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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. Q17: The author of the passage implies which of the following about the poetry mentioned in the first paragraph? - Wulf exaggerates the degree to which young women from an elite background regarded the poetry as providing a critique of marriage.
- The circulation of the poetry was confined to young Quaker women.
- Young women copied the poetry into their commonplace books because they interpreted it as providing a desirable model of unmarried life.
- The poetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.
- The poetry celebrated marital beliefs and practices that were in opposition to patriarchal marriage.(D)
我可以找到D的定位,但是请问E为什么不对?谢谢! 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) ?
- The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.
- Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling before enrolling.
- Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.
- 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.
- In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.(D)
我也选了D,但是B为什么不对?文中的例子为什么要提出是non-Quaker?谢谢! 请问GWD22套里面GWD19,GWD21之类的是不是没有讨论贴链接啊? | 
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发表于 2007-3-22 21:43:00
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