Algorithms & data structures
ACM Computing Surveys (CSUR)
Communications of the ACM
Design of Well-Structured and Correct Programs
Design of Well-Structured and Correct Programs
Structured Programming Using PL-1 SP-K
Structured Programming Using PL-1 SP-K
The Elements of Programming Style
The Elements of Programming Style
Selecting languages for pedagogical tools in the computer science curriculum
SIGCSE '76 Proceedings of the sixth SIGCSE technical symposium on Computer science education
What should we teach in an introductory programming course?
SIGCSE '74 Proceedings of the fourth SIGCSE technical symposium on Computer science education
Flowchart techniques for structured programming
ACM SIGPLAN Notices
Teaching the fatal disease: (or) introductory computer programming using PL/I
ACM SIGPLAN Notices
ACM SIGPLAN Notices
Panel discussion on structured programming
ACM SIGCSE Bulletin
The introductory programming course in computer science: ten principles
SIGCSE '78 Papers of the SIGCSE/CSA technical symposium on Computer science education
Programming languages for introductory computing courses: a position paper
SIGCSE '78 Papers of the SIGCSE/CSA technical symposium on Computer science education
Another approach to service courses
SIGCSE '79 Proceedings of the tenth SIGCSE technical symposium on Computer science education
An application oriented introductory computer science sequence
SIGCSE '79 Proceedings of the tenth SIGCSE technical symposium on Computer science education
SIGCSE '79 Proceedings of the tenth SIGCSE technical symposium on Computer science education
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In 1975 a major curriculum revision which converted an introductory first course using FORTRAN and a second course using PL/1 into a two-semester PL/1 sequence was made. The initial rationale and motivation, including an analysis of the potential audience and alternatives, is discussed. An overview of the individual courses, the distribution of topics, and our experience with the two courses is given. A review of this three-year old decision and another analysis of alternatives, especially in the light of the trend towards PASCAL and increasing emphasis on program verification, is made. Our conclusion is based on language-independent factors arising from our attitude towards programming and certain larger curriculum issues and is that our PL/1 sequence should be retained.