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  • Inside the 2026 Spring Semester: Stupidification, Katrina, and the Myth of the Self-Made Man

    Inside the 2026 Spring Semester: Stupidification, Katrina, and the Myth of the Self-Made Man

    3 Essay Assignments for my Freshman Composition and Critical Thinking Classes, Spring 2026 Semester

    Freshman Composition Class

    Essay1: How Black Mirror Imagines the Stupidification of Social Media

    This essay prompt asks you to write a 1,700-word argumentative essay analyzing how the Black Mirror episodes “Joan Is Awful” and “Nosedive” portray the digitally intensified “stupidification” Jonathan Haidt describes in “Why the Past 10 Years of American Life Have Been Uniquely Stupid.” Your goal is to take a clear, debatable position on whether these episodes exaggerate social-media anxieties or accurately reflect the psychological and social pathologies shaping online life. In a 200–250 word introduction, you must define “stupidification” using Haidt’s key ideas—such as the Babel metaphor, outrage incentives, the collapse of shared reality, identity performance, and tribal signaling—and then connect these concepts to one concrete example from your own life or observations. End your introduction with a focused thesis evaluating how effectively the two episodes illuminate the realities of social-media-driven stupidity.

    Essay 2: Hurricane Katrina: Natural Disaster or Man-Made Catastrophe?

    This essay prompt asks you to write a 1,700-word argumentative essay on the claim that Hurricane Katrina was less a natural disaster than a national failure. Drawing on the documentaries Hurricane Katrina: Race Against Time and Katrina: Come Hell and High Water, along with Clint Smith’s “Twenty Years After the Storm” and Nicholas Lemann’s “Why Hurricane Katrina Was Not a Natural Disaster,” you will analyze how government neglect, weak infrastructure, racial inequity, and media distortion contributed to the catastrophe. These works reveal a fourfold betrayal—red-lining, unprepared institutions, delayed aid, and harmful narratives—that left New Orleans, especially its Black communities, vulnerable and abandoned. Your essay should evaluate how systemic issues of race, class, and policy exacerbated the disaster while also exploring how families, neighborhoods, and cultural identity fostered resilience. Ultimately, you will consider what Katrina teaches us about justice, responsibility, and the human cost of institutional failure.

    Essay 3: The Myth of the Self-Made Man

    Many commentators, institutions, and public narratives present Frederick Douglass as the quintessential “self-made man,” using his rise from slavery to argue that personal discipline and individual grit are enough to overcome oppression. Write an essay analyzing why Douglass is framed this way: What political, cultural, or ideological purposes does this simplified narrative serve, and what parts of Douglass’s life and writing does it erase? Then, drawing on one or more of the following—Get Out, Black Panther, The Evolution of the Black Quarterback, and ALLENIV3SON—argue how these works challenge the myth that individual effort alone is sufficient to escape a modern form of the “Sunken Place.” Use evidence from Douglass and your chosen texts, address at least one counterargument, and provide a reasoned rebuttal.

    Critical Thinking Class

    Essay 1: Shame as Entertainment: The Myth of Moral Fitness in The Biggest Loser

    With 70 percent of Americans now overweight or obese, it’s no wonder the nation is obsessed with weight loss. That obsession fuels a vast industry of diets, influencers, and reality shows, none more infamous than The Biggest Loser. The series, which became the subject of the three-part docuseries Fit for TV: The Reality of The Biggest Loser, reveals how television turned the suffering of overweight people into prime-time entertainment. Contestants were pushed, shamed, and humiliated under the guise of “motivation.” The so-called fitness experts preached self-discipline, grit, and moral purity, but what they really offered was a cocktail of cruelty and pseudoscience disguised as inspiration. In a 1,700-word essay, analyze how the abuse documented in Fit for TV exposes the deeper myths behind weight loss culture. Drawing on Fit for TV, Julia Belluz and Kevin Hall’s essay “It’s Not You. It’s the Food,” and Rebecca Johns’s “A Diet Writer’s Regrets,” develop an argument that answers this question:

    What is intrinsically abusive about the gospel of self-discipline in weight loss, and how does this ideology blind us to the systemic causes of obesity while offering a hollow sense of meaning through influencers and their heroic panaceas? Your essay must include a counterargument and rebuttal section and a Works Cited page in MLA format with at least three sources.

