getting_started#

  • Series: lecture-python-programming

  • File: lectures/getting_started.md

  • Audit date: 2026-08-26

  • Corpus snapshot: ceec881028

  • Categories audited: writing, code, figures, links, admonitions (JAX out of scope)

  • Overall score: 8.0 / 10

  • Priority: HIGH

Score breakdown#

Category

Score

One-line note

Writing

3/10

qe-writing-006 ×17; qe-writing-005 ×9; qe-writing-003 ×2, +2 more.

Math

N/A

no mathematical content.

Code

10/10

no mechanical violations detected.

JAX

out of scope

JAX rules target lecture-jax.

Figures

7/10

qe-fig-005 ×12.

References

N/A

no citations in this lecture.

Links

10/10

no mechanical violations detected.

Admonitions

10/10

no mechanical violations detected.

Issues#

Critical#

None found.

High severity#

  • [qe-fig-005] — Descriptive figure names for cross-referencing. Count: 12. Lines: 154, 182, 195, 207, 230, 276, 320, 338, 357, 363, …. Example: {figure} without :name:.

  • [qe-writing-005] (reviewer) — Use bold for definitions, italic for emphasis. Count: 9. Lines: 88, 102, 199, 211, 224, 240, 242, 372, 415. Example: the convention is inverted throughout: the four bold spans are all emphasis - “the core Python language and” (88), the whole sentence at 102, “depends on which mode you are in” (242), “static html representations” (415) - while the terms being defined are italic or unmarked: the Jupyter dashboard (199), an active cell (211), edit mode (224), a modal editing system (240), and “Debugging is the process of identifying and removing errors from a program” (372) with nothing marked at all.

  • [qe-writing-006] — Capitalize lecture titles properly. Count: 17. Lines: 50, 67, 77, 213, 220, 238, 261, 268, 306, 329, …. Example: H2 Title Case: ‘Python in the Cloud’ (Cloud).

Medium severity#

  • [qe-writing-002] (reviewer) — Keep writing clear, concise, and valuable. Count: 3. Lines: 63, 74, 394. Example: three sentences are broken rather than merely long: 63-64 “Most of our lectures include a “Launch notebook” button (with a play icon) on the top right connects you to an executable version on Colab” is missing its relative pronoun; 74 reads “runs you through the some details”; and 394 reads “using the buttons on the “Next” button on the CALLSTACK toolbar”.

  • [qe-writing-003] (reviewer) — Maintain logical flow. Count: 2. Lines: 56, 268. Example: Colab is recommended as the way to start (52-64) two sections before Jupyter notebooks are introduced at 131, so the reader is told to run notebooks in the cloud before being told what a notebook is; and “A Test Program” - item 4 of the five-item plan at 42-48 - arrives at 268 as an H4 buried under “Notebook Basics”, so the promised structure and the delivered structure do not line up.

Low severity#

  • [qe-writing-008] — Remove excessive whitespace between words. Count: 1. Lines: 144. Example: 2 spaces.

Strengths#

  • The cloud-first ordering is the right call for a first lecture: Colab (50-64) gets a reader executing code before any local install is attempted, and the local route is honestly framed as the one that “require[s] more work” (72).

  • Twelve screenshots carry the walkthrough (154, 182, 195, 207, 230, 320, 338, 357, 363, 378, 397), so every instruction is paired with what the reader should actually see on screen.

  • Modal editing - the thing that most confuses new notebook users - gets its own subsection with both modes tabulated and both switching keystrokes given (238-259).

  • The test program is deliberately arbitrary and says so (“Don’t worry about the details for now”, 296), which keeps the reader’s attention on running a cell rather than on polar bar charts.

  • Cross-reference targets are set for exactly the things later lectures need to point at: install_anaconda (104), a_test_program (267), gs_help (328), gs_install_qe (452).