Forum Home > GMAT > Quantitative > Problem Solving (PS)
Events & Promotions
|
|
GMAT Club Daily Prep
Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
Track
Your Progress
Practice
Pays
Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.
Dec 1410:00 AM EST
-12:00 PM EST
Think a 100% GMAT Verbal score is out of your reach? Target Test Prep will make you think again! Our course uses techniques such as topical study and spaced repetition to maximize knowledge retention and make studying simple and fun.
Dec 1411:00 AM IST
-01:00 PM IST
Attend this session to learn how to Deconstruct arguments, Pre-Think Author’s Assumptions, and apply Negation Test.- Dec 15
11:00 AM IST
-01:00 PM IST
Attend this free GMAT Algebra Webinar and learn how to master the most challenging Inequalities and Absolute Value problems with ease. 
Dec 1608:00 AM PST
-11:59 PM PST
GMAT Club 12 Days of Christmas is a 4th Annual GMAT Club Winter Competition based on solving questions. This is the Winter GMAT competition on GMAT Club with an amazing opportunity to win over $40,000 worth of prizes!- Dec 17
09:00 AM PST
-10:00 AM PST
Join Manhattan Prep instructor Whitney Garner for a fun—and thorough—review of logic-based (non-math) problems, with a particular emphasis on Data Sufficiency and Two-Parts. - Dec 18
10:00 AM PST
-11:00 AM PST
Here is the essential guide to securing scholarships as an MBA student! In this video, we explore the various types of scholarships available, including need-based and merit-based options.
03 Oct 2019, 04:06
Kudos
Bookmarks
Hi Arun/Team
Below passage, Tone of the passage Neutral
I nearly spent 10 mins on this passage still got both questions wrong (Eliminated 3 wrong options)
Q102.
My POE
A- There is no recently discovery (Eliminate)
B- Once discredited scholarly position (Negative tone)--- No suggestion pinchbeck position was criticized.
C-out scope
Between D & E. im not able to narrow down to single option.
102. The primary purpose of the passage is to
(A) present recently discovered evidence that supports a conventional interpretation of a historical period
(B) describe how reinterpretations of available evidence have reinvigorated a once-discredited scholarly position
(C) explain why some historians have tended to emphasize change rather than continuity in discussing a particular period
(D) explore how changes in a particular occupation serve to counter the prevailing view of a historical period
(E) examine a particular area of historical research in order to exemplify a general scholarly trend
Inference based: My POE
Im not able to narrow down between B & D. Shed some light on how to narrow down
104. The passage describes the work of Pinchbeck primarily in order to
(A) demonstrate that some of the conclusions reached by recent historians were anticipated in earlier scholarship
(B) provide an instance of the viewpoint that, according to the passage’s author, is being superseded
(C) illustrate the ways in which recent historians have built on the work of their predecessors
(D) provide a point of reference for subsequent scholarship on women’s work during the agricultural revolution
(E) show the effect that the specialization introduced in the agricultural and industrial revolutions had on women’s work
In current historiography, the picture of a consistent, unequivocal decline in women’s status with the advent of capitalism and industrialization is giving way to an analysis that not only emphasizes both change (whether improvement or decline) and continuity but also accounts for geographical and occupational variation. The history of women’s work in English farmhouse cheese making between 1800 and 1930 is a case in point. In her influential Women Workers and the Industrial Revolution (1930), Pinchbeck argued that the agricultural revolution of the eighteenth and early nineteenth centuries, with its attendant specialization and enlarged scale of operation, curtailed women’s participation in the business of cheese production. Earlier, she maintained, women had concerned themselves with feeding cows, rearing calves, and even selling the cheese in local markets and fairs. Pinchbeck thought that the advent of specialization meant that women’s work in cheese dairying was reduced simply to processing the milk. “Dairymen” (a new social category) raised and fed cows and sold the cheese through factors, who were also men. With this narrowing of the scope of work, Pinchbeck believed, women lost business ability, independence, and initiative.
Though Pinchbeck portrayed precapitalist, preindustrial conditions as superior to what followed, recent scholarship has seriously questioned the notion of a golden age for women in precapitalist society. For example, scholars note that women’s control seldom extended to the disposal of the proceeds of their work. In the case of cheese, the rise of factors may have compromised women’s ability to market cheese at fairs. But merely selling the cheese did not necessarily imply access to the money: Davidoff cites the case of an Essex man who appropriated all but a fraction of the money from his wife’s cheese sales.
By focusing on somewhat peripheral operations, moreover, Pinchbeck missed a substantial element of continuity in women’s participation: throughout the period women did the central work of actually making cheese. Their persistence in English cheese dairying contrasts with women’s early disappearance from arable agriculture in southeast England and from American cheese dairying. Comparing these three divergent developments yields some reasons for the differences among them. English cheese-making women worked in a setting in which cultural values, agricultural conditions, and the nature of their work combined to support their continued participation. In the other cases, one or more of these elements was lacking.
