【求助】GWD 21-Q15！！主旨题！！原文一句话无法理解！！感激不尽！！

youyoudanmo · 发表于 2012-8-8 17:36:40

先放题——
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

正确答案选A。
做题时凭借选项的态度排除了B和D，C选项没有提到young women，也就没有覆盖到文章讨论的主要内容，排除。A和E纠结到最后还是选错了，这道题居然花了劳资6分多钟！！还做错了，受不了了！！求NN解释一下下啊~~~

还有就是阅读原文反思错题的时候，第一段里的这句话实在不理解是什么意思，求NN翻译一下下啊~~
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.

youyoudanmo · 发表于 2012-8-8 18:59:17

忘了贴文章了。。。我错了。。。
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（家长的，族长的，由族长统治的） marriage by exchanging poetry critical of marriage, copying verse into their commonplace（平凡的，陈腐的） 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.

求指教，谢谢~

kakahbwyb · 发表于 2012-10-9 20:15:45

忘了贴文章了。。。我错了。。。
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（家长的，族长的，由族长统治的） marriage by exchanging poetry critical of marriage, copying verse into their commonplace（平凡的，陈腐的） 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.

求指教，谢谢~

-- by 会员 youyoudanmo (2012/8/8 18:59:17)

楼主这题我也错了，对于E，我觉得它说了all social classes是错的，因为文中是diverse backgrounds

霖陌 · 发表于 2012-11-9 17:18:28

我觉得文章只是否定了Quaker schools’ impact，正如文章第二段开头所说的“Here Wulf probably overstates Quaker schools’ impact. ”，作者其实并没有大篇幅明确否定critique在各阶层中传阅。整个第二段作者一直在否定着学校的作用，因此A更合适，并不是这个学校做了很大贡献。其中“ Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial Philadelphia”指的就是Quaker school所做的贡献。

个人愚见，请指正。

【求助】GWD 21-Q15！！主旨题！！原文一句话无法理解！！感激不尽！！

所属分类: GMAT考试

正在浏览此版块的会员 ()

浏览过的版块