Structure of A TUTOR Lesson
A TUTOR lesson consists of a sequence of units where each unit begins with the presentation of information and progress from one unit to the next is contingent on correctly answering one or more questions. As with COBOL paragraphs, control may enter a TUTOR unit from the preceding unit and exit into the next, but units are also callable as subroutines using the do or join commands.
Here is an example unit from page 5 of the TUTOR User's Memo, March 1973 (Computer-based Education Research Laboratory, University of Illinois at Urbana-Champaign):
unit math at 205 write Answer these problems 3 + 3 = 4 × 3 = arrow 413 answer 6 arrow 613 answer 12Several things should be immediately apparent from this example.
- First, TUTOR is a fixed format language. Each line begins with a command name, with the arguments to that command (the tag) following, after a tab.
- In some cases, such as the write command above, the tag may consist of multiple lines. Continuation lines are either blank or have a leading tab.
- Screen coordinates are presented as single numbers, so 205 refers to line 2 column 5, and 413 refers to line 4 column 13.
What may not be apparent is the control structure implicit in this unit. The arrow command marks the entrance to a judging block This control structure is one of TUTOR's unique features.
Read more about this topic: TUTOR (programming Language)
Famous quotes containing the words structure of, structure and/or lesson:
“A special feature of the structure of our book is the monstrous but perfectly organic part that eavesdropping plays in it.”
—Vladimir Nabokov (1899–1977)
“When a house is tottering to its fall,
The strain lies heaviest on the weakest part,
One tiny crack throughout the structure spreads,
And its own weight soon brings it toppling down.”
—Ovid (Publius Ovidius Naso)
“Never miss an opportunity to allow a child to do something she can and wants to on her own. Sometimes we’re in too much of a rush—and she might spill something, or do it wrong. But whenever possible she needs to learn, error by error, lesson by lesson, to do better. And the more she is able to learn by herself the more she gets the message that she’s a kid who can.”
—Polly Berrien Berends (20th century)