Below passage, Tone of the passage Neutral
I nearly spent 10 mins on this passage still got both questions wrong (Eliminated 3 wrong options)
Q102.
My POE
A- There is no recently discovery (Eliminate)
B- Once discredited scholarly position (Negative tone)--- No suggestion pinchbeck position was criticized.
C-out scope
Between D & E. im not able to narrow down to single option.
102. The primary purpose of the passage is to
(A) present recently discovered evidence that supports a conventional interpretation of a historical period
(B) describe how reinterpretations of available evidence have reinvigorated a once-discredited scholarly position
(C) explain why some historians have tended to emphasize change rather than continuity in discussing a particular period
(D) explore how changes in a particular occupation serve to counter the prevailing view of a historical period
(E) examine a particular area of historical research in order to exemplify a general scholarly trend
Inference based: My POE
Im not able to narrow down between B & D. Shed some light on how to narrow down
104. The passage describes the work of Pinchbeck primarily in order to
(A) demonstrate that some of the conclusions reached by recent historians were anticipated in earlier scholarship
(B) provide an instance of the viewpoint that, according to the passage’s author, is being superseded
(C) illustrate the ways in which recent historians have built on the work of their predecessors
(D) provide a point of reference for subsequent scholarship on women’s work during the agricultural revolution
(E) show the effect that the specialization introduced in the agricultural and industrial revolutions had on women’s work
In current historiography, the picture of a consistent, unequivocal decline in women’s status with the advent of capitalism and industrialization is giving way to an analysis that not only emphasizes both change (whether improvement or decline) and continuity but also accounts for geographical and occupational variation. The history of women’s work in English farmhouse cheese making between 1800 and 1930 is a case in point. In her influential Women Workers and the Industrial Revolution (1930), Pinchbeck argued that the agricultural revolution of the eighteenth and early nineteenth centuries, with its attendant specialization and enlarged scale of operation, curtailed women’s participation in the business of cheese production. Earlier, she maintained, women had concerned themselves with feeding cows, rearing calves, and even selling the cheese in local markets and fairs. Pinchbeck thought that the advent of specialization meant that women’s work in cheese dairying was reduced simply to processing the milk. “Dairymen” (a new social category) raised and fed cows and sold the cheese through factors, who were also men. With this narrowing of the scope of work, Pinchbeck believed, women lost business ability, independence, and initiative.
Though Pinchbeck portrayed precapitalist, preindustrial conditions as superior to what followed, recent scholarship has seriously questioned the notion of a golden age for women in precapitalist society. For example, scholars note that women’s control seldom extended to the disposal of the proceeds of their work. In the case of cheese, the rise of factors may have compromised women’s ability to market cheese at fairs. But merely selling the cheese did not necessarily imply access to the money: Davidoff cites the case of an Essex man who appropriated all but a fraction of the money from his wife’s cheese sales.
By focusing on somewhat peripheral operations, moreover, Pinchbeck missed a substantial element of continuity in women’s participation: throughout the period women did the central work of actually making cheese. Their persistence in English cheese dairying contrasts with women’s early disappearance from arable agriculture in southeast England and from American cheese dairying. Comparing these three divergent developments yields some reasons for the differences among them. English cheese-making women worked in a setting in which cultural values, agricultural conditions, and the nature of their work combined to support their continued participation. In the other cases, one or more of these elements was lacking.
16 Oct 2019, 23:15
Kudos
Bookmarks
Let me give you some points:
1) This passage should be read in under 2 minutes. What you need to capture is that there has been a difference in the way we thought about how women's rule changed with capitalism. There is an example and the author refutes it.
2) I don't see how you got the tone as neutral. The author does seem to have an opinion (that Pinchbeck was wrong). Pay attention to the following sentences:
Though Pinchbeck portrayed precapitalist, preindustrial conditions as superior to what followed, recent scholarship has seriously questioned the notion of a golden age for women in precapitalist society.
By focusing on somewhat peripheral operations, moreover, Pinchbeck missed a substantial element of continuity in women’s participation
3) For both the questions, I would proceed using only elimination:
102. The primary purpose of the passage is to
(A) present recently discovered evidence that supports a conventional interpretation of a historical period
>> Wrong not because of "recent discovery" as you've said (there is a mention in the 2nd para to "recent scholarships") but because it does not SUPPORT the interpretation. So eliminate.
(B) describe how reinterpretations of available evidence have reinvigorated a once-discredited scholarly position
>> Again they go against it - not support it. So eliminate.
(C) explain why some historians have tended to emphasize change rather than continuity in discussing a particular period
>> Your reasoning for using tone is incorrect - the bigger problem is there is nothing that says change > continuity in the passage. So eliminate.
