Cinemorphosis

Tag: writing

  • Your Status Drifts Like the Waves of the Sea

    Your Status Drifts Like the Waves of the Sea

    One grim Tuesday in fifth grade, our entire class was herded into the nurse’s office for the Ishihara Colorblind Test—a bright little carnival of humiliation disguised as medical science. Each of us took turns peering into a glowing lens, where we were supposed to spot numbers hidden in a mosaic of pastel dots. My classmates breezed through like they were decoding divine messages. I, however, saw nothing but decorative oatmeal.

    The nurse grew impatient. “Can’t you see anything?” she barked, her voice slicing through the sterile air like a paper cut. The class erupted in laughter. My fate was sealed: I was the day’s designated leper, the monochrome freak in a Technicolor world.

    At lunch, I sat alone with my half-eaten cheeseburger and tater tots, brooding over my sudden fall from grace. “Why,” I asked my internal life coach, Master Po, “is everyone making such a big deal about me being colorblind?”

    “Do not worry, Grasshopper,” he said in that maddeningly tranquil voice. “Today you are mocked, but by tomorrow you will be first picked at kickball, for your mighty legs will send the ball over the fence. People’s judgments are like waves upon the sea—brief, noisy, and forgotten.”

    “I’m not so sure about that,” I said. “Teddy Leidecker smelled like pee in kindergarten, and he’s still called Pee-pee Teddy. That wave’s been breaking for five years straight.”

    “Nature does not hurry,” Master Po said serenely, “yet everything is accomplished in its time.”

    “Try telling that to Teddy Leidecker,” I muttered.

    “You must not manage the gardens of others,” he said. “You have your own plot of weeds to clear.”

    “Really encouraging, Master.”

    He nodded. “You must clear them to reveal your original nature.”

    “What if my ‘original nature’ isn’t that great?”

    “Even if you dislike yourself,” he said, “you must nurture yourself. The sage helps even the repulsive.”

    “So what you’re saying,” I said, “is that even when I do stupid things, I can be a moral lesson to myself?”

    “Precisely, Grasshopper. You are blossoming before my eyes.”

    “Yeah,” I said, stabbing a tater tot. “Into what, exactly—a dandelion?”

  • Do Not Assume There Is a Bridge Between Life and Death

    Do Not Assume There Is a Bridge Between Life and Death

    When I was ten, I made the catastrophic decision to watch an ABC Movie of the Week called The Screaming Woman, based on a Ray Bradbury short story. The premise was simple: a woman buried alive, screaming for help. But to a ten-year-old with an overactive imagination, it was psychological napalm. For two weeks I couldn’t sleep. Every creak of the floorboards, every gust of wind was the muffled plea of a mud-caked corpse clawing her way out from under my bed.

    One night, trembling in a sweat-damp cocoon of sheets, I turned to my imaginary Zen tormentor, Master Po, and asked, “Why am I so stupid, Master? Why did I watch a movie designed to murder my sleep?”

    “Ah, Grasshopper,” he said, with the unhurried calm of someone who’s never paid a utility bill, “the woman buried in a shallow grave is not your enemy. She is your teacher. She shows you the short bridge between life and death. You imagine the bridge as long, but in truth it is a nub, barely the length of a thought. Horror films remind you that you are always one bad turn from the dirt nap.”

    “That’s profound, Master, but I still can’t sleep.”

    “You mustn’t flee from the woman under your bed,” he said. “You must reach into the grave and pull her out. In saving her, you save yourself.”

    “I’m not going near a grave,” I said. “I have claustrophobia.”

    “Life and death,” he replied, “are the same thing seen from opposite sides of the same coin.”

    “I prefer the life side, thank you.”

    “You cling to your vantage point because you think it’s fixed,” he said, with the patience of a man lecturing a doorknob. “But it will shift. When you accept change, death will no longer frighten you—and once that fear is gone, nothing can stop you.”

    “Nothing? Like I could hit a baseball five hundred feet like Reggie Jackson?”

    Master Po sighed. “No, Grasshopper. You will stop wanting to be Reggie Jackson. And that will be your home run.”

