The concept of a program which lists or enumerates all possible computer programs in a given language occurs frequently in the study of theoretical computer science topics such as computability and formal languages.This paper studies characteristics of such enumerations and presents a way to give students a better intuitive "feel" for this concept.A simple technique for enumerating programs is developed and is used to present the millionth computer program in an enumeration.

This paper describes the design of a syntax checker which is being used to provide enhanced access to computing for introductory programming students. Syntax errors are detected on a microcomputer prior to submission of the job to the mainframe for execution. Advantages of this approach for the students, the instructor, and for the computer center are discussed.

A method is presented for directly transforming an arbitrary LR( k ) grammar to an equivalent LR(1) grammar. It is further shown that the method transforms an arbitrary prefix-free LR( k ) grammar to an equivalent LR(0) grammar. It is argued that the method is efficient and offers some advantages over traditional “look-ahead” parsing methods. Finally, it is demonstrated that the method can be used to transform an LR(1) grammar to an equivalent SLR(1) grammar, which in turn can be easily transformed to an equivalent (1, 1) bounded right-context grammar.

Abstract This paper describes our experience in using a common set of code generating subroutines as the basis for compilers of ALGOL W, ALGOL 60 and subsets of PL/I and COBOL. The advantages of using a common set of primitives for implementing more than one compiler include: (1) greatly reduced effort to implement additional languages; (2) simplified maintenance of the generated compilers; (3) standardized diagnostic messages for all compilers implemented using this system; and (4) simplified documentation of the compilers.

An approach is described for introducing practical work experience into an undergraduate computer science curriculum. This approach differs from others which have been reported in that it is not necessary for the student to make any arrangements for academic credit in advance. The requirements for obtaining practicum credit are described, and examples of projects which have received such credit are given. This approach has made a significant contribution to the educational program by offering academic credit for learning experiences which are difficult to duplicate in a typical computer science curriculum.