【求助】gwd 21

catherine27629

Passage 2 gwd21

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） 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 为啥E不行？原文wulf开始说反对家长婚姻这个理念影响很大，通过quaker school可以继续将此理念传播给贫穷阶级的女生。 但后来作者反驳quaker school影响没那么大，因为这个阶级的女生没那么强的文学能力能读懂这些作品。 然后我觉得E选项是说作者反驳了这个理念在all social class盛行。  没明白自己的问题是出在这个题的什么地方了。当时AE觉得都对。请问nn如何解决？谢谢你们了！

catherine27629

顶

haiyueqinhui

非牛。阐述一下见解：

E选项中wulf 的conclusion不是 批判观点在女性各个阶层盛行。
A选项中wulf的确有account of 观点如何传播的，后文也对这个方式(Quaker school)提出质疑(overstates quaker schools' impact)。