#academic goals essay examples

[rmstitanics]

* GENERAL OBSERVATIONS, PART THREE.

ASTEROIDS & CELESTIAL BODIES

ASTEROID ORPHEUS (3361) CONJUNCT CHIRON may represent one who looks to their past for creative inspiration. They’ll often use their preferred form of art in an attempt to understand traumatizing events or process any emotions that may still linger.

ASTEROID APOLLO (1862) in the 8H could signify an individual who enjoys creating or consuming media about controversial and dark topics.

When I see ASTEROID PANDORA (55) in the 10H, I immediately wonder whether the individual with this placement has experienced some sort of chaos or crises regarding their public image. Maybe they’ve had traumatic experiences with their main circle of friends, or maybe they’ve even received some level of backlash on social media for a flawed interaction. Whatever these natives have endured, they probably yearn to control public perception of their character in an attempt to prevent misunderstandings.

Check which house ASTEROID ARISTOTELES (6123) is located in within your natal chart to find where you crave the most knowledge and wisdom! As an example, I have my Aristoteles asteroid in the 8H of transformative experiences, death, and “taboo” topics — and I’m now a practicing divination witch who enjoys paranormal investigation.

Due to difficulty with turning intuitive ideas into real achievements, 9H CHIRON individuals might find the process of outlining an essay or project to be particularly challenging. They’re the types of students who change their thesis a bunch of times before a paper’s due date.

PLANETS IN SIGNS & HOUSES

SATURN 1H placements might have people pleasing tendencies at some point in their lives due to a fear of never meeting others’ expectations.

SAGITTARIUS SATURNS likely grew up in households where one or both parents was strict and / or religious. The challenge awaiting these folks in life is to pursue exploration of knowledge outside of what was taught to them in their youth. They probably enjoy philosophy or history, and could possibly grow up to be spiritual but not religious.

LEO MERCURY placements, was your writing style ever described as “flowery” by your teachers or fellow students before? Because this placement TOTALLY gives me the vibes of a flowery and dramatic writing style.

One could theoretically use their JUPITER placement to discover two things: 1) The field of study where they have experienced the most growth throughout their academic career and / or 2) their best academic subject. To do this, look at Jupiter’s degrees and house. I have CANCER JUPITER placed in the 9TH HOUSE in my chart, and I absolutely adore law, history, and philosophy! However, I’ve had to undergo the most growth in Cancerian concepts such as life skills in the home and actively listening to others.

CAPRICORN JUPITERS are prone to having a “the end justifies the means” philosophy when it comes to achieving their goals. They also might struggle with perspective taking / putting themselves in others’ shoes, particularly when they perceive the individual in question as someone outside of what they consider “normal”.

6H MOONS strike me as the type who love being around animals MUCH more than they love being around people, especially if the majority of their personal planets are in a water sign.

ASPECTS

SUN SQUARE URANUS indicates memorable students whose teachers / professors will remember them for many years to come.

Hard MERCURY-PLUTO aspects could struggle with maintaining a consistent routine for studying, especially if Mercury is in retrograde in the chart.

MERCURY TRINE JUPITER placements LOVE yapping in class, but it’ll either be with their peers while the teacher is talking or by frequent class participation. If you’re the class participation type, you’ve probably had a teacher say “does anyone OTHER than (your name) know the answer?” before 😭

Although this placement does make for great activists who are not afraid to call out injustice when they see it, LILITH CONJUNCT MERCURY folks NEED to prioritize being tactful due to a natural tendency to bluntly say whatever’s on their mind with no filter.

SATURN-NEPTUNE aspects need to practice intense discernment when it comes to politics — fact check everything and don’t just believe everything you see / hear on the internet or news without taking the time to research it for yourself!

Hard ASCENDANT-SUN aspects tend to be noticeably different people in public versus private spaces. Your first impression of them will likely be VERY different from the truth of the person that they are behind closed doors.

MIDHEAVEN OPPOSITE VENUS placements are amazingly creative individuals whose art may play a major role in their own identity, but they simultaneously might have a major fear of sharing that art with others. Peer review in class is an absolute NIGHTMARE for them.

[tthatsonme]

Intellect, by molly.

— People often underestimate the seriousness of your sudden shift of motivation, in this day and age; it’s uncommon to see anyone (especially younger people) read a book or have any interest in having goals whatsoever, but you’re different, you’ve set the curve, you’re the centre of attention and everyone should be like you especially when it comes to academics, parents are constantly asking you to teach their kids your way because of how effortless your work ethic and dedication to school seems.

— Whenever the teacher needs an example on how to do a math equation or what a well written and worded essay SHOULD look like they always hold up your assignments as an example, you are 100% the best example of what a student should be like an any generation but especially this one, all of the parents and guardians with the “brain rotted iPad babies” or “wasting their lives away because of technology addiction teenagers” beg you to tell them what your “secret is” but maybe you’re not even fully aware of your greatness or level of discipline and success.

— You have a very distinct and important morning routine that you do every day, whether your routine has 4-steps or 40-steps it’s almost like it’s been burned into your DNA to follow it daily, your routine is not optional, you have the most perfect sleep schedule it’s almost as perfect as you, but in case you need a late study night you wake up everyday well rested regardless of whether you slept a full 8-hours or not, your memory to do things is amazing, you have a better memory than most people in your classes, you remember everything that you hear, read, and write in terms of school, you remember how to spell everything, your handwriting is always neat and legible, you could basically rewrite the dictionary at this point, fun fact: most people in this generation aren’t fluent in English because of the lack of spelling and vocabulary (my teacher said this so it’s probably true), while the other people in your class are crying over the phone ban if you have you you’re perfectly fine without your phone for 6-8 hours a day, you’ve never had any issues writing stories or having original thoughts, you have an extremely expanded vocabulary and are an amazing writer, “You don’t use brain rot?? Nerd alert!” It’s surprising to hear someone only use quote “brain rot terms” ironically, whilst the rest of the world is having unintelligent conversations about skibidi toilet and whatnot you’re the complete opposite.

— You have no issues in and are the best at all forms of mathematics, geometry, algebra, calculus, arithmetic, trigonometry, number theory, statistics, set theory, topology, discrete mathematics, probability, combinatorics, numbers, mathematics analysis, analytical geometry, differential equations, applied mathematics, game theory, pure mathematics, linear algebra, numerical analysis, and matrix algebra, natural sciences, engineering, medicine, finance, computer science and social sciences, biology, chemistry, physics, astronomy, earth sciences, zoology, ecology, microbiology, astrophysics, neuroscience, logic, ethics, psychology, philosophy, mechanics, and social sciences, morphology, sociolinguistics, pragmatics, psycholinguistic, linguistics, phonetics, historical linguistics, stylistics, and computational linguistics plus whatever other courses and classes that you have. [If this last part seems random it’s because it is, it’s copy and pasted from a personal sub I made a year ago for 11th grade :p]

_Things to remember

You can and will only ever manifest what you desire from this subliminal

Make sure not to obsess over your results because they can lead to limiting beliefs

You don’t have to listen daily or 1-7 times or anything like that, one is always enough with any subliminal :)

[houlebubo]

One day I'll probably do a 40-minute video essay on this topic, but the internet's misinterpretation of "Death of the Author" is just a real shame.

I frequently see the concept brought up in relation to a certain terf author. People attempt to 'separate the work and the author', but that is frankly not how it is intended to be used.

"Death of the Author" is supposed to be a tool for literary analysis. That's all it is. It is not a theory by itself, nor a political stance or a way to judge morality.

It is a tool to encourage readers to interpret the content of a text authentically, but you should use it critically, and be aware of why, how and when it is relevant. It is not an excuse to ignore context or paratext, as both of those should also be considered in a proper analysis.

The tool was developed during a time when the discourse was more favourable towards an author's intention rather than a reader's interpretation. People used intention to dismiss other readers' analysis of texts, using diary entries or letters by dead authors to counter less mainstream takes of canon texts. It was a period where the 'goal' of literary analysis was to uncover a text's true meaning. The original essay was a short controversial counterargument but the conversations it sparked over the following decades have led to the scale tipping more in favour of interpretation. It has also led to a 180 of the original problem.

