Illustrating The Need For Quiet, Mathematically

, , , , , , , | Learning | November 16, 2017

(I’m in the common area of my dorm, attempting to get some homework done, as there isn’t enough space in my dorm room for this project. A pair of other students apparently have the same idea. Unfortunately, they are working on what appears to be accounting homework, and bickering over a problem, LOUDLY. I’m trying to concentrate on my own work, but they just keep going back and forth, and it’s distracting, as their volume only rises.)

Me: *finally fed up* “Oh, my God. Just… give me the problem you’re working on!”

Student #1: *snootily, after glancing at the large self-portrait I’m working on* “Um, you won’t understand the terms.”

Me: *ignoring the fact that they’ve been bickering so long I already do* “It’s just f****** math. I don’t need the terms; just give me the numbers.”

Student #2: “Um… it’s [figure #1] and [figure #2].”

Me: “Are you f****** kidding me? It’s . It’s frigging basic division! Now, can I please get back to work in peace?!”

(They both glare at me and flip to the back of their book, then immediately look sheepish.)

Student #1: “It… it is .”

Student #2: *glancing at my homework* “So… Is that an elective, or…?”

Me: “No. I’m an illustration major.”

Student #2: *weakly* “Well, I guess you could always switch to accounting if you wanted.”

(Thankfully, after that, they were much quieter.)

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