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In her account of unmarried women's experiences in colonial

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In her account of unmarried women's experiences in colonial [#permalink] New post 07 Oct 2009, 06:55
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 shools
(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.

15. 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

16. According to the passage, which of the following was true of attitudes toward marriage in colonial Philadelphia?
A. Exemplars of a critique of marriage could be found in various literary forms, but they did not impact public attitudes except among educated young women.
B. The diversity of the student body in the Quaker schools meant that attitudes toward marriage were more disparate there than elsewhere in Philadelphia society.
C. Although critical attitudes toward marriage were widespread, Quaker schools’ influence in disseminating these attitudes was limited.
D. Criticisms of marriage in colonial Philadelphia were directed at only certain limited aspects of patriarchal marriage.
E. The influence of the wide range of marital beliefs and practices present in Philadelphia’s multiethnic population can be detected in the poetry that educated young women copied in their commonplace books.

17. The author of the passage implies which of the following about the poetry mentioned in the first paragraph?
A. Wulf exaggerates the degree to which young women from an elite background regarded the poetry as providing a critique of marriage.
B. The circulation of the poetry was confined to young Quaker women.
C. Young women copied the poetry into their commonplace books because they interpreted it as providing a desirable model of unmarried life.
D. The poetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.
E. The poetry celebrated marital beliefs and practices that were in opposition to patriarchal marriage.

18. Which of the following, if true, would most seriously undermine the author’s basis for saying that Wulf overstates Quaker schools’ impact (line 17-18) ?
A. The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.
B. Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling before enrolling.
C. Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.
D. 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.
E. In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 08 Oct 2009, 07:34
15. 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


A? the author talked about how Wulf's wrong about poor women spreading it?

16. According to the passage, which of the following was true of attitudes toward marriage in colonial Philadelphia?
A. Exemplars of a critique of marriage could be found in various literary forms, but they did not impact public attitudes except among educated young women.
B. The diversity of the student body in the Quaker schools meant that attitudes toward marriage were more disparate there than elsewhere in Philadelphia society.
C. Although critical attitudes toward marriage were widespread, Quaker schools’ influence in disseminating these attitudes was limited.
D. Criticisms of marriage in colonial Philadelphia were directed at only certain limited aspects of patriarchal marriage.
E. The influence of the wide range of marital beliefs and practices present in Philadelphia’s multiethnic population can be detected in the poetry that educated young women copied in their commonplace books.

C. The author gave couple of examples on how Wulf is overstating the importance of quaker school spreading the attitudes.



17. The author of the passage implies which of the following about the poetry mentioned in the first paragraph?
A. Wulf exaggerates the degree to which young women from an elite background regarded the poetry as providing a critique of marriage.
B. The circulation of the poetry was confined to young Quaker women.
C. Young women copied the poetry into their commonplace books because they interpreted it as providing a desirable model of unmarried life.
D. The poetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.
E. The poetry celebrated marital beliefs and practices that were in opposition to patriarchal marriage.

E.



18. Which of the following, if true, would most seriously undermine the author’s basis for saying that Wulf overstates Quaker schools’ impact (line 17-18) ?
A. The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.
B. Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling before enrolling.
C. Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.
D. 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.
E. In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.

E. The author is estimating the number of non-quaker girls during that period. If E is true then the author's estimation is off and will undermine the author's opinion.
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 09 Oct 2009, 10:55
I don't think the response to the last question should be E. It should be B.

E states that an unusually large percentage of the school's population were poor girls from non-Quaker backgrounds. This does not tell us anything. It does not say the author is wrong in her estimate bc as far as we know the percentage enrolled in 1765 can be an unusually large percentage compared with previous years, even if it is low percentage overall.

B is the correct answer because the author states that only 17 of the poor, non-Quaker students had 3 or more years of schooling at the Quaker schools. 3 years being the minimum education required to understand the poetry. If the poor, non-Quaker students had some schooling before enrolling in the Quaker school then we know that more than the 17 out of 128 students had 3+ years of education, and can thus understand the poetry.
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 13 Oct 2009, 05:04
Agree with 11MBA. Ans for the last Q should be [B]
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 15 Oct 2009, 05:03
IMO E, C , D and B.

This was a tough one. Took me 13 mins to answer these 4 questions..
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 21 Oct 2009, 08:41
ACDB
wats the OA
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 31 May 2010, 03:29
EABE.

Can we have the OAs?
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 31 May 2010, 07:45
My take is ACEB

OA Please ?
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 31 May 2010, 23:11
ACEE
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 01 Jun 2010, 16:30
ACDE.....
OA plz..
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 03 Jun 2010, 07:10
A
C
D
B

my take
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 27 Jun 2010, 19:36
I don't agree with #17 but the OA is

15. A
16. C
17. D
18. B
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 05 Jul 2010, 23:40
A C D B
Got them right !
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Re: Women’s Experiences in Colonial Philadelphia [#permalink] New post 01 Aug 2010, 17:52
A,C,D,E
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Re: In her account of unmarried women's experiences in colonial [#permalink] New post 13 Feb 2013, 00:17
Can anyone explain the answer for the first question? ...
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Re: In her account of unmarried women's experiences in colonial [#permalink] New post 07 May 2013, 13:09
roopika2990 wrote:
Can anyone explain the answer for the first question? ...





This is taken from GMATPILL. OA given in GMATPILL is A,C,D,B
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Re: In her account of unmarried women's experiences in colonial [#permalink] New post 19 May 2013, 02:37
roopika2990 wrote:
Can anyone explain the answer for the first question? ...


I'll try to explain this.

15. 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

This is true since disagree with wulf on overstatement on the impact quaker schools had (Line 17-18) he does agree with Wulf on the fact that a critique of patriarchal marriage circulated broadly (34-36)

B. discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their commonplace books

This is not a discussion.

C. counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage

Quite clear that this is not the answer.

D. present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia

Al though the author does present data the primary objective is not to undermine the assessment of the quaker school body diversity.

E. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia

The author does not challenge this,. He in fact supports this.
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Re: In her account of unmarried women's experiences in colonial   [#permalink] 19 May 2013, 02:37
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