Killing the author has the potential of empowering readers and encouraging deeper. Maybe even uncovering biases the author wasn't even aware of! However, (mostly outside of academic circles but not always) people are misusing the concept and use it to dismiss context and racist dog-whistles as well as discourage readings that rely more on subtext.

In simple terms we have gone from a mentality saying "AHA, I have evidence and it said you are wrong" to "AHA, it doesn't matter and therefore you are wrong". Neither is constructive in a conversation about art.

If you use the death of the author effectively while acknowledging intention and context you actually add a lot of nuance to your analysis, and doing so can demonstrate your analytical abilities. You will be able to distinguish what the text is saying plainly, what is said between the lines, and if the narrative effectively handles what it originally claimed. It is an effective 1-2 punch. Let me give you an ultra-short example:

On the surface level, '50 Shades of Grey' tells you that it is a sexy BDSM story. Throughout interviews and promotional material, E. L. James frames her story as a female-empowering book. But by critically examining how the books handle themes of consent, privacy, agency etc. we can argue that the narrative doesn't live up to proper BDSM conduct and that the protagonist is not empowered, and is instead displaying an unhealthy relationship. If we take the analysis further we could make an argument about what this says about society at large. Does it normalise boundary-breaking behaviour? Could it make someone romanticise stalking? The thesis statement is all up to you. (disclaimer I have not actually read these books, don't come for me, this is an example)

Here is what we just did: I presented a surface reading of a text. I presented the most likely intention of the author. I then argued for my interpretation by looking at literary themes and context. I used the conflict between Jame's intention, and my interpretation to illustrate a conflict. 1-2 punch. I am not killing James, I consider her opinion and intention to strengthen my argument, but I don't let her word of god determine or dismiss my reading. In just 3 simple sentences I use a variety of resources from my toolbox.

When people weaponise the author's intention it can look like this:

"Well, E. L. James said it is a female power fantasy, you're just reading too much into it" <- dismissing context and subtext by using 'word of god'. Weighing intention above interpretation.

"Does it really matter that E. L. James didn't research BDSM before publishing, can't it just be a sexy book?" <- dismissing context, subtext as well as author intention and accountability. Weighing their own interpretation and subtly killing the author

Simply exclaiming "I believe in death of the author" (which I have heard in Lit classes) means nothing. It's nothing. Except that you want to ignore context and only indulge in the parts of the text that you find enjoyable.

In the plainest way I can put it, the death of the author is supposed to make you say: "the author probably meant A, but the text and the context is saying B, therefore I conclude C". Don't just repeat what the author says. Don't just ignore context. And allow the feelings the text invokes in you to be there and let them be something you reflect on. The details you pick up on will be completely unique to you, the meaning you get will be just your own. You can do all of these things at once, I promise it doesn't have to be one or the other.

There has to be a balance. Intention matters. Interpretation matter. Watch out and pay attention. Are you only claiming the author is dead or alive when it serves your own narrative?

When you want to ignore an author ask why

When you don't want to read a book because you don't condone the actions of the author ask why

Examine how you dismiss arguments and how you further conversations.

[fanhackers]

Fictophilia

If I were to simplify (okay, fine: oversimplify) the field of fan studies, I’d say that scholars typically take one of two broad disciplinary approaches: either they look at fan works (and come from fields like literary studies, media and film studies, etc.) or they look at fan cultures and social organizations (ethnography, anthropology.)  But other academic disciplines produce research that might be pertinent to fans and fan studies–for instance, psychology. 

I recently came across an article called  “Fictosexuality, Fictoromance, and Fictophilia: A Qualitative Study of Love and Desire for Fictional Characters,” (2020)  written by  Veli-Matti Karhulahti  and Tanja Välisalo in the journal Frontiers of Psychology.  The abstract explains:

Fictosexuality, fictoromance, and fictophilia are terms that have recently become popular in online environments as indicators of strong and lasting feelings of love, infatuation, or desire for one or more fictional characters. This article explores the phenomenon by qualitative thematic analysis of 71 relevant online discussions. Five central themes emerge from the data: (1) fictophilic paradox, (2) fictophilic stigma, (3) fictophilic behaviors, (4) fictophilic asexuality, and (5) fictophilic supernormal stimuli. The findings are further discussed and ultimately compared to the long-term debates on human sexuality in relation to fictional characters in Japanese media psychology. Contexts for future conversation and research are suggested.

The article is generally descriptive and nonjudgmental, and the authors note that “the present intention is not to propose fictophilia as a problem or a disorder,” but instead to assert that most people are “fully aware of the love-desire object’s fictional status and the parasocial nature of the relationship.” (In other words, we’re mostly pretty sane!) The essay also cites some interesting work that I’ve not seen typically referenced in literary or ethnographic fan studies works, including the proto-fan studies text Imaginary Social Worlds, by John L. Caughey (1984). While Caughey’s book (like many works of the 1980s) starts by evoking the figure of crazy or even homicidal fan (think Mark David Chapman or John Hinkley), his goal is to argue that ‘fantasy relationships’ are actually pretty normal.  The book looks at “fantasy relationships” across history, connecting fan crushes on characters and celebrities “to the lifelong bonds that people in different cultures have conventionally had with gods, monarchs, spirits, and other figures that they may never have had the chance to meet in person.”  While Caughey’s book is focused on Western history, Karhulahti and Välisalo’s “Fictosexuality” takes its examples primarily from Japan, examining numerous psychological studies of “Japan and its fiction-consuming ‘otaku’ cultures.” This gives it a global take not always seen in English-language fan studies texts (which tend to deal primarily with Western media.) “Fictosexuality” is also unusual for its interest in making connections between asexuality and fictophilia, asexuality also being underrepresented (and under-theorized) in fan studies texts.  

Fans have historically been wary of any attempt to psychoanalyse them–and fair enough: after all, it was only recently that people stopped assuming that all fans were out-of-control “fanatics,” and there’s been a lot of creepy and misleading work on fandom done by outsiders. (If you want agita, look up SurveyFail on Fanlore.)  But psychology and related fields may also have methods which allow us to understand fans and fandom in new ways.

–Francesca Coppa, Fanhackers volunteer

[luv4kokafox]

Wow how do u get the motivation to study like this?

I actually get this question a lot, so I’ve tried to put some tips together that help me to stay concentrated for as much time as possible! 🙏

Here's how I do 3-5+ hours of revision each day on top of school*:

1. Set achievable goals

Everyone falls into the trap of thinking they can do more than they think, but ultimately it just makes you feel bad :( There’s nothing worse than feeling unfulfilled at the end of the day because you haven’t “completed your work.”

They best thing you can do is write out your tasks that need to be completed, ordering them in terms of priority and then get cracking! It’s important to note that forcing yourself to do work will never help, it’ll just make the work looked rushed and won’t be your best, do what you can and don’t feel disheartened if you leave something uncompleted for now!! (finish it eventually, ofc ☺️)

2. Don’t put work over your other needs!

I’ve heard some people say that they’ve put off snacking/drinking and hanging out with friends just so that they can study. I can almost 100% guarantee this will just make you more upset!! If you want to go out, go out. If you want to snack, go get a snack! Don’t ever put off your needs for some short term work when we both know you’d be a lot happier talking to your friends 🩷

I know that out there, there are some people who will tell you they forget to eat or drink when they work. Please do not let this influence you. Everyone works differently, and their way is not healthy.

3. Time management

Setting up a revision timetable, with time blocks or not, can really help you to set out an idea of work you’d like to complete! Make it colour coordinated!! Stick it up in your room, or throw it on your home/lockscreen for a reminder!

Everyone works a little differently, for example, I do have a timetable, but I don’t use it in extensive detail. If something else has higher importance, I’ll finish that. If I know that working on a subject really won’t “help” at the time (I’ll go over this later 😋) then I’ll ignore it. It's helpful to have the idea, but don’t restrict yourself to just what you've written on the timetable!

