This issue has been on my mind since teaching my first few classes.
Here is a quick lexicon beyond what you mentioned.
{ } can also be called curly braces
! can be called bang or exclamation point
# can be called crunch, sha, pound, or hash
\ backslash or backwhack
/ slack or whack
* star or wildcard or asterisk
~ tilde or that wiggly line next to the one key
And that's only for single characters! What about compound character
operators? Perl 6 can even take some unicode symbols as arithmetic
operators!
On Mon, Mar 12, 2018 at 10:40 AM, Amy E. Hodge <amyho...@stanford.edu>
wrote:
> I found this very interesting. I also find that mixtures of cultural
> backgrounds in the class – or a difference between myself and the learners
> – can sometimes lead to confusion in the different ways people describe the
> symbols in particular.
>
>
>
> I spent the first half day leading a week-long training (not for coding,
> but for something internal to the company I was working for where there was
> an internal “language” to be learned) before I realized that while I was
> describing them as “braces,” “square brackets,” and “parentheses,” my
> learners described these as “flower brackets,” “square brackets,” and
> “round brackets,” and the three together under the umbrella of “brackets,”
> which I only used in reference to the square ones. Learning got much faster
> after we got that squared away!
>
>
>
> ~ Amy
>
>
>
> Amy E. Hodge, PhD
> *Science Data Librarian*
>
> amyho...@stanford.edu
>
> 650.556.5194 <(650)%20556-5194>
>
> orcid.org/0000-0002-5902-3077
>
>
>
> Data Management Services
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>
>
> *From: *Discuss <discuss-boun...@lists.software-carpentry.org> on behalf
> of Lex Nederbragt <lex.nederbr...@ibv.uio.no>
> *Date: *Monday, March 12, 2018 at 2:48 AM
> *To: *Software Carpentry Discussion <discuss@lists.software-carpentry.org>
> *Subject: *[Discuss] Code Phonology - on reading code aloud
>
>
>
> Hi,
>
>
>
> Felienne Hermans has a really interesting blog post and accompanying paper
> on Code Phonology, i.e. on reading code aloud: http://www.felienne.
> com/archives/5947.
>
>
>
> This is relevant for teaching through ‘live follow-along coding’: are we
> aware what vocabulary we use and what effect that has on our learners (e.g.
> cognitive load)? Do we use consistent vocabulary across lessons and between
> workshops?
>
>
>
> Food for thought...
>
>
>
> Lex
>
>
>
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--
Kevin Vilbig
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