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Effects of Drawing on Memory

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Effects of Drawing on Memory

By Carolina Kuepper-Tetzel

We have looked at the benefits of combining text and visuals for memory and learning – see dual coding – in many previous posts. A new series of experiments has investigated the effects of drawing specifically and whether drawing improves memory for the to-be-learned material compared to other strategies (1). The research is so new that it is currently only available as a preprint and in the process of being submitted for publication. The upside of this is that the paper is already available publicly and that you can provide the authors with feedback on it. The researchers wanted to test whether drawing increases memory performance more than writing or mental imagery. In three experiments they pitched different conditions against each other to explore this topic.

Drawing vs. Writing vs. Doodling: Single Words Recall

In the first experiment, participants studied a list of words. Each word was presented individually to the participant followed by one of three prompts: drawing out the word, writing out the word repeatedly, doodling something unrelated. In the final memory test, the words that were drawn were remembered better than the words in the other conditions. So, a clear benefit of drawing the words was found.

Drawing vs. Writing: Word Pairs

In the second experiment, participants studied a list of unrelated word pairs. This time each word pair presentation was followed by one of two prompts: drawing a picture illustrating both words of the pair versus writing out the word pair out a couple of times. Memory performance on the final test showed a benefit of the drawing strategy compared to the writing strategy.

Justices

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Justices

What do you think this image is saying? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, then read the related Opinion essay to learn more.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.

Word of the Day: interloper

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Word of the Day: interloper

The word interloper has appeared in 33 articles on NYTimes.com in the past year, including on March 26 in “Will Country Welcome Beyoncé? That’s the Wrong Question” by Jon Caramanica:

Perhaps more revealing, though, is the recent viral success of “Austin,” by Dasha — an essentially unknown white singer — a catchy, self-consciously “country” ditty that’s spurred a line-dancing trend on TikTok. A song “Austin” has quite a bit in common with? “Texas Hold ’Em.” Both deploy a banjo and wear their nods to country tradition very self-consciously. Often, contemporary mainstream country music bears little sonic resemblance to the genre’s roots, but these songs pointedly underscore that connection. (The words “Old Town Road” come to mind.)

… A scroll through Dasha’s back catalog suggests that country is a mode, if not a costume — barely any of her music before this year nods to it. And yet “Austin” has become in quick order one of the signature country songs of this year. Its breakout is still relatively new, and it’s likely to grow rapidly in attention. Will Dasha be welcomed as a country artist or shunned like an interloper? The answer, when it arrives, might not surprise you.

Can you correctly use the word interloper in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how interloper can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

Think Critically, Build Community: 7 New York Times Games to Play in the Classroom

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Think Critically, Build Community: 7 New York Times Games to Play in the Classroom

What it is: A viral sensation first released in 2021, the game gives you six chances to guess a five-letter word.

Why play? As one student told us, It is a perfect combination of strategy, vocabulary, risk and guessing all in one package.” Another said, “By playing Wordle, I feel connected to millions of people across the world.” Teachers tell us that it fosters a love for words and language, and also helps develop their students’ reasoning skills.

Many educators seem to use it. For instance, in 2022, Lara Hunt, from Baytown, Texas, wrote:

I use Wordle with my newcomer emergent bilingual students everyday! I challenge them to figure out the words using an ESL dictionary. Sometimes they use the dictionary, and sometimes they don’t. The excitement is contagious when they figure out the word, especially if they used fewer tries than me!

Students also enjoy it on their own. In 2023, Jack Cole, a 16-year-old from Boca Raton, Fla., was a winner of our Summer Reading Contest with these reflections on the game, which he titled “Until Tomorrow, Wordle!”

When I first accepted your challenge, I thought you were a refreshing way to start my brain for the day. Well, 648 days later our relationship has, shall we say, evolved. There are days that you and I are as one. When this happens, I enjoy a challenging but solvable puzzle, smile, and move on with my day. Other mornings, you are exceptionally easy, leading me to believe that I am obviously an expert Wordler.