4. Apps!!

I've also found it helps to have a non-academic goal to work towards! I use an app called “Flora” to set time goals and write to-do lists that helps me to get through the nights. For each task I have, the app plants a virtual tree or plant in your garden! You can customise the garden, the title of your tasks and each plant that you grow. The best thing about this app is that it restricts apps on your phone (you can choose which ones!). It acts as a massive deterrent to spending time on your phone and helps you to focus on your work! You can also work with friends and grow trees together, completely free :)

There are many apps like this, Flora is just the one that I use. Take some time to find one just for you!! (flora is the best tho <3)

5. Choosing the right focus

So you have some homework due in a couple of days, an essay next week and a project due in in a month. You're really not feeling good about the homework and the essay just really isn't up your street right now, but that project? You wanna do that! And thats fine!! It's never good to miss deadlines and procrastinate, but if you feel like doing that work now will just lead to it being rushed and feeling incomplete, leave it until later on! Forcing yourself to do a task might make you relieved when you're finished, but it's no way to cheer yourself up.

By all means, don't miss deadlines because of this! You should always try to complete assignments right as they're set rather than leaving them until last minute. Getting compulsory work done leaves more time for you to be yourself, work on your own ideas and have that extra edge above anyone else!

*3-5+ hours on top of schoolwork is a big commitment. I understand this, and everyone is different. Please do not think that this is how much you should be doing, or how much is what makes a "good student." Do what feels right for YOU.

That's all from me, if anyone has any other questions on how I revise or how to revise, ask away! <3

Have a good day everyone!

[jasminewalkerauthor]

Trope chats: the core trio

The "core trio" is one of the most recognizable and enduring character group dynamics in fiction, frequently seen across genres ranging from fantasy and science fiction to coming-of-age stories and adventure novels. This trope revolves around three characters who form a central team, often embodying complementary skills, personalities, and perspectives. The core trio offers a flexible structure for storytelling, allowing for a balance of conflict, cooperation, and character development. It also serves as a microcosm of social dynamics, symbolizing friendship, diversity of thought, and the idea that different strengths are necessary to achieve common goals. However, the trope also comes with narrative risks, such as predictability, over-reliance on established archetypes, and the potential for underdeveloping one or more characters.

This essay will explore the core trio trope as a literary device, examine its common pitfalls, delve into its societal influence, and outline the typical archetypes that tend to form this dynamic.

The primary strength of the core trio lies in its ability to create balance within a narrative. By distributing different traits and abilities among the three characters, the trio often becomes stronger as a unit than as individuals. For example, in J.K. Rowling's Harry Potter series, the trio of Harry, Hermione, and Ron exemplifies this dynamic. Harry is brave but often impulsive, Hermione is the intellectual and planner, while Ron provides emotional support and loyalty. Their different strengths are essential to overcoming the challenges they face, and the trio dynamic allows for varied interactions and conflicts that drive the plot forward.

In terms of storytelling, this balance provides flexibility. Each character in the trio can take turns leading, depending on the situation. For example, Hermione's intelligence saves the group in academic or puzzle-based challenges, while Harry's bravery leads them through dangerous confrontations. Ron’s emotional insight often helps resolve interpersonal tensions or find the human element in complex situations. This variety prevents the narrative from becoming monotonous or overly reliant on a single protagonist, enriching both plot progression and character development.

Furthermore, the trio allows for a more layered exploration of themes, as the characters can embody different facets of a central idea or thematic question. In The Hunger Games, the core trio of Katniss, Peeta, and Gale explores themes of survival, sacrifice, and resistance, with each character offering a different perspective on how to navigate the dystopian world they inhabit. Katniss represents a pragmatic, survival-oriented outlook; Peeta brings empathy and a moral compass; Gale embodies a more revolutionary, aggressive approach. The tension and interaction between these perspectives create depth and complexity in the narrative's exploration of rebellion and justice.

Another major use of the core trio trope is that it serves as a microcosm for social groups or even society as a whole. The diversity within the trio often represents a broader spectrum of human experience, allowing authors to explore questions about unity, difference, and teamwork. Trilogies like J.R.R. Tolkien’s The Lord of the Rings and Rick Riordan’s Percy Jackson series use their core trios to symbolize the idea that collective strength arises from diversity—whether it's diversity of thought, background, or capability.

In many instances, the trio dynamic underscores the idea that no one individual can succeed alone, highlighting the importance of collaboration and interdependence. This is a particularly valuable theme in genres such as fantasy or science fiction, where the trio often faces larger-than-life challenges. In such stories, the unity of the trio becomes a metaphor for societal cooperation, with the group’s success symbolizing how different kinds of people, ideas, or skills are needed to face complex or insurmountable odds.

The core trio often draws from a set of common archetypes, which serve to maximize the contrast between the characters’ personalities and roles. While these archetypes vary depending on the genre, certain patterns recur in many of the most iconic trios. Below are some of the most frequent archetypes found within core trios.

The leader or hero archetype typically holds the spotlight and is central to the story's main conflict or journey. This character is often the most proactive, tasked with making the major decisions, and carries the weight of responsibility for the group. Examples include Harry Potter (Harry Potter), Frodo Baggins (The Lord of the Rings), and Katniss Everdeen (The Hunger Games).

The hero tends to be morally complex or flawed in some way, as this helps humanize their character. Harry struggles with feelings of inadequacy and destiny, Frodo is weighed down by the burden of the One Ring, and Katniss wrestles with her role as a symbol of rebellion. While they are the focal point of their respective narratives, they often rely on the support of their companions to navigate the emotional and physical challenges they face.

The intellectual or strategist is the problem solver of the trio, typically using logic, reason, and knowledge to overcome obstacles. This character’s main role is to think ahead, analyze situations, and provide the brains behind the trio’s operations. Hermione Granger (Harry Potter) and Annabeth Chase (Percy Jackson) are archetypal examples of this type. Both characters are known for their intelligence and resourcefulness, often formulating plans that keep their companions out of danger.

The intellectual can also be more emotionally detached or socially awkward, often contrasting with the more action-oriented or emotionally-driven members of the trio. This dynamic creates tension but also emphasizes the value of diverse approaches to problem-solving, reinforcing the theme of collaboration.

The third archetype typically fulfills the role of "the heart" or the emotional anchor of the group. This character offers loyalty, emotional support, and a grounding force to balance out the more extreme traits of the leader and the intellectual. Ron Weasley (Harry Potter), Samwise Gamgee (The Lord of the Rings), and Simon Lewis (The Mortal Instruments) all serve as emotional anchors in their respective trios.

This character also often provides comic relief, softening the tension in difficult situations. Though they may initially seem less crucial to the group’s success, their emotional resilience and loyalty often become central in moments of crisis, demonstrating that heart and emotional intelligence are just as important as bravery or intellect.

These archetypes—leader, intellectual, and heart—allow for a complementary distribution of skills and personality traits, creating narrative balance and giving each character distinct strengths. While these archetypes are common, effective trios typically subvert or deepen them over time, adding complexity to the relationships and individual arcs.

One of the major pitfalls of the core trio trope is predictability. Because this structure is so prevalent in fiction, audiences may come to expect certain roles and dynamics within a trio, which can lead to a lack of narrative tension or surprise. For example, if readers know that one member of the trio is the "leader" and another is the "heart," they may anticipate the ways in which these characters will interact or solve problems, diminishing the emotional impact of the story.

Additionally, trios can sometimes fall into the trap of stereotyping, especially when archetypes are rigidly adhered to without room for development or subversion. For instance, the "intellectual" character might be reduced to a walking encyclopedia, with little emotional depth, while the "heart" character is relegated to comic relief without meaningful contribution to the plot. This flattening of characters can make them feel more like plot devices than fully realized individuals.

A related issue is the potential for unequal character development within the trio. Oftentimes, one or two characters receive the majority of the narrative focus, while the third is left underdeveloped. This is particularly common when one character, typically the "leader," dominates the story. For example, in some interpretations of The Hunger Games, critics have pointed out that Gale is often sidelined in favor of Katniss and Peeta’s emotional arc, making him feel less integral to the core trio, despite his thematic importance.

If the trio becomes imbalanced in terms of development, it can weaken the group dynamic and lead to a lopsided narrative, where certain characters feel more like sidekicks than equals. The challenge for authors is to ensure that each member of the trio is given sufficient depth and agency, so that their contributions feel equally valuable.

Another potential pitfall is over-reliance on the group dynamic, which can limit individual character growth. When a trio is defined primarily by how the characters relate to each other, their personal arcs may suffer. The characters become so intertwined in their roles within the group that they fail to develop independently. This issue is common in long-running series, where the trio becomes a narrative crutch, leading to repetitive group interactions and limiting the possibility for solo character arcs.

