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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]

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07 Oct 2009, 07:55
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Question 1
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57% (03:09) correct 43% (02:28) wrong based on 53

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Question 2
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67% (01:53) correct 33% (00:32) wrong based on 52

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Question 3
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34% (01:41) correct 66% (00:42) wrong based on 53

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Question 4
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In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated 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 commonplace 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 themselves 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

[Reveal] Spoiler:
A

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.

[Reveal] Spoiler:
C

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.

[Reveal] Spoiler:
D

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.

[Reveal] Spoiler:
B

[Reveal] Spoiler: Question #1 OA
[Reveal] Spoiler: Question #2 OA
[Reveal] Spoiler: Question #3 OA
[Reveal] Spoiler: Question #4 OA

Last edited by mikemcgarry on 15 May 2017, 09:25, edited 4 times in total.
Formatted the Para.
If you have any questions
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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08 Oct 2009, 08:34
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

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: In her account of unmarried women's experiences in colonial [#permalink]

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09 Oct 2009, 11:55
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: In her account of unmarried women's experiences in colonial [#permalink]

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13 Oct 2009, 06:04
Agree with 11MBA. Ans for the last Q should be [B]
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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15 Oct 2009, 06:03
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: In her account of unmarried women's experiences in colonial [#permalink]

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21 Oct 2009, 09:41
ACDB
wats the OA
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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31 May 2010, 04:29
EABE.

Can we have the OAs?
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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31 May 2010, 08:45
My take is ACEB

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Re: In her account of unmarried women's experiences in colonial [#permalink]

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01 Jun 2010, 00:11
ACEE
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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01 Jun 2010, 17:30
ACDE.....
OA plz..
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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03 Jun 2010, 08:10
A
C
D
B

my take
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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27 Jun 2010, 20:36
I don't agree with #17 but the OA is

15. A
16. C
17. D
18. B
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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06 Jul 2010, 00:40
A C D B
Got them right !
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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01 Aug 2010, 18:52
A,C,D,E
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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13 Feb 2013, 01:17
Can anyone explain the answer for the first question? ...
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07 May 2013, 14:09
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]

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19 May 2013, 03:37
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]

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11 Jun 2015, 07:12
Can anyone explain answer to question 17?
Why not E?
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Re: In her account of unmarried women's experiences in colonial [#permalink]

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25 Jun 2015, 10:16
3
KUDOS
Time taken 8 mins:
Q-2,3 got wrong in rush.

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
>>proposing that Quaker shools (15) brought it to many poor female students of diverse backgrounds.
Here Wulf probably overstates Quaker schools’ impact.

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.
>> Its a must be true question and correct answer needs to be supported by argument. Overall para says that
ulf suggests that this (10) critique circulated beyond the daughters of the Quaker elite and middle class
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 ...
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.
>> At least three years’ study would be (20) necessary to achieve the literacy competence necessary to grapple with the material she analyzes.
.....ning 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

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.
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

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: In her account of unmarried women's experiences in colonial   [#permalink] 25 Jun 2015, 10:16

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