    Essay 2: Ozempification and the Age of De-Skilling

    This essay prompt asks you to write a 1,700-word argumentative essay on whether dependence on AI always harms human skill—or whether, in some cases, it can be “bad but worth it.” Drawing on Kwame Anthony Appiah’s “The Age of De-Skilling,” you will use his distinctions between corrosive de-skilling, “bad but worth it” de-skilling, and unacceptable forms of de-skilling to evaluate how AI affects our thinking, creativity, and agency. You must take a clear position on whether AI meaningfully frees us for deeper work or mostly dulls our abilities and trains us into passivity. Your essay should distinguish between lazy reliance on AI and intentional collaboration with it, include a counterargument–rebuttal section, and incorporate an example of Ozempification—the growing cultural pattern in which people outsource effort, discipline, or agency to an external system, becoming passive “users” rather than active participants—from a Black Mirror episode such as “Joan Is Awful,” “Nosedive,” or “Smithereens.” You are required to use at least three sources in MLA format, including Appiah.

    Essay 3: The Whole Truth About Ultra-Processed Foods

    Using Olga Khazan’s “Avoiding Ultra-Processed Foods Is Completely Unrealistic,” Dhruv Khullar’s “Why Is the American Diet So Deadly?” and Julia Belluz and Kevin Hall’s “It’s Not You. It’s the Food” as your central texts, write a 1,700-word argumentative essay analyzing whether ultra-processed foods deserve their reputation as the villain of modern nutrition. Evaluate the claim that the only truly healthy diet is one built exclusively on whole foods.

    In your essay, define what counts as “whole,” “processed,” and “ultra-processed,” and analyze how clear or meaningful these categories actually are. Then examine the real-world constraints shaping American diets, including economics, time, geography, marketing, and systemic inequities. How realistic is it for the average eater to avoid ultra-processed foods altogether? What trade-offs—financial, cultural, and practical—shape people’s choices?

    As part of your argument, consider how emerging tools like GLP-1 medications or AI-guided meal planning may influence how we define “healthy eating.” Do these tools expand options for overwhelmed consumers, or push us toward a future where food becomes less cultural and more optimized?

    Your essay must include one counterargument–rebuttal section and an MLA Works Cited page with at least four sources.

  • The Myth of the Inner Circle

    The Myth of the Inner Circle

    It’s wired into the species—not just the desire to belong, but the craving to belong intensely, to slip past the outer ring of acquaintances and take a seat inside the inner ring, the secret hearth where the real warmth allegedly lives. Decades ago, I convinced myself I had secured that coveted spot within my friend group. Then came the day I wasn’t invited to what I imagined was a grand, festive gathering. One tiny exclusion detonated my entire reality. I felt betrayed, humiliated, and terrified. Had I been exiled? Had I never belonged at all? What kind of fool mistakes polite laughter for fellowship? The hurt settled in for years. I saw myself as a wounded wolf limping away from the pack, nipped at the heels, slipping into the freezing brush alone—shivering, haggard, staring back at the others as I wondered what was left for me now.

    Three decades later, the story has taken on different contours. If I’m honest, I suspect I was never part of anyone’s inner circle; I was the victim of my own wishcasting. My glum tendencies—funny in small doses, exhausting in larger ones—probably nudged me to the periphery from the start. And in a twist more humbling than any imagined exile, I eventually learned the friend group didn’t have an inner circle at all. After one member retired, another admitted they rarely saw each other, that their camaraderie had been built on workplace convenience, not tribal loyalty. My grand narrative of being cast out by a cabal of insiders evaporated. There had been no cabal—just ordinary friendships and my own melodramatic imagination.

    So now the task is simple and difficult at once: forgive myself for the fears and delusions that shaped the story. Reclaim myself. Return to the only inner circle that was ever guaranteed—my own. Maybe that hunger for return is the quiet power of religion: the promise that we can wander, fall apart, and still be welcomed home. The myth of my “expulsion from the inner circle” now feels biblical in scale, a parable of longing not just for belonging, but for wholeness, acceptance, and the grace of being taken back as I am.