  • It’s Better to be Smart Than Right

    It’s Better to be Smart Than Right

    Sitting in the classroom at Independent Elementary, I’d burned through Mrs. Eckhart’s reading questions and had an hour to kill, so I launched a silent mutiny on a sheet of white art paper. I drew a submarine the size of a small nation—portholes lined up like pearls, each framing a tiny soap opera. In one, a guy flipped pancakes and invited the crew to “swing by my cabin.” In another, a woman in curlers refused to be seen “in this condition.” A cereal enthusiast raged about a missing prize. A hammock napper protested the racket. A girl clutched a shred of apple skin like it was a ticking bomb in her molar. A dozen noisy lives, each complaining, boasting, living. My plan was obvious: practice now so I could write for Mad Magazine later.

    Enter Mrs. Eckhart, patrolling the aisles like customs at the border. Red bouffant immaculate, eyebrows stepped out of a Hitchcock film. She stopped at my desk and stared down at the sub—my U.S.S. Bad Timing.

    “Is this how you spend your time in my class?”

    “I finished the assignment. I’m working quietly.”

    She read my dialogue bubbles aloud, pitch-perfect sarcasm, the kind that knives you with your own words. The class erupted. I was roast beef, she was the carving knife. Then the verdict: “Your parents should know this is how you spend classroom time.”

    She scrawled a note on the back of my masterpiece and demanded signatures before I returned it. At home, Dad examined the evidence like a prosecutor smelling a plea bargain.

    “You pissed off your teacher,” he said.

    “I don’t know why. I finished my work. I was quiet.”

    “It doesn’t matter. You insulted her.”

    “How?”

    “By finishing early and doodling, you told her the work was too easy. You disrespected her.”

    “I kept quiet. That’s hardly a crime.”

    “In life, it’s better to be smart than to be right.”

    “I thought they were the same thing.”

    “Not always. Today you were technically right and strategically stupid. Go to your room and think about it.”

    In exile, I summoned my emergency therapist: Master Po, Shaolin sage of my imagination.

    “Master Po, why am I the villain for drawing a submarine? And what does ‘be smart, not right’ even mean?”

    “Grasshopper,” he said, voice like wind across stone, “the world is full of educated people who know nothing. Wisdom is entering another’s mind, seeing as they see. Your father is correct. Choose smart over right.”

    “If being right doesn’t count, why learn right from wrong at all?”

    “Model yourself on Heaven’s righteousness,” he said, “but travel the earth with tact. Know what you do not know.”

    “Know what I don’t know? That feels like a riddle you give to people you want to confuse.”

    “You strain at my words as muddy water through a sieve. Clarity will come.”

    “Meanwhile, I’m grounded and missing Hogan’s Heroes.”

    “Unfortunate,” he said, not sounding remotely sorry.

    “Life is a riddle I can’t solve.”

    “You try too hard. Relax. Let go. Answers fall like rain.”

    “I could relax more if Dad paroled me to the television.”

    “Sitting quietly is perfect. With no intention and no movement, you will, like the perfect traveler, arrive.”

    I stared at the ceiling, the paint a milky ocean, my submarine rolled into evidence on the desk. Maybe Dad was right. Maybe Mrs. Eckhart wasn’t grading my drawing so much as my social intelligence—and I’d failed the pop quiz. The adult world prized two currencies: accuracy and tact. I had exact change for the first and lint for the second.

    Still, some small part of me refused to shred the sub and plead guilty to artistic misconduct. Those porthole people—pancake guy, curler lady, apple-skin girl—were ridiculous, yes, but they were also alive, chattering in their cramped circles under a thousand fathoms of routine. Maybe the problem wasn’t that I drew a submarine; maybe the problem was I’d launched it in the wrong harbor.

    Fine. Next time I’d finish late, or pretend to. I’d ask one question with the tone of a pilgrim seeking wisdom. I’d keep the submarine for after school, where editors at Mad Magazine would understand that sometimes the only way to survive a classroom is to build your own vessel and sail beneath the noise.

    For now, I sat still, practicing the advanced art of “no intention, no movement.” If arrival meant living through this night without losing my sense of humor—or my drawing—I could live with that. Smart over right, sure. But right over silent? Not always. Sometimes you keep the submarine.