Then there are the other days. Wordle, although you vehemently deny it, I know you are getting sneakier over time. When you used the triple vowel for the unbelievably random word “CACAO,” I gave you the benefit of the doubt. Despite this courtesy, there are the days that you slide in the double consonant words when you know full well people aren’t thinking of two “N’s in “ENNUI.” I mean, that’s not even English! Then, you get downright subversive. For example, “PARER” is a word that may be used outside of a professional kitchen once a year. I fully admit that I threw my (encased) phone at the couch when you told me on guess four that “PAPER” was incorrect. You knew that would ruin people’s days, right?

And the worst part, Wordle, is that I can’t clean out my phone’s history because I’m terrified of losing my 232-day winning streak. Until tomorrow, Wordle!

Make it your own: In 2022 we asked teachers to tell us how they use Wordle and to offer advice for others. Here is some of what they said:

Dean Schmeltz, from Denver:

By the end of last school year, I was starting my classes with a quick game of Wordle most days. I’d load the site on a big screen in front of the room, and students would call out word suggestions, trying to convince one another what the next guess should be. Wordle was a language-related way to bring more collaboration into the classroom, and ensure that my students experienced a collective win within the first few minutes of class.

Engagement was voluntary — it was more of a free-for-all than a typical “Do Now” activity, which would be expected of everyone and aligned to the lesson. It was often an opportunity to observe how participatory individual students were feeling that day.

Traci Fontana, from Fort Collins, Colo.:

I use Wordle as a way to discuss word strategies. Top strategies include:

1. Start with a word with at least two vowels (and many need a refresher in what vowels are) and high frequency consonants. We discuss what these might be.

2. Think of sounds that commonly blend together — such as sh, sl, st, tr, ch, etc. when faced with a single consonant and you have established it is not followed by a vowel.

3. When an A is in the third letter position, it is a long A when the last letter is E. The e is silent. For English language learners, this helps as they add unfamiliar words to their personal word bank.

4. There are familiar ways that words end, more than simply -ing. We discuss those and take note of them too as we encounter them in various texts.

Catherine Murray, from Wayne, N.J.:

As a high school French Teacher, I create my own Wordle in French. The first student who gets it receives a small prize — a no homework pass, or something comparable. They love it!

Liz Mendoza, from Phoenix:

We use the D.I.Y. Wordle knockoffs more. We will use these as anticipatory sets for new content area and as very low stakes formative assessments. We choose words related to topics we will be studying in class.

Sean Flanagan, from New York City:

In my fourth grade homeroom, we do an “offline” version using five blank squares and X’s and O’s and check marks to represent gray, yellow and green. The kids love it! After I choose a word, I let a student pick the next one.

What else to know: There is a new Wordle every day. Though your students will quickly develop their own strategies for winning, here is a collection of the best tips and tricks from solvers all over the world, and an article on how people choose a starting word. There is also a Wordle bot that analyzes your play, as well as a daily Wordle review. And because so many classrooms have adopted a Wordle habit, you can find many more ideas online, as in this piece from Education Week. You can also find variations through pieces like “Wordle Inspired Games for the Classroom” or this collection called “LikeWordle.”

What Do You Like About Playing Games?

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What Do You Like About Playing Games?

He wrote:

As the Game Maker for The New York Times, I grapple with this question every day. The reductively easy answer is simple: They’re fun! But why are they fun? Do they have to be fun? As we dig deeper and deeper, we find more questions. What even is a game? What is fun? My take on the appeal of games is also simple, if paradoxical. Games are a controlled form of freedom. Our brains grab onto them because they are structures that exist to be avoided.

Games occupy a strange place in our cultural consciousness. Nearly everyone has played a game at some point in their lives. Despite that ubiquity, games are rarely discussed with the same reverence as other media like films or books. For most, games are like chocolate: a guilty pleasure consumed secretly. The game designer Sid Meier once remarked that “a game is a series of interesting choices.” Navigating these choices shapes the course of play, revealing who we are and how we think. Playing a game is an act of exposition.