  • How Black Mirror Imagines the Stupidification of Social Media

    How Black Mirror Imagines the Stupidification of Social Media

    Write a 1,700-word argumentative essay examining how the Black Mirror episodes “Joan Is Awful” and “Nosedive” dramatize the forms of “stupidification” Jonathan Haidt describes in “Why the Past 10 Years of American Life Have Been Uniquely Stupid.” Your task is to make a focused, debatable claim about how these episodes portray digitally amplified stupidity. Do they exaggerate our anxieties for shock value? Do they rely on sensationalism that weakens their insight? Or do they capture the very real psychological and social pathologies reshaping our digital lives? Craft a thesis that clearly stakes out your position on the relationship between social media and stupidification.

    Introduction Requirement (200–250 words):
    Define “stupidification” using Haidt’s central ideas—his Babel metaphor, the incentives for outrage, the breakdown of shared reality, the rise of identity performance, and the tribal signaling that fuels online conflict. Then connect Haidt’s concepts to one concrete example from your own life or observations, such as a social-media argument, an online trend, or a family dispute shaped by digital platforms. Conclude your introduction with a precise thesis that evaluates how accurately “Joan Is Awful” and “Nosedive” reflect the pathologies shaping contemporary social media.

  • How Pre-Digital Cinema Imagined the Stupidification Social Media Perfected

    How Pre-Digital Cinema Imagined the Stupidification Social Media Perfected

    Write a 1,700-word argumentative essay analyzing how The King of Comedy (1982) and/or The Truman Show (1998) anticipate the forms of “stupidification” depicted Jonathan Haidt’s “Why the Past 10 Years of American Life Have Been Uniquely Stupid.” Make an argumentative claim about how one or both of these earlier films relate to today’s digitally amplified forms of stupidification. Do they function as prophetic warnings? As examinations of longstanding human weaknesses that social media later exploited? Or as both? Develop a thesis that takes a clear position on the relationship between pre-digital and digital stupidification.

    Introduction Requirement (about 200–250 words):

    Define “stupidification” using Haidt’s key concepts—such as the Babel metaphor, outrage incentives, the collapse of shared reality, identity performance, and tribal signaling. Then briefly connect Haidt’s ideas to one concrete example from your own life or personal observations (e.g., online behavior, comment sections, family disputes shaped by social media). End your introduction with a clear thesis that takes a position on how effectively the earlier films anticipate the pathologies depicted in Haidt’s essay. 

    Be sure to have a counterargument-rebuttal section and a Works Cited page with a minimum of 4 sources. 

  • The Age of Academic Anhedonia

    The Age of Academic Anhedonia

    I started teaching college writing in the 80s under the delusion that I was destined to be the David Letterman of higher education—a twenty-five-year-old ham with a chalkboard, half-professor and half–late-night stand-up. For a while, the act actually worked. A well-timed deadpan joke could mesmerize a room of eighteen-year-olds and soften their outrage when I saddled them with catastrophically ill-chosen books (Ron Rosenbaum’s Explaining Hitler—a misfire so spectacular it deserves its own apology tour). My stories carried the class, and for decades I thought the laughter was evidence of learning. If I could entertain them, I told myself, I could teach them.

    Then 2012 hit like a change in atmospheric pressure. Engagement thinned. Phones glowed. Students behaved as though they were starring in their own prestige drama, and my classroom was merely a poorly lit set. I was no longer battling boredom—I was competing with the algorithm. This was the era of screen-mediated youth, the 2010–2021 cohort raised on the oxygen of performance. Their identities were curated in Instagram grids, maintained through Snapstreaks, and measured in TikTok microfame points. The students were not apathetic; they were overstimulated. Their emotional bandwidth was spent on self-presentation, comparison loops, and the endless scoreboard of online life. They were exhausted but wired, longing for authenticity yet addicted to applause. I felt my own attention-capture lose potency, but I still recognized those students. They were distracted, yes, but still alive.

