In the past, students of Renaissance womens education extolled the un

Question

In the past, students of Renaissance women’s
education extolled the unprecedented intellectual
liberty and equality available to these women, but
recently scholars have presented a different view of
  (5)   Renaissance education and opportunity for women.
Joan Gibson argues that despite more widespread
education for privileged classes of women,
Renaissance educational reforms also increased
restrictions on women. Humanist education in the
  (10)   Renaissance was based on the classical division of the
liberal arts into seven categories, including the three
language arts: grammar, dialectic, and rhetoric.
Although medieval monastic education, also based on
the classical division, had stressed grammar and
  (15)   languages in preparation for a life devoted to
meditation on religious literature, humanist education
revived the classical emphasis on rhetoric—the art of
persuasive and declamatory speech—in the context of
training for public service in legal and political debate.
  (20)   All students began with elementary study of grammar
and progressed to stylistics and literary criticism. But
rhetorical training, which was increasingly undertaken
only at the university level, could lead in different
directions—to study of composition and oral
  (25)   expression or to study of persuasion, in conjunction
with a dialectic concerned with broad principles of
logic and argumentation. Male students routinely
learned material through rhetorical, argumentative role-
playing, and although many Renaissance authors
  (30)   expressed horror at their aggressive wrangling, such
combativeness was thought still less appropriate for
women, who were not supposed to need such
preparation for public life.

Thus, humanist education for women encompassed
  (35)   literary grammatical studies in both classical and
vernacular languages, while dialectic and rhetoric, the
disciplines required for philosophy, politics, and the
professions, were prohibited to women. Even
princesses lacked instruction in political philosophy or
  (40)   the exercise of such public virtues as philanthropy.
The prevailing attitude was that girls needed only a
generalist education conducted in a family setting and
directed toward private enjoyment and the eventual
teaching of very young children. Unlike either dialectic
  (45)   or rhetoric, grammar training cast students in the role
of an audience, striving to understand authors and
teachers. Women were to form an audience, not seek
one; for them, instruction in speaking was confined to
books of courtesy.

(50)   The coupling of expanded linguistic and literary
education for women with the lack of available social
roles for educated women led to uneasy resolutions:
exceptionally learned women were labelled as
preternatural or essentially masculine, or were praised
  (55)   as virtuous only if they were too modest to make their
accomplishments public. Some Italian humanist
women gave fashionable oratorical performances, but
these were ceremonial in nature rather than designed to
influence public affairs. Renaissance women educated
  (65)   along humanist lines did not tend to write works of
philosophy; instead they became most notable for
literary achievements, particularly translations, poetry,
and tales in the vernacular or correspondence and
orations in Latin.    1 
 1. Which one of the following best expresses the main idea of the passage?

(A) Although previous scholarship portrayed the Renaissance as a time of expanded education for women, recent scholarship has shown that fewer women received an education during the Renaissance than in medieval times.
(B) The differences in the Renaissance educational curricula for males and females reflected expectations about how the members of each gender would apply their education.
(C) The education of women during the Renaissance did not prepare them for careers in literature, but many of these women managed to contribute noteworthy literary works.
(D) The division of language arts from other liberal arts in the Renaissance reinforced gender-based differences in terms of curriculum.
(E) Even though their respective curricula eventually diverged, males and females in the Renaissance engaged in the same studies during first stages of their educations.

2 
 2. Each of the following aspects of Renaissance humanist education is mentioned in the passage EXCEPT:

(A) a method used for rhetorical training
(B) an educational goal
(C) a sequence of subjects that were studied
(D) types of schools for grammar studies
(E) prerequisites for certain careers

3 
 3. Which one of the following statements about women’s roles during the Renaissance can be inferred from information given in the passage?

(A) Women played an important role in providing advanced grammar training despite their lack of access to universities.
(B) Women became increasingly acceptable as orators due to the humanists’ interest in classical rhetoric.
(C) The accepted roles of female students diverged from those of male students at the point when study of stylistics and literary criticism began.
(D) The women who were acclaimed as authors were those who managed to study subjects omitted from the usual curriculum for female students.
(E) Women who demonstrated intellectual attainment tended to be regarded as anomalies rather than as models for other women.

4 
 4. Which one of the following, if true, would most weaken the distinction between training in grammar and training in dialectic and rhetoric that is drawn in lines 44–47 of the passage?

(A) Grammar students were encouraged to emulate the compositional techniques used by certain authors and to avoid those of other authors.
(B) Students of dialectic and rhetoric were encouraged to debate on set subjects rather than on subjects they themselves proposed.
(C) Grammar training had a different place in the sequence of studies followed by male students than in that followed by female students.
(D) Grammar training included exercises designed to improve a student’s skill at articulating his or her own ideas.
(E) Training in dialectic and rhetoric focused more on oral expression than on written expression.

