gwd-21-15 没有讨论过

GWD 21-Q15 to Q18:

      In her account of unmarried

       women’s experiences in colonial

       Philadelphia, Wulf argues that edu-

Line       cated young women, particularly

  (5)      Quakers, engaged in resistance to

patriarchal marriage by exchanging

poetry critical of marriage, copying

verse into their commonplace

books.  Wulf suggests that this

 (10)      critique circulated beyond the

daughters of the Quaker elite

and middle class, whose com-

monplace books she mines

proposing that Quaker schools

 (15)      brought it to many poor female

students of diverse backgrounds.

      Here Wulf probably overstates

Quaker schools’ impact.  At least

three years’ study would be

 (20)      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

 (25)      Philadelphia’s Quaker schools,

128 students enrolled in these

schools.  Refining Wulf’s numbers

by the information she provides

on religious affiliation, gender, and

 (30)      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

 (35)
        a critique of patriarchal marriage

circulated broadly, Quaker schools

probably cannot be credited with

instilling these ideas in the lower

      classes.  Popular literary satires

 (40)     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

 (45)      class-based traditions them-

selves challenged the legitimacy

of patriarchal marriage.

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Q15:

The primary purpose of the passage is to

1. argue against one aspect of Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial Philadelphia
2. discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their commonplace books
3. counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage
4. present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia
5. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia

Answer: 答案E，我认为应该是A。文中的一句话证明了E的错误：- line34

While Wulf is correct thata critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes.

同意你，dreamMM,刚对完答案，正郁闷呢……

不过17题我选C,文中这些女孩把poetry做为是对patriarchal marriage 的一种抵制，那实际上是不是可以理解为poetry的内容为a desirable model of unmarried life（unmarried 对应文中的resistance）

that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace books.

1. The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.
2. Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling before enrolling.
                       
3. Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.
4. 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.
5. In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.

我选B，答案是C

作者认为overstated的主要证据就是穷人家女孩在Q的人数非常少（line 31），由此说明Q的影响力其实没那么大。

这里B答案正好反驳了这一点，说那些非Q的穷人家女孩，其实也在Q收过一些教育。

open to discuss...

Q15:

The primary purpose of the passage is to

1. argue against one aspect of Wulf’s account of how ideas critical of marriage
                           were disseminated among young women in colonial Philadelphia
2. discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia
                           of the poetry they copied into their commonplace books
3. counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage
4. present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia
5. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia

我觉得是B。discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia
                    of the poetry they copied into their commonplace books

同感,请问那位NN能帮忙把文章翻译出来,这篇文章有多处很难理解