Word: grader
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Just exactly what our equivocator's answer has to do with the original question is hard to say. The equivocator writes an essay about the point, but never on it. Consequently, the grader often mentally assumes that the right answer is known by the equivocator and marks the essay as an extension of the point rather than a complete irrelevance. The artful equivocation must imply the writer knows the right answer, but it must never get definite enough to eliminate any possibilities...
...long run the expert in the use of unwarranted assumptions comes off better than the equivocator. He would deal with our question on Hume not by baffling the grader or by fencing with him but like this: "It is absurd to discuss whether Hume is representative of the age in which he lived unless we note the progress of that age on all intellectual fronts. After all Hume did not live in a vacuum...
...this point our assumption expert proceeds to discuss anything which strikes his fancy at the moment. If he can sneak the first assumption past the grader, then the rest is clear sailing. If he fails, he still gets a fair amount of credit for his irrelevant but fact-filled discussion of scientific progress in the 18th century. And it is amazing what some graders will swallow in the name of intellectual freedom...
...outline a few ways to make this times easier for all of us. His advice piece, "Beating the System," won the Dans Reed Prize in 1951 for excellence in undergraduate writing. The Crimson proudly ran this piece at the beginning of every exams period since 1962, when one grader felt obliged to respond...
Since them we have reprinted in entirety both the original piece and the grader's response as a public service to all of our readers. And, we wish you all luck as you prepare to open your blue books in the coming weeks...