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It was in the mid-1970s that women’s studies courses began to make the Updated on: 24 Mar 2021, 04:13
Originally posted by broall on 23 Aug 2017, 07:48.
Last edited by bM22 on 24 Mar 2021, 04:13, edited 3 times in total.
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It was in the mid-1970s that women’s studies courses began to make their appearance in Japanese universities. Thus far, very few studies have actually looked closely at the types of courses offered; the content and methodology of the courses; how they are perceived and evaluated by students, faculty, and administrators; and the impact of these courses – both short-term and long-term – on students as well as on the institutions themselves. An annual survey of women’s studies course offerings in higher institutions nationwide conducted by National Women’s Education Center since 1983 is one of few such sources.

According to its 1994 report, in 1992, 268 institutions of higher education offered courses in women’s studies out of a total of 1,101 institutions. There is no question that this represents a significant increase compared to the late 1970s, when only a handful of institutions offered such courses. Yet, looking again at the courses and the proportion of institutions offering them, it must be pointed out that the figure is deceptive. Even in cases in which courses are offered, usually just one or two courses are taught at each institution. Another questionable point concerns the extent to which the various courses are taught from a feminist perspective. The NWEC survey gives no definition for the term women’s studies. The questionnaire asks whether the respondent runs any ‘women’s studies-related course’ by which it basically means any course that is labeled ‘women’s’, such as ‘Women’s Studies’, ‘Women’s Issues’, or ‘Women’s History’ as well as courses in any of the various disciplines that deal with the subject of women or give special attention to women. Our estimate is that courses with explicitly feminist perspectives make up about one-third of all courses offered. The rest seem to consist of best of an ‘add women and stir’ type of approach, as it were. Thus the instructor of a course on Korean history whose theme is ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history”.This is not surprising in the light that, in the NWEC survey, only 26 out of 499 instructors teaching women’s studies-related courses – all of whom were women – claimed their field of specialization to be that of women’s studies per se.

Source: Japanese Women: New Feminist Perspectives on the Past, Present, and Future – Kumiko Fujimura-Fanselow, Atsuko Kameda
Show SpoilerOA
C
1. Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

Show SpoilerOA
E
2. According to the author, the 1994 report from National Women's Education Center

A. is the only important annual survey of women's studies programs in higher education in Japan since 1983
B. shows for the first time a significant increase in total number of women's studies courses offered since the 1970s
C. highlights that the percentage of male students in women's studies programs is low
D. shows that the male-female ratio in faculties at Japanese universities is not conducive for women's studies programs
E. indicates significant increase in total number of women's studies courses offered since the 1970s, but is inadequate in portraying the correct status of women's studies

Show SpoilerOA
A
3. Which of the following can be said about the course ‘The History of Korean Family and Women’?

A. It represents historic research more than an explicit feminist perspective.
B. It does not conform to National Women's Education Center's definition of "women's studies".
C. It is an old course revised by subtly adding a feminist perspective.
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.

ShowHide Answer Question #1
Official Answer
C
ShowHide Answer Question #2
Official Answer
E
ShowHide Answer Question #3
Official Answer
A
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It was in the mid-1970s that women’s studies courses began to make the 15 Sep 2018, 11:16
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Para1: women subject intro in Japanese courses , a survey to prove that
Para2: survey is misleading , examples to show why misleading ,proof by another survey data misleading

Q1 Ans -C
only option C talks about the introduction of courses so correct

Q2 Ans E
we know author says the data was correct but misleading /deceptive : option E rightly says that and is the answer

Q3 Ans A
the passage states that ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history”.
so option A is best pick . rest all options are out of scope
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It was in the mid-1970s that women’s studies courses began to make the 15 Sep 2018, 23:06
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broall
It was in the mid-1970s that women’s studies courses began to make their appearance in Japanese universities. Thus far, very few studies have actually looked closely at the types of courses offered; the content and methodology of the courses; how they are perceived and evaluated by students, faculty, and administrators; and the impact of these courses – both short-term and long-term – on students as well as on the institutions themselves. An annual survey of women’s studies course offerings in higher institutions nationwide conducted by National Women’s Education Center since 1983 is one of few such sources.

