WellSpyder, on 2017-March-03, 03:45, said:

When I read your comments, I flashed back to one of my own grievances from my school days. There was a question in a geography test asking something like "what is the main way in which the climate of place A differs from that of place B?" My answer - "it has heavy rainfall". Unfortunately I only got half marks because I missed out a crucial fact. Apparently I should have said "it has heavy rainfall while place B is relatively dry". My argument that that was implied, since otherwise heavy rainfall would not have been a difference at all just didn't seem to be understood. 44 years (I think) later, I'm also still annoyed when I think about it, but I try to tell myself that it was a useful lesson in how stupid teachers can be....

There are many such instances, and assuming we can take a bathroom break here is one.

I was taking a course in reading German. There was something about a ship and a torpedo, and the literal translation was that the ship "went under". I so translated, and it was marked wrong. "went down" and "sank" were acceptable. I never really understood the explanation.

But revenge was mine. I later had to pass a German reading exam independent of the course. I was a grad student in mathematics, and they took the exam from German mathematics literature. I won't try to get the German phrasing exactly right, but it had something to do with "der Fundamental Theorem der Algebra" and "der Theorem der Liouvillie". The German looked tough but I was thoroughly familiar with the connection between Liouville's Theorem and The Fundamental Theorem of Algebra so I wrote an off the cuff essay on the subject using whatever German I could translate as hints. I passed.

And then there was the humanities course I took. We were reading Aquinas and the assignment was to read his five proofs of the existence of God and decide which argument we found to be the most compelling, Me being me, I asked what we should do if we didn't find any of them compelling. I was told to decide which one I found the least compelling. No surprise, the next period I was called upon to give my argument. I felt I did a reasonable job of demolishing the argument from first cause.

Prof: Did you notice that he said "efficient cause""

Me: No

Prof: You missed the whole point, sit down.

I am not complaining, in fact this was perhaps one of the two best courses I took as an undergraduate (the other being the mathematics of fluid flow). Maybe I am a sucker for tough grading. In the fluid flow class I turned in my solution to an assigned problem. The problem was tough, the solution went on for several pages, it was correct except that I did not put the final answer in the exact form that he asked for. The difference was very minor. I got 2 points out of 20.

I could go on. But I need to go to the bathroom.