Would you/ how would you respond to this email?

I agree with biggerboatneeded. If he comes back again I would offer a shorteeting to explain in person what was lacking but that no marks will be changed. We are clearly spelling this out in advance as definitely still meeting requests with this aim!

A short meeting. Sorry!

What Bigger said. Add that if he then has specific aspects of the feedback which aren't clear to him, he should explain clearly what is confusing him in an email. Make him work, rather then sit there shaking his head about how you haven't recognised the superiority of the one piece.

Bit of a rude way to email, but as a student it's probably quite important that he understands how what he thought was high quality was not actually and vice versa. I'd suggest advising him to look at the feedback/markschemes if they're shared, and speak to his tutor if that doesn't clear it up.

I noticed when I did my degree I got higher marks for the pieces of work cobbled together in a shorter timeframe!

I realised that I work better under pressure when I have no time to waffle and just enough to stuff evidence into a report and concisely explain my reasons for it and what it means for my argument!

Admittedly I was a mature student but I'd never have ask my lecturers why some pieces got higher marks than others.
I just read the feedback and worked it out for myself. Therefore I became less baffled

Oh dear

I'm sorry but I just don't see your problem. A student is baffled by his marks and is indirectly seeking some clarity/further feedback in relation to them.

I don't understand why you don't see the importance of responding nicely to your fee paying chstomer who has every opportunity to impact your NSS results.

Think I'm missing something, but is there a reason why you can't talk to him to discuss this? If you are his teacher, surely its you he should be approaching if he has queries.
I think you said that he didn't seem to be asking you to change the marks, so can't see why you wouldn't give feedback.

I would offer a meeting to go through the assignment with him.

When I do this there are always only 2 outcomes:

a) the most likely: despite frequent complaints that they are not offered enough 1-to-1 time, the student will not turn up to a suggested meeting (and probably simply ignore my invitation, just as they did the many other invitations for 1-1 meetings & tutorials );

b) the student, when actually called upon to go through their work with you (mark scheme, feedback, etc, in hand) concedes almost immediately and acknowledges that the mark was fair (and indeed maybe even generous! )

I find it's easier to offer them your time, as busy as you might be. These things are usually cleared up very quickly.

You should be professional, and offer to discuss the work, and the marking scheme with him. It sounds as if you feel personally attacked, and unless you're missing out other content in the email which is more of an attack, this isn't personal.
So long as you did mark the work appropriately, and know why they got the marks they did, there is no issue.

I'd offer a meeting - probably at 9am on a Monday - to explain his feedback to him. With an additional note that marks cannot be changed. But I'd leave my reply until the maximum time we say we'll respond which at my place is within 3 working days.

Passive-aggressive, moi?

The thing is, academics are going to have to move away from seeing themselves as experts and experienced, even when they are just that. Pupils in schools are being taught to ask for feedback (in Scotland - learning conversations) and teachers are expected to be able to provide it, and evidence their marks. I work for an exam board, at a reasonably senior level, and we all have our marks checked and have to be able to defend them.

Yes, his tone is a bit off but, quite frankly, so is your tone on here.

What us wrong with someone wanting clarity part way through a course in which, presumably, they want to do well?

He lacks tact, but your attitude is awful too.

If you're confident that the mark you gave follows the marking criteria then why would you resent explaining this? Offer him a meeting to explain.

You seem awfully defensive at having your marking questioned - 'bare-faced cheek'?!

Having a lot of students that don't understand how their work reflects the mark given but don't feel able to question it is something you should try and rectify, not laugh at the one that does.

Cannot see the issue. He thinks he did better in one piece and is telling you he doesn't understand. He isn't asking you to remark.

I think you sound ridiculous. 'Jumped up tosser' ? Really?

So I have to guess how to respond
You're the adult and professional, he should never be telling you how to respond anyway (and if he did it would be inappropriate). YOU should decide on an appropriate way to behave, in all your interactions with students, always..
You seem quite unsure of how to behave in your role, perhaps some mentoring by a more senior teacher/lecturer would help you?
The tone of the email does not sound all that rude, he's just saying how he feels, I think you need to be less sensitive and treat this more as a transaction where you provide a service, not a personal conversation.

And I know what you mean about rude tone - not surprised it's a male student in fact. Offer him a short tutorial and don't let him start - be assertive, take control, and help him through his "bafflement ".. just explain, rather than asking him what he's. addled about.

I am not in academia but am a manager - I often get similar emails and "I'm confused" is often peddled out by the more arrogant staff, it's sort of a patronising way of trying to pull rank I find. Being pulled up on having a lower standard has dented their ego, so they passively aggressively attack to try and pull back the power. I am very direct so it leaves no more room for questioning, but I always explain, as that's how they improve. I like to do it in writing generally as I think that when they have had time to calm down they absorb it better. A conversation can be too confrontational when they feel attacked.