According to its 1994 report, in 1992, 268 institutions of higher education offered courses in women’s studies out of a total of 1,101 institutions. There is no question that this represents a significant increase compared to the late 1970s, when only a handful of institutions offered such courses. Yet, looking again at the courses and the proportion of institutions offering them, it must be pointed out that the figure is deceptive. Even in cases in which courses are offered, usually just one or two courses are taught at each institution. Another questionable point concerns the extent to which the various courses are taught from a feminist perspective. The NWEC survey gives no definition for the term women’s studies. The questionnaire asks whether the respondent runs any ‘women’s studies-related course’ by which it basically means any course that is labeled ‘women’s’, such as ‘Women’s Studies’, ‘Women’s Issues’, or ‘Women’s History’ as well as courses in any of the various disciplines that deal with the subject of women or give special attention to women. Our estimate is that courses with explicitly feminist perspectives make up about one-third of all courses offered. The rest seem to consist of best of an ‘add women and stir’ type of approach, as it were. Thus the instructor of a course on Korean history whose theme is ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history”.This is not surprising in the light that, in the NWEC survey, only 26 out of 499 instructors teaching women’s studies-related courses – all of whom were women – claimed their field of specialization to be that of women’s studies per se.

Source: Japanese Women: New Feminist Perspectives on the Past, Present, and Future – Kumiko Fujimura-Fanselow, Atsuko Kameda
Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s
Show SpoilerOA
C
According to the author, the 1994 report from National Women's Education Center

A. is the only important annual survey of women's studies programs in higher education in Japan since 1983
B. shows for the first time a significant increase in total number of women's studies courses offered since the 1970s
C. highlights that the percentage of male students in women's studies programs is low
D. shows that the male-female ratio in faculties at Japanese universities is not conducive for women's studies programs
E. indicates significant increase in total number of women's studies courses offered since the 1970s, but is inadequate in portraying the correct status of women's studies
Show SpoilerOA
E

Which of the following can be said about the course ‘The History of Korean Family and Women’?
A. It represents historic research more than an explicit feminist perspective.
B. It does not conform to National Women's Education Center's definition of "women's studies".
C. It is an old course revised by subtly adding a feminist perspective.
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.
Show SpoilerOA
A


Source: Experts Global
Show more

Have a small doubt on 3rd Questions...Which of the following can be said about the course ‘The History of Korean Family and Women’?
Excerpts from the passage "Thus the instructor of a course on Korean history whose theme is ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history[/color]”.

A is just a paraphrase of what is being told in the coloured line.

Believe the question asks more than paraphrase or according to passage, it is about inference and out of the lot I found option E as more relevant.

A. It represents historic research more than an explicit feminist perspective. --- Paraphrase of statement "The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history"
B. It does not conform to National Women's Education Center's definition of "women's studies". --- Its a 180 degree
C. It is an old course revised by subtly adding a feminist perspective. ---its not mentioned
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.---it goes beyond what is mentioned in the paragraph...may be it or maybe it is not...not clearly told
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.--- can be inferred as entire 2nd paragraph was to highlight concern that studies are not taught from feminist perspective and doubts the survey..author is skeptical throughout...goes well with the tone as well...

Can someone help here?
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It was in the mid-1970s that women’s studies courses began to make the 12 Oct 2018, 19:41
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broall
It was in the mid-1970s that women’s studies courses began to make their appearance in Japanese universities. Thus far, very few studies have actually looked closely at the types of courses offered; the content and methodology of the courses; how they are perceived and evaluated by students, faculty, and administrators; and the impact of these courses – both short-term and long-term – on students as well as on the institutions themselves. An annual survey of women’s studies course offerings in higher institutions nationwide conducted by National Women’s Education Center since 1983 is one of few such sources.

