yeah, the intersection of lazy evaluation and side-effects (incl. errors/exceptions) gets confusing, you definitely have to be there to help the student out of

yeah, the intersection of lazy evaluation and side-effects (incl. errors/exceptions) gets confusing, you definitely have to be there to help the student out of a jam. but i think it's useful to start out pretending R follows strict evaluation (because it's natural[1]) and then, once the student gets their bearings, you can introduce laziness. --- [1] well, not "natural", but aligned with how math stuff is usually taught/done. in most cases, when asked to evaluate `f(x+1)`, you first do `x+1` and then take `f(_)` of that.