For example, in some long-running television series, the core trio remains static in their relationship to one another, even as the plot moves forward. The lack of individual growth can make the trio feel stagnant and unchallenged, reducing the emotional stakes of the story.

The core trio trope often reflects broader societal structures, particularly around the themes of collaboration, diversity, and unity. The trio dynamic frequently symbolizes the idea that different perspectives and skills are necessary to achieve success, offering a counterpoint to narratives that glorify the lone hero. This reflects a societal shift toward valuing teamwork and interdependence over individualism, mirroring real-world trends in workplaces, education, and social groups, where collaborative efforts are increasingly prized.

The trio's emphasis on unity through diversity also has a social resonance, particularly in contemporary fiction that seeks to challenge monolithic or exclusionary representations of heroism. Diverse trios, whether through differences in gender, race, or background, embody the idea that strength comes from multiple viewpoints. In this way, the core trio trope can challenge societal norms around leadership, heroism, and cooperation, offering a model for how communities can work together despite differences.

The trio often functions as a symbolic representation of balance and harmony. In many narratives, the trio must learn to align their strengths and weaknesses to achieve their goals, symbolizing the broader idea that balance—between intellect, emotion, and action, or between differing worldviews—is key to success. This idea is particularly common in fantasy or adventure genres, where the trio’s journey often involves learning to reconcile their differences to overcome a larger, external threat.

In stories where the trio fails or fractures, this breakdown often symbolizes larger societal or moral failures. For example, in stories like The Dark Knight Rises, where the trio of Bruce Wayne, Alfred, and Commissioner Gordon temporarily splinters, this schism represents broader thematic concerns around trust, loyalty, and the challenges of maintaining integrity in a corrupt world.

The core trio trope is a versatile and powerful tool in fiction, providing a narrative structure that balances character dynamics, explores diverse perspectives, and offers a microcosm of societal cooperation. By distributing strengths and weaknesses among three distinct archetypes—such as the leader, intellectual, and heart—the trio can reflect themes of teamwork, diversity, and unity. However, this trope also comes with challenges, including predictability, unequal character development, and the potential for over-reliance on group dynamics.

In terms of societal influence, the core trio often mirrors collective ideals around collaboration and balance, emphasizing the value of different strengths working together toward a common goal. When used thoughtfully, the core trio trope not only enhances the storytelling experience but also offers symbolic commentary on the importance of diversity, unity, and mutual support in overcoming life’s challenges.

[golvio]

I’ve been digesting the video essay Orientalism & the Gerudo over the past couple of days. The first half of the video is a basic, consolidated summary of arguments I’ve seen people make about SWANA representation and Black representation regarding the Gerudo that also includes more academic sources to try to explain to newcomers or people unfamiliar with the term “Orientalism” where these points came from. I’m hoping this opens up some discussions across the wider fandom.

My only criticism is that, sometimes, the points can meander a bit between each other without clear boundaries between which talking point is which, leading to occasional moments of “Huh? How did we get here?” or “Wait, what about that other point you just made?” However, I think that’s a symptom of there being just so much to talk about regarding the broader umbrella topic that this video is trying to cover that it’s hard to know when/how to fit stuff in. You could make a whole essay about only how Arab men are depicted as aggressively misogynistic threats menacing Arab women to justify modern imperialist invasions of the Middle East by Western powers and how that ties in to the way Nintendo refuses to show Ganon having a more humanized, complex relationship with his own people. Even after a whole hour it feels like we’ve only just scratched the surface.

However, I also don’t think this “meandering” is necessarily negative because it sometimes ended up leading to great points that I hadn’t considered before. For example, I was initially confused about why the essay started focusing on Rauru and the plot of TotK after the halfway point, but it ended up not just being a useful example of how Japan reproduces Western tropes from pop cultural influences for fans who weren’t quite convinced about the essay’s arguments in the first half because they assumed Japan was in a cultural vacuum where racism doesn’t exist, but also gave me a totally new perspective about Rauru’s character beyond my initial Shintoist reading of his role as a divine ancestor that legitimized the royal family’s rule.

Rauru and Mineru’s designs and backstory borrow visual and literary tropes from depictions of indigenous peoples in American media to legitimize him as “indigenous to Hyrule” and therefore an important founding figure in its revised origin myth, but these tropes reproduced without awareness of their original cultural context also serve to “unperson” him as a character within the story. He’s sequestered into a distant past where he can’t really interact with characters in the present, not even truly “owning” the kingdom he founded, which instead passes to the Hylians, who coopted his legacy of unification for their own ends but completely forgot about him. He and his sister are treated more like “resources” for Link/the player to take advantage of to achieve their goals than characters in their own right. And, emotionally, the Zonai siblings are so distanced from the main cast and each other by being treated more like concepts of “nativeness” than people in their own right that their own descendant feels like a stranger visiting an exotic land instead of long-lost family reconnecting with her roots.

Like…it’s a really clever way to introduce two equally complex points that people should keep in mind when examining the Gerudo. First, that you can’t really treat Japan’s depictions as the exact same as Western depictions, because while Japan isn’t “the West,” it has its own complicated history with racism and imperialism born out of the “pan-Asian” nationalism of the early 20th century. At the same time, Japan doesn’t exist in a hermetically sealed cultural vacuum totally isolated from Western influences that makes Japanese creators incapable of learning about cultural nuances regarding racism, despite what fashy weebs personally invested in the myth of Japan being a magical exotic fairyland where “woke” doesn’t exist want you to believe.

I hope this video essay inspires other people to look into this topic further and maybe contribute their own works to the discussion.

[communistkenobi]

There’s a popular sentiment in political discourse that right wing extremist beliefs - shit like Qanon, but also often just like, antisemitism in general - are indicative of mental illness, or that these beliefs are pathological in origin. There are a lot of arguments against this, but a common one I see in progressive spaces is that this is an ableist argument to make (which is a reasonable response!). However, I don’t think this is persuasive enough on its own to convince people to stop framing it as a mental illness thing (or even why it’s ableist to begin with). I also don’t think people fully understand why it’s a factually incorrect claim, even if they know it’s a problematic framing of the issue. And so I want to attempt to give an explanation for why that framework is wrong, and why believing it will lead you to poor conclusions about political beliefs generally.

This is going to be a long post, so it’ll be going under a cut. If anything doesn’t make sense or people want shit clarified feel free to send me an ask/reply etc. This is primarily aimed at people who might know that it’s wrong to call Nazis or Qanon people mentally ill (even jokingly) but don’t understand why. This is not meant to be an exhaustive explanation, but I want to make a strong case for why it’s shitty to talk about ring wing views in this way.

I’m gonna first talk about disability and mental illness, and then talk a little bit about right wing beliefs - the goal here is to fully explain why it’s ableist, and then move into why it’s an incorrect argument more broadly. The primary sources for this discussion will be two books: one called Absent Citizens, which is a book about disability politics in Canada, and a book called The Authoritarian Personality, which is about a massive research project conducted in America after WWII with the aim of understanding the content and origin of fascistic beliefs. This isn’t going to be an academic essay or whatever, but I do want to draw on academic sources to frame this discussion. I think this is a complex topic that involves a lot of complicated shit and I want to hopefully clarify some of the dimensions of this issue.

why this argument sucks

To begin, I want to break down the argument that people who believe absurd things - like bleach as a cure for covid, for example - are mentally ill. There are a lot of hidden assumptions built into that claim that I don’t think people realize are there. I also think people react to and argue against those hidden assumptions, but they still often go unstated in discourse about the topic.

You often see this claim made against celebrities - Kanye is the most recent example, but Trump is a really common one too. And whatever actual diagnosed mental health issues they have, I’m going to set those aside for the moment, because I don’t think that popular discourse about them being mentally ill is actually about their specific, diagnosed mental illnesses. Kanye would still be antisemitic even if he did not have BPD, but the fact that he does have BPD provides people with a very handy rationalization to explain his horrific views. And if he didn’t have any diagnosed mental illnesses, I doubt that would stop people from claiming he’s mentally ill anyway (which I’ll talk about later).

