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Ask students to identify useless or unnecessary lines of code to assess their understanding of functions.

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  • Development Methods
  • Programming Concepts
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Interview with Jennifer Styer

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Other Tips By Jennifer Styer

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Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign.
Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops.
Emphasize to your students that in languages like Java a semicolon ends a complete thought, rather than just a line of code.

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