    But in 2025, we face a darker beast: the academically anhedonic student. The screen-mediated generation ran hot; this one runs cold. Around 2022, a new condition surfaced—a collapse of the internal reward system that makes learning feel good, or at least worthwhile. Years of over-curation, pandemic detachment, frictionless AI answers, and dopamine-dense apps hollowed out the very circuits that spark curiosity. This isn’t laziness; it’s a neurological shrug. These students can perform the motions—fill in a template, complete a scaffold, assemble an essay like a flat-pack bookshelf—but they move through the work like sleepwalkers. Their curiosity is muted. Their persistence is brittle. Their critical thinking arrives pre-flattened. 

    My colleagues tell me their classrooms are filled with compliant but joyless learners checking boxes on their march toward a credential. The Before-Times students wrestled with ideas. The After-Times students drift through them without contact. It breaks our hearts because the contrast is stark: what was once noisy and performative has gone silent. Academic anhedonia names that silence—a crisis not of ability, but of feeling.

  • Anhedonia: The Teacher We Deserve

    Anhedonia: The Teacher We Deserve

    People are using GLP-1 drugs not just to manage their weight but to sculpt themselves into something that looks less like a person and more like a medical emergency waiting to happen. They’re chasing an aesthetic so gaunt it should come with an IV drip and a gurney. It’s the old human trick: take a good thing, drive it straight past moderation, and plunge it into the abyss.

    We’ve done it forever. In the 70s, we didn’t aim for a tasteful tan; we baked ourselves into mahogany idols so glossy and dark we made strangers gasp with envy—never mind that we were essentially slow-roasting our epidermis. We didn’t want cars; we wanted gas-guzzling behemoths that could outgrowl every engine on the boulevard, even if they drank fuel at 8 miles per gallon. Our bodybuilders juiced themselves into tragicomic animations—bulging, veiny caricatures who collapsed under the very mass they worshipped.

    We do it with art, too. A classical Spotify playlist that began as a polite nod to Haydn mutates into a 300-hour monster stuffed with every composer who ever touched a quill. Coffee? We don’t sip it; we mainline it until it tastes less like roasted beans and more like chemical punishment. And watches? We buy so many that the simple act of choosing one in the morning becomes a hostage negotiation with our own shame.

    Somewhere in this carnival of excess, a king once turned everything to gold and discovered he’d built himself a private hell. We’ve just updated the myth with better tech and worse impulse control.

    Thankfully, we also have a counter-teacher: anhedonia. That deadening of pleasure, that bleak emotional flatline, arrives like a stern therapist with a clipboard and informs us that the thrill is over and the chase was a lie. It tells us the secret we never want to hear: extremes always collapse. And only then—dragged back from the edge—we crawl toward equilibrium, toward something like balance, toward a life that feels human again.

  • Eating in the Real World, Not the Ideal One

    Eating in the Real World, Not the Ideal One

    Using Olga Khazan’s “Avoiding Ultra-Processed Foods Is Completely Unrealistic” as a central text and at least three additional credible sources, write a 1,700-word essay that supports, refutes, or complicates the claim that the only path to health is a diet built exclusively on whole foods—and that ultra-processed foods should be treated as the villain of modern nutrition.

    In your essay, define what counts as “whole,” “processed,” and “ultra-processed,” and analyze whether these categories are as clear—or as moral—as public discourse suggests. Examine the extent to which a modern eater can realistically avoid ultra-processed foods, and whether some of these foods can coexist with a healthy, sustainable lifestyle.

    Your argument should also address the larger forces shaping our dietary choices: economic constraints, systemic inequities, marketing, food deserts, the influence of GLP-1 medications, and the cultural narratives that determine which foods are celebrated and which are condemned. Include a counterargument-rebuttal section that engages opposing viewpoints in good faith, and conclude with an MLA-formatted Works Cited containing a minimum of four sources.

  • The Myth of the Self-Made Man

    The Myth of the Self-Made Man

    Essay Prompt

    Many commentators, institutions, and public narratives present Frederick Douglass as the quintessential “self-made man,” using his rise from slavery to argue that personal discipline and individual grit are enough to overcome oppression. Write an essay analyzing why Douglass is framed this way: What political, cultural, or ideological purposes does this simplified narrative serve, and what parts of Douglass’s life and writing does it erase?

