To My Section
Okay, people. We’ve been doing this for seven weeks now. You know the drill. When you propose a hypothetical in class, the professor is going to turn it back on you. So think about your question beforehand, come up with a response (something, anything!), and then include that in your question so we don’t all have to sit through the uncomfortableness of the professor prying knowledge out of you.
For example, instead of:
Student: “I understand Case X, but what happens if there’s a flying monkey?”
Professor: “Good question. What do you think happens?”
Student: “Uh… um, I don’t know. Uh… [long silence] … I think… well, that’s why I asked the question.”
Professor: “Well, what is the general rule here?”
Student: “Birds are awesome.”
Professor: “So?”
Student: “Well, a monkey isn’t a bird.”
Professor: “Okay, so what’s the problem? Your question seems pretty simple to me.” Etc.
You should do this:
Student: “Okay, so the rule is that birds are awesome, but what if there’s a flying monkey? Flying monkeys seem pretty awesome to me. Maybe the rule applies to all flying animals?”
Professor: “But what about penguins? They don’t fly at all, and they’re awesome. And bats?”
And just like that, you’re talking law! See how easy that is?