According to its 1994 report, in 1992, 268 institutions of higher education offered courses in women’s studies out of a total of 1,101 institutions. There is no question that this represents a significant increase compared to the late 1970s, when only a handful of institutions offered such courses. Yet, looking again at the courses and the proportion of institutions offering them, it must be pointed out that the figure is deceptive. Even in cases in which courses are offered, usually just one or two courses are taught at each institution. Another questionable point concerns the extent to which the various courses are taught from a feminist perspective. The NWEC survey gives no definition for the term women’s studies. The questionnaire asks whether the respondent runs any ‘women’s studies-related course’ by which it basically means any course that is labeled ‘women’s’, such as ‘Women’s Studies’, ‘Women’s Issues’, or ‘Women’s History’ as well as courses in any of the various disciplines that deal with the subject of women or give special attention to women. Our estimate is that courses with explicitly feminist perspectives make up about one-third of all courses offered. The rest seem to consist of best of an ‘add women and stir’ type of approach, as it were. Thus the instructor of a course on Korean history whose theme is ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history”.This is not surprising in the light that, in the NWEC survey, only 26 out of 499 instructors teaching women’s studies-related courses – all of whom were women – claimed their field of specialization to be that of women’s studies per se.

Source: Japanese Women: New Feminist Perspectives on the Past, Present, and Future – Kumiko Fujimura-Fanselow, Atsuko Kameda
Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s
Show SpoilerOA
C
According to the author, the 1994 report from National Women's Education Center

A. is the only important annual survey of women's studies programs in higher education in Japan since 1983
B. shows for the first time a significant increase in total number of women's studies courses offered since the 1970s
C. highlights that the percentage of male students in women's studies programs is low
D. shows that the male-female ratio in faculties at Japanese universities is not conducive for women's studies programs
E. indicates significant increase in total number of women's studies courses offered since the 1970s, but is inadequate in portraying the correct status of women's studies
Show SpoilerOA
E

Which of the following can be said about the course ‘The History of Korean Family and Women’?
A. It represents historic research more than an explicit feminist perspective.
B. It does not conform to National Women's Education Center's definition of "women's studies".
C. It is an old course revised by subtly adding a feminist perspective.
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.
Show SpoilerOA
A


Source: Experts Global

Have a small doubt on 3rd Questions...Which of the following can be said about the course ‘The History of Korean Family and Women’?
Excerpts from the passage "Thus the instructor of a course on Korean history whose theme is ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history[/color]”.

A is just a paraphrase of what is being told in the coloured line.

Believe the question asks more than paraphrase or according to passage, it is about inference and out of the lot I found option E as more relevant.

A. It represents historic research more than an explicit feminist perspective. --- Paraphrase of statement "The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history"
B. It does not conform to National Women's Education Center's definition of "women's studies". --- Its a 180 degree
C. It is an old course revised by subtly adding a feminist perspective. ---its not mentioned
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.---it goes beyond what is mentioned in the paragraph...may be it or maybe it is not...not clearly told
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.--- can be inferred as entire 2nd paragraph was to highlight concern that studies are not taught from feminist perspective and doubts the survey..author is skeptical throughout...goes well with the tone as well...

Can someone help here?
Show more

pk123 What you have mentioned about the overall theme of second para is correct. You can infer E from the tone of second paragraph. However, the question is specifically about the course ‘The History of Korean Family and Women’ and hence it is a detail question about this particular course rather than an inference question for second paragraph.

Hope it helps.
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For Q1, I'm having trouble understanding why C, not B is correct.

My understanding of the passage:
Paragraph 1: women's studies programs introduced to Japan. Very few materials that evaluate progress of women's studies programs in Japan. One survey does
Paragraph 2: Survey's impression of progress is misleading

B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
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It was in the mid-1970s that women’s studies courses began to make the 16 Oct 2018, 10:33
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1.Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

I chose B instead of OA-C .

