280:(CMI) (in computer programs called "lessons") and has many features for that purpose. For example, TUTOR has powerful answer-parsing and answer-judging commands, graphics, and features to simplify handling student records and statistics by instructors. TUTOR's flexibility, in combination with PLATO's computational power (running on what was considered a supercomputer in 1972), also made it suitable for the creation of games — including flight simulators, war games, dungeon style multiplayer role-playing games, card games, word games, and medical lesson games such as
1169:
UIUC and licensed to TDK in Japan; the
Cluster system consisted of a small group of terminals attached to a minicomputer which provided storage and compilation. The Tencore Language Authoring System is a TUTOR derivative developed by Paul Tenczar for PCs and sold by Computer Teaching Corporation. cT was a derivative of TUTOR and microTutor developed at Carnegie Mellon which allowed programs to run without change in windowed GUI environments on Windows, Mac, and Unix/Linux systems.
562:
erased so that the response to the new answer can be computed. The mechanism by which the display screen rolls back to its previous state varies from implementation to implementation. Early implementations operated by switching the terminal into erase mode and re-executing the entire case that had matched. Some later implementations buffered the output produced during judging so that this output could be erased.
47:
778:, except that they must sit at the indenting level of the loop they modify, and they have a condition tag that indicates when the indicated control transfer is to take place. This makes the construct more powerful than in other languages, because any line of the inner loop could terminate or reloop several outer loops with one statement.
903:
command. Each lesson could have an unnamed temporary common block containing variables shared by all users of that lesson. Such blocks were created when a lesson came into use and deallocated when the lesson became inactive. In contrast, named common blocks were associated with a block of a lesson
820:
were valid, with the values 99 and 15.9, respectively (op cit). This feature was seen as essential. When students typed in a numeric answer to a question, they could use operators and variables and standard algebraic notation, and the program would use the TUTOR "compute" command to compile and run
620:
Fine coordinates were specified as X and Y coordinates relative to the lower left corner of the screen. The fine coordinate 0,511 specified the upper left corner of the screen, while 0,496 was equivalent to the coarse 101, allowing for the 16 pixel height of a character and the fact that characters
325:
Through the 1970s, the developers of TUTOR took advantage of the fact that the entire corpus of TUTOR programs were stored on-line on the same computer system. Whenever they felt a need to change the language, they ran conversion software over the corpus of TUTOR code to revise all existing code so
1168:
The microTutor language was developed in the PLATO project at UIUC to permit portions of a lesson to run in terminals that contained microcomputers, with connections to TUTOR code running on the mainframe. The microTutor dialect was also the programming language of the
Cluster system developed at
1164:
There has been a sizable family of TUTOR-related languages, each similar to the original TUTOR language but with differences. In particular, TUTOR was a component of a system (the PLATO computer-based education system) that ran on particular CDC mainframe hardware. For efficiency, there were some
561:
In the event that the student inputs "square" or "a square", the answer is judged to be incorrect, and the text "A square has four sides." is output starting at line 15 column 1 on the screen. This output remains on the screen until the student begins to enter a new answer, at which point, it is
450:
command also prompts for input, with the special arrow character (resembling "▷") displayed as a prompt at the indicated screen coordinates. In effect, a judging block can be thought of as a backtracking control structure where the student may make multiple attempts to answer a question until a
569:
command was a unique form of subroutine call. It was defined as being equivalent to textual substitution of the body of the joined unit in place of the join command itself. As such, a joined unit could contain part of a judging block. Thus, while the judging block is conceptually an
677:
Text rendered in size zero rotation zero used the built-in character rendering hardware of the PLATO terminal, while rendering with nonzero size and rotation was done with line segments and therefore significantly slower due to the speed of the communication link to the terminal.
317:
gives a snapshot of TUTOR from shortly before PLATO IV was operational. Core elements of the language were present, but commands were given in upper case, and instead of using a general mechanism, support for alternative character sets was through special command names such as
498:
This would match answers such as "it is a right triangle" or "it's a triangular figure" or just "rt triangle". It would not match "sort of triangular" because the words "sort of" are not listed as ignored, and it would not match "triangle, right?" because the order is wrong.
