it deemphasizes the study of programming language details, algorithmic minutiae, and specifi application domains. Our desire to focus on the design process requires two radical innovations for introductory courses. The first innovation is a set of explicit design guidelines. Existing curricula tend to provide vague and ill-defined suggestions, such as" design from top to bottom or make the program structural. We have instead developed design guidelines that lead students from a problem statement to a computational solution in step-by-step fashion with well- defined intermediate products. In the process they learn to read, to analyze, to organize, to experiment, to think in a systematic manner. The second innovation is a radically new programming environment. In the past, texts on programming ignored the role of the programming environment in the learning process; they simply assumed that students had access to a professional environment. This book provides a programming emvironment for beginners. It also grows with the students as they master more and more of the material until it supports a full fledged language for the whole spectrum of programming tasks: large-scale programming as well as scripting beginning programmer through the entire problem-solving process. With design recipes, i des a Our guidelines are formulated as a number of program design recipes. A design recipe gu beginner almost never again stares at a blank piece of paper or a blank computer screen. Instead the student will check the design recipe and use the question-and-answer guidelines to make some progress We created the design recipes by identifying categories of problems. The identification of a problem category is based on the classes of data that are used to represent the relevant with a checklist. Figure I shows the basic six steps if a design recipe checklist. Each step produces a well-defined intermediate product: 1.the description of the classof problem data; 2. the informal specification of a program's behavior; 3. the illustration of the behavior with examples 4. the development of a program - template or layout 5. the transformation of the template into a complete definition;and 6. the discovery of errors through testing The major difference concerns the relationship of steps 1 and 4 Design recipes help beginners and teachers alike. Teachers can use the recipes to inspect a beginner's problem-solving skills, to diagnose weaknesses, and to suggest specific remedial steps After all, each stage of the design recipe yields a well-defined, checkable product. If a beginner is stuck, a teacher can inspect the intermediate products and determine what the problem is Based on this analysis, the teacher can then provide guidance for a specific step in the recipe raise appropriate questions, and recommend additional practice exercises Why Everyone should Learn to Program And as imagination bodies forth he forms of th unknown and Turns them to shapes, and gives to airy nothing a local habitation and a name TEAM FLY PRESENTS-9- it deemphasizes the study of programming language details, algorithmic minutiae, and specific application domains. Our desire to focus on the design process requires two radical innovations for introductory courses. The first innovation is a set of explicit design guidelines. Existing curricula tend to provide vague and ill-defined suggestions, such as ``design from top to bottom'' or ``make the program structural.'' We have instead developed design guidelines that lead students from a problem statement to a computational solution in step-by-step fashion with well￾defined intermediate products. In the process they learn to read, to analyze, to organize, to experiment, to think in a systematic manner. The second innovation is a radically new programming environment. In the past, texts on programming ignored the role of the programming environment in the learning process; they simply assumed that students had access to a professional environment. This book provides a programming environment for beginners. It also grows with the students as they master more and more of the material until it supports a full￾fledged language for the whole spectrum of programming tasks: large-scale programming as well as scripting. Our guidelines are formulated as a number of program design recipes. 1 A design recipe guides a beginning programmer through the entire problem-solving process. With design recipes, a beginner almost never again stares at a blank piece of paper or a blank computer screen. Instead, the student will check the design recipe and use the question-and-answer guidelines to make some progress. We created the design recipes by identifying categories of problems. The identification of a problem category is based on the classes of data that are used to represent the relevant information. Starting from the structure of this class description students derive the programs with a checklist. Figure 1 shows the basic six steps of a design recipe checklist. Each step produces a well-defined intermediate product: 1. the description of the class of problem data; 2. the informal specification of a program's behavior; 3. the illustration of the behavior with examples; 4. the development of a program template or layout; 5. the transformation of the template into a complete definition; and 6. the discovery of errors through testing. The major difference concerns the relationship of steps 1 and 4. Design recipes help beginners and teachers alike. Teachers can use the recipes to inspect a beginner's problem-solving skills, to diagnose weaknesses, and to suggest specific remedial steps. After all, each stage of the design recipe yields a well-defined, checkable product. If a beginner is stuck, a teacher can inspect the intermediate products and determine what the problem is. Based on this analysis, the teacher can then provide guidance for a specific step in the recipe, raise appropriate questions, and recommend additional practice exercises. Why Everyone Should Learn to Program And as imagination bodies forth The forms of things to unknown, and the poet's pen Turns them to shapes, and gives to airy nothing A local habitation and a name. TEAMFLY TEAM FLY PRESENTS