    Then, drawing on one or more of the following—Get Out, Black Panther, The Evolution of the Black Quarterback, and ALLENIV3SON—argue how these works challenge the myth that individual effort alone is sufficient to escape a modern form of the “Sunken Place.” Use evidence from Douglass and your chosen texts, address at least one counterargument, and provide a reasoned rebuttal.

    8-Paragraph Outline

    Paragraph 1: Introduction

    Open with the cultural popularity of the “self-made man” myth and how Douglass is often drafted into that narrative. Introduce the contemporary film(s)/docuseries you will analyze. End with a thesis that presents your argument and mapping components.

    Paragraph 2: How Douglass Is Framed as the Self-Made Man

    Explain the most common public uses of Douglass—textbooks, political speeches, social media, corporate training, etc. Describe the appealing simplicity of the “rise by grit alone” narrative.

    Paragraph 3: Why This Framing Is Useful (to Whom and for What)

    Analyze the motives behind this selective portrayal. Discuss how the myth supports certain political or ideological agendas: minimizing systemic racism, shifting responsibility to individuals, or celebrating a sanitized American Dream.

    Paragraph 4: What This Narrative Omits

    Show what disappears when Douglass is turned into a solo hero: abolitionist networks, Anna Murray’s role, collective struggle, federal intervention, racial terror, psychological trauma, and Douglass’s critique of American power.

    Paragraph 5: Modern Text #1—How It Challenges the Self-Made Myth

    Explain how your first chosen film or docuseries exposes structural forces no individual can escape alone. For Get Out, this may be psychological colonization; for Evolution of the Black Quarterback, structural biases; for Black Panther, political histories; etc.

    Paragraph 6: Modern Text #2 (Optional if using more than one)

    If choosing a second text, show how it reinforces or expands the critique. If using only one film, broaden the analysis: zoom in on multiple scenes, characters, or arcs that dismantle the self-made myth.

    Paragraph 7: Counterargument and Rebuttal

    Present the strongest version of the opposing view: Douglass “proved” that grit is enough; modern examples of individual triumph exist; the Sunken Place metaphor is too pessimistic. Then rebut each point with evidence showing that exceptional individuals do not invalidate structural realities.

    Paragraph 8: Conclusion

    Show why reducing Douglass to a self-made hero is not only historically inaccurate but also misleading for understanding modern struggles. End by synthesizing your insights across Douglass and the contemporary works.

    Four Thesis Statements with Mapping Components

    Thesis 1

    Although many public narratives portray Frederick Douglass as the perfect “self-made man,” this framing ignores the collective networks that shaped his freedom, misrepresents his political message, and distorts the historical reality of slavery; by contrast, films like Get Out and The Evolution of the Black Quarterback reveal how structural forces—psychological control, institutional racism, and inherited power—make the self-made myth dangerously incomplete.

    Mapping Components:

    (1) collective networks,
    (2) misrepresented political message,
    (3) distorted historical reality,
    (4) structural forces in modern texts.

    Thesis 2

    The myth of Douglass as a solo architect of his destiny persists because it offers a convenient story about American meritocracy, but Black Panther and ALLENIV3SON expose the limits of individual effort in the face of systemic pressures, inherited trauma, and institutional barriers. Together, these works demonstrate that liberation requires community, history, and structural change—not just personal grit.

    Mapping Components:

    (1) meritocracy narrative,
    (2) systemic pressures,
    (3) inherited trauma,
    (4) institutional barriers.

    Thesis 3

    Frederick Douglass is often drafted into the self-made-man myth to support political arguments that blame individuals rather than systems, yet both Get Out and Black Panther challenge this myth by showing how racial surveillance, technological domination, and geopolitical history create Sunken Places no individual can escape alone.

    Mapping Components:

    (1) political uses of the myth,
    (2) racial surveillance,
    (3) technological domination,
    (4) geopolitical history.

    Thesis 4

    The popular image of Douglass as the ultimate self-starter survives because it offers a comforting fantasy about upward mobility, but documentaries like The Evolution of the Black Quarterback reveal that success stories are never purely individual—they emerge from networks, opportunities, and battles with deeply entrenched structures. Both the historical record and modern media refute the idea that grit alone can defeat the Sunken Place.