5 
 5. Which one of the following situations is most analogous to the one introduced in the second sentence of the passage?

(A) As a new segment of the population is registered to vote, the entire election process is undermined by a government that manipulates the results.
(B) At the same time that more people become able to afford a certain product, supplies dwindle and the product becomes harder to obtain.
(C) Although additional workers are employed in an industry, they are prevented from rising above a certain level.
(D) When a new group of players joins in a game, the original participants become more aggressive in response to the increased competition.
(E) Even though an increasing number of people are becoming familiar with a new technology, that technology is growing more complicated to master.

RC Butler 2023  -  Practice Two RC Passages Everyday.   
Passage # 86 Date: 31-Mar-2023
 This question is a part of RC Butler 2023 .  Click here for Details

Source:   LSAT Preptest Feb 1999 (B)   
 Difficulty Level:   650-700

Danush649 · Answer

could you please share the explanation for 2 and 4

Sajjad1994 · Answer

Explanation

2. Each of the following aspects of Renaissance humanist education is mentioned in the passage EXCEPT:

Explanation

Based on the provided passage, let's analyze each option to determine which one is NOT mentioned in the passage:

(A)  A method used for rhetorical training: This aspect is mentioned in the passage, particularly in relation to male students who learned material through rhetorical, argumentative role-playing  (lines 29-30) . So this aspect is mentioned.

(B)  An educational goal: The passage discusses different educational goals for women during the Renaissance. It mentions that humanist education for women focused on literary grammatical studies in both classical and vernacular languages, while dialectic and rhetoric, which were required for philosophy, politics, and the professions, were prohibited for women  (lines 35-41) . So this aspect is mentioned.

(C)  A sequence of subjects that were studied: The passage describes the classical division of the liberal arts into seven categories, including the three language arts: grammar, dialectic, and rhetoric  (lines 9-10) . It also mentions the progression of students from elementary study of grammar to stylistics and literary criticism  (lines 14-16) . Therefore, this aspect is mentioned.

(D)  Types of schools for grammar studies: The passage does not specifically mention different types of schools for grammar studies. It focuses more on the content and restrictions of Renaissance women's education, rather than discussing specific types of schools. Therefore, this aspect is NOT mentioned in the passage.

(E)  Prerequisites for certain careers: The passage touches upon the limitations imposed on women's education, particularly regarding the disciplines required for certain careers such as philosophy, politics, and the professions  (lines 38-40) . While it doesn't explicitly mention prerequisites for specific careers, it discusses the restricted access to dialectic and rhetoric, which were necessary for pursuing those careers. Therefore, this aspect is indirectly mentioned.

In conclusion, the aspect of Renaissance humanist education that is NOT mentioned in the passage is  (D)  types of schools for grammar studies.

Answer: D

Sajjad1994 · Answer

Explanation

4. Which one of the following, if true, would most weaken the distinction between training in grammar and training in dialectic and rhetoric that is drawn in lines 44–47 of the passage?

Explanation

(A) Grammar students were encouraged to emulate the compositional techniques used by certain authors and to avoid those of other authors.
 This answer choice discusses the compositional techniques used by grammar students but does not directly address the distinction between grammar and dialectic and rhetoric. It does not weaken the distinction, so it is incorrect.

(B) Students of dialectic and rhetoric were encouraged to debate on set subjects rather than on subjects they themselves proposed. 
This answer choice suggests a difference in the approach to debating between dialectic and rhetoric students and grammar students. It does not weaken the distinction; rather, it reinforces it. Therefore, it is incorrect.

(C) Grammar training had a different place in the sequence of studies followed by male students than in that followed by female students. 
This answer choice introduces the idea that the sequence of studies for grammar training differs between male and female students. If true, it could indicate that the distinction between grammar and dialectic and rhetoric is not as clear-cut as presented in the passage. It suggests that the distinction may vary based on gender, weakening the overall distinction. Therefore, this is a plausible answer that weakens the distinction. However, the correct answer is (D), which provides stronger evidence.

(D) Grammar training included exercises designed to improve a student’s skill at articulating his or her own ideas.  
This answer choice directly weakens the distinction between grammar and dialectic and rhetoric. It suggests that grammar training includes exercises aimed at improving a student's skill at articulating their own ideas. This implies that grammar training also involves some aspects related to expression and communication, which are typically associated with dialectic and rhetoric. Therefore,  (D)  is the correct answer as it provides evidence that overlaps the training between grammar and dialectic/rhetoric.

(E) Training in dialectic and rhetoric focused more on oral expression than on written expression. 
This answer choice suggests a difference in the emphasis placed on oral expression between dialectic and rhetoric training and grammar training. It does not weaken the distinction but rather reinforces it by highlighting a difference in focus between the two types of training. Therefore, it is incorrect.

