to end. we need to do something about this as a society. call your senator.