So, this argument has a couple different assumptions built into it. First, it takes for granted the idea that there is a social and political orthodoxy which is normal, and to fall outside of that orthodoxy means your beliefs are pathological. Views deemed sensible and reasonable (generally centre right to centre left) are equated with mental well-being, and views that are deemed unreasonable are equated with mental illness. What this does is medicalize all political beliefs. Sufficient deviance from the societal norm is therefore a sign of mental instability.

What this also does is medicalize mental illness, which is to say it individualizes it. To make the claim that absurd or dangerous political views are a sign of mental illness is to make the argument that the origins of these views come from an individual, medical deficiency within a person. It ignores the social, economic, cultural, and historical circumstances for why someone may come to believe right wing conspiracy theories (I will explain this in more detail a bit later, so just bracket this for now).

And if you frame the problem of right wing conspiracy in this way, it informs political solutions for how to get rid of these conspiratorial views in society - if antisemitism is a mental illness, then mandated mental health tests that measure political deviancy, or the invention of new mental health diagnoses for right wing extremism, would be a viable solution, right? To take this claim seriously, it would mean inventing a new class of disability, a new type of pathologized person. And once you’ve created this category and placed people into it, what do you do with them? If their beliefs are a matter of neurological deficiency, does that mean they are incapable of being de-radicalized? Should they be put on special medication? Are they even responsible for their own beliefs if there is something wrong with their brain?

And like, this line of argumentation is bad! It’s a defeatist attitude (some people are just bad and there is nothing to be done about it), it makes political beliefs biological (some people are inherently good and others inherently bad), it ignores broader forces that may lead to someone believing these things, and it prescribes policy solutions that are eugenic in nature. If we just get rid of all the bad mentally ill people, society will be fixed. Which means we are now in a very similar political position to right wing beliefs about trans people, jewish people, people of colour, and, of course, disabled people.

The second issue is that it equates “normal” political views with mental fitness, which is often a (hidden) shorthand for moral fitness. This creates a view of society as something that is naturally good, a moral yardstick to measure everyone else by. People with absurd beliefs that shock the public are just not following the rules that will make them a good person. It leaves no room for a critique of those societal norms. Is the current political orthodoxy good? Is it a good yardstick to measure other people by? Is the current state of the world a morally and socially healthy society? What if you think it isn’t? Does that make you mentally ill too?

disability & mental health

I remember right after the 2016 American election there was a very intense focus in the media on Trump being mentally ill. He was charged with infecting the body politic with his mental instability. What this did was place him outside of history, positioning him as an alien invader on an otherwise healthy society. It did not account for the social and economic forces that led to him becoming a key political figure in American politics. It was an abdication of responsibility from mostly liberal people who did not want to confront the problems in society that existed far before Trump got into power, and indeed, allowed him to get there. If you could prove Trump was mentally ill, then that would mean the problem was just that - illness. So, to go back to an earlier point, when people point to Kanye’s bipolar disorder as a reason for his antisemitism, they are not making a medical diagnosis; they are removing his political beliefs from public discourse and placing them in the realm of mental pathology. It is a refusal to meet his beliefs as they exist, and instead insist that they exist outside of society. It also robs him of agency. Something outside of his control is making him do this; you can’t really blame him. It frames bigotry as something a person does without their knowledge or even consent. This external problem is to blame.

And finally, to synthesize these points, the idea that right wing bigotry is a symptom of of mental illness is making the argument that mental illness, and disability more broadly, are medical in nature. This is also a problem! Disability has for decades been seen by activists and academics alike as something that is not biological, or at least not completely. Since around the 70s or 80s, disability activism began pushing the social model of disability, which was in direct opposition to the biological (or medical) model of disability. The social model argues that disability is the product of an unfair and discriminatory society. Disabled people are not biologically broken; society purposefully excludes them.

I think a really instructive example to use to illustrate this is the built environment. Staircases are not naturally occurring phenomena; human societies build them, and there are certain assumptions that go into building stairs as opposed to ramps, or tiered walkways, or other configurations. The inability to climb a set of stairs does not indicate a biological deficit in a human being, the social model argues; it indicates that society is building a world that excludes disabled people from fully participating in it. Framing it this way, the solution to the problem isn’t to force everyone to use the stairs, it is to alter the environment so that it is accessible to everyone. Disability can either be exacerbated or minimized through social change. In the same way, there are a lot of social norms that exclude certain groups of people. Autistic people for example can find a lot of social norms to be confusing and difficult to navigate. It’s worth considering whether these social norms are useful to everyone, and whether it would be better to alter them the same way we might want to alter a staircase to include more people in public life. It’s not that these people are broken or incorrect, it’s that historical institutions, from social values to urban architecture, prescribe certain modes of travel, certain social relationships, that can be more or less harmful to certain groups of people. The same critiques can be made through a feminist lens, or an anti-racist one. What the social model of disability does is introduce the idea of disability as a social category, one that is not a biological destiny but a historically contingent position in society that can be improved through social change.

And more broadly, mental illness has a similar disadvantage. It’s framed as a medical issue, a problem that arises within individual people. Society isn’t the cause of social dysfunction, or depression, or personality disorders; your brain is just broken, and you need to learn how to fit into society better.

And so going back to the original claim, what you’re doing when you make that argument is A) medicalizing political beliefs, and B) accepting that an individualized medical view of mental illness is inherently correct and useful for understanding political conflict.

So that’s one reason why this framework is harmful. It also leads into the other major reason why this view is harmful - it prevents a structural analysis of right wing beliefs. If Kanye West’s antisemitism is a manifestation of his mental illness, this means that antisemitism is itself a medical condition. It comes from nowhere, or to be more charitable, it’s someone pathologically indulging in bigotry. In this framework, the source of the bigotry isn’t the problem; the person being too extreme about it is.

fascism

I’m going to talk about fascism now in a more theoretical way. I think even if you’re on board with everything I’ve said up to this point, it’s still hard to watch someone say something completely absurd and not think there is something mentally wrong with them. Like, who the fuck actually believes that giving your kids bleach or horse heart de-wormer will cure covid? How can bigots keep making claims about jewish people or trans people that are easily proven false every single time? You have to be mentally ill in some way to ignore reality that hard, right? But I want to caution people against framing this as mental illness, even if it’s difficult to find another explanation.

Fascism is a product of history. What I mean by this is that fascism is a response to large social forces, and when fascist movements are successful, they reinforce a lot of those existing social forces. Fascism often takes the form of political ambitions, such as the desire to take over a democratic government, but it goes deeper than that. In The Authoritarian Personality, Adorno (one of the authors) makes the argument that fascism is a particular response people have to the contradictions of capitalism - those contradictions being that you are supposedly this free agent able to make your own choices, yet are constantly crushed under the weight of the ruling class. Human beings are told they are free and yet are constantly alienated from other people as a result of class conflict. The book explores this claim at multiple scales, down to the level of individual families all the way up to society as a whole. We know, for example, that children in abusive households sometimes become abusive people themselves. Not always, or even often, but they sometimes do. Abuse also causes a lot of other, non-abusive social and emotional problems for children who grow up in these environments, often following them into adulthood. This is a particularly horrific environment that people respond in different ways to, and it produces a wide range of issues that people have to grapple with for the rest of their lives. In the same way, harmful societal forces illicit different responses in people, and sometimes, that response is a turn towards fascism.

Adorno describes fascism as an ideology of irrationality. A fascist is someone who embraces the contradictions of capitalism and makes contradiction a core component of their belief system. Or rather, fascism is a belief system that fully accommodates contradiction because of its irrational character. Fascism is often difficult to describe precisely because of this irrationality - in order to make sense of it you need to place it in a rational context, which runs the risk of over-intellectualizing or rationalizing it. This even came up in the methodology section of the book. The researchers couldn’t go around asking people if they were racist or antisemitic, for example, because a bunch of people would say no, even if they were explicitly racist and antisemitic people. In several of the interviews the researchers did, fascistic people would assert that they were not racist and then, in the literal next sentence, would say something horribly racist. And they found that fascistic people would repeat this pattern for many areas of their lives - deny a behaviour, even a trivial one, and then do that exact behaviour a few minutes later. This contradiction is so deeply embedded that it makes investigating what fascists actually believe difficult.