  • Master Po vs. My Perfect Alibi

    Master Po vs. My Perfect Alibi

    In 1972, on the dust-choked battlefield otherwise known as the Independent Elementary playground, Miguel Torres and I were locked in a holy war over an alleged clipping penalty. Gary Kauffman—self-appointed referee, rules committee, and prophet of doom—had flagged me during tag football, a call that would hand my team the loss. Words got hot. “Cheater” ricocheted between us like a stray bullet. Then Miguel’s fists did the talking—left, right, a percussion solo on my jaw.

    I cried—not because I stood there like a department-store mannequin while his knuckles composed a sonata on my face, but because I was blind. I hadn’t read the storm system building in my friend—barometric pressure falling, hostility rising—and I was stunned that my protest could yank that much fury out of someone who’d traded Twinkies with me at lunch.

    The recess bell shrieked. We jogged back to class, me sniffling, my face a throbbing geography lesson. Mrs. Eckhart opened My Side of the Mountain, but I heard only the drumbeat in my skull and the soft crush of my pride underfoot. I retreated inward to the place my imagination had been furnishing for months: a quiet stone courtyard outside the Shaolin Temple, the same one that glowed from our black-and-white TV. The river whispered nearby. Incense drifted like daydreams. And there stood my spiritual guide, Master Po—blind as justice, sharp as a scalpel.

    “Master Po,” I said, still tasting the copper of humiliation, “you once taught me that weakness prevails over strength and gentleness conquers. Yet my team lost, my friend rearranged my face, and I stood there helpless. Where was gentleness then?”

    “Grasshopper,” he said, “you mistake stubbornness for virtue. You are the rigid branch that neither sees the distant hills nor hears the cooling wind—and so you snap. Begin by seeing. Begin by listening.”

    “What am I not seeing? What am I not hearing?”

    He tilted his head. “For one, you did not hear the expletives cannoning from your mouth—shrapnel of spit landing on your friend’s cheeks. For two, you did not see your own finger spearing his chest, drilling his solar plexus as if mining for a confession.”

    “So I was ticking off Miguel without even knowing it?”

    “Precisely, Grasshopper. You cherry-pick facts to star in your favorite film—You, the Noble Victim—while everyone else auditions for Villain. Myth-making is a miraculous tool for preserving self-esteem. It is also the shortest road away from The Way.”

    “I don’t myth-make.”

    He raised an eyebrow in the patient way only the blind can. “When you were six, you slept at your aunt and uncle’s and wet the bed. Instead of accepting the weather report from your own bladder, you blamed…the Pee Fairy.”

    I winced. “I remember. It was quick thinking.”

    “What else do you remember?”

    “That I repeated the lie until it became embroidered truth. I argued anyone who doubted me into silence. The Pee Fairy did it. Obviously.”

    “Exactly,” he said. “When you muddle truth long enough, you lose your own outline. You become your costume.”

    “How do I follow The Way?”

    “Do not costume yourself. Do not curate a personality for the world like outfits for the first day of school. Let time carve you. Emerge by erosion, not construction.”

    “I’m eleven,” I said. “Time carves slowly. Also, if I don’t finish my social-studies questions by sixth period, I’ll be carving them in detention.”

    He smiled. “By doing nothing, everything is done.”

    “Try that on Mrs. Eckhart.”

    “You have much to learn, Grasshopper.”

    Back in the fluorescent glare of fifth grade, Mrs. Eckhart’s voice returned, turning pages into wind through trees. I pressed a cool palm to my cheekbone, felt the ache, and wondered if wisdom always arrived late—long after the bell, after the punch, after you realize you were yelling at a friend and mistook your echo for righteousness. Maybe gentleness isn’t an instant shield; maybe it’s a habit you grow, a small current under the noise, the kind that keeps a rigid branch from snapping when the playground becomes a courtroom and you’ve already sentenced yourself to innocence.