517:
between the two bit vectors was used as a measure of the degree of difference between the words. Bit vectors were typically 60 or 64 bits long, with fields for letter presence, letter pair presence, and the first letter. As a result, the number of one bits in the
616:
Coarse coordinates were specified in terms of the rows and columns of text. The coarse coordinate 1501, for example, was a reference to line 15 character 1, where the upper left character on the screen was at location 101 and the lower right character was at
1059:. The byte size and whether or not the array elements were to be treated as signed or unsigned were entirely under user control. Arbitrary text manipulation could be done by setting the byte size to the machine byte size, 6 bits on implementations using
721:
if n8<4 . write first branch . calc n9⇐34 elseif n8=4 . write second branch . do someunit else . write default branch . if n8>6 . . write special branch . endif endif
1165:
hardware-specific elements in TUTOR (e.g. variables that were 60-bit words that could be used as arrays of 60 bits or as 10 six-bit characters, etc.). Also, TUTOR was designed before the advent of the windows-oriented graphical user interface (GUI).
879:
The private memory region of each process consisted of 150 words each, referred to as student variables; the values of these variables were persistent, following the individual user from session to session. These were addressed as
843:
were approximately equal. This simplified life for mathematically naïve developers of instructional lessons, but it occasionally caused headaches for developers of numerically sophisticated code because it was possible that both
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command are simply the defined names for statically allocated global variables. The semantics of parameter passing was given as being equivalent to assignment at the time of the control transfer to the destination unit, and if
672:
unit title size 9.5 $ $ text 9.5 times normal size rotate 45 $ $ text rotated 45 degrees at 2519 write Latin size 0 $ $ return to normal writing rotate 0 at 3125 write
Lessons on Verbs
417:
TUTOR contained a number of unique features. The following list is not intended as a substitute for a TUTOR manual, but merely highlights the most interesting, innovative, and sometimes confusing features of the language.
605:
to emulate the plasma panel. The built-in character set had 4 sets of 63 characters, each 8 by 16 pixels, half of these were fixed, half were programmable. The Tutor language provided complete support for this terminal.
753:
loop n8<10 . write within loop . sub1 n8 reloop n8≥5 . write still within loop . do someunit outloop n8<3 . write still within loop endloop write outside of loop
1127:
unit someu NAME1,NAME2,NAME3(SIZE) NAME4=CONSTANT floating:NAME5,NAME6,NAME7(SIZE) integer, NUM BITS:NAME8,NAME9 integer, NUM BITS,signed:NAME10 integer:NAME11
1015:
Later in the development of TUTOR, with the introduction of multiple named sets of definitions, the programmer was given explicit control over which sets of definitions were currently in force. For example,
860:
As an authoring language, TUTOR began with only minimal memory resources and only the crudest tools for manipulating them. Each user process had a private data segment of 150 variables, and shared
660:
Hand composing draw commands is difficult, so a picture editor was included in the PLATO system by 1974 to automate this work. This could only deal with drawing commands with constant coordinates.
927:
command to create an additional private memory segment of up to 1000 words. This segment existed in swap space only, but it could be mapped to student variables or common variables. For example
973:
directive. This was the only way to associate mnemonic names with variables. It was up to the programmer to statically allocate memory and assign names to variables. Consider this example:
1087:
define radius=v1,x=v2,y=v3 unit vary do halfcirc(100,150,300) do halfcirc(50) * unit halfcirc(radius, x,y) circle radius, x,y,0,180 draw x-radius, y;x+radius, y
326:
that it conformed with the changes they had made. As a result, once new versions of TUTOR were developed, maintaining compatibility with the PLATO version could be very difficult.
300:
for designing instructional lessons, and its evolution into a general purpose programming language was unplanned. The name TUTOR was first applied to the authoring language of the
1944:
509:
The pattern matching algorithms used by various TUTOR implementations varied in detail, but typically, each word in the input text and each word in the pattern were converted to
288:). TUTOR lives on today as the programming language for the Cyber1 PLATO System, which runs most of the source code from 1980s PLATO and has roughly 5000 users as of June 2020.
