An interactive program advising system

Gillett, Will D.

doi:10.1145/800107.803495

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…Earlier systems which performed syntactic transformations [4,5,8,9] dealt only with a single programming language. LTS (Leeds Transformation System) is data driven and so can be used with a class of "algorithmic" programming languages.…”

Section: Overview Of the Leeds Transformation Systemmentioning

confidence: 99%

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Automatic Program Improvement: Variable Usage Transformations

Maher

Sleeman

1983

ACM Trans. Program. Lang. Syst.

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The design objective of the Leeds Transformation System is to transform existing programs, written in a variety of languages, into "tidier" programs. The total system was conceived of as having three phases: syntactic transformations, variable usage transformations, and synthesizing features. Because programmers vary greatly in what they consider to be a more acceptable form, we have aimed to make the system as data driven as possible. (That also enables us to deal with a variety of programming languages.) The paper reviews the first two phases, reports the second in some detail, and illustrates the use of the system on an ALGOL 60 program.Redundant assignments, redundant variables, and loop-invariant statements are discovered by means of a novel approach which represents variable usage within a program as a correspondence matrix. Potential enhancements of the system are also discussed.

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Section: Overview Of the Leeds Transformation Systemmentioning

confidence: 99%

“…Other systems such as DAVE [17] report redundancies at the source level, assuming they derive from logical errors or misspellings. IPAS (Interactive Programming Advisory System) [9] also uses the iterative technique to detect and remove redundancies in FORTRAN programs.…”

Section: Program Optimization and Data-flow Analysismentioning

confidence: 99%

Automatic Program Improvement: Variable Usage Transformations

Maher

Sleeman

1983

ACM Trans. Program. Lang. Syst.

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Automatic analysis of functional program style

Michaelson

Proceedings of 1996 Australian Software Engineering Conference

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Teaching and learning computer programming

Ulloa

1980

SIGCSE Bull.

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Abstrac tTo improve introductory computer science courses and to update the teaching o f computer programming, new teaching methods emphasizing structured programmin g and top-down design have been presented and a variety of automate d instructional tools have been developed . The purpose of this paper is :(1) t o survey a number of methods and tools used in the teaching of programming ; (2 ) to present, with the aid of this survey, a number of areas where beginnin g programmers experience difficulties ; (3) to present ways of improving some o f the tools ; and (4) to propose other possible aids . This paper is organized as follows . Section 1 introduces the topic and purpos e of the paper . Section 2 reviews several teaching methods discussed in th e literature . Section 3 surveys various student-oriented interactive an d noninteractive tools . Section 4 discusses nonstudent-oriented aids an d presents alternatives by discussing how to adapt similar aids to a studen t environment . Section 5 provides a summary of the paper and a conclusion . Pertinent problem areas and students' viewpoints are presented in each section . Introductio nThe development of a good computer program is a difficult task . Progra m development, like any creative process, requires skill and experience i n various activities such as problem solvidg, debugging, and testing . No t surprisingly, student programmers encounter numerous problems, "man y instructors express an uneasy feeling that the objectives of the introductor y programming course are often not met," and "many students fail to develo p programming competency" [1] .In an attempt to improve the effectiveness of introductory computer scienc e courses and to update the teaching of computer programming, new methods fo r teaching the subject have been considered [2, 3, 4, 5, 6] along with increase d emphasis on structured programming and top-down design [7, 8, 9, 10] . Also , better automated teaching tools have been developed [6, 11, 12, 13, 14, 15] . This paper aims to review some of these studies and others and, through thi s review, to better understand some of the problems that face beginning student s in creating, testing, debugging, and documenting programs . 2.Teaching Computer Programmin g One of the major problems in teaching programming is trying to implant goo d programming habits . "No matter how careful one is to introduce clea n programming habits (restricted control flow, top-down design, meaningful dat a names, completeness in specifications and documentation, etc .) at the ver y beginning of students' programming experience students too easily fall int o 'quick and dirty' programming" [2] . To combat this problem, Cherniak [2] , Russman [16], and Koffman and Friedman [17] have each proposed differen t approaches .Cherniak proposes that students should start as users of computer system s rather than as programmers . Students should he provided with proved program s (i .e ., canned programs) and with documentation on how to use them . Beginnin g students should ...

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An interactive program advising system

Cited by 3 publications

References 16 publications

Automatic Program Improvement: Variable Usage Transformations

Automatic Program Improvement: Variable Usage Transformations

Automatic analysis of functional program style

Teaching and learning computer programming

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