More recent New York Times pieces have focused on how a new generation is changing the classics. For instance, in “Gen Z Wanted a Scrabble More Conducive to Hanging Out. Mattel Was Happy to Oblige,” Deb Amlen writes:

The release of Scrabble Together in Europe this week marks the first time that the game’s rules have changed since it was patented in 1948. While Mattel owns the rights to the game in much of the world, Hasbro owns the rights to Scrabble in the United States and has no plans at this time to expand the game.

In the new version, a double-sided board offers the traditional game on one side and Together mode on the other. Instead of competing to see who can score the most points and show off their knowledge of obscure two-letter words, Scrabble Together encourages working with friends to conquer predetermined challenges. Players win Scrabble Together when they complete 20 challenges. If players have used up all the helper cards and cannot complete a goal, they must concede.

The idea behind Together mode was to make the game more interactive and inclusive, said Ray Adler, vice president and global head of games at Mattel. Research conducted by the company revealed that competition was not as important to younger players as having a way to connect with others and have fun. The new version prioritizes teamwork in order to adapt to those changing values.

And in “How Gen Z Made the Crossword Their Own,” Adrienne Raphel explores how a younger generation of constructors is using an old form to reflect their identities, language and world. The article begins:

30-Across: “___ and dry food (categories I will now be using to describe human food. Oh, so suddenly it’s weird?)”

31-Across: “TikTok videos of ‘Family Guy’ clips accompanied by Subway Surfers gameplay, e.g.”

26-Down: “Lili ___, one of the first trans women to receive gender-affirming surgery”

Who’s this “I” cracking jokes about WET food in the middle of a crossword clue? What is SLUDGE CONTENT doing inside a puzzle? How did we get to learn about Lili Elbe when the answer ELBE almost always refers to the German river?

Welcome to the crossword in the age of Gen Z. Clues require internet meme literacy. Solutions may reflect the identity of the person behind the puzzle. And the way they’re constructed can involve vibrant online forums in addition to scraps of paper.

Students, read any or all of these articles, then answer as many of the following questions as you like:

  • What are your favorite games, whether they’re ones that everyone knows or niche games you play alone, with friends or with your family? When do you most enjoy playing them?

  • If answers don’t come to mind immediately, consider categories. What, to you, are the best physical games? The best games you play on your phone? Your favorites on a gaming platform? The best card games? Board games? Games of skill? Games of luck?

  • What’s the longest time you’ve ever spent playing a game? Why do you think it kept your attention?

  • If you have a choice, do you prefer playing games in easy, medium or hard mode?

  • What were your favorite games in childhood?

  • How have you evolved as a game player? What have you learned from playing games?

  • How has gaming improved your life? What skills, if any, have you developed as a player that you have used in other areas of your life, such as at school?

  • What games do you least enjoy? Why?

  • Have you or your friends or family ever made up a game? If so, what were the rules?

  • Have you ever created a character for a game that helped you express yourself?

  • Do you agree with Mr. Von Ehren that games are helpful for “revealing who we are and how we think”? If so, what does game-playing reveal about you?

  • Do you enjoy watching others play games, whether in person or, say, on Twitch?

  • Have you found or created a community through gaming? Who is in that community, and what do you enjoy about being part of it?

  • Have you ever attended a game night, played at a game cafe, joined a gaming club or done any other kind of social bonding over games? What was the experience like?

  • Do you play games in school? Do you think your teachers should incorporate more? If so, which should they include? Why?

  • Some of the articles we included above are about how Generation Z is changing games that have been around for decades, like crosswords and Scrabble. Do you think your generation plays games differently than others? For instance, do you agree with Mattel’s findings that “competition was not as important to younger players as having a way to connect with others and have fun”? What have you noticed about how you, your friends and your peers play games?

  • What other classic games would you like to see reinvented for a new generation of players? How, and why?


