Literary criticism and programming pedagogy

Authors:
Corey D. Schou;Roland Nord
Affiliations:
Information Systems, Idaho State University, Box 4043, Pocatello, Idaho 83205;Department of English, Idaho State University, Pocatello, Idaho 83209
Venue:
CSC '88 Proceedings of the 1988 ACM sixteenth annual conference on Computer science
Year:
1988

Citing 3
Cited 2

Literate programming

The Computer Journal
Hackers: heroes of the computer revolution

Hackers: heroes of the computer revolution
The psychology of computer programming

The psychology of computer programming

Professional skills assessment in programming competitions

ACM SIGCSE Bulletin
Software development: advice by analogy

ACM SIGSOFT Software Engineering Notes

Quantified Score

Hi-index	0.00

Visualization

Abstract

If one grants certain similarities between the programming and writing processes, then the critical perspectives adopted by the readers of literature may be generalizable to the readers of program texts. M.H. Abrams' classification of literary critical theories as expressive, mimetic, pragmatic, or objective serves as an impetus for a discussion of the reading and writing of program texts. Recognition that program texts can be viewed from numerous perspectives may serve as a liberating force in programming pedagogy.