Illustrating The Need For Quiet, Mathematically
(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.)