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Teenagers on the Greatest Gifts Their Parents Have Given Them

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Teenagers on the Greatest Gifts Their Parents Have Given Them

As a kid I was always so excited to receive gifts, and the idea of receiving a gift uplifted my spirit to the highest. A gift I received from my parents during my 9th birthday was a sketchbook, and little did I know from this gift would arise a new persona in me. I always knew I had some creative talent but never knew the true extent of it till I received this gift. This sketchbook itself created a new part of my identity: an artist. I learned I had a capability to draw, although not learned over night, the practices and persistent drawings in my sketchbook created me to the artists I am today. I thank my parents for allowing me to acknowledge this gift I had, which makes their present so much more than just a gift: they created a new part of my identity.

Hadassah, Glenbard West High School

The greatest gift my parents have given me is independence. Among the many values and life lessons they have bestowed upon me, the ability to be self-reliant and confident in my own abilities stands out. They encouraged me to take responsibility for my actions from a young age and fostered an environment that allowed me to learn and grow independently. My father played a significant role in instilling independence in me. He taught me practical skills such as problem-solving, decision-making, and self-sufficiency. Whether it was calling the hotel phone to ask for a toothbrush during our travels, building my own IKEA furniture, cooking for guests, or even allowing me to build my own wardrobe, my father empowered me to take charge of various aspects of my life. By allowing me to tackle challenges on my own and providing guidance when needed, my parents helped me develop a sense of confidence in my abilities. They taught me to trust myself and believe that I have the capability to overcome obstacles. This gift of independence has been invaluable in preparing me for the transition to adulthood and has given me the courage to embrace new experiences and responsibilities.

Tanirika, New Jersey

My parents were born and raised in Algeria for the first 24 or so years of their lives. Everything they knew, their family, friends, and home, was there. When I was born, they had to make a sacrifice. It was either we stayed there, not poor but not having enough to give me the “lavish life” they wanted me to have, or we left. To the land of opportunity, the U.S. Think about it, having to travel 5,562 miles away from all you loved, just for a child. I could never be more grateful for my parents. Without argument, no doubts in their minds, they decided that they would automatically leave Algeria to move for me. Truly, they are the best thing that has ever happened to me. I’d never be able to thank them for leaving their family to give me a better life. My parents didn’t give me a trip to Nashville, or a soccer game. They have given me love, support, and a life that they never got to have.

LIna, J.R Masterman Philadelphia Pa

What is the greatest gift my parents have given me? If I had to think long and hard, I would say giving me an opportunity to live in a well-developed country. My parents didn’t have much in my home country because of the low-paying jobs. Although we had all we needed, my parents decided it wasn’t good for us to experience life in a poor country. As a result of this, they decided it was best for us to move to the United States. They spent long, hard-working days saving money for a one-way ticket to America. They did this for my brother and me so that we could live our best lives.

Mario, Masterman School, Philadelphia, PA

The greatest gift I’ve ever received from my parents was themselves. The appreciation they deserve is unparalleled when you see “families” with absent adults. My mom — sacrificing her life — escaped her home country after a war, risking her life, to have better opportunities. My parents were foreigners and had to learn everything new in America. Despite their struggles, never once have I been forgotten or neglected. While not receiving tickets to a soccer game, I am still spoiled, cared for, and loved for. I have been their greatest gift, and they are my favorite gift.

Justin, Masterman School, Philadelphia, PA

Film Club: ‘A Day With a Dishwasher at a Top NYC Restaurant’

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Film Club: ‘A Day With a Dishwasher at a Top NYC Restaurant’

A Day With a Dishwasher at a Top NYC Restaurant” is an 18-minute film from the New York Times Cooking series, “On the Job With Priya Krishna.” In this episode, Priya follows Drevon Alston as he hustles through his workday, managing the dish pit at one of the oldest restaurants in Brooklyn. While cooks furiously arrange oysters and clams on seafood platters and baste steaks with butter, Mr. Alston and his fellow dishwashers scrub pots, scrape char off grill grates and run stacks of plates up and down the stairs.

What did you learn from Mr. Alston’s busy day? What does the film reveal about the people who shape what we eat and how we eat — and whose jobs often go unseen?

Students

1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: What are the unsung jobs that make the world a better — and tastier — place?

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.