AjiteshArun , GMATNinja , MagooshExpert , GMATGuruNY , VeritasKarishma , DmitryFarber , workout , other experts - Can you please provide a solution for this question ?
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It was in the mid-1970s that women’s studies courses began to make the 17 Oct 2018, 19:29
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1.Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

I chose B instead of OA-C .

AjiteshArun , GMATNinja , MagooshExpert , GMATGuruNY , VeritasKarishma , DmitryFarber , workout , other experts - Can you please provide a solution for this question ?
Show more
I'd be a little wary of marking C as well, but we should keep the word "best" (best summarizes the content) in mind. It is a reminder that the correct option has to be the best of the 5 given options, nothing more.

Let's compare B and C:

B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia

It's possible that the author of this question is asking us to mark the option that provides a reference to Japanese universities (maybe they've set the option with only Japan up as being too general). They could also be asking us to pick the word assessment, keeping in mind that the author of the passage does not simply report things.

Experts' Global is on GMAT Club, so maybe their instructors could also chip in with the OE.
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It was in the mid-1970s that women’s studies courses began to make the 05 Nov 2018, 17:19
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Skywalker18
1.Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

I chose B instead of OA-C .

AjiteshArun , GMATNinja , MagooshExpert , GMATGuruNY , VeritasKarishma , DmitryFarber , workout , other experts - Can you please provide a solution for this question ?
I'd be a little wary of marking C as well, but we should keep the word "best" (best summarizes the content) in mind. It is a reminder that the correct option has to be the best of the 5 given options, nothing more.

Let's compare B and C:

B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia

It's possible that the author of this question is asking us to mark the option that provides a reference to Japanese universities (maybe they've set the option with only Japan up as being too general). They could also be asking us to pick the word assessment, keeping in mind that the author of the passage does not simply report things.

Experts' Global is on GMAT Club, so maybe their instructors could also chip in with the OE.
Show more

Hi,

nice explanation!
one point which goes in favor of choice B is "progress". how the women's studies progressed in 1970s, 1994s is also mentioned which is completely neglected in choice C.

Any expert ????
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It was in the mid-1970s that women’s studies courses began to make the 11 Nov 2018, 14:33
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1.Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

I chose B instead of OA-C .

AjiteshArun , GMATNinja , MagooshExpert , GMATGuruNY , VeritasKarishma , DmitryFarber , workout , other experts - Can you please provide a solution for this question ?
I'd be a little wary of marking C as well, but we should keep the word "best" (best summarizes the content) in mind. It is a reminder that the correct option has to be the best of the 5 given options, nothing more.

Let's compare B and C:

B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia

It's possible that the author of this question is asking us to mark the option that provides a reference to Japanese universities (maybe they've set the option with only Japan up as being too general). They could also be asking us to pick the word assessment, keeping in mind that the author of the passage does not simply report things.

Experts' Global is on GMAT Club, so maybe their instructors could also chip in with the OE.

Hi,

nice explanation!
one point which goes in favor of choice B is "progress". how the women's studies progressed in 1970s, 1994s is also mentioned which is completely neglected in choice C.

Any expert ????
Show more

Hello,

Sorry, we learnt about this thread a bit late. Thanks AjiteshArun for chipping in.

This is one of the questions where you don't get a choice you wished for and need to rather go for the "best" among the given choices. B is a trap; a deliberate, close choice.

It's quite the battle between "report" versus "assessment" and "progress" versus "status". The deal maker is "assessment", a much better term than "report", given the construction of the passage- the first paragraph discusses the advent of such studies in mid-1970s and the second paragraph discusses the elusive nature of a report about the status two decades later. Hence, "analysis"/"assessment"/"evaluation"/"discussion" are more appropriate terms (for summarizing the content of the passage) than "report".

