10.22当炮灰的来冒个泡，坚决2战

怡然自得ing

10.22上午场，很悲剧的当了炮灰，和同学2个一起考的，出来的时候两个人都傻了，原本都想着一战成功，结果却都被G血淋淋的干掉了。两个失意人在南京路上落寞的走着，真觉得边上的热闹是他们的，与我无关...当晚还无敌悲剧的因为没赶上回去的动车而滞留上海，投奔友爱的麦当劳叔叔...悲催的杀G之旅。反正这一个月，觉得自己成长了很多，谢谢家人和朋友，关键时候还是她们最靠谱！和同学2人毅然决定2战，1战失利，打乱了我很多的脚步，原本计划的很多事情都无法去实现。想着又要抱着电脑一天N小时，起早贪黑，心里都发毛！可有时候现实就是这么事与愿违，再怎么不情愿都不行，考得比任何一次prep模考都低得多，只能说自己掌握的还不够扎实吧。考完到现在，补了补落下的功课，越过期中考，还有处理了一大堆杂七杂八的事，晃眼竟然近20天了，把G完全扔到八丈远，再看看日子和后续的安排，发现情况紧急了，想要在12月上旬挑个日子完成杀鸡大事的。今天决定上来冒个泡，表个态，求和大家互相监督，一起努力进步！真的感谢CD，上来看看，发现有那么一群人和自己一样在奋斗，感觉真得挺好（虽然我已经荒废到现在了）11.11 开始新一轮G划~~

附上自己有点点模糊的炮灰经历吧，虽然有些晚，可能不一定有用，但也是还愿吧。
考试的时候其实做完作文感觉挺好的，都是分析过的题目，挺顺手，在规定时间内完成了。
issue:  111. “The most effective business leaders are those who maintain the highest ethical standards.”

argument: 124. The following appeared in a memorandum from the owner of Carlo’s Clothing to the staff.
“Since Disc Depot, the music store on the next block, began a new radio advertising campaign last year, its business has grown dramatically, as evidenced by the large increase in foot traffic into the store. While the Disc Depot’s owners have apparently become wealthy enough to retire, profits at Carlo’s Clothing have remained stagnant for the past three years. In order to boost our sales and profits, we should therefore switch from newspaper advertising to frequent radio advertisements like those for Disc Depot.”
数学：jj考前就看过10道，考试题目不难的，但要仔细。就是第2道题目给卡住了，有一单词没搞明白，做了近10分钟，估计最后还是错了，因为后一题无敌简单...到后面时间有些赶，老是算错，不过还好调整过来了，大家数学别慌，相信自己做的完的！最后50，估计是算错了几道。
语文部分就悲剧了，觉得上来就有点看不进去似地，头道语法就模棱两可了，后面语法很多这种情况的，排出到剩2个选不出了，还是知识点不清楚。逻辑部分：我的弊病就是太慢，一道题都要快2分钟   阅读：第一篇虽然短但做的不好，题目信息少，反倒是给的信息不够，有些不好判断，而后的长文章反倒是比较简单。最后时间不够，侥幸的碰到一篇GWD里的做过的，文章都没仔细看就凭印象选了，估计也还是有错，答案记得不是很全。
     GWD 21-Q15 to Q18:

     In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace books.  Wulf suggests that this critique circulated beyond the daughters of the Quaker elite and middle class, whose commonplace books she mines, proposing that Quaker schools brought it to many poor female students of diverse backgrounds.
     Here Wulf probably overstates Quaker schools’ impact.  At least three years’ study would be necessary to achieve the literacy competence necessary to grapple with the material she analyzes. In 1765, the year Wulf uses to demonstrate the diversity of Philadelphia’s Quaker schools, 128 students enrolled in these schools.  Refining Wulf’s numbers by the information she provides on religious affiliation, gender, and length of study, it appears that only about 17 poor non-Quaker girls were educated in Philadelphia’s Quaker schools for three years or longer.  While Wulf is correct that a critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes.  opular literary satires on marriage had already landed on fertile ground in a multiethnic population that embodied a wide range of marital beliefs and practices.  These ethnic- and class-based traditions themselves challenged the legitimacy of patriarchal marriage.
Q15: The primary purpose of the passage is to
        
A.    argue against one aspect of Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial Philadelphia
B.    discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their commonplace books
C.    counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage
D.    present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia
E.    challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia
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Q16: According to the passage, which of the following was true of attitudes toward marriage in colonial Philadelphia?
        
A.    Exemplars of a critique of marriage could be found in various literary forms, but they did not impact public attitudes except among educated young women.
B.    The diversity of the student body in the Quaker schools meant that attitudes toward marriage were more disparate there than elsewhere in Philadelphia society.
C.    Although critical attitudes toward marriage were widespread, Quaker schools’ influence in disseminating these attitudes was limited.
D.    Criticisms of marriage in colonial Philadelphia were directed at only certain limited aspects of patriarchal marriage.
E.    The influence of the wide range of marital beliefs and practices present in Philadelphia’s multiethnic population can be detected in the poetry that educated young women copied in their commonplace books.
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Q17: The author of the passage implies which of the following about the poetry mentioned in the first paragraph?
        
A.    Wulf exaggerates the degree to which young women from an elite background regarded the poetry as providing a critique of marriage.


B.    The circulation of the poetry was confined to young Quaker women.  
C.    Young women copied the poetry into their commonplace books because they interpreted it as providing a desirable model of unmarried life.
D.    The poetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.
E.    The poetry celebrated marital beliefs and practices that were in opposition to patriarchal marriage.

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Q18:
Which of the following, if true, would most seriously undermine the author’s basis for saying that Wulf overstates Quaker schools’ impact (lines 17-18)?
A.    The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.
B.    Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling before enrolling.
C.    Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.
D.    The poetry featured in young women’s commonplace books frequently included allusions that were unlikely to be accessible to someone with only three years’ study in school.
E.    In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.

   最后语文的分数真得可以去撞墙，平时prep模考猜猜都比这高，╮(╯▽╰)╭，估计我前10题，连错N道吧。 （觉得考试就这点不好，出来的就一成绩单，没有你具体错在哪里，都不好分析到底是哪部分出问题）不过看我这情况，可能是语文分项每个都要加强暴力的，阅读能力真得很重要，在短时间内获取并筛选有效信息。我做题速度一直提不上去，尤其是逻辑，现在复习准备时间有限，也希望大家有好的方法分享下。
     路漫漫其修远兮，大家加油吧！就算失望，不能绝望~~

落川冰

抚摸楼主一把~同是天涯人，相逢何必曾相识...

我是今天考的传说中V靠猜也应该比今天对的多的悲剧人士...

求抱头一起痛哭。

windypig123

迟来的狗？
LZ加油啊

fanfantastic

楼主，我也是那天的炮灰，同二战，加油！～