Abstract
Students in CS1 were assigned to groups that met during class time to study one member's work on one complex programming problem. When the program was complete, each student wrote a paper describing various aspects of the program. The class response to the writing project was varied and intense.
- Curtis, B., Krasner, H., & Iscoe, N. (1988). A Field Study of the Software Design Process for Large Systems. Communications of the ACM, 31(11), 1268-1287. Google Scholar
Digital Library
- Deneen, L. L. and Pierce, K. R. (1988). Development and Documentation of Computer Programs in Undergraduate Computer Science Courses. SIGCSE Bulletin, 20(1), 17-21. Google Scholar
Digital Library
- Hartman, J., & White, C. M. (1990). "Real World" Skills vs. "School Taught" Skills for the Undergraduate Computer Major. SIGCSE Bulletin, 22(1), 216-218. Google Scholar
Digital Library
- Jackowitz, P. M., Plishka, R. M., & Sidbury, J. R. (1990). Teach Writing and Research Skills in the Computer Science Curriculum. SIGCSE BULLETIN, (22)1, 212-215. Google Scholar
Digital Library
- Pesante, L. H. Integrating Writing into Computer Science Courses. (1991). SIGCSE BULLETIN, (23)1, 205-209. Google Scholar
Digital Library
- Soloway, Elliot. (1986). Learning to Program = Learning to Construct Mechanisms and Explanations. Communications of the ACM, 29(9), 850-858. Google Scholar
Digital Library
Index Terms
Writing about programming in CS1
Recommendations
Program quality with pair programming in CS1
ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science educationPrior research on pair programming has found that compared to students who work alone, students who pair have shown increased confidence in their work, greater success in CS1, and greater retention in computer-related majors. In these earlier studies, ...






Comments