On being accepted into Oxford, everyone warned me about the reading lists. “You’ll be reading eight hours a day,” they said, half-serious, half-proud. At the time, it sounded almost romantic. I imagined long afternoons tucked away in ancient libraries, light slanting through leaded windows, books piled high beneath the dreaming spires; the kind of intellectual exhaustion that comes with purpose, the price of becoming someone serious and scholarly. Then the term started, and I realised that “reading list” was really just code for “we dare you to sleep.”
Sixth form hadn’t prepared me for this. I was used to summarised textbook chapters and neat exam-board extracts, not three entire novels and a stack of theory articles before Thursday’s tutorial. So when I read The Atlantic’s piece, “The elite college students who can’t read books”, I immediately recognised myself in their experience. However, the article seemed to frame the issue as one of attention span: we simply can’t sit still long enough to read anymore. This is a growing narrative for our generation, and maybe relevant to universities with slightly fewer contact hours. But for me, it’s not just about distraction. It’s about design.
There’s a difference between being lazy and being lost. Reading lists at universities, especially in the humanities, can often feel endless; not just in volume, but in purpose. You’re handed 20 or 30 titles for one essay, often with little explanation of why they’re there or how they relate to one another. Some texts are foundational, some are marginal, some are there to challenge you, and others seem included simply because they can be. But no one tells you which is which. In an environment like Oxford, where tutorials can feel quietly competitive and intellectual confidence is often performed as much as developed, that ambiguity carries weight. You’re not just trying to learn; you’re trying to prove that you belong. Reading becomes less about understanding and more about keeping up appearances, about staying afloat in a system that rewards the impression of mastery.
When you don’t know why you’re reading something, it’s hard to care about it. The sheer volume makes it easy to feel like you’re working in a vacuum, turning pages simply to meet a deadline. In a degree built on curiosity and interpretation, that lack of direction slowly drains motivation. A degree you once loved can start to feel like an endless series of tasks to complete rather than ideas to explore. Instead of excitement, there’s anxiety; instead of engagement, there’s exhaustion. Reading stops being a process of discovery and becomes just another obligation you’re already behind on.
Everyone knows the unspoken truth: no one actually finishes everything on their reading list. And, in many cases, you’re probably not meant to. Different degrees (and even different tutors) operate with very different expectations about depth versus breadth. But this lack of clarity matters. The guilt that comes with unfinished reading, and the sense that you’re constantly falling short, can make students feel like failures before they’ve even begun. We all end up reading strategically: jumping between chapters, skimming introductions and conclusions, trying to extract just enough insight to write something coherent. There’s something faintly absurd about attempting to assemble a passable argument in front of a tutor who has likely internalised each article on the list. Yet this coping strategy is often treated as evidence of poor focus, rather than as a rational response to an impossible workload.
As Rose Horowitch writes in The Atlantic piece, “to read a book in college, it helps to have read a book in high school”. And yes, maybe I wasn’t fully prepared for this kind of academic reading. Sixth form didn’t train me to juggle multiple books a week, and there’s little I can do now to retroactively fix the education system. Oxford, for all its brilliance, has a tendency to throw students straight into the deep end with little acknowledgement of how uneven that preparation can be. That gap isn’t a personal failing, and it shouldn’t be treated as one. The more important question is how universities can make reading feel purposeful rather than punitive, and less like a test of endurance.
In my second year, one of my tutors made a small but transformative change. Under each text on the reading list, they added a short bullet point explaining why it mattered and how it linked to the essay question. That was all. But suddenly, each book had a reason to be there. I could see how arguments spoke to one another, where I might enter the debate, and which texts I needed to prioritise depending on my angle. The reading stopped feeling like a burden and started feeling, dare I say, enjoyable again.
Maybe that’s what is missing. The problem is multifaceted: there are too many books, too little time, and too little preparation for the kind of sustained, critical reading university demands. But the element most often overlooked is purpose. Purpose isn’t just about knowing what to read; it’s about understanding why you’re reading it and what you’re meant to do with it. That sense of direction is what makes students feel capable rather than overwhelmed, curious rather than inadequate. Understanding the reasoning behind a reading list doesn’t solve everything, but it changes how we approach the work. If reading lists were framed less as endurance tests and more as maps, reading might start to feel less like survival, and more like learning again.