  • My Doppelganger in Dark Sweats

    My Doppelganger in Dark Sweats

    Last night I dreamed that a baby had been abandoned in the flower garden outside my San Francisco apartment. His thin wail rose above the city hum, but no one seemed to hear it but me. The world went on—cars passing, neighbors coming and going—while I alone stood transfixed by that cry. I lifted the baby from the dirt, his skin warm and impossibly soft, and held him against my chest. Standing at the threshold of the apartment I rented with my wife and our stray orange cat, I prayed for holiness and wept, as though the infant had been dropped from heaven for me alone to fail or redeem.

    Inside, the apartment felt like an expensive tomb—luxurious, dim, deliberately shadowed, as if light itself were rationed. I fed the child and watched him feed, marveled at the smallness of his breaths. When his parents arrived, both scientists, I confronted them. They were calm, rational, and convinced me of their legitimacy with clinical precision. Their excuse was airtight, their affect detached, and in the end, I surrendered the baby, though my faith in their explanation felt paper-thin.

    Then the parents and the baby were gone. At this point, my role inside the apartment was clear: My wife and I were educators using the apartment to host seminars on DNA and algorithms for college students. The air smelled faintly of coffee and ozone. During one of these sessions, the true apartment owner appeared: my thirty-year-old doppelgänger, tall, lean, dressed in the sleek anonymity of wealth—dark designer sweats, minimalist sneakers. He admired the apartment I had borrowed as though validating his own taste: the kitchen gadgets gleamed like relics, the food neatly arranged, the DVDs alphabetized. His presence was eerie—a reflection of my own mind rendered in a sharper resolution. We talked about the future buyer of the apartment, another iteration of us—older, familiar, running on the same mysterious algorithm encoded in our shared DNA.

    When the lecture ended, my wife and I returned the keys to my younger self and walked hand in hand along the apartment’s tennis courts. The sky had the bruised hue of evening. I told her that everything—the baby, the double, the science lectures—had overwhelmed me. I broke down, crying again for the purity I had felt when I prayed over the abandoned child. That moment at the doorstep remained the still point of the dream: holiness in the act of holding something utterly helpless, something untouched by algorithm or ownership.

  • Will Online Education Expose the Class Divide?

    Will Online Education Expose the Class Divide?

    I began teaching online composition in March 2020, when the world suddenly went remote. Like everyone else, I adapted out of necessity, not preference. Since then, I’ve taught both online and face-to-face courses, and the contrast has been eye-opening. I never realized how physically demanding in-person teaching was until I experienced the frictionless ease of the online classroom. Behind the Canvas wall, I am a disembodied voice, orchestrating discussion like the Wizard of Oz. In person, I am on stage—reacting, performing, fielding energy and questions in real time. It is exhilarating and exhausting, proof that teaching in the flesh demands more than intellect; it requires stamina.

    Today, I discussed this with a friend and colleague nearing seventy, a man who has been teaching full-time for nearly forty years. Despite the fatigue of in-person instruction, he refuses to teach online. His reasoning is both moral and practical. He doesn’t like the lower pass and retention rates of online classes, but his deeper concern is social. “The more we move online,” he told me, “the worse the class divide gets. Only rich students will take face-to-face classes and get a real education. Poor students—working long hours and pinching gas money—will settle for online. Don’t you see, McMahon? It’s an equity issue.”

    He had a point. “So what you’re saying,” I replied, “is that the wealthy can afford genuine engagement—real classrooms, real conversation—while online education offers a simulation of that experience for everyone else.” I paused, thinking about my own students. “But it’s not just an equity issue,” I added. “It’s an engagement issue. We talk endlessly about ‘student engagement’ in online learning, but that word is often misplaced. Many students choose online classes precisely to disengage. They’re working parents, caretakers, exhausted employees. They don’t want a full immersion—they want survival. They want the credential, not the communion.”

    Later that morning, I brought this conversation to my freshman composition class. When I asked if they wanted “student engagement” in their online courses, they laughed. “Hell no,” one said. “It’s like traffic school—you just get through it.” Another, a bright fire science major, confessed that after eight weeks of an online class, she’d learned “absolutely nothing.” Their expectations were low, and they knew it. Online education, for them, was not a journey of discovery but an obstacle course—something endured, not experienced. Still, as someone who teaches writing online, I can’t accept that entirely. I want my courses to be navigable and meaningful—to raise enduring questions that linger beyond the semester. Like Dorothy on the yellow brick road, I want students to follow a clear path, one step at a time, until they reach their own version of Oz. And while I know online learning will never replicate the immediacy of face-to-face teaching, I don’t think it should. Each has its own logic, its own measure of success. Forcing one to imitate the other would only flatten them both.

