5 Citations (Scopus)


This article reflects on the instructional design of introductory programming courses (CS1) and promotes awareness of several related threads of research, including work on looping constructs, program composition, natural programming, and abstraction. We eavesdrop on a conversation between two imaginary computing educators, Walter White and Tom “Duke” Martin, who revisit the venerable debate on loop exits. They begin with a discussion of the break statement but soon find themselves broaching several broader themes, as the use of break is associated with a particular style of composing programs which can impact on student learning in subtle ways. Eventually, despite their differences, Walter and Duke are able to identify several points of agreement, pertinent trade-offs related to instructional practice, and open questions.
Original languageEnglish
Pages (from-to)36-41
JournalACM Inroads
Issue number3
Publication statusPublished - 2016
MoE publication typeD1 Article in a trade journal


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