1868:
824:
The language included a pre-defined constant named with the Greek letter pi (π), with the appropriate value, which could be used in calculations. Thus, the expression
356:
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
642:
command. This allows unambiguous use of comma-separated fine coordinates. Normally, the draw command connects consecutive points with line segments, but by putting
383:
First, TUTOR is a fixed format language. Each line begins with a command name, which must fit within a fixed 8-character field. The arguments to that command (the
463:
commands, each of which introduces a (possibly empty) block of commands to be executed if that pattern matches. The two most common pattern matching commands were
502:
The pattern matching subsystem recognized spelling errors, so the words "triangel" or "triangl" would match the example pattern. The lesson author could use the
601:, line drawing, and text display. Each pixel on the PLATO IV terminal was either orange or black. The CDC PLATO V terminal used a monochrome black and white
734:
statement is not rendered correctly in some browsers. It appears similar to <= but as one character. It had a dedicated key on the PLATO IV keyboard.)
530:
All early presentations of the control structure of a TUTOR judging block were confusing. In modern terms, however, a judging block can be described as an
1123:
command to declare the size of the buffer used for local variables, up to 128 words. Having done so, a unit using local variables could begin as follows:
1949:
1044:
define segment, name=starting var, num bits per byte, s array, name(size)=starting var array, name (num rows, num columns)=starting var
265:
182:
828:
could be used to calculate the area of a circle, using the built-in π constant, implicit multiplication and exponentiation indicated by a superscript.
360:
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
1736:
Curtin, Constance; Clayton, Douglas; Finch, Cheryl; Moor, David; Woodruff, Lois (1972). "Teaching the
Translation of Russian by Computer".
657:
command give the radius and fine coordinates of the center. Additional tags could specify starting and ending angles for partial circles.
1040:
to move a string from memory to memory. By 1975, more general tools for arrays of integers and packed arrays were added. For example:
215:
993:. Put all your definitions at the very beginning of the lesson where you will have ready reference to which variables you are using."
387:) begin at the 9th character. Although a tab key was used to get to the 9th column, it generated spaces as PLATO had no tab character.
812:, but in a more radical departure from the conventions established by FORTRAN, it allowed implicit multiplication, so the expressions
375:
unit math at 205 write Answer these problems 3 + 3 = 4 × 3 = arrow 413 answer 6 arrow 613 answer 12
130:
68:
61:
332:(CDC), by 1981, had largely expunged the name TUTOR from their PLATO documentation. They referred to the language itself as the
550:. All output produced by the body of the judging loop in the previous cycle is erased from the screen prior to the next cycle.
821:
the formula and check that it was numerically equivalent (or within the floating point roundoff error) to the correct answer.
1056:
727:
711:
273:
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Screen coordinates are presented as single numbers, so 205 refers to line 2 column 5, and 413 refers to line 4 column 13.
1101:
1092:
1080:
277:
1738:
1703:(3rd ed.), Urbana, Illinois: PLATO Publications / Computer-Based Education Research Lab, University of Illinois,
790:, nor was it limited by poorly designed character sets of the era. For example, the PLATO IV character set included
111:
1152:, but the forms illustrated here all automatically bind names to locations in the block of memory allocated by the
1119:
were added to TUTOR some time around 1980. Lesson authors wishing to use local variables were required to use the
83:
57:
1028:
The original TUTOR tools for text manipulation were based on commands for specific text operations, for example,
1008:
of TUTOR were pure "definition before use" with no provisions for local definitions. Thus, the formal parameter
795:
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535:
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that exits when the student input is judged correct. The body of this control structure consists of a series of
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command above, the tag may consist of multiple lines. Continuation lines are either blank or have a leading tab.
236:
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964:
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in the later days of Plato III. The first documentation of the language, under this name, appears to have been
90:
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command, conformed to the usual semantics associated with subroutine calls in other programming languages.)
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of two such bit vectors approximated the extent of the phonetic difference between the corresponding words.
344:
survived, however, as the name of the type of file used to store text written in the PLATO Author
Language.
261:
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The Pterm terminal emulator developed by Cyber1 supports the microTutor language starting with version 6.
1108:
command above, the effect was to leave the prior values of the corresponding formal parameters unchanged.
158:
154:
35:
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sections. The semantics of these control structures was routine, but the syntax inherited the mandatory
1797:, Urbana, Illinois: PLATO Publications / Computer-Based Education Research Lab, University of Illinois,
494:
answer <it, is,a, it's, figure, polygon> (right, rt) (triangle, triangular)
97:
257:
149:
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implementations. Note the lack of any specification of array dimensionality for segmented arrays.
