ugh. boss just asked if I could put in a few extra hours in the lab tonight. we’re on a crazy deadline and “someone’s gotta make sure the monster stays on the slab” 🙄 the monster’s not going anywhere! he’s literally chained to the slab!!! this sucks.

i found @silaslee.bsky.social's alt y'all

They just played a Zohran commercial featuring several #Survivor alumni.

Absolutely wild.

this is, in fact, what's happening

When people make fun of the One Piece anime, they love to point out the reaction shots, but I'd take a year's worth of reaction shots if they got rid of the "multiple characters are running somewhere" episodes.

this ballroom is the best evidence that trump doesn’t intend to leave

hell yeah dude fucking sue these dipshits trying to get like, Oryx and Crake and shit out of school libraries. ruin their lives. make examples of them to all the other lead-poisoned facebook users who have nothing better to do www.cbc.ca/news/canada/...

granted, "what if the Over The Garden Wall crew did [any idea for any cartoon]?" does that to me

i just let out an indecent spontaneous moan

never came up in grad school. never came up in an eval. never came up in student teaching. never came up in a pep talk.

only now realizing it's what I've always wanted to hear about myself.

if literally one person in an admin or support role said to me as a first-year teacher 'you really visibly enjoy student thinking and discussion' I would've probably stayed another 3-5 years.

centerpiece for @dboyfajardo.bsky.social's wedding

This is why HS classrooms so often become contentless literacy workshops—even when they do not have to. There can be more than one reading-related problem to solve.

“K-12” as a category leads to claims like the one that solutions to problems with 3rd grade literacy are on a clear, coherent continuum with solutions to problems facing most high school English teachers. “Can kids read” and “How do we make kids care about books” are actually two different things.

my first celebrity sighting in LA

what do we do about the second thing, in practice?

so like I guess what I'm saying/asking/groping towards/responding to from your original point is -- yeah it sucks that we've totally changed what we read in k-12, but if it turns out that that shift was a function of *not* changing the insipid and float-y formats and audiences for student writing...

those two 'wait, stop, re-cook the soup' moments happen all the time in real adult writing practices, but both the grading structure and -- more to your original point -- just the *genre conventions* i guess of the high school essay -- make them so so so rare in class?

from like a purely realpolitik standpoint, why would you ever totally rework an essay in k-12? no one's gonna be like 'damn, that thesis was correct, but what if I changed to this one that's far more interesting?' or 'wait, I should change this section because my idea of my audience has changed'

but also b. the 'literary analysis essay' as practiced in k-12 has no real audience or purposes and has always felt flaccidly divorced, to me, from why and how we read, and how to do it better, while also frankly providing no organic incentive to draft and redraft and truly wrestle --

a. the disappearance of whole novels -- particularly anyone's definition of canon -- has been a disaster for endurance, wonderment, empathy, whatever goal we have.

would love for you to say more here. I feel similarly estranged in that I believe in my bones that (sorry, this'll take a couple tweets to get out) -

This G Willow Wilson run on Poison Ivy just keeps on going, luxuriating in multi-year long-form storytelling about a B-tier DC Comics character despite the fact that it’s not the 1990s anymore. It’s the world of possibilities I want to live in