GWD21-18答案是D还是B呀？

eng_mba

CD22给的答案是D,可是查了讨论贴都说是B,请大家帮忙，给个正确答案，谢谢了！

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.

--------------------------------------------------------------------------------

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) ?

 

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.

Answer:

eng_mba

又看到说选A的帖子，麻烦大家给个最终答案，多谢了!

以下是引用eng_mba在2007-4-15 3:10:00的发言：

CD22给的答案是D,可是查了讨论贴都说是B,请大家帮忙，给个正确答案，谢谢了！

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.

--------------------------------------------------------------------------------

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) ?

 

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.

Answer:

cathyyang

我选了B

我觉得A不对的，因为文章引用这些数字是为了说明很少学生的学习时间足够理解poetrt之类的。

it appears that only about 17 poor non-Quaker girls were educated in Philadelphia’s
                Quaker schools for three years or

longer.

vivian128

?

sharonyyyy

答案是B...可是為啥選B?