1005:
240:
1724:(10th ed.), Urbana, Illinois: Computer-Based Education Research Lab, University of Illinois,
269:
79:
1763:
791:
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176:
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command. The available TUTOR documentation does not discuss how local variables are allocated.
714:
and adding a unique nonblank indent character to distinguish indenting from continuation lines.
490:
commands consisted of lists of optional, required and alternative words. consider this example:
1687:, Urbana, Illinois: Computer-Based Education Research Lab, University of Illinois, March 1973,
578:, this block may be arbitrarily broken into subroutines. (An alternative subroutine call, the
1798:
1755:
1725:
1704:
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1884:, Computer-Based Education Research Laboratory, University of Illinois at Urbana, Report X-35
232:
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17:
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A TUTOR lesson could attach a single region of up to 1500 words of shared memory using the
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The character set also included the conventional symbols for multiplication and division,
166:
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Functions could be defined, with macro-substitution semantics, as in this illustration:
1925:
1116:
1068:
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557:
wrong <it, is,a> square at 1501 write A square has four sides.
1938:
749:
in conventional programming languages. This is illustrated in the following example
634:
draw 1812;1852;skip;1844;1544 circle 16,344,288 draw 1837;1537;1535;1633;1833
690:
was rather sparse. In the mid 1970s, this shortcoming was addressed by introducing
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What may not be apparent is the control structure implicit in this unit. The
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1701:
PLATO User's Memo, Number One: Summary of TUTOR Commands and System
Variables
668:
The following example illustrates some of the text rendering tools of Tutor.
30:
This article is about the programming language. For the type of teacher, see
987:
there should not be any v3's or v26's anywhere in your lesson except in the
864:
could be attached, allowing inter-user communication through shared memory.
513:. To see whether a word of student input matched a word of the pattern, the
1928:. Center for Design of Educational Computing at Carnegie Mellon University.
871:
family of computers. Some later implementations changed this to 64 bits.
1032:
to place a packed character string into consecutive variables in memory,
868:
686:
Aside from its unique answer judging mechanisms, TUTOR's original set of
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1916:
787:
1767:
1083:
mechanism was added to TUTOR early in the PLATO IV era. For example:
1845:
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Where 150 student variables was insufficient, a lesson could use the
638:
Note the use of semicolons to separate successive coordinates on the
1924:
Andersen, David; Sherwood, Bruce; Sherwood, Judith; Whitley, Kevin.
630:
The following example illustrates some of Tutor's drawing commands.
1802:
1751:
1729:
1708:
1692:
985:
defining three floating point variables. Users were advised that "
1816:
1781:
Run Time
Support for the TUTOR Language on a Small Computer System
1144:. Conventional definitions in terms of student variables such as
1064:
798:, and TUTOR used these for exponentiation. Consider this command
591:
506:
command to set how pedantic the system was about spelling errors.
357:
31:
379:
Several things should be immediately apparent from this example.
867:
On the PLATO IV system, words were 60 bits, in keeping with the
977:
define mynames first=v1, second =v2 result=v3
471:. These had identical pattern matching semantics except that
40:
786:
TUTOR's expression syntax did not look back to the syntax of
475:
judged a student response to be correct if it matched, while
268:
beginning in roughly 1965. TUTOR was initially designed by
409:
This control structure is one of TUTOR's unique features.
1200:
1136:
command given above are taken to be lines of an implicit
1256:
1219:
1521:
1331:
1316:
1288:
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command could be made to conceptually lift its pen.
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in TUTOR is a control structure that begins with an
306:
Avner, Richard Allen; Tenczar, Paul (January 1969),
296:
TUTOR was originally developed as a special purpose
226:
213:
203:
188:
175:
165:
148:
1926:"The cT Programming Language (derived from TUTOR)"
1012:used above must not have any previous definition.
1812:Forward progress with full backward compatibility
621:were plotted relative to their lower left corner.
1020:would discard all definitions in the named set.
904:(a disk file). Shared memory was addressed as
590:The PLATO IV student terminal had a 512 by 512
315:Teaching the Translation of Russian by Computer
1718:Summary of TUTOR Commands and System Variables
717:This is illustrated in the following example:
1303:
1036:to search for one string within another, and
459:Each judging block consists of a sequence of
322:for "write using the Russian character set."