Want more student-friendly videos? Visit our Film Club column.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

What Eliminating Noncompete Clauses Means for Tech Job Seekers

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What Eliminating Noncompete Clauses Means for Tech Job Seekers

It’s officially time to sunset the noncompete clause that’s become a standard fixture of tech employment contracts. On Tuesday, the Federal Trade Commission (FTC) put out a new rule that bans noncompetes nationwide. This rule, which could go into effect in four months, gives workers more freedom to switch jobs, encourages the pursuit of new ideas, and supports the creation of new businesses. 

An estimated one in five U.S. workers are bound by noncompete restrictions, and they tend to be common in the tech industry, specifically in engineering, computer, and math roles. For tech companies, noncompete agreements are a way that organizations protect their intellectual property, like proprietary technology, software, designs, algorithms, or patents. Noncompete agreements specify that employees won’t leave their job to work for a competitor or start a competing business. 

Learn something new for free

But, as this new rule outlines, noncompete agreements only stifle innovation and hurt workers’ career growth and earning potential. “Noncompete clauses keep wages low, suppress new ideas, and rob the American economy of dynamism, including from the more than 8,500 new startups that would be created a year once noncompetes are banned,” FTC Chair Lina M. Khan said in a statement.  

So, what’s all this mean for someone who’s working in a tech role with a noncompete clause? Or folks who are upskilling in hopes that they can get a better position? Ahead, we’ll break down the news and what it means for the tech industry at large.  

What are noncompete agreements? 

There’s typically a noncompete clause in the employment contract that you sign when you start a job. The exact language in the clause can vary, but a noncompete essentially prohibits you from “competing” with your employer while you’re employed and even a year after you leave a company (whether you quit, left involuntarily, or got laid off). Competing in this case means working for a company that’s considered a competitor because they develop and offer the same type of services as your employer. In some cases, noncompete clauses are broad enough that they prevent you from working in the same industry altogether.  

For example, say you’re working for a fintech app and come across an open role at another fintech org that seems like a perfect fit for your skillset and expertise. It’s exactly what you’re looking for in a new role, and better yet, the salary is higher than your current one. If you signed a noncompete when you got your current job, that clause could technically disqualify you from moving to the new fintech job.  

Whether noncompete agreements are legally binding or enforced depends on where you are. Some states like California, Minnesota, North Dakota, and Oklahoma had already done away with noncompete agreements. And in states like Washington, Oregon, and Illinois, they’re prohibited specifically for lower-paid workers. The new FTC rule doesn’t apply to Senior Executives, workers earning more than $151,164 who are in a “policy-making position.” 

What does banning noncompetes mean for tech workers? 

This ban gives people leverage to change jobs on their own accord, which might not sound like much at first glance, but is an upshot. Being able to freely change jobs means you can accept a higher-paying position, leave a toxic work environment, or finally make your startup idea a reality. Ultimately, it gives workers more options to seek out work that aligns with their goals, skills, and beliefs, rather than being tied down to a specific company or organization.  

If workers are more empowered to change jobs, it could also mean that companies will have to work harder to retain the employees they already have, according to Andy Wu, Assistant Professor at Harvard Business School who researches how tech companies build competitive advantage. For example, employers might have to compromise on perks they know matter to employees, like hybrid work models, he said in an interview with Harvard Business School

If you agreed to a noncompete at your current job, your employer is required to notify you that the noncompete is no longer in effect or enforceable, according to the FTC. Can’t remember if you signed a noncompete? You might want to dig up your employment contract or ask your People Ops team for a copy.  

How does this affect the technical job market? 

For job seekers, this ban means you have more options. You can go after a job at a competitor without being asked to enter a noncompete agreement. With a wider range of opportunities, you stand to earn more money: The FTC predicts that workers’ earnings will rise an estimated $524 a year on average.  

You might start seeing more startups launching, because people who were previously hindered by a noncompete have the green light to start their own business. With this rule, new business formation will grow by 2.7%, creating over 8,500 new businesses each year, according to the FTC. We could also see measurable increases in innovation, with an average estimated increase of 17,000 to 29,000 more patents each year over the next decade. 

