Representative Marie Gluesenkamp Perez, D-Wash., has proposed incorporating illustrations into all new bills presented in Congress, arguing that text alone is often too difficult to comprehend. Perez stated in a letter to congressional leadership that legislation should be accessible to all Americans, regardless of their learning style or profession, to better serve "visual learners and foremen" as well as lawyers and policy experts. She framed her proposal as a matter of "representation."
The suggestion has drawn criticism, with some characterizing it as an endorsement of the idea that deep literacy is for an elite group and can be dismissed. This viewpoint is contrasted with the historical admiration for interpretive ability, citing figures like Talmudic sages and the analytical skills of Supreme Court justices.
Perez's proposal comes amid national concerns about literacy rates. Data from the National Assessment of Educational Progress (NAEP) reading test indicates persistent underperformance among students. In Washington state, nearly 40% of fourth graders fall below the "basic" reading standard, according to 2024 NAEP data. Similar challenges are noted at universities, where some incoming students reportedly struggle to read extensively for their courses.
The debate also touches upon the complexity of existing legal and regulatory texts. While published federal regulations already include images, their legibility remains a challenge. Critics suggest that a more effective solution might involve drafting fewer, clearer laws and regulations, a point previously argued by legal scholars.
Perez's emphasis on "representation" in her proposal has also been noted, with some drawing parallels between her language and the concept of "wokism." The argument is made that while literacy is fundamental to citizenship and liberty, as exemplified by Frederick Douglass's writings on his owner's fear of a literate slave, equating reduced textual complexity with greater equality or freedom is a misinterpretation.
Perez, who holds an undergraduate degree in economics, has herself demonstrated mastery in understanding complex technical materials, leading to questions about her critique of those who possess similar analytical skills. The proposal highlights a broader discussion about how legislation is drafted, understood, and made accessible to the public in an era of documented literacy challenges.