8:
1945:Computer-based Education Research Laboratory
1024:Arrays, packed arrays, and text manipulation
931:common 1000 storage 75 stoload vc1001,1,75
143:
1900:"A personal evaluation of the PLATO system"
1846:"MicroTUTOR with Pterm: A brief user guide"
479:judged a student response to be incorrect.
266:University of Illinois at Urbana-Champaign
183:University of Illinois at Urbana-Champaign
142:
896:when used to hold floating point values.
710:of the Tutor Language, presaging that of
352:A TUTOR lesson consists of a sequence of
131:Learn how and when to remove this message
1681:TUTOR user's memo: Introduction to TUTOR
1600:
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1508:
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981:This creates a set of definitions named
943:as a shared unnamed common block, while
888:when used to hold integer values, or as
831:In TUTOR, the floating-point comparison
451:correct answer allows forward progress.
1180:
766:commands are somewhat analogous to the
1882:Spelling, Word and Concept Recognition
1809:Sherwood, Bruce Arne (April 9, 2000),
1674:, Control Data Corporation, April 1981
1649:
1637:
1346:
1055:, were comparable to packed arrays in
67:Please improve this article by adding
1625:
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1587:
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1471:
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7:
1898:Denenberg, Stewart A. (April 1978).
745:blocks with semantics comparable to
1095:listed in the argument list to the
1788:Sherwood, Bruce Arne (June 1974),
25:
1950:Educational programming languages
1930:(no longer supported as of 2002).
1919:. Control Data Education Company.
774:statements of languages based on
308:The TUTOR Manual. CERL Report X-4
171:Paul Tenczar & Richard Blomme
963:command was very similar to the
852:could be true at the same time.
405:command marks the entrance to a
45:
1819:), Python IDLE-dev mailing list
1699:Avner, Elaine (November 1975),
1536:Underlining from the original,
1104:were omitted, as in the second
1000:define cotan(a)=cos(a)/sin(a)
434:command and ends with the next
1880:Tenczar, Paul; Golden (1972),
1867:Stifle, Jack (November 1974),
1498:, pp. X-1 to X-3 and X-6.
1201:"Cyber1 PLATO Computer System"
1148:could be used in such a local
1132:The continuation lines of the
920:(for floating point numbers).
1:
1870:The Plato IV Student Terminal
1715:Avner, Elaine (August 1981),
835:was defined as being true if
737:The same syntax was used for
274:computer assisted instruction
69:secondary or tertiary sources
1826:"Release Notes for Pterm v6"
1577:, pp. VII-52 to VII-55.
597:, with hardware support for
586:Graphic and display commands
278:computer managed instruction
18:TUTOR (programming language)
1844:Sinder, Dale (2018-03-26).
1739:The Modern Language Journal
1051:, defined with the keyword
532:iterative control structure
390:In some cases, such as the
348:Structure of a TUTOR lesson
1966:
1018:define purge, setname
801:circle (41+72.6),100,200
526:Judging control structures
29:
1304:Tenczar & Golden 1972
796:subscript and superscript
371:Here is an example unit:
260:developed for use on the
231:
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1915:Sherwood, Bruce (1977).
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455:Judging pattern matching
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330:Control Data Corporation
1486:, pp. IV-2, IX-17.
1063:, 8 bits on some later
1004:Unlike C, the original
955:Defining symbolic names
664:Text rendering commands
553:Consider this example:
538:, each introduced by a
292:Origins and development
875:Basic memory resources
574:enclosing a series of
482:The tag fields on the
56:relies excessively on
36:Tutor (disambiguation)
34:. For other uses, see
1824:Sinder, Dale (n.d.).
1160:Other implementations
951:are private storage.
935:This example defines
698:blocks with optional
334:PLATO Author Language
254:PLATO Author Language
1917:"The TUTOR Language"
595:plasma display panel
258:programming language
27:Programming language
1140:command with local
189:First appeared
181:Paul Tenczar &
145:
1904:ACM SIGCUE Outlook
1791:The TUTOR language
1668:PLATO user's guide
1258:PLATO user's guide
1255:See, for example,
1220:Curtin et al. 1972
912:(for integers) or
792:control characters
688:control structures
682:Control structures
611:coordinate systems
298:authoring language
222:TUTOR, Micro-TUTOR
1776:Jones, Douglas W.