  • AI—Superpower for Learning or NPC Machine?

    AI—Superpower for Learning or NPC Machine?

    Essay Assignment:

    Background

    Students describe AI as a superpower for speed and convenience that leaves them with glossy, identical prose—clean, correct, and strangely vacant. Many say it “talks a lot without saying much,” flattens tone into AI-speak, and numbs them with sameness. The more they rely on it, the less they think; laziness becomes a habit, creativity atrophies, and personal voice is lost and replaced by AI-speak. Summaries replace books, notes replace listening, and polished drafts replace real inquiry. The result feels dehumanizing: work that reads like it was written by everyone and no one.

    Students also report a degradation in their education. Higher learning has become boring. Speed, making deadlines, and convenience are its key features, and the AI arms race pushes reluctant students to use AI just to keep pace. 

    The temptation to use AI because all the other students are using it rises with fatigue—copy-paste now, promise depth later—and “later” never arrives. Some call this “cognitive debt”: quick wins today, poorer thinking tomorrow. 

    Some students confess that using AI makes them feel like Non Player Characters in a video game. They’re not growing in their education. They have succumbed to apathy and cynicism as far as their education is concerned. 

    Other students admit that AI has stolen their attention and afflicted them with cognitive debt. Cognitive debt is the mental deficit we accumulate when we let technology do too much of our thinking for us. Like financial debt, it begins as a convenience—offloading memory, calculation, navigation, or decision-making to apps and algorithms—but over time it exacts interest in the form of diminished focus, weakened recall, and blunted problem-solving. Cognitive debt describes the gradual outsourcing of core mental functions—attention, critical reasoning, and creativity—to digital systems that promise efficiency but erode self-reliance. The result is a paradox: as our tools grow “smarter,” we grow more dependent on them to compensate for the very skills they dull. In short, cognitive debt is the quiet cost of convenience: each time we let technology think for us, we lose a little of our capacity to think for ourselves. 

    Yet the picture isn’t purely bleak. Several students say AI can be a lifeline: a steady partner for collaborating, brainstorming, organizing, or language support—especially for non-native speakers—when it’s used as a tutor rather than a ghostwriter. 

    When used deliberately rather than passively, AI writing tools can sharpen critical thinking and creativity by acting as intellectual sparring partners. They generate ideas, perspectives, and counterarguments that challenge students to clarify their own reasoning instead of settling for first thoughts. Rather than accepting the AI’s output, discerning writers critique, refine, and reshape AI writing tools—an exercise in metacognition that strengthens their analytical muscles. The process becomes less about outsourcing thought and more about editing thought—transforming AI from a shortcut into a mirror that reflects the quality, logic, and originality of one’s own mind.

    When used correctly, AI jump-starts drafts and levels the playing field; leaned on heavily, it erases voice, short-circuits struggle, and replaces learning with mindless convenience

    Question You Are Addressing in Your Essay

    But can AI be used effectively, or does our interaction with it, like any other product in the attention economy, reveal that it is designed to sink its talons into us and colonize our brains so that we become less like people with self-agency and more like Non Player Characters whose free will has been taken over by the machines? 

    Writing Prompt

    Write a 1,700-word argumentative essay that answers the above question. Be sure to have a counterargument and rebuttal section. Use four credible sources to support your claim. 

    Suggested Outline

    Paragraph 1: Write a 300-word personal reflection about the way you or someone you know uses AI effectively. Show how the person’s engagement with AI resulted in sharper critical thinking and creativity. Give a specific example of the project that revealed this process. 

    Paragraph 2: Write a 300-word personal reflection about the way you or someone you know abuses AI in a way that trades critical thinking with convenience.  How has AI changed the brain and the person’s approach to education? Write a detailed narrative that dramatizes these changes. 