However, to try to give a broad overview, fascism is a singular fixation with power. The way power is distributed in society is along in-group/out-group lines. If you are part of the in-group (white, Christian, able-bodied, cishet, etc) you are deserving of power; if you’re not, then you must be dominated or destroyed. In order to realize this goal of white supremacist power, any belief or behaviour that will further this goal is advantageous, regardless of how truthful it is. This is part of the reason why a lot of right wing conspiracies sound so ridiculous - truth is not a quality that is valuable to them because it could interfere with the pursuit of power. In this framework, Qanon people asserting that ivermectin will cure covid are not making a factual medical claim; what they are doing is saying that the medical establishment cannot be trusted, that a deadly disease killing millions of people can be stopped with an over the counter remedy. Because if covid isn’t real, or is as mild as a seasonal flu, then the current government in power is making illegitimate demands on people to socially distance and wear masks, and therefore the only moral response is to overthrow them and install someone who will stop making those demands. You have to view all right wing conspiratorial claims not as factual but as strategic; you need to evaluate their claims based on what the proposed solution to the problem they’re presenting you with will be. If they’re claiming trans people are grooming children or assaulting people in bathrooms, then the obvious policy response is to bar trans people from any space that contains children or public bathrooms (ie, all public spaces). If Jewish people have undue influence in government, the obvious response is to remove all Jewish people from positions of power. And these are short term solutions - if these minorities are so disgusting that you need to shut them out of public life, the only real solution is to get rid of them entirely. It doesn’t matter that these accusations are demonstrably false; they are “true” to a fascist because they further their political and ideological goals. They have to be true for their power to be realized, and so by virtue of that they are effectively true to a fascist. (This is also why disproving their claims with facts don’t work; they aren’t interested in the truth of any of their claims, because truth is not something they value in their vision of society).

And they don’t even need to be dyed in the wool explicit fascists to be saying this shit! A good portion of this discussion has been about hidden assumptions in discourse. I do things without realizing the full consequences of my behaviour sometimes. Sometimes I don’t even know I’m “doing” something at all because it’s so embedded and normalized in society that it feels natural. I try to catch myself as much as I can to make sure I’m not doing something harmful, but everyone does it. Fascists are just as capable of this. And like, racism and bigotry are part of normal everyday society. The dedicated well-read fascists who know what they’re doing and the shallow incurious racists who just want to be assholes both peddle the same shit and it does the same harm; doing it unintentionally doesn’t make you mentally ill, and being mentally ill doesn’t mean you’re being racist through some kind of medical accident. These people are enacting their political beliefs through their words and behaviour, whether they know the full scope of those beliefs or not, and you should not diminish that agency by arguing that they’re misguided mentally ill people.

It’s also part of the reason why they will deny charges of bigotry. They aren’t necessarily lying to themselves, but they are attempting to exclude types of discourse that would harm their political goals. I’m not racist because racism is bad and what I want isn’t bad. I’m not racist because racism is undue bigotry against racial minorities and mine is fully justified. You can’t trust what they say, but you can trust their intentions, and their intentions are bad.

This post is extremely long already so I’ll wrap it up here. When you see people making outlandish, false, ridiculous claims about a minority group, remember that these people are not expressing mental illness. They are expressing dangerous political views and need to be shut down for political reasons. The status of their mental health is not relevant to solving the problem of bigotry. Laying the blame at the feet of mental illness is an error of both scope and origin; bigotry does not come from illness, it comes from a desire for power, and that is the thing that needs to be stopped.

[hamliet]

Dear Hamliet, I've read some of your analysis and I really admire the way in which you articulate your thoughts. I'm a literature major who goes through a breakdown every time I have to write an essay. It is a really hard job for me and recently a proff told me that I rely too much on paraphrasing and I don't understand what to do with that.

So I was wondering if you have any tips on writing a well articulated argument.

Thanks in advance and hope you're having a great day! ☺️🫶

Thank you! And of course.

First of all, go easy on yourself. Learning to write good essays takes time and practice. I routinely got told the same thing about paraphrasing in high school, and then in college it was "you didn't answer 'so what?'" I was also incredibly hard on myself in college, and only realized that I actually liked writing arguments and essays after college. Probably has something to do with the fact that, while some people tend to refine under pressure, I crumble into a heap of anxiety. Lol.

Tips for Arguments: Thesis

Here are my first tips: come up with a good thesis and write an outline based on this, but also keep in mind that your thesis can be revised after you've written it should you find you were arguing something slightly different than you planned on.

Good thesis tips: should be debatable (for example, saying "Daenerys and Jon Snow are foils" is not debatable; they blatantly are). It should also answer "so what?" aka, why does what you're trying to argue matter? In terms of literature, specifically, you might want to tie it to the themes of the story or the historical context of the work, depending on the prompt, to explain that your argument affects how people read the work. For example, "Daenerys and Jon Snow foil each other in that they each deconstruct a particular archetype of the chosen one, which shows both the bad and the good of chosen one arcs; ultimately, Martin affirms the heroic goals of chosen one tropes."

You'll also hear "repeat your thesis in every body paragraph!" Which you should do (or paraphrase it, lol). But basically you want the last sentence of each argumentative point to explain why it proves your thesis.

Tip for Argument: Bluntness

You can never be too blunt in an essay. Particularly if you're writing in English, and particularly even more so if you're doing so in America (yes, culture does play a role in the levels of bluntness expected in an essay, and there are actual studies on this, as well as how culture affects essay structures!).

If you think it seems obvious, state it anyways. Don't worry about repetition so much. Worry instead about being too vague.

This is obviously a different idea than in creative writing, where subtext and "show, don't tell" get a lot of attention. Not so in academic writing. Tell us, even if you think you've shown us.

Tips for Avoiding Paraphrasing:

Think about your audience. It's hard to know specifically what you refer to, but I'm going to assume that you might be referring to the idea that you might be summarizing the book too much?

Your audience already knows the story. You aren't speaking to a rando on the street. Your audience is your professor.

Every piece of text you cite, be it a quote or a plot development, is evidence. They don't need the context of the broader work. Assume they already have it. They need evidence.

Context matters for you, insofar as authorial intent (your intent as the author of the essay) matters. Not for the audience perception. Basically, I'm saying don't take quotes out of context to make them seem like they support your thesis when they really don't, but you also don't need to explain in great detail why the context does support your thesis. Assume your professor is not a hostile audience who needs to be convinced because they believe the opposite of what you're arguing.

The other potential thing you might mean for paraphrasing is that you use brief paraphrases of the text rather than direct quotes. Where you can use direct quotes, always use them.

If you ever have specific questions on an essay, please feel free to reach out! And if any part of this isn't clear, also feel free to reach out!

[melodraca]

Hey! I saw in one of your posts, in the tags, that you were an English major. I'm going to college soon, and I was wondering if you had any advice on picking out your major. What do you like about majoring in English, and what exactly do English majors do? Thank you!

First of all, congrats! That's really exciting! I really hope you enjoy your time in college! Second, this is gonna be a bit long, so I apologize in advance o7

I'm honestly not sure how helpful this is, but for the longest time I didn't really know what I wanted to do. I actually enrolled in university as a mature student a good 5-ish years after I graduated high school. I was so tired of school-related stress (and the way that the public school system functioned in general) that I was honestly considering not even going to post-secondary. I bounced between different potential majors, although I couldn't help but feel tired just thinking about them, like I would be going to school out of obligation or societal expectation rather than genuine passion.

When I came back around to the idea years later, I started poking around my local university's website. As I was going through, reading everything over, and clicking through different subjects, I realized that I was actually really feeling excited about school for the first time... pretty much ever. Because I realized that I had the chance to do things at my own pace, with a focus on subjects that I actually liked, rather than what my family expected would get me a traditionally "good job."

I narrowed my major down to a choice between English and creative writing, but I ultimately went with English. As much as I love creative writing, I prefer doing it as a hobby. It's the same with art for me: getting too serious with it made me feel less passionate and creative (to be fair though, I did take two first year creative writing classes as electives and I am genuinely proud of the stuff I wrote for them!)