1523:TUTOR user's memo
1333:TUTOR user's memo
1318:TUTOR user's memo
1290:TUTOR user's memo
1274:TUTOR user's memo
1102:actual parameters
1093:formal parameters
1081:parameter passing
1075:Parameter passing
856:Memory management
782:Expression syntax
342:TUTOR lesson file
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205:Typing discipline
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626:Drawing commands
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542:command such as
540:pattern matching
515:Hamming distance
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1891:Further reading
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1603:, p. IV-10
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1466:
1462:, p. IX-3.
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1416:
1407:
1403:
1394:
1390:
1386:, p. II-9.
1382:
1378:
1374:, p. II-11
1369:
1365:
1361:, p. II-1.
1357:
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1117:Local variables
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609:There were two
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413:Unique features
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319:
305:
294:
241:Regency Systems
216:implementations
195:
193:
137:
126:
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74:
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66:
62:primary sources
50:
39:
28:
23:
22:
15:
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1553:, p. IX-2
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1540:, p. IV-5
1529:
1513:
1511:, p. X-11
1500:
1488:
1476:
1464:
1452:
1440:
1438:, p. IV-1
1427:
1414:
1401:
1399:, p. II-3
1388:
1376:
1363:
1351:
1339:
1324:
1322:, Exercise 4-1
1308:
1296:
1294:, Exercise 4-1
1280:
1264:
1262:, p. 4-56
1248:
1246:, Section 7.2.
1236:
1224:
1212:
1192:
1179:
1177:
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758:Note that the
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599:point plotting
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422:Answer judging
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336:. The phrase
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282:Bugs and Drugs
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1746:(6): 354–60.
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1634:
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1627:
1621:
1618:
1615:, p. C3.
1614:
1609:
1606:
1602:
1601:Sherwood 1974
1596:
1593:
1589:
1583:
1580:
1576:
1575:Sherwood 1974
1571:
1568:
1565:, p. 15.
1564:
1559:
1556:
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1551:Sherwood 1974
1546:
1543:
1539:
1538:Sherwood 1974
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1509:Sherwood 1974
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1484:Sherwood 1974
1480:
1477:
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1460:Sherwood 1974
1456:
1453:
1450:, p. C5.
1449:
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1436:Sherwood 1974
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1428:
1424:
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1415:
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1405:
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1397:Sherwood 1974
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1373:
1372:Sherwood 1974
1367:
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1359:Sherwood 1974
1355:
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1343:
1340:
1337:, p. 21.
1336:
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1300:
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1232:Sherwood 2000
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1213:
1202:
1196:
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1188:Sherwood 1974
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1021:
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1007:
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994:
992:
974:
972:
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928:
921:
897:
874:
872:
870:
865:
863:
862:common blocks
855:
853:
829:
822:
799:
797:
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789:
781:
779:
777:
750:
748:
735:
730:arrow in the
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709:
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669:
663:
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462:
454:
452:
446:command. The
429:
428:judging block
421:
419:
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407:judging block
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103:
99:
96:
92:
89:
85:
82: –
81:
77:
76:Find sources:
70:
64:
63:
59:
54:This article
52:
48:
43:
42:
37:
33:
19:
1907:
1903:
1881:
1869:
1856:. Retrieved
1852:
1833:. Retrieved
1829:
1811:
1790:
1780:
1743:
1737:
1717:
1700:
1680:
1667:
1645:
1633:
1628:, p. C2
1620:
1608:
1595:
1590:, p. 14
1582:
1570:
1558:
1545:
1532:
1527:, p. 17
1522:
1516:
1503:
1491:
1479:
1467:
1455:
1443:
1430:
1425:, p. S6
1417:
1412:, p. S5
1404:
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1366:
1354:
1342:
1332:
1327:
1317:
1311:
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1273:
1267:
1257:
1251:
1239:
1227:
1215:
1204:. Retrieved
1195:
1190:, p. 4.
