Assembly language is usually an almost one-to-one correspondence with machine code instructions of the target architecture. Assemblers can build on that by prov

Assembly language is usually an almost one-to-one correspondence with machine code instructions of the target architecture. Assemblers can build on that by providing macros, etc but it's fundamentally about the programmer being aware of the instructions the CPU supports and using them to program. I'm having trouble understanding the difficulty in the example. If "jnc" doesn't suit then there's "jc" to do the opposite. If the difficulty is the conceptual leap to unstructured branching then I'd say that's what the teacher's job is - teach the students how to think about it.