请教GWD 21-Q15

tlswa

GWD 21-Q15

这道题我选的是B。觉得A选项，不应该是discuss how ideas critical of marriage were disseminated的啊~~

另外其实，A，B两个选项的意思，也看的不是很明白~~

    In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace 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.  Popular 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.

 

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

crystal007

B选项是说讨论wulf interpretation的significance的问题，但文章整个第二段一直在讨论the critique of marriage不能传到lower classes的问题。并非讨论B

A是说对wulf提出的how ideas critical of marriage were disseminated among young women in colonial Philadelphia的一个方面有疑问，

wulf 认为the critique of marriage不仅传到了daughters of the Quaker elite and middle class,也传到了lower classes（文章第一段最后一句proposing that Quaker schools brought it to many poor female students of diverse backgrounds.）  

文章认为没有传到lower classes (第二段中间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)

即the author of the passage对传到有钱人那里是同意的，但不同意传到了穷人那。即不同意one aspect。

拙见。

tlswa

恩~~懂了懂了~argue against one aspect 原来就是文章第二段指的内容啊~~

谢谢啦

houzhongxu

以下是引用tlswa在2009-5-29 18:08:00的发言：

GWD 21-Q15

这道题我选的是B。觉得A选项，不应该是discuss how ideas critical of marriage were disseminated的啊~~

另外其实，A，B两个选项的意思，也看的不是很明白~~

    In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace 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.  Popular 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.

第一步：

文章第一句说W认为eyw从事对p婚姻的抵制，通过一个什么东西

最后一句说传统自身挑战P婚姻合法性

中间很平实，什么转折都没有，看选项

文章第一句说W认为eyw从事对p婚姻的抵制，通过一个什么东西

最后一句说传统自身挑战P婚姻合法性

中间很平实，什么转折都没有，看选项

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

第二步：

发现A,C,E选项动词都建立在文章必须有转折的前提才能存在，直接干掉

db开比

B,D都不够vague,都把文章的部分有提到

仔细发现D里面有undermine，不爽，干掉

就B吧

做完