1183:
1171:
1167:
1163:
1131:
1115:
1090:
1078:
1061:display code
1048:
1047:
1027:
1014:
1003:
995:
986:
980:
971:preprocessor
958:
934:
922:
898:
878:
866:
861:
859:
830:
823:
818:3.4+5(2-3)/2
803:
785:
757:
736:
725:
716:
685:
676:
667:
659:
652:
637:
629:
608:
589:
564:
560:
552:
529:
520:exclusive or
508:
501:
497:
481:
458:
427:
425:
416:
406:
400:
384:
378:
370:
353:
351:
341:
337:
333:
328:
324:
314:
313:The article
312:
307:
302:PLATO system
295:
285:
281:
270:Paul Tenczar
262:PLATO system
253:
249:
248:
127:
118:
108:
101:
94:
87:
75:
55:
1638:Sinder 2018
1347:Stifle 1974
1278:, p. 5
1006:scope rules
747:while loops
708:indentation
511:bit vectors
272:for use in
1939:Categories
1910:(2): 3–10.
1659:References
1650:Sinder n.d
1626:Avner 1981
1613:Avner 1981
1588:Avner 1975
1563:Avner 1975
1472:Jones 1976
1448:Avner 1975
1423:Avner 1981
1410:Avner 1981
1244:Jones 1976
1206:2020-06-06
1079:A general
959:The Tutor
814:(4+7)(3+6)
728:assignment
368:commands.
338:TUTOR file
276:(CAI) and
227:Influenced
159:procedural
155:imperative
121:April 2010
91:newspapers
58:references
1760:1540-4781
1176:Citations
177:Developer
1803:ED124149
1778:(1976),
1730:ED208879
1709:ED124130
1693:ED078665
916:through
908:through
892:through
884:through
869:CDC 6600
768:continue
572:iterator
440:endarrow
340:or even
150:Paradigm
1053:segment
983:mynames
968:#define
925:storage
788:FORTRAN
764:outloop
743:endloop
264:at the
256:, is a
233:TenCORE
194: (
105:scholar
80:"TUTOR"
1853:cyber1
1830:cyber1
1801:
1768:324788
1766:
1758:
1728:
1707:
1691:
1150:define
1138:define
1057:Pascal
1034:search
989:define
961:define
949:nc1075
945:nc1001
941:nc1000
918:vc1500
910:nc1500
901:common
846:x<y
806:×
760:reloop
712:Python
700:elseif
655:circle
544:answer
484:answer
473:answer
465:answer
214:Major
107:
100:
93:
86:
78:
1874:(PDF)
1858:4 May
1849:(PDF)
1835:4 May
1817:Email
1795:(PDF)
1764:JSTOR
1722:(PDF)
1685:(PDF)
1672:(PDF)
1624:From
1599:From
1586:From
1549:From
1520:From
1507:From
1434:From
1421:From
1408:From
1395:From
1370:From
1315:From
1287:From
1271:From
1154:lvars
1142:scope
1121:lvars
1065:ASCII
772:break
726:(The
696:endif
617:3264.
592:pixel
576:cases
548:wrong
536:cases
504:specs
488:wrong
477:wrong
469:wrong
448:arrow
436:arrow
432:arrow
403:arrow
392:write
358:COBOL
354:units
320:WRUSS
250:TUTOR
144:TUTOR
112:JSTOR
98:books
32:Tutor
1860:2024
1837:2024
1799:ERIC
1756:ISSN
1726:ERIC
1705:ERIC
1689:ERIC
1525:1973
1335:1973
1320:1973
1292:1973
1276:1973
1260:1981
1146:n150
1134:unit
1097:unit
1067:and
1038:move
1030:pack
894:v150
886:n150
848:and
839:and
816:and
808:and
794:for
770:and
762:and
739:loop
732:calc
704:else
702:and
648:draw
644:skip
640:draw
567:join
565:The
486:and
467:and
444:unit
366:join
209:none
196:1969
192:1969
84:news
1748:doi
947:to
939:to
937:nc1
914:vc1
906:nc1
850:x≥y
833:x=y
603:CRT
546:or
442:or
385:tag
364:or
286:BND
237:USE
60:to
1941::
1908:12
1906:.
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1851:.
1828:.
1762:.
1754:.
1744:56
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1106:do
890:v1
882:n1
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741:,
694:,
692:if
580:do
438:,
426:A
362:do
235:,
71:.
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1839:.
1815:(
1770:.
1750::
1652:.
1640:.
1474:.
1349:.
1306:.
1234:.
1222:.
1209:.
1010:a
965:C
841:y
837:x
810:÷
776:C
284:(
243:)
239:(
198:)
161:)
157:(
134:)
128:(
123:)
119:(
109:·
102:·
95:·
88:·
65:.
38:.
20:)
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