Assumes only computer skills—no programming skills. Ex.___
Provides students with a solid C or C++ foundation—so they can apply C/C++ programming to a variety of environments, and can move on to more advanced/reference type books and compiler help facilities with ease and confidence. Ex.___
Introduces students to all concepts gradually, starting easy and building up incrementally to the more difficult levels. Ex.___
Ensures that students don't get overwhelmed or lost, or fall behind in any chapter. Ex.___
Keeps students focused on key points—rather than confusing them with a maze of icon-clutter. Ex.___
Enhances readability. Ex.___
Complements the narrative and addresses the needs of students with visually-oriented learning styles. Ex.___
Draws students' attention to the C/C++ language special features or programming errors. Ex.___
Helps students assess their comprehension of each chapter. Ex.___
Introduces another level of complexity that complements the programming examples in the text. Ex.___
Provides students/instructors with a convenient single-source resource for study/review/teaching. Ex.___
Provides instructors/students with additional resources. Ex.___
Explains the topic at hand, enabling students to see how each concept is applied individually. Ex.___
Helps students to see how concepts are related, but without introducing aspects or programming nuances that would draw students' attention away from the basics. Ex.___
Instructors can use the program to demonstrate the process of creating larger, multi-file programs. Depending on the audience, it can be introduced to the class as a long-term project that is incrementally developed, or as a starting point for enhancing its behavior. Ex.___