There’s enough to stress about when you’re looking for a job, especially in the competitive labor market right now. Hopefully this cultural shift helps job seekers like you get hired and do impactful work. If you’re looking for more tips for finding a job, check out these blogs about how to look for a job when you already have one and how to change careers without changing companies. Or reflect on what to do when you feel stagnant at work and want to make a change. And as you’re going through the application process, don’t forget to try our AI-driven career prep resources like the Interview Simulator and job-readiness checker

When you land your next gig, we want to hear about it! Share your story here and you could be featured in an upcoming blog. 

What Everyday Object Deserves More Love?

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What Everyday Object Deserves More Love?

The clouds above us. The sidewalks below us. The stop signs on nearly every corner that quietly prevent countless traffic accidents. The many forks and knives that help us eat our daily meals.

What objects all around us — man-made or in nature — do you think we take for granted and deserve more attention and appreciation?

How about sticks?

Yes, sticks — long or short, knobby or smooth. Do these ubiquitous fallen bits of branches merit more love? In “Sticks. And the People Who Love Them,” Steven Kurutz writes about a newly popular Instagram account devoted to — you guessed it — sticks:

Stick Nation was born last summer, during a hiking trip to Arches National Park in Utah.

Boone Hogg, Logan Jugler and some friends were cracking jokes as they trekked toward Delicate Arch. From their free-associative silliness came the notion of reviewing a stick as you might a sculpture or valuable antique.

Later, Mr. Hogg, 30, took out his phone and shot some video of Mr. Jugler, also 30, as he mused on the qualities of a stick he had picked up from the ground. It seemed to be more interesting than the sticks nearby — it had the approximate shape of a handgun, for one thing — and Mr. Jugler found that, to his surprise, he had plenty to say about it.

“It was really weathered and worn, and felt great in the hand,” Mr. Jugler recalled. “There was a nice trigger spot for your finger. I think I gave it a 7 out of 10.”

In any other era, the idea of weighing in on the aesthetic qualities of sticks might have been left behind in the wilderness like stray bits of gorp. Instead, Mr. Hogg and Mr. Jugler created Official Stick Reviews on Instagram.

The account, which bills itself as “the internet’s go-to for stick reviews,” quickly attracted 40,000 followers, many of whom offer commentary on the sticks under discussion. They also submit photos or videos of the specimens they have come across for possible review.

The article continues:

What started as a wilderness jest has by now morphed into something slightly less tongue-in-cheek. The act of finding, handling and appreciating a good stick seems to speak to one’s inner 5-year-old.

“Sometimes it’s a bit, with people leaning into the internet-ness of it,” Mr. Hogg said. “But a lot of time it’s a sincere thing that people are connecting with. They’re appreciating something as basic as a stick.”

In the more than six months since they started Official Stick Reviews, Mr. Hogg, who works in marketing, and Mr. Jugler, a physician assistant, said they have been surprised to encounter so many hobbyists who are passionate about fallen bits of branch and the like. One commenter shared that he inherited his mother’s treasured stick after she died.

Students, read the entire article and then tell us:

  • What everyday object deserves more love? Tell us why you think it is overlooked and why we should treasure it more.

  • What’s your reaction to the Instagram account created by Boone Hogg and Logan Jugler? Why do you think their Official Stick Reviews has gone from a tongue-in-cheek gag to “a sincere thing that people are connecting with”? How do sticks “speak to one’s inner 5-year-old”?

  • When was the last time you played with a stick, or even stopped to notice one? Did you ever? Does the article make you appreciate sticks more?

  • If you are inspired, find a stick and submit a review of it, “as you might a sculpture or valuable antique,” to Mr. Hogg and Mr. Jugler’s account.

  • If you could create your own Instagram or social media account for an overlooked object, what would it be and why? Do you think people would want to follow it?


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Help

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Help

Use your imagination to write the opening of a short story or poem inspired by this photo, or write about a memory from your own life that this image makes you think of.

Tell us in the comments, then read this article to learn more about the related true story.


Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Picture Prompts here.