To summarize, the correct answer is  (D)  because it directly weakens the distinction between grammar and dialectic/rhetoric by suggesting that grammar training includes exercises aimed at improving a student's own articulation of ideas.

Answer: D

deborit · Answer

Can any one explaim the Q5 ? why the option "b" is wrong

anish777 · Answer

I took 11 minutes to solve this passage but got all of them correct. Is this normal or should I practice more on my timing ?

saugata64 · Answer

4 out of 5 correct

Q1 : wrong
Q2 : Types of schools for grammar studies is not an aspect of humanist education
Q3 : Line number 54 - exceptionally learned women were regarded as prenaternal or essentially masculine - which means that these women were unusual but the passage never mentions that these women were role models for other women
Q4 : option D says that grammatical training included exercises to improve student's skill at articulating his/her ideas-clearly weakens the fact women were restricted from obtaining education which may help them to influence people.
Q5 : Option C. More number of renaissance women received education, but there were restrictions. Similary Option C says, more number of workers employed, but they are restricted to a certain level.

Sajjad1994 · Answer

This situation involves an increase in demand for a product leading to decreased availability, which is not directly analogous to the education and restrictions context in the passage. On the other hand, in  option (C)  the situation involves restrictions on career advancement for additional workers, which is more closely analogous to the increased restrictions on women's education discussed in the passage.

Sajjad1994 · Answer

There is no need to worry about the time here. This passage contains 3 hard and 2 medium questions, so 11 minutes are quite digestible.

Raman109 · Answer

1. Which one of the following best expresses the main idea of the passage?

(A) Although previous scholarship portrayed the Renaissance as a time of expanded education for women, recent scholarship has shown that fewer women received an education during the Renaissance than in medieval times. - "Fewer women received an education" is out of scope.

(B) The differences in the Renaissance educational curricula for males and females reflected expectations about how the members of each gender would apply their education. - ok

(C) The education of women during the Renaissance did not prepare them for careers in literature, but many of these women managed to contribute noteworthy literary works. - The passage states, "Renaissance women educated (65) along humanist lines, did not tend to write works of philosophy; instead, they became most notable for literary achievements," so saying that the education didn't prepare them for a career in literature is wrong. Moreover, the main idea is that women were restricted in the kind of education they got.

(D) The division of language arts from other liberal arts in the Renaissance reinforced gender-based differences in terms of curriculum. - No. Humanist education limits women's access to specific arts/subjects.

(E) Even though their respective curricula eventually diverged, males and females in the Renaissance engaged in the same studies during first stages of their educations - There is no mention of such "same studies" in the passage, and it oversimplifies the nuanced differences in educational aims and outcomes between genders from the start

dhruv55 · Answer

can someone explain q1 and q5

Sajjad1994 · Answer

Explanation

1. Which one of the following best expresses the main idea of the passage?

Explanation

A)  misinterprets the main idea of the passage. The passage doesn't suggest that fewer women received education during the Renaissance compared to medieval times. Instead, it discusses the nature of Renaissance education for women and how it differed from that of men. The focus is on the content and purpose of the education provided to women during the Renaissance, not on the quantity of women receiving education.

B)   accurately captures the main idea of the passage. The passage describes how Renaissance education for women focused on literary and grammatical studies while excluding dialectic and rhetoric, which were considered essential for philosophy, politics, and the professions. This reflects societal expectations about the roles and activities deemed appropriate for women compared to men.

C)  While the passage mentions that women in the Renaissance were educated in literary and grammatical studies, it does not explicitly discuss whether their education prepared them for careers in literature. Additionally, while it mentions the literary achievements of Renaissance women, it does not focus on the disparity between their education and their literary contributions. Therefore, this option does not accurately reflect the main idea of the passage.

D)  correctly identifies the division between language arts and other liberal arts in Renaissance education and how this division reinforced gender-based differences in curriculum. However, it does not fully encompass the broader discussion in the passage about the purpose and implications of this division, such as societal expectations and the limited opportunities for women in certain fields.

E)  misrepresents the main idea of the passage. While the passage briefly mentions the commonality in the early stages of education between males and females, it primarily focuses on the divergence in curricula and opportunities as education progressed. It emphasizes the gender-based differences in educational opportunities and societal expectations rather than the initial similarities in education.

Answer: B

Sajjad1994 · Answer

Explanation

5. Which one of the following situations is most analogous to the one introduced in the second sentence of the passage?

Explanation

A)  This scenario describes a negative consequence resulting from an external influence (government manipulation) despite a seemingly positive change (new segment of the population registered to vote). However, this situation does not directly parallel the passage, where the negative consequences (increased restrictions on women's education) arise internally from the educational reforms themselves rather than external manipulation.

