passage 2 (Q15-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.
GWD 21-15B
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 (A)
E. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia
GWD 21-17e
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. (D)
E. The poetry celebrated marital beliefs and practices that were in opposition to patriarchal marriage.
I choose b,e. but the answer are a,d.
京公网安备11010202008513号 京ICP证101109号 京ICP备12012021号
发表于 2005-10-29 00:47:00
楼主