With English, I could do my favourite thing in the world: overthinking literature and talking ad nauseam about the media I like. I love rambling, and writing essays is pretty much just organized info-dumping. I also wanted to learn more about history and culture, especially the way that they influence and are influenced by the works of literature, film, etc. of the times. In my experience so far, English classes have mostly consisted of reading or watching a bunch of texts, analyzing them & picking them apart, discussing said texts with my peers, and comparing/contextualizing them with each other. It's way more fun for me than it probably sounds to most people haha

Side note: I'm also taking biology as a minor (specifically with a focus on zoology because I love animals). The contrast between using the more creative and writerly side of my brain, and the more logical sciencey and side works well for me.

I'm still not super career focused, though I have certainly thought about it. I'm on disability support right now, so thankfully I'm fortunate enough to not need to juggle work and school. Ideally, I would love it if my degree landed me a stable job that doesn't make me feel miserable or put the same strain on me that retail and food service do. But I'm kinda just going with the flow for now.

Anyways, that's all to say: look over all of your options and narrow it down to the ones that draw your interest and passion the most. Consider what you want out of school, explore the potential career options that each subject could bring if that's your goal, and generally go with what makes you feel the best.

I know most schools have exploratory courses and academic advisors that can help you figure out what you want to do, so I would definitely look into that! Oh, and look into the required classes for each subject too! It personally helped me organize and prepare for everything I would need to do so that I was less blind-sighted by, as an example, my mandatory statistics class for my biology minor (I'm DEFINITELY not a math person)

Good luck, and I'm sorry again for how long this got! I wish you the best :D

[fancassticfiction]

I HAVE ONE HELL OF TEACHER STORY FOR YOU ALL!!! I HAVE A CRIMINAL MASTERMIND FOR A STUDENT! Story under the cut.

Let me break this down for you.

so I had my students write their one big essay for the year. I asked them to break down themes or symbols in The Great Gatsby. So far, I have found 11 students who plagiarized in just 2 of my class periods. (Yes, I'm pissed. They're graduating next year. They know better.) For most of them, it's been easy to see what they did and how they plagiarized.

But then, there's HIM.

I've caught this child plagiarizing before. He is a fan of using AI, and I have become very adept at seeing when my juniors use AI on their papers. However, he tried to be clever this time.

You see..before they started this paper. I had them play a game where they read six papers for this assignment. Three were written by AI and the other three were examples from former students. We went through every tell. I also showed them everything I do to check for AI: looking at document version histories, plugging prompts into ChatGPT and comparing, AI detectors, etc. The goal was to show them that the AI papers were actually pretty easy to find and that they don't score as well on my assignment rubric. Most took that to heart, and those who plagiarized just used google instead (which makes checking for plagiarism much easier).

But he took this as a challenge.

I had to go into Sherlock mode here to find what this Moriarty did.

I started reading his paper and I was immediately suspicious. It was too good, especially since he chose the most difficult topic he could, the symbolism of the Eyes of Dr. T. J. Eckleburg. So I immediately checked the version history, but it showed legitimate changes, the type I only see when students are legitimately working on the document. There were backspace, grammar fixes, etc. He cited text evidence, which AI doesn't do. It looked believable.

I ran it through similarity checkers. Nothing pinged.

I copied and pasted lines into the Google search bar. Nothing came up.

I ran it through AI checkers. it said the probability of being human-created was almost 100%. I was stumped.

So I logged into ChatGPT and had it generate an essay using his exact prompt, and the similarity was suddenly there. I had it write three different essays. They were all there. Finally, I had it!

So that means that this evil genius had ChatGPT write a paper. Then he went in and added it sentence by sentence, editing the sentences to sound like they came from him! Instead of copying and pasting, he rewrote it, so that the version history would show the natural changes in a paper!

I will be talking to him tomorrow about how damn clever that was and also how pissed I am. I will also be telling this story to the principal when I write him up for academic dishonesty, and I am sure she will be both impressed and downright infuriated by his audacity.

:)

[azspot]

The main attitude here seems to be that academic essay assignments serve the greater good by teaching students how to write documents in formal English. If, in this brave new world, students learn to use this new tool to help them put together documents in the appropriate style with the appropriate content, then we have done our jobs. If you get the right answer using a calculator instead of a slide rule, well, in your eventual engineering career you will have access to a calculator, so off you trot. Who knows? Maybe chat gpt really is taking over the world, and we should be teaching students how to use it effectively, just like we should be teaching them how to use calculators effectively, rather than insisting that they use slide rules. On the other hand, if students use this new tool and the results are bad, as in your vice presidents becoming presidents example, well, they didn't reach the goal of writing a paper with the appropriate content, did they? Either way, let's judge outcomes.

Writing as a transitional technology

[tastesoftamriel]

Need your work edited and proofread? Can't seem to break out of those nasty writing habits? Just looking to add some oomph to that pesky fanfic that's been sitting in your drafts for two years? I'm here to help! Message me for more information and let's make 2023 the year you hit all your writing goals! ~Tal

Editing FAQ:

*Why are your prices so high?

-I am a trained social anthropologist who holds a BA with First Class Honours, and an MA with Distinction (top grades in the UK university system). I am a published author, and edit professionally for The Three Little Sisters LLC. Academic writers for those within my education range make at least £125 an hour, which make my rates significantly cheaper than other freelancers you might find out there.

*How do you organise your rates?

-Depending on the project, I tend to work at about six to ten pages per hour, as I go through meticulously and tidy up spelling and grammatical errors, suggest rewrites, and even do backup research. My rates will therefore vary from project to project; for example, a 60 page novella ranges from £300-400, shorter stories from £120, and academic essays from £180-250. Of course, I negotiate all my prices with my clients beforehand, to make sure that this is something that they can afford. On request, I'm also happy to negotiate payment plans to something more affordable and suited to my clients' needs.

*What won't you edit?

-I am happy to take on most projects, including those containing NSFW content, but will not touch graded academic work (like school and university essays and theses unless they have already been submitted and graded). For personal reasons, I am also unable to work with any graphic content that focuses on child and/or sexual abuse.

*How do you accept payment?

-I take all payment through PayPal. I generally ask for a 50% deposit before I begin, and the other 50% on delivery of the final work. Due to the ridiculous interest, I kindly ask that payments are made for 'family and friends' (I will be your best friend by the end of the editing process, so don't worry). 

*What is your work process like?

-I firstly discuss with clients what they would like from me and what they hope to achieve from my services. When we have reached an agreement, I will create a folder in Google Docs that both the client and I have access to. During the editing process, clients can look at, but not make any changes to the documents (this disrupts my workflow and makes things confusing as I go through every document at least twice).

Over the editing period, I will make detailed timestamped comments with explanations. Every day, I will make a new document copied from the previous one to track my progress. Once I'm done, I will send through a final copy that the client can download and edit freely, and accept the final payment. I am available for further advice and questions after this final payment at no additional cost.

*How long does it take for you to edit?

-To avoid burnout, I tend to work between one to three hours a day (give or take, depending on my energy levels as I suffer from mental conditions that make concentration difficult at times). As such, I can knock over a 175 page novel in about a week to ten days, an essay in two days, and a short story in one day. These are approximations, and I keep clients updated every step of the way about my progress!

*Sounds great! How do we get started?

-You can contact me directly via DM, or email me at Natalia.L.academic@gmail.com for more information. I'm happy to answer all your questions and work on YOUR terms!

[robertneuman]

Overcoming Procrastination

Concrete Strategies for Boosting Productivity

We've all been there, convincing ourselves that we work best under pressure while avoiding tasks until the last possible moment. However, breaking free from the clutches of procrastination is not only possible but essential for achieving your goals.

Here are realistic and specific strategies to help you overcome procrastination and enhance your productivity.

Break It Down

Procrastination often stems from feeling overwhelmed by the magnitude of a task. Combat this by breaking your work into smaller, more manageable goals. Instead of thinking about writing an entire essay, focus on outlining the introduction or researching a specific section. Micro-goals make progress tangible and reduce the anxiety associated with large tasks.

Read “College Smart”

Authored by a former University Dean of Advising, “Start College Smart: Navigating Your Success and Beyond,” gives you the solid guidance you need to thrive academically and guides you in finding your career path. Find out how to differentiate yourself from others, become career-smart, and master the skills and mindset to be more productive and professional. From navigating classes, managing time, and overcoming procrastination to forging your future—this book is your dependable companion as you make your way through college and aftermath. Order your copy from Amazon right away!

