Author(s)

R. Newman, R. Gatward & M. Poppleton

Abstract

One of the primary skills required in order to be a skilful programmer is the ability to describe the problems and situations being modelling in a way that captures the essential aspects of the situation, and in a way that is easily understood by others. It is the contention of the authors of this paper that the traditional teaching of programming in higher education courses on computing militate against this skill. In particular the use of an imperative programming language for this purpose involves primarily learning of a range of skills that have nothing to do with descriptive facility. Regardless of whether programming methodologies are taught in an integrated way within a programming course, one of the first considerations of the novice programmer on most courses is that of programme contro

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