B)  In this scenario, there's a negative consequence (diminishing supplies) alongside a seemingly positive change (more people can afford the product). However, this scenario doesn't closely resemble the situation in the passage where educational reforms led to increased restrictions on women's education.

C)   This scenario closely mirrors the situation presented in the passage. Here, despite the seemingly positive change of additional employment, there's a negative consequence of restrictions preventing upward mobility. Similarly, in the passage, despite the increased availability of education for privileged classes of women, there were new restrictions imposed on women's education, preventing them from pursuing certain disciplines like dialectic and rhetoric.

D)  involves a negative consequence (increased aggression) alongside a seemingly positive change (new players joining the game). However, it doesn't directly parallel the situation in the passage where educational reforms led to increased restrictions on women's education.

E)  presents a negative consequence (increasing complexity) alongside a seemingly positive change (more people becoming familiar with the technology). While it involves unexpected negative consequences, it doesn't directly mirror the situation in the passage where educational reforms led to increased restrictions on women's education.

Answer: C

nikitathegreat · Answer

1. Which one of the following best expresses the main idea of the passage?

(D) The division of language arts from other liberal arts in the Renaissance reinforced gender-based differences in terms of curriculum.
 GMATNinja  - Can you please help with the explanation on why this answer choice is incorrect?
Even when there is division of language arts from the liberal arts, the language arts consists of - grammar, dialectic, and rhetoric and grammar was taught to both the genders. Hence, the division within language arts reinforced gender-based differences?
This reasoning in not aligned with the the official explanation posted by Sajjad. Can you please help here?

Q3 3. Which one of the following statements about women’s roles during the Renaissance can be inferred from information given in the passage?

(C) The accepted roles of female students diverged from those of male students at the point when study of stylistics and literary criticism began.
Picked up line from the passage - All students began with elementary study of grammar
and progressed to stylistics and literary criticism. But
rhetorical training, which was increasingly undertaken
only at the university level, could lead in different
directions.
This means all the students studied till stylists and literary criticism? Only when they advanced to University level, the distinction happened? Hence, this option choice is incorrect?

(D) The women who were acclaimed as authors were those who managed to study subjects omitted from the usual curriculum for female students.
This is no where mentioned in the passage? Can you explain the reasoning for this option choice as well.

Aboyhasnoname · Answer

1. Which one of the following best expresses the main idea of the passage?

(A) Although previous scholarship portrayed the Renaissance as a time of expanded education for women, recent scholarship has shown that fewer women received an education during the Renaissance than in medieval times.  No Comparison of medieval times ......Its Impact/ role of education on renaissance women    
(B) The differences in the Renaissance educational curricula for males and females reflected expectations about how the members of each gender would apply their education.  Yes......They got the education, but no real benefit in the social status....Rather the education to them was in a such a way that they fulfil their pre-existing social rules better in way or at least complements....Hence..The impact is not as big as what those who studied Renaissance thought of (mentioned in 1st line..Extolled etc)     
(C) The education of women during the Renaissance did not prepare them for careers in literature, but many of these women managed to contribute noteworthy literary works.  While this may be true, its not the main Idea of the passage..    
(D) The division of language arts from other liberal arts in the Renaissance reinforced gender-based differences in terms of curriculum.  Wasn’t able to recall, the division of this art or that art...But this certainly didn’t reflect the main Idea..... the main Idea Should contain the extent of impact of renaissance education... However..Post answering Analysis......  The Liberal arts was divided into 7 categories.......  Few Categories wealth with public life....Few only with literary ..not so public life........ This could be true..but not the main Idea......   
(E) Even though their respective curricula eventually diverged, males and females in the Renaissance engaged in the same studies during first stages of their educations....  Again True...but not the main Idea...

2. Each of the following aspects of Renaissance humanist education is mentioned in the passage EXCEPT:

(A) a method used for rhetorical training..... Yes This Comes under Humanist education....  
(B) an educational goal..... Ummm not able to articulate... .....   If somebody could explain how is it an educational GOAL... 
(C) a sequence of subjects that were studied....... Again...This is mentioned...But was not able to articulate well while reading...had my doubts.....but progression of students from elementary study of grammar to stylistics and literary criticism...mentions it...... 
 
(D) types of schools for grammar studies..... There was absolutely NO mention of SCHOOLS at all...it was all about curriculum....Like CBSE......not the school......  
(E) prerequisites for certain careers
 while dialectic and rhetoric, which were required for philosophy, politics, and the professions...This confirms ....also while answering, the schools was giveaway so didn’t think much.........

In the past, students of Renaissance womens education extolled the un

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In the past, students of Renaissance womens education extolled the un

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