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2007; the page now uses a different example). xxxvi INSTRUCTOR_PREFACE turns into painful exegesis of the programming language, with little time left for real concepts. In Alan Perlis’s words, “A programming language is low-level when its programs require attention to the irrelevant”. Also contributing to the difficulties of using Java in an introductory course are the liberties that the language takes with object-oriented principles. For example: • If x denotes an object and a one of the attributes of the corresponding class, you may by default write the assignment x a = v to assign a new value to the a field of the object.

Java, C#, C++ and C are, for the next few years, an important part of any software engineer’s baggage; it is important, as reflected by this book’s four language-specific appendices, to ensure that the students know them. This goal is, however, unrelated to the question of what techniques to use in the introductory course. Students will most likely be exposed to these languages at some point; it would be a rare curriculum these days where no course uses at least one of them. In any case, no introductory course that I know covers all of them, so students need to learn more regardless of the initial teaching language.

Note to instructors: what to cover? To provide flexibility for the instructor, the book has more material than will typically be covered in a one-semester course. The following is my view of what constitutes essential material and what can be viewed as optional. It is based on my experience and will naturally need to be adapted to every course’s specifics and every instructor’s taste. • Chapters 1 to 4 should probably be covered in their entirety, as they introduce fundamental concepts. • Chapter 5 on logic introduces fundamental concepts.

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