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You may not win if you just use words. Instead, give them interesting but challenging exercises to do. One of the most fun exercises I ever did was to produce a Quine in assembly language. But, instead of producing a textual version of itself, as most Quines do, it produces a running copy in memory and then executes (branches to) that copy. The copy seems ...


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Rephrasing a language construct is a part of a program that does some special work This is indeed too vague. First of all, every program is built specifically to do a particular job. "Special" is subjective, often synonymous with "custom tailored" and thus any program can be called a "special work". By logical extension, any part of a program is ...


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I would argue the best way to do this is have some demonstrations prepared: things they can build with the tools you're teaching that "look" flashy and exciting. Show some cool programs written in C, demonstrate some sort of Arduino-based program that looks interesting (a relatively simple one I've seen waters plants), something in assembly that looks ...


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Forth is very interesting language which can run on bare metal, and also be as high level as you want (I've see a compiler/interpreter of subset of Pascal implemented in 11 pages) and will stretch brain of your students. I know it did mine :-) And is trivial to code some definitions in Assembly if you want. Code is incredibly compact, ideal (and still ...


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A "programming construct" is a sequence of zero or more words and symbols that is legal for the language and also complete. The above mostly works, but not all programming systems are built from words and symbols. One can program graphically, for example. Therefore "sequence" isn't quite right. But it works for the majority of common languages. There are ...


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