We will not write your code, and that is the entire point
Code you did not write teaches you nothing and fails the next assignment, which builds on this one. What we do is explain concepts, work through your own code with you, and teach debugging as a method rather than as guessing.
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Almost always one concept, several weeks earlier
Programming builds relentlessly. A student struggling with recursion in week ten usually has an unresolved gap around how function calls and scope work from week four. Working on recursion directly produces frustration; going back to the earlier concept usually resolves it in a session.
The second pattern is debugging by alteration. Change something, run it, change something else. It occasionally works and it teaches nothing, and it stops working entirely once programs get large. Reading an error message properly, forming a hypothesis about the cause and testing that hypothesis is a method, and it is rarely taught explicitly.
The third is that many courses assess documentation and explanation as well as working code. Being able to say why your solution works, what its complexity is, and what you would change is frequently worth as much as the program running.
- The concept underneath the problem, not just the current error
- Debugging taught as hypothesis and test
- Code explanation and documentation, which carry real points
- Your own code, worked through with you
What we work on
Your own assignments, in your own language
- Variables, scope, control flow and functions
- Arrays, lists, dictionaries and when to use which
- Recursion, and why it stops being confusing
- Reading error messages and stack traces
- Writing documentation and code explanations that earn points
This is the boundary that matters most in computing
- We do not write code you will submit.
- We do not complete, debug to completion or refactor your assignment for you.
- We do not supply solutions for you to adapt.
- We do not sit or assist during any timed assessment or coding test.
- We explain concepts, work through your own code with you, and review what you wrote.
Automated similarity checking on code is routine and effective, and it catches adapted solutions as well as copied ones. Beyond that, the next assignment assumes you understood this one. Read the full policy.
Frequently Asked Questions
We will work through it with you until you can see what is wrong and why. Handing back working code teaches nothing and the next assignment builds on this one. Most students find the session where they find the bug themselves is the one that changes how they work.
Usually earlier than week nine. Tell us where it last made sense, and we will work forward from there. Trying to fix week nine while a week four concept is still unresolved is why the extra hours are not helping.
Read the error message completely, including the line number and the type. Form a specific hypothesis about the cause. Test that one hypothesis. Changing things at random until it works is the habit to break, and it is breakable in a couple of sessions.
Whichever your course uses. Language choice matters far less than people think at this stage, because the concepts transfer almost entirely. Learning a second language after the first is usually a matter of weeks.
Frequently yes, and students are surprised by how many. Naming, comments that explain why rather than what, and a clear explanation of the approach are all commonly assessed. Working code with no explanation loses a meaningful share on many rubrics.
Send the assignment and your own attempt
Even a broken attempt. We will work through where the reasoning goes wrong and what concept is actually underneath it.
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