(D) explore how changes in a particular occupation serve to counter the prevailing view of a historical period
>> Changes in a particular occupation (cheese making in the UK) is a fact. The author is talking about the opinion (Pinchbeck v/s others) on why/how those changes occurred. So eliminate.
(E) examine a particular area of historical research in order to exemplify a general scholarly trend
>> Gives an example of Pinchbeck (the passage itself is not a critique of her idea but to show a larger point about women's role) to show how new research is showing things in a different light.
General Tip: Focus on the 1st or the last sentence to understand big-picture questions.
In current historiography, the picture of a consistent, unequivocal decline in women’s status with the advent of capitalism and industrialization is giving way to an analysis that not only emphasizes both change (whether improvement or decline) and continuity but also accounts for geographical and occupational variation.
104. The passage describes the work of Pinchbeck primarily in order to
>> In other words, the question is asking WHY did the author give the example of Pinchbeck. WHY and not WHAT.
(A) demonstrate that some of the conclusions reached by recent historians were anticipated in earlier scholarship
>> No both are different
(B) provide an instance of the viewpoint that, according to the passage’s author, is being superseded
>> Shows that the viewpoint was different - hold.
(C) illustrate the ways in which recent historians have built on the work of their predecessors
>> No both are different
(D) provide a point of reference for subsequent scholarship on women’s work during the agricultural revolution
>> This might be the case had we had a 4th paragraph. But this can't be said. Right now we only know that is saying that new research is going against what Pinchbeck said.
(E) show the effect that the specialization introduced in the agricultural and industrial revolutions had on women’s work
>> But the point is he disagrees with what she says - so cannot be the intent of using her as an example.
Leaves me with B.
Let me know if this makes sense
General tip: Look at WHAT the question is asking - a classic trap on "in order to" type of question is giving answers that might be factually correct but may not convey why the author used that example
1) This passage should be read in under 2 minutes. What you need to capture is that there has been a difference in the way we thought about how women's rule changed with capitalism. There is an example and the author refutes it.
2) I don't see how you got the tone as neutral. The author does seem to have an opinion (that Pinchbeck was wrong). Pay attention to the following sentences:
Though Pinchbeck portrayed precapitalist, preindustrial conditions as superior to what followed, recent scholarship has seriously questioned the notion of a golden age for women in precapitalist society.
By focusing on somewhat peripheral operations, moreover, Pinchbeck missed a substantial element of continuity in women’s participation
3) For both the questions, I would proceed using only elimination:
102. The primary purpose of the passage is to
(A) present recently discovered evidence that supports a conventional interpretation of a historical period
>> Wrong not because of "recent discovery" as you've said (there is a mention in the 2nd para to "recent scholarships") but because it does not SUPPORT the interpretation. So eliminate.
(B) describe how reinterpretations of available evidence have reinvigorated a once-discredited scholarly position
>> Again they go against it - not support it. So eliminate.
(C) explain why some historians have tended to emphasize change rather than continuity in discussing a particular period
>> Your reasoning for using tone is incorrect - the bigger problem is there is nothing that says change > continuity in the passage. So eliminate.
(D) explore how changes in a particular occupation serve to counter the prevailing view of a historical period
>> Changes in a particular occupation (cheese making in the UK) is a fact. The author is talking about the opinion (Pinchbeck v/s others) on why/how those changes occurred. So eliminate.
(E) examine a particular area of historical research in order to exemplify a general scholarly trend
>> Gives an example of Pinchbeck (the passage itself is not a critique of her idea but to show a larger point about women's role) to show how new research is showing things in a different light.
General Tip: Focus on the 1st or the last sentence to understand big-picture questions.
In current historiography, the picture of a consistent, unequivocal decline in women’s status with the advent of capitalism and industrialization is giving way to an analysis that not only emphasizes both change (whether improvement or decline) and continuity but also accounts for geographical and occupational variation.
104. The passage describes the work of Pinchbeck primarily in order to
>> In other words, the question is asking WHY did the author give the example of Pinchbeck. WHY and not WHAT.
(A) demonstrate that some of the conclusions reached by recent historians were anticipated in earlier scholarship
>> No both are different
(B) provide an instance of the viewpoint that, according to the passage’s author, is being superseded
>> Shows that the viewpoint was different - hold.
(C) illustrate the ways in which recent historians have built on the work of their predecessors
>> No both are different
(D) provide a point of reference for subsequent scholarship on women’s work during the agricultural revolution
>> This might be the case had we had a 4th paragraph. But this can't be said. Right now we only know that is saying that new research is going against what Pinchbeck said.
(E) show the effect that the specialization introduced in the agricultural and industrial revolutions had on women’s work
>> But the point is he disagrees with what she says - so cannot be the intent of using her as an example.
Leaves me with B.
Let me know if this makes sense
General tip: Look at WHAT the question is asking - a classic trap on "in order to" type of question is giving answers that might be factually correct but may not convey why the author used that example
