by Christopher Hall

I did something a little odd this past semester: I had my students write an assignment where I instructed them to use AI as much as they wanted. The assignment was to produce a cover letter and a resume to respond to a job ad I had given them; normally, for any given assignment, I’d give them parameters for how AI was to be used, either not at all or under guidance and supervision. But here, I took the reins off.
The reasoning was pretty simple: those reins, held by a communications professor hoping these Gen Z students might be directed to engage the engines of generative thinking that remain in their minds, wouldn’t be there at all when it came time to apply for their entry-level jobs in a few years’ time. So why not have them produce the very best product possible, which some of them could only do with the help of AI, and have their professor look over it to make it sure it wasn’t hallucinated garbage?
Not doing so, making them write what would likely be inferior documents just so I could criticize them, seemed backwards and a little cruel, like dragging a lot of abacuses into a math classroom and making the students do algebra just for the sake of, you know, doing it old school.
So that was my covering rationale; the real rationale is that I’ve been trying to covert all of my assignments over multiple courses to meet with the reality of AI, with marginal success, and I ran out of steam here. I had thought that, perhaps, I’d get them to produce something in class, have other students critique it in a kind of workshop atmosphere – I didn’t have a really clear idea of what I wanted to do at the beginning of the term, and predictably as time ran short I went for what was essentially the “default” option. And, seriously – writing a draft cover letter on the spot, in class, getting peer feedback, revising, getting more feedback, etc. – was I trying to replicate a process that is simply outdated? As I’m increasingly finding, the process of getting students to stop relying on artificial intelligence means, paradoxically, introducing a level of artificiality, a distance from practicality, into the classroom. Read more »

Michelle Lougee, Cecily Miller. Magazine Beach Tapestry, 2022.
Justice Clarence Thomas recently gave a speech at the University of Texas on the Declaration of Independence in anticipation of its 250th anniversary this coming July. In giving his take on the Declaration and its ties to the Constitution, Thomas interspersed autobiographical details with commentary on what he perceives to be America’s moral failures to live up to the Declaration. Thomas attributed these failures to what he called “progressivism.”
Before I launch into any critique of the phone, I should confess that I am not immune to its seductive qualities. I am not writing from a mountain, purified by silence, looking down at the scrolling masses. Like almost everyone else, I spend too much time on my phone. I reach for it when I am bored, when I am anxious, when I am tired, when I have two minutes between tasks, and the list goes on and on. I have checked it without wanting anything from it. I have opened one app, closed it, opened another, returned to the first, and emerged several minutes later with nothing gained but a vague sense of …something so amorphous that I can’t even begin to find the words to describe it.




By definition, in order to be prolific, you only need to produce and publish a lot of work.




Sughra Raza. Under the Bridge at Deception Pass, Washington. April 2026.
Donald Trump has famously called climate change and global warming a hoax. Ignorant and benighted as he is, he is far from alone. Skepticism about global warming and its causes is widespread. One overly kind reading of this skepticism is that it is, to an extent, a consequence of the general problem of dealing with very big numbers and very small numbers. Such numbers fall outside people’s familiar mid-size range, and so intuition about them isn’t well-developed. Also unfamiliar to most are the effects of exponential growth or decline.