    Mapping Components:

    (1) fantasy of mobility,
    (2) networks and opportunity,
    (3) entrenched structures,
    (4) historical and modern refutation.

  • The Man of Rotation

    The Man of Rotation

    My family gave me a custom T-shirt last Christmas emblazoned with “Man of Rotation.” It wasn’t a compliment; it was a diagnosis. They were mocking the fact that I rotate everything like a monk tending sacred relics.

    I wear a different watch every day from my seven-piece Seiko harem. I rotate three kinds of medium-to-dark roasts as if the coffee beans need equal custody time. I alternate between my Gillette Fatboy and Slim razors with the solemnity of a Cold War arms treaty. Astra blades on Monday, Feather blades when I feel reckless. Even my soaps—triple-milled rose, triple-milled almond—take scheduled turns, like aristocrats queuing for a royal audience.

    It gets worse. Quilted and fleece sweatshirts take their laps. Knit caps cycle through the week as if they were a jury pool. My radios each get a “shift” in the garage during my kettlebell workouts, which is the closest they’ll ever get to military service. Even my podcasts rotate, governed by a sliding scale of how much political despair I can tolerate without bursting into flames. Hoka tennis shoes? They march in formation. My pairs of dark-washed boot-cut jeans—virtually indistinguishable to the human eye—are treated like unique Renaissance tapestries. Golf shirts and T-shirts are matched to the day of the week because my synesthesia demands order, not chaos. And breakfast? A solemn liturgy of alternation: buckwheat groats one day, steel-cut oats the next—my personal Eucharist of complex carbs.

    What is rotation, exactly? A philosophy? A pathology? Maybe it’s my attempt to mimic the cosmic cycles of life: moons, tides, seasons, me choosing a different razor. Maybe it’s a counterfeit sense of forward motion for a man who often feels marooned in his own stagnation. Maybe it’s ritual as a pressure valve, keeping the anxieties from boiling over.

    Or perhaps these rotations are my charm against the rising madness of the world—a tiny pocket of structure in a universe that increasingly behaves like it’s had too much caffeine and too little therapy. A way of keeping my Jungian Shadow from dragging me into the basement and locking the door behind me.

    Forgive me: I’m no oracle. I don’t have definitive answers. I have suspicions, hunches, and a working familiarity with amateur psychoanalysis.

    What I do know is this: it’s time to get up, get ready for work, and select today’s Hoka. The wheel must turn.

  • The Goldilocks Hybrid and Its Two Dysfunctional Siblings

    The Goldilocks Hybrid and Its Two Dysfunctional Siblings

    We offer three flavors of writing instruction at my college, each with its own personality disorder. First, there’s face-to-face: two hours, twice a week, the old-fashioned “sit in a room and pretend we’re a community” model. Then there’s hybrid: one in-person meeting supplemented by a sleek online spine. And finally, we have asynchronous online, which is technically a class but spiritually a self-guided pilgrimage through Canvas punctuated by optional Zoom sightings of your professor, like glimpsing a rare bird.

    Last place is easy: asynchronous. It’s not a class so much as a bureaucratic scavenger hunt akin to DMV traffic school. You spend your days inside Canvas like a minor character in a Russian novel, distributing grades, tracking submissions, and playing AI Police as if you’re guarding the border between Education and the Land of the Auto-Generated Essay. It’s less “learning” and more “completing modules to avoid moral decay.”

    Second place goes to face-to-face, which works fine—but let’s be honest, students do not need to see you twice a week. Once is enough to build rapport, offer real-time feedback, and remind them you’re a living mammal. Twice? Now you’re edging into overexposure. The ones who enjoy you on Tuesday will find you insufferable by Thursday.

    And then we reach the hybrid: the Goldilocks of pedagogy. One meeting a week—just enough humanity to feel legitimate, not enough to trigger claustrophobia. The college saves money on electricity and preserves precious classroom space. Students get to cosplay “the full college experience” once a week. And you, the professor, are consumed in manageable doses—like vitamin A. Beneficial in moderation. Toxic in bulk.