Prioritize with Purpose

Not all tasks are created equal. The Eisenhower Matrix, a time management tool, categorizes tasks into four quadrants based on urgency and importance. Prioritize tasks according to this matrix to ensure you focus on what truly matters. By systematically tackling high-priority tasks, you minimize the allure of procrastination.

Set SMART Goals

Vague goals are a breeding ground for procrastination. Define your objectives using the SMART criteria to make them specific, measurable, achievable, relevant, and time-bound. For example, instead of saying, "I'll study for the exam," commit to "I'll complete two chapters of the textbook by 5 p.m." Clarity in goals leaves less room for procrastination to take hold.

Create a Detailed Schedule

Map out your day hour by hour, allocating specific time slots for each task. A detailed schedule not only provides structure but also minimizes the temptation to procrastinate. Knowing that you've dedicated a specific time to a task creates a sense of commitment and accountability.

Use the Pomodoro Technique

The Pomodoro Technique involves working in focused, timed intervals (typically 25 minutes) followed by a short break. This strategy leverages the psychology of time to enhance focus and productivity. By breaking your work into manageable, timed segments, you'll find yourself less prone to procrastination.

Identify and Mitigate Distractions

Recognize the distractions that lure you away from your tasks. Whether it's social media, notifications, or a cluttered workspace, identify and mitigate these distractions. Consider implementing short periods of digital detox during your focused work intervals to amplify concentration.

The Power of Shared Goals

Enlist a friend, colleague, or family member as an accountability partner. Share your goals and progress with them regularly and ask for feedback—but be constructive. Knowing that someone else is aware of your commitments can provide the extra push needed to combat procrastination.

Visualize Success

Create a mental image of the satisfaction and success you'll experience upon completing a task. Visualization taps into the power of positive reinforcement, making the prospect of accomplishment more enticing than the allure of procrastination.

Reflect and Learn

After each task or project, take a moment to reflect on your process. Identify what worked well and what didn't. Use these insights to refine your strategies for overcoming future procrastination. Continuous improvement transforms procrastination into a catalyst for growth.

To sum it up. Overcoming procrastination requires a combination of practical strategies tailored to your individual work style. By implementing these realistic and specific approaches, you can dismantle the barriers to productivity and cultivate habits that propel you toward success. Remember, overcoming procrastination is a gradual process, and each small victory brings you closer to sustained productivity.

[eliteprepsat]

Thinking about and preparing for the SAT or ACT, most of you probably went on your own version of a mental rollercoaster. You may have felt the pressure, then some boredom, maybe frustration, and any number of forms of anxiety. So you’ve finally taken the test (and hopefully recuperated from any dizziness from the ride). Now what? Here are six ideas for where to put your focus next:

1. CELEBRATE! 🙌

Now that you’ve put in so much hard work and took the SAT/ACT, it’s time to give yourself permission to put any thoughts about the test out of your mind for a bit. You’ve accomplished a significant milestone in your academic career and you deserve to celebrate yourself. Many of us are so used to being told we what we do wrong or what we need to do better—by parents, teachers and ourselves–that it’s easy to forget to honor our positive qualities and accomplishments. You are paving the way to a successful, fulfilling future, so right now, take a moment to tell yourself how amazing you are.

2. SEND YOUR TEST SCORES TO COLLEGES 📤

At the time you register for the SAT or ACT, you have the option to send your scores to a few colleges for free. While this is a good way to save money, keep in mind you will not be able to see your scores before they are sent, so it might be best to use these free score reports for colleges that want to see all your scores. Your other option is to wait until you get your scores back (usually within 2-4 weeks after your test date), when you can then choose to send or not send them wherever you want (albeit for a fee).

3. DETERMINE IF YOU WANT TO TAKE THE TEST AGAIN

Unless you are completely satisfied with your score the first time, it is a good idea to take the test at least two or three times, if for no other reason than scores will naturally vary depending on the test day. Regardless of how unhappy you might be with the score, don’t rip up your score report and throw it away. Examine it to determine which areas you could benefit from practicing more. You can also look at your target colleges’ test score averages as a way of setting your score goal for the next time you take the test. Lastly, if you are applying to any schools that offer superscoring, consider retaking the test to boost your score in a particular section.

4. GATHER COLLEGE APPLICATION DEADLINES 📆

As you think about which SAT/ACT date to register for, don’t forget to consider whether you might want to apply early to any college or university. Then check school websites to determine which date you will need to send your scores by and plan accordingly, especially if you also want to take SAT Subject Tests as these tests are offered on the same dates as the regular SAT and will thus limit the test dates available to you.

5. MAKE A LIST OF COLLEGE ADMISSIONS REQUIREMENTS 📝

With all of the attention we have given the SAT/ACT we must not neglect the other time-sensitive college admissions requirements. For example, if any of the colleges you are applying to require letters of recommendation, you will want to give your teachers plenty of time to write them. You will also want to give yourself enough time to craft quality college essays about yourself, take SAT Subject Tests, and, if you’re applying for any specialized programs such as art programs, put together any additional requirements.

6. MAKE A PLAN 📋

To keep track of all these moving parts, try starting a Google spreadsheet or get out a piece of paper and draw up a plan. Write down all important official deadlines—test registration deadlines, application deadlines, scholarship deadlines, summer program deadlines etc. You can also write down personal deadlines such as when you will ask your teachers for letters, when you will start drafting essays, and when you will prepare for any remaining tests. You can also add college visits and any other pertinent to-dos to your plan.

Writing everything down and taking each task step by step, well ahead of time, will minimize any feelings of overwhelm you might feel and will prevent any stress from forgotten or missed deadlines. This is your one shot to apply to colleges, so go all in; it’s worth it, and so are you.

[hababnaim]

"INFLUENCING PHYSICAL FITNESS THROUGH EXEMPLARY LEADERSHIP"

In today's sedentary lifestyle, the significance of physical fitness cannot be overstated. As HUMMS students, we bear the responsibility of shaping the future, not only academically but also in terms of overall well-being. One impactful avenue to influence our peers positively is by leading through example in the realm of physical fitness. This essay explores the profound impact of leading as an example, providing opportunities for physical activity, and emphasizing the importance of proper fitness practices in shaping a healthier and more active future.

One of the most compelling ways to inspire others is by embodying the change we wish to see. As HUMMS students, we can set ourselves as paragons of proper physical fitness, demonstrating dedication to regular exercise, a balanced diet, and a healthy lifestyle. By showcasing the positive outcomes of these choices, such as increased energy levels, improved concentration, and enhanced overall well-being, we can serve as powerful motivators for our peers. When others witness the tangible benefits of a physically active lifestyle in our lives, they are more likely to be inspired to follow suit. In addition to personal commitment, fostering a culture that encourages physical activity is crucial. As HUMMS students, we can take the initiative to organize and participate in sports or other physical activities. Establishing soccer or basketball teams, for example, not only provides enjoyable outlets for exercise but also creates a sense of camaraderie and teamwork. Such initiatives not only contribute to the development of physical skills but also instill values such as discipline, perseverance, and cooperation – qualities that extend beyond the realm of sports and into various aspects of life.

Encouraging our peers to participate in these activities not only expands their opportunities for physical exercise but also contributes to the creation of a supportive and encouraging environment. The sense of belonging to a community with shared fitness goals enhances motivation and helps break down barriers that may prevent some individuals from engaging in physical activities. While participation in physical activities is essential, the importance of doing them correctly should not be overlooked. As HUMMS students, we can take the lead in educating our peers about proper fitness practices. This includes understanding the importance of warm-ups, cool-downs, and proper technique in various exercises. By organizing workshops, seminars, or even casual discussions, we can share knowledge about the physiological benefits of different exercises and the potential risks of improper practices. This knowledge equips our peers with the tools to engage in physical activities safely and effectively, contributing to the long-term sustainability of their fitness routines.

In conclusion, as HUMMS students, we possess the potential to be influential leaders in shaping a healthier and more active future. By leading as examples, providing opportunities for physical activity, and emphasizing the importance of proper fitness practices, we can inspire our peers to adopt and maintain a physically active lifestyle. In doing so, we contribute not only to the well-being of individuals but also to the cultivation of a society that values and prioritizes physical fitness as an integral component of a fulfilling and prosperous life.