    Paragraph 3: Write a thesis with 4 mapping components that will point to the topics in your supporting paragraphs.  

    Paragraphs 4-7: Your supporting paragraphs.

    Paragraphs 8 and 9: Your counterargument and rebuttal paragraphs.

    Paragraph 10: Your conclusion, a dramatic restatement of your thesis or a reiteration of a striking image you created in your introduction. 

    Your final page: MLA Works Cited with a minimum of 4 sources. 

  • Discontinued at the Light

    Discontinued at the Light

    At a red light yesterday, ferrying my daughters home from school, my car-spotter’s radar pinged. I scan traffic the way birders scan treelines, always hoping for the rare specimen with that elusive look. Something unusual flashed past—and in a beat I clocked it: a 2023 Nissan Maxima, the model’s final year. A voice in my head muttered, “Discontinued.” The word tolled like a small funeral bell, as if it weren’t about the Nissan at all but about me. You’re nearly sixty-four. You are discontinued.

    I refuse to go out like that. Aging is one thing; embalming yourself in morbid commentary is another. I don’t want to spend the next twenty years muttering “discontinued” at traffic, toast, or mirrors. That’s not wisdom. That’s a tantrum with better vocabulary.

    Let’s call morbidity what it is: the childish whining of a narcissist. Who escapes aging? Only the people who don’t get the privilege. Getting old means you’ve been alive for a long time and you’re still here. The refrain—“Discontinued,” “You’re washed up,” “It’s all over”—isn’t just bleak; it’s lugubrious, a mental ailment missing from the DSM-5-TR. Fine, I’ll name it myself: narcissistic morbidity. You moan about your age until you bore everyone around you, including the poor soul trapped inside your skull. You act like you invented birthdays.

    What makes my case extra ridiculous is that I’m in decent shape. I work out. I eat a high-protein diet. Yes, I’m fifteen pounds over fighting weight, but I don’t look like a cautionary tale. I should be grateful, robust, hearty, glad. And yet the diseased little sportscaster in my cranium keeps calling the game: I’ll be driving my daughters, spot a car out of production, and use it as my cue to point at myself—“Discontinued.”

    If I were a comedian, this would be a layup: a man in his sixties drowning in self-pity, heckled by his own internal voice. There’s material for days. But punchlines only work if you know your heckler’s origin story.

    Here’s the reveal: the voice isn’t new. I’ve had it since childhood, a fog machine that kept me holed up drawing and reading while calamity forecasts scrolled across my mind. “The circus will be closed. A lion will escape. There’ll be a riot. Let’s not go. Don’t worry about me; I’ll entertain myself.” “The ice-cream place won’t have my flavor. Let’s stay home; I’ll eat cereal.” “If I throw a party, no one will come. Cancel my birthday this year—and the years after. Who needs a birthday anyway?”

    My gloomy companion even had a cartoon avatar: Glum, the tiny pessimist from The Adventures of Gulliver, late ’60s. Dressed in green, eternally peckish, and permanently resigned—“It’s hopeless.” “We’ll never make it.” “It’ll never work.” “We’re doomed.” He was my first soulmate: snack-oriented, catastrophe-forward.

    Back then TV specialized in a certain archetype—the Dead Weight Character—the one who drags the mission, sandbags morale, and sabotages the plan by simply existing. Land of the Giants fielded Commander Alexander Fitzhugh, a selfish criminal who once gnawed a giant scientist’s rabbit pellets and urged his tiny crew to feast with him because of “nutrition,” a word he repeated over and over as he consumed rabbit pellets. They saw humiliation; he saw survival. Dead Weight comes in many flavors.

    And then there was the greatest Dead Weight of them all: Dr. Zachary Smith of Lost in Space, immortalized by Jonathan Harris, patron saint of theatrical dread. His alliterative insults aimed at the Robot taught me that language could purr, hiss, and bite. Dr. Smith is, frankly, the reason I went to college and became an English major. If you’re going to sabotage a mission, at least do it with diction.

    So if I must live with an inner prophet of doom, I might as well upgrade his elocution. If the voice insists on heckling—calling me discontinued at stoplights and breakfast tables—then give it rhetorical muscle and meter. Let it speak in crafted sentences, not groans. Aging will still arrive right on schedule, but at least the narration won’t be dead weight.

