In her account of unmarriedwomen’s experiences in colonial Philadelphia, Wulf argues that educated youngwomen, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetrycritical of marriage, copying verse into their commonplace books. Wulfsuggests that this critique circulated beyond the daughters of the Quaker eliteand middle class, whose commonplace books she mines, proposing that Quaker schoolsbrought it to many poor female students of diverse backgrounds.
Here Wulf probablyoverstates Quaker schools’ impact. At least three years’ study would benecessary to achieve the literacy competence necessary to grapple with thematerial she analyzes. In 1765, the year Wulf uses to demonstrate the diversityof Philadelphia’s Quaker schools, 128 students enrolled in these schools. Refining Wulf’s numbers by the information she provides on religiousaffiliation, gender, and length of study, it appears that only about 17 poornon-Quaker girls were educated in Philadelphia’s Quaker schools for three yearsor longer. While Wulf is correct that a critique of patriarchal marriagecirculated broadly, Quaker schools probably cannot be credited with instillingthese ideas in the lower classes.  opular literary satires on marriage hadalready landed on fertile ground in a multiethnic population that embodied awide range of marital beliefs and practices. These ethnic- andclass-based traditions themselves challenged the legitimacy of patriarchalmarriage.
GWD21-15
The primary purpose of the passage is to
A. argue against one aspectof Wulf’s account of how ideas critical of marriage were disseminatedamong young women in colonial Philadelphia
B.discuss Wulf’s interpretation of the significance for educated young women incolonial Philadelphia of the poetry they copied into their commonplace books
C.counter Wulf’s assertions about the impact of the multiethnic character ofcolonial Philadelphia’s population on the prevalent views about marriage
D. present data to undermine Wulf’s assessment of the diversity of thestudent body in Quaker schools in colonial Philadelphia
E.challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of allsocial classes in colonial Philadelphia
GWD 21-16
According to the passage, which of the following was true of attitudes towardmarriage in colonial Philadelphia?
A. Exemplars of acritique of marriage could be found in various literary forms, but they did notimpact public attitudes except among educated young women.
B. The diversity of thestudent body in the Quaker schools meant that attitudes toward marriage weremore disparate there than elsewhere in Philadelphia society.
C. Although criticalattitudes toward marriage were widespread, Quaker schools’ influence indisseminating these attitudes was limited.
D. Criticisms of marriagein colonial Philadelphia were directed at only certain limited aspects ofpatriarchal marriage.
E. Theinfluence of the wide range of marital beliefs and practices present inPhiladelphia’s multiethnic population can be detected in the poetry thateducated young women copied in their commonplace books.
While Wulf is correct that a critique ofpatriarchal marriage circulated broadly, Quaker schools probably cannot becredited with instilling these ideas in the lower classes.
GWD21-17
The author of the passage implies whichof the following about the poetry mentioned in the first paragraph?
A. Wulfexaggerates the degree to which young women from an elite background regarded the poetry asproviding a critique of marriage.
B. The circulation of thepoetry was confined to young Quaker women.
C. Young women copied thepoetry into their commonplace books because they interpreted it as providing adesirable model of unmarried life.
D. The poetry’s capacityto influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.
E. The poetry celebrated marital beliefs and practices that were inopposition to patriarchal marriage. 無
GWD 21-18
Which of the following, if true, would mostseriously undermine the author’s basis for saying that Wulf overstates Quakerschools’ impact (line 17-18) ?
A. The information thatWulf herself provided on religious affiliation and gender of students is infact accurate.
B. Most poor, non-Quakerstudents enrolled in Quaker schools had completed one or two years’ formal orinformal schooling before enrolling.
C. Not all of the youngwomen whose commonplace books contained copies of poetry critical of marriagewere Quakers.
D. The poetry featured in young women’s commonplacebooks frequently included allusions that were unlikely to be accessible tosomeone with only three years’ study in school. Support author
E. In 1765 an unusuallylarge proportion of the Quaker schools’ student body consisted of poor girlsfrom non-Quaker backgrounds.
讨论一下这一题吧!!!
有看到正解是ACDB 究竟答案为何呢??
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发表于 2011-12-7 01:05:36
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