I have used the verb "prompt" in misc.ijs to intercept typed input to the ijx window. You could use it to read input from the student, reformat what is entered to J as you choose then have J execute it. You could make a quick test of S by implementing this for determining its feasibility. Shouldn't be too hard to implement your rules for S as a single line input. If it still looks good to you enhance it to make it a complete package. Unless an error occurs the student would never see the J code. But you could try and catch any error and present your own error message. Saving scripts of S would require a little more work, but one could implement something that would put S on top of J without modifying J itself. But if S were an option of J itself would worry me as the rules for S conflict with those of J.
On Wed, Apr 22, 2009 at 5:41 PM, Don Watson <[email protected]> wrote: > It will take time to understand the paper. The comparison of S to J for the > example on page 2 is given towards the end of the paper: > > > > S Compound Verb: %:(+/*:(])–(+/)%#)%<:# > > J Tacit Programming: ([:%:+/@:*:@:(-+/%#)%<:@#) > > > > In essence, you are able to remove all "@:", the cap, "[" and the > parentheses around the tacit J. That's because compound verbs and regular > programming are the same. There is no tacit programming. Compound verbs in > S > follow the right to left rule, which tacit J doesn't. I assure you that it > is worth the effort to read it. > > > > > > > > ----- Original Message ----- > From: "Björn Helgason" <[email protected]> > To: "Chat forum" <[email protected]> > Sent: Wednesday, April 22, 2009 6:04 PM > Subject: Re: [Jchat] Language S > > > >I have glanced through your document. > > I do not find it easy to read nor easy to understand. > > > > Using combinations of operations are probably not easy for anyone to > > understand as a first task. > > > > I guess your example on page 2 could be a good starting point but instead > > of > > doing it combined to brake it down into steps. > > > > Use individual math operations and translate them into similar J > > operations. > > > > > > > > 2009/4/22 Don Watson <[email protected]> > > > >> Blank I have a challenge. > >> > >> I am interested in using the J system for experiential use in > >> elementary > >> and secondary school Mathematics. It has many advantages, including free > >> availability for education. > >> > >> . However, no one would claim it is easy for teachers to learn J. What I > >> have done in this paper is describe a language - called S, for school - > >> that > >> seems to be closer to Mathematics and needs no tacit programming form. > It > >> should be easier to lean and more easily parallel mathematical formulae. > >> The > >> idea is that S be an option sitting on top of the J system. it is > >> described > >> in a paper at: > >> > >> http://members.shaw.ca/dwawatson/s.doc > >> > >> The description contains a lot of "why". I found that I learned J > more > >> easily when I asked "why". I also describe in the same form why tacit > >> programming works the way it does. This helped when I tried to outline > >> procedures for turning S into J and vice-versa. > >> > >> The challenge for those who know J a lot better than I do is to more > >> accurately describe the procedures needed. It may require restrictions > in > >> order to work. > >> > >> I apologize for not using the Wiki. My generation was not brought up > >> to > >> understand instructions. Few things used to have complexity. > >> > >> Thanks, > >> > >> Don Watson > >> > >> ---------------------------------------------------------------------- > >> For information about J forums see http://www.jsoftware.com/forums.htm > >> > > > > > > > > -- > > Björn Helgason, Verkfræðingur > > Fugl&Fiskur ehf, > > Þerneyjarsundi 23, Hraunborgum > > Po Box 127,801 Selfoss , > > t-póst: [email protected] > > gsm: +3546985532 > > Landslags og skrúðgarðagerð, gröfuþjónusta > > http://groups.google.com/group/J-Programming > > > > > > Tæknikunnátta höndlar hið flókna, sköpunargáfa er meistari einfaldleikans > > > > góður kennari getur stigið á tær án þess að glansinn fari af skónum > > /|_ .-----------------------------------. > > ,' .\ / | Með léttri lund verður | > > ,--' _,' | Dagurinn í dag | > > / / | Enn betri en gærdagurinn | > > ( -. | `-----------------------------------' > > | ) | (\_ _/) > > (`-. '--.) (='.'=) ♖♘♗♕♔♙ > > `. )----' (")_(") ☃☠ > > ---------------------------------------------------------------------- > > For information about J forums see http://www.jsoftware.com/forums.htm > > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm > ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