  • Latte Palace at the End of the Earth

    Latte Palace at the End of the Earth

    Last night I dreamed that my mother and her family—gone twenty years and counting—came back to life as if they’d only stepped outside for air. No trumpet blast, no spectral fog. Just my aunt’s kitchen in Los Angeles: sunlight on the vinyl, the smell of coffee and waffles, forks tapping plates like tiny hammers. My mother kissed my cheek the way she used to, a quick press and a pat—quality control for the living.

    Between bites of waffles and scrambled eggs my grandfather announced, in the same voice he used for weekend errands, that we were driving to a mansion in Alaska. He said “mansion” as if it were around the corner, not at the end of the continent and a climate shift away. Heads nodded. Coats appeared. Dream logistics are ruthless: one cut and we were already rolling, my grandfather at the wheel of a weary sedan, a caravan of relatives stacking up behind us like punctuation.

    The city dissolved. Los Angeles flattened into a silver slab, then a bright white riddle. Snow stitched itself across the windshield; the tires made that soft, murderous hush you hear on ice. My grandfather drove with cheerful indifference to physics, tapping the wheel to music only he could hear. I watched the road bloom and vanish and thought: so this is how resurrection handles transportation—no chariot of fire, just black ice and a bench seat.

    We crested a hill and there it was: a palace poured in espresso and cream, a latte-colored sprawl with too many windows and the kind of confidence money wears when it doesn’t expect to be told no. Someone in the back called it “Politburo chic,” and the phrase snapped into place—midcentury power with an indoor fur policy. The façade implied heated floors and quiet compromises. The roofline looked like it had read every memo and approved half of them.

    What struck me wasn’t that my family had returned; it was how casual I felt about it. My mother was alive. My grandfather was alive. Aunts and uncles murmured behind me, inventorying snacks, debating rooms. And I sat there with the calm of a man who receives an impossible package on his porch and signs without reading the label. Maybe grief is software and last night the update finally took.

    We idled at the circular drive while the house regarded us with its many eyes. I tried to imagine the foyer: the smell of wax and cold marble, a staircase that curves with the arrogance of a purebred. My brain kept blurring the picture like a censor’s bar. I could sense chandeliers, a staff of refined butlers. 

    But I woke up before entering the mansion. Now more than anything, I feel tantalized by what was inside that mansion. Now I’ll never know. 

  • 30 Student Responses to the Question “What Effect Does Using AI Have on Us?”

    30 Student Responses to the Question “What Effect Does Using AI Have on Us?”

    Prompt:

    Begin your essay with a 400-word personal reflection. This can be about your own experience or that of someone you interview. Focus on how using AI writing tools—like ChatGPT—has changed your habits when it comes to thinking, writing, or getting work done.

    From there, explore the deeper implications of relying on this technology. What happens when AI makes everything faster and easier? Does that convenience come at a cost? Reflect on the way AI can lull us into mental passivity—how it tempts us to hand over the hard work of thinking in exchange for quick results.

    Ask yourself: What kind of writing does AI actually produce? What are its strengths? Where does it fall short? And more importantly, what effect does using AI have on us? Does it sharpen our thinking, or make us more dependent? Do we risk becoming less original, less engaged—more like passive consumers of technology than active creators? As this process continues, are we becoming Non-Player Characters instead of humans with self-agency? Explain. 

    Finally, consider the trade-offs. Are we gaining a tool, or giving something up? Are we turning into characters in a Black Mirror episode—so enamored with convenience that we forget what it means to do the work ourselves? Use concrete examples and honest reflection to dig into the tension between human effort and technological assistance.

