One thing I appreciate about coding is that when you make mistakes, you have to tinker around until you identify the bug and fix it. For example, at the end of the first Python module, I forgot to capitalize “true”, so the interpreter didn’t recognize that line as a Boolean variable. I clicked the hint button, but apparently this isn’t a common error, because all of the tutorial’s hints were about other kinds of mistakes. I was forced to figure out the mistake on my own, and it was much more liberating and empowering than simply referring to a troubleshooting manual. (Frankly, I believe tinkering is the best way to learn anything, whether it’s cooking, a board game, or the aggressively mediocre my.pitt interface.) I think this self-directed aspect of coding helps account for the addictive mindset it seems to inspire in its programmers.

I’m curious whether English pedagogy could do more to encourage this type of learning. I was an English major in college, and while it was a wonderful experience, most of my instructors coddled their students more than I believe was desirable. As I wrote my senior thesis, my advisors would identify any flaws for me and give me clear, simple instructions about how to fix them. “Include these two sources.” “Add a paragraph break here.” I remember that one very eager graduate student would even rewrite entire sentences for me, which, looking back, I’m pretty sure wasn’t kosher. I’m not saying that we should only correct our students’ papers in inscrutable koans—clear communication is important, especially when they’re working on a deadline and juggling other commitments. However, I wonder if a bit less hand-holding and a pinch more self-direction might leave them more confident and self-reliant in the long run.