![]() This article is incredibly well written! I understand your viewpoint on how infuriating a program can be if it is not accompanied by actual instruction. As a writing teacher, it is quite difficult to have a meaningful conversation with high school students about compositions if I say “you need to add more active verbs” or “your subject-verb disagreement needs a lot of work” and they have no idea what I’m talking about. Students are staring off in the distance, attempting to take a nap, or tying to sneak a look at their snapchat. At the same time, nothing that teachers can do will make any difference if students do not learn to accept some of the responsibility for learning. No Red Ink is not meant to replace grammar instruction, but it is meant to supplement it. Saying that no one wants to sit in front of a screen for hours is kind of a ridiculous statement given that most of my students choose to sit in front of screens rather than have face-to-face interaction with people. ![]() Do you know how many have done that? Zero. I also allow them to come to me for tutorial. I allow my students to retake quizzes as much as they want, so if they are penalized by a grade, it is well within their own ability to fix it. These exercises are used for reinforcement allowing students to work at their own pace. No Red Ink is not designed to replace in-class grammar instruction however, when I get high school students who have been learning these same concepts since 2nd grade, we have to try something different. I understand that I am in the minority when I say I agree with Mrs. Teachers simply need to teach grammar in their classrooms. Noredink is a plague but it can be cured. Noredink is incompatible with students, it is archaic in its teaching style, and students simply do not like it. There is no better word to describe Noredink than repugnant. When a student dislikes something, they either won’t do it or won’t care while they do. This creates a learning environment where students are scared of failure because failure means more Noredink, more copy and paste questions and more frustration. They then use a guess and check system because if you click the help button the question is wrong and you need to get three in a row right in order to continue on the lesson. In a typical Noredink lesson a student will hop in to a checkpoint in an attempt to skip several lessons and finish quickly. Noredink is fundamentally flawed in its teaching style. Students do not like Noredink, but American educators do not seem to care. This program just contributes to America’s education blunders. ![]() Noredink consists of sitting on a computer and blindly attempting grammar questions. It is ripped straight from the industrial era and Noredink does nothing to change this. America’s education system is a one-size-fits-all approach to education. Noredink is simply a product of our ancient schooling philosophy. The American school system is archaic to its very core. ![]() Making every student use Noredink is like making every male wear size 10 shoes it simply doesn’t fit. Noredink simply doesn’t work for many students, and these students are forced to suffer through Noredink in order to save their grade. It is utterly preposterous to standardize a program that only works for those who learn visually. Neil Fleming, designer of the VARK modalities, claims there are 4 sensory modalities: visual, aural, read/write (verbal), and kinesthetic (physical). It appeals only to those that learn visually. Noredink is simply incompatible with many students. Repugnant perfectly describes Noredink and the feeling it evokes in every student. For those too dull to know the meaning of repugnant, it means unacceptable or exciting distaste. Noredink is absolutely, unequivocally, and indubitably repugnant in every sense of the word. This plague, however, does not target the body instead, it targets the mind. A plague of bubonic proportions is spreading through the United States.
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