    Student Responses to Using AI tools for writing and education:

    1. “I am impressed with the speed and convenience but the final product is overly polished and hollow.”
    2. “I am amazed by the speed of production but all the sentences look the same. Honestly, it’s numbing after a while.”
    3. “The writing is frustrating because it talks a lot without saying much.”
    4. “I don’t have to think as much,” “I save time not having to think” and “I get used to this laziness.”
    5.  “AI writes better than I do, but it doesn’t have my unique voice.”
    6. “AI is like a steady writing partner, always there to help me and bounce off ideas, but lately I realize the more I depend on it, the less I challenge myself to think critically.”
    7. “Thanks to AI, I stopped reading books. Now I just get summaries of books. Now I get the information, but I no longer have a deep understanding.”
    8. “AI helps me take notes and organize ideas but it doesn’t help me truly listen, understand someone’s emotions, show empathy, or deal with uncertainty.”
    9. “AI writing is smooth and structured, but people aren’t. Real thought and emotions are messy. That’s where growth happens.”
    10. “When I’m tired, AI tempts me to just copy and paste it, and the more I use it in this manner, the stronger the temptation becomes.”
    11. “AI makes things really easy for me, but then I ask myself, ‘Am I really learning?’”
    12. “What started out as magical now has become woven into the fabric of daily life. Education has become boring.”
    13. “AI is a production superpower the way it inspires and organizes ideas, but I find over time I become more lazy, less creative, and rely on AI way too much.”
    14. “AI degrades the way we write and think. I can tell when something is written in AI-speak, without real human tone, and the whole experience is dehumanizing.”
    15. “I love AI because it saved me. I am not a native English speaker, so I rely on AI to help with my English. It’s like having a reliable tutor always by my side. But over time, I have become lazy and don’t have the same critical thinking I used to have. I see myself turning into an NPC.”
    16. “I have to use AI because the other students are using it. I should have the same advantages they have. But education has become less creative and more boring. It’s all about ease and convenience now.”
    17. “I used to love AI because it made me confident and motivated me to get my assignments in on my time. But over time, I lost my voice. Now everything is written with an AI voice.”
    18. “The more I use AI, the less I think things through on my own. I cut off my own thinking and just ask ChatGPT. It’s fast, but it kills creativity.”
    19. “When faced with a writing assignment and a blank mind, I would start things with ChatGPT, and it got things going. It wasn’t perfect, but I had something to start with, and I found this comforting. But as I got more confident with ChatGPT, I became less and less engaged with the education process. My default became convenience and nothing more.”
    20. “AI writing is so common, we don’t even ask if the writing is real anymore. No one cares. AI has made us all apathetic. We are NPCs in a video game.”
    21. “AI is a great tool because it helps everyone regardless of how much money we have, but it kills creativity and individuality. We’ve lost the pleasure of education. AI has become a mirror of our own superficial existence.”
    22. “When I first discovered AI to do my writing, I felt I had hit the jackpot, but then after taking so many shortcuts, I lost the love for what I was doing.”
    23. “It’s stressful to see a cursor blinking on a blank page, but thanks to AI, I can get something off and running quickly. The problem is that the words are clean and correct, but also generic. There is no depth to human emotion.”
    24. “I’ve been using AI since high school. A lot of its writing is useless. It doesn’t make sense. It’s inaccurate. It’s poorly written. It’s dehumanizing.”
    25. “AI is basically Google on steroids. I used to dread writing, but AI has pushed me to get my work done. The writing is polished but too perfect to be human writing. The biggest danger is that humans become too reliant on it.”
    26. “I barely use AI. It makes school trivial. It’s just another social media disease like TikTok, these streaming platforms that kill our attention spans and turn us into zombies.”
    27. “AI first felt like having the cheat code to get through school. But then I realized it puts us into a cognitive debt. We lose our tenacity and critical thinking.”
    28. “I am a mother and an avid reader, and I absolutely refuse to use AI for any purpose. AI can’t replace real writing, reading, or journaling. AI is a desecration of education and personal growth.”
    29. At first, I used AI to get ideas, but over time I realized I was no longer thinking. I wasn’t struggling to come up with what I really thought or what I really wanted to argue about. AI silenced who I really was.”
    30. “Using AI to do the heavy lifting doesn’t sit right with me, so I programmed my AI to tutor and guide me through studying, rather than using it as a crutch by providing prompts and tools to help me understand assignments.While my experience with AI has shown me its full capabilities, I’ve also learned that too much of it can ruin the entire experience, in this case, the learning experience.”