>From an ENglish point of view..
On Mon, Mar 12, 2018 at 12:14 PM, Kevin Vilbig <kvil...@gmail.com<mailto:kvil...@gmail.com>> wrote: 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 curly brackets, braces () parentheses, round brackets [] brackets, square brackets ! can be called bang or exclamation point exclamation mark, pling # can be called crunch, sha, pound, or hash Typically hash \ backslash or backwhack / slack or whack forward slash or divide * star or wildcard or asterisk ~ tilde or that wiggly line next to the one key squiggle (next to RETURN, ENTER in UK) _ underline, underscore - dash, hyphen . full stop, dot ` backtick, no not quote, the other one. 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<mailto: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<mailto:amyho...@stanford.edu> 650.556.5194<tel:(650)%20556-5194> [cid:image001.png@01D3B9DD.C20D7850] orcid.org/0000-0002-5902-3077<https://orcid.org/0000-0002-5902-3077> Data Management Services Branner Earth Sciences Library, 212 Mitchell 397 Panama Mall; MC 2211 Stanford University Stanford, CA 94305 From: Discuss <discuss-boun...@lists.software-carpentry.org<mailto:discuss-boun...@lists.software-carpentry.org>> on behalf of Lex Nederbragt <lex.nederbr...@ibv.uio.no<mailto:lex.nederbr...@ibv.uio.no>> Date: Monday, March 12, 2018 at 2:48 AM To: Software Carpentry Discussion <discuss@lists.software-carpentry.org<mailto: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 _______________________________________________ Discuss mailing list Discuss@lists.software-carpentry.org<mailto:Discuss@lists.software-carpentry.org> http://lists.software-carpentry.org/listinfo/discuss -- Kevin Vilbig _______________________________________________ Discuss mailing list Discuss@lists.software-carpentry.org<mailto:Discuss@lists.software-carpentry.org> http://lists.software-carpentry.org/listinfo/discuss The University of Dundee is a registered Scottish Charity, No: SC015096
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