The talk about 1994 is for mentioning a report (about the "status" in 1992) that the author finds elusive. The purpose of the second paragraph is about "suggesting"/"discussing"/"analyzing"/"assessing" the (elusive nature of) indicated progress in the report rather than "reporting" a progress.

We have made a minor change in the question to make the distinction between two choices (B and C) little more apparent.

Trivia: "status" can be singular as well as plural and for present as well as past. Not knowing this may contribute to the elimination of C.

All the best!
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It was in the mid-1970s that women’s studies courses began to make the 29 Jan 2019, 05:34
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Quote:
Which of the following can be said about the course ‘The History of Korean Family and Women’?
A. It represents historic research more than an explicit feminist perspective.
B. It does not conform to National Women's Education Center's definition of "women's studies".
C. It is an old course revised by subtly adding a feminist perspective.
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.
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IMO E is incorrect because the question asks the content of the course, the course itself, not the author's purpose to present this course.
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It was in the mid-1970s that women’s studies courses began to make the 14 Feb 2020, 00:09
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Quote:
Which of the following can be said about the course ‘The History of Korean Family and Women’?
A. It represents historic research more than an explicit feminist perspective.
B. It does not conform to National Women's Education Center's definition of "women's studies".
C. It is an old course revised by subtly adding a feminist perspective.
D. It is not likely taught by an instructor who claims women's studies as his/her field of specialization.
E. It highlights concerns over the extent to which women's studies are taught from feminist perspectives.
IMO E is incorrect because the question asks the content of the course, the course itself, not the author's purpose to present this course.
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I have the same thought as you have. Could any expert please help?
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It was in the mid-1970s that women’s studies courses began to make the 23 Mar 2021, 13:36
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It was in the mid-1970s that women’s studies courses began to make their appearance in Japanese universities. Thus far, very few studies have actually looked closely at the types of courses offered; the content and methodology of the courses; how they are perceived and evaluated by students, faculty, and administrators; and the impact of these courses – both short-term and long-term – on students as well as on the institutions themselves. An annual survey of women’s studies course offerings in higher institutions nationwide conducted by National Women’s Education Center since 1983 is one of few such sources.

According to its 1994 report, in 1992, 268 institutions of higher education offered courses in women’s studies out of a total of 1,101 institutions. There is no question that this represents a significant increase compared to the late 1970s, when only a handful of institutions offered such courses. Yet, looking again at the courses and the proportion of institutions offering them, it must be pointed out that the figure is deceptive. Even in cases in which courses are offered, usually just one or two courses are taught at each institution. Another questionable point concerns the extent to which the various courses are taught from a feminist perspective. The NWEC survey gives no definition for the term women’s studies. The questionnaire asks whether the respondent runs any ‘women’s studies-related course’ by which it basically means any course that is labeled ‘women’s’, such as ‘Women’s Studies’, ‘Women’s Issues’, or ‘Women’s History’ as well as courses in any of the various disciplines that deal with the subject of women or give special attention to women. Our estimate is that courses with explicitly feminist perspectives make up about one-third of all courses offered. The rest seem to consist of best of an ‘add women and stir’ type of approach, as it were. Thus the instructor of a course on Korean history whose theme is ‘The History of Korean Family and Women’ makes the comment: “The course is not from the perspective of women’s studies, but rather to fill a gap in Japanese research on Korean history”. This is not surprising in the light that, in the NWEC survey, only 26 out of 499 instructors teaching women’s studies-related courses – all of whom were women – claimed their field of specialization to be that of women’s studies per se.

Which of the following best summarizes the content of the passage?

A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

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Hi,
GMATGuruNY
It seems that the word Yet indicates the 'negative tone' of the author. So far I know, if there is a negative tone, then there must have the opinion of the author in the passage. it must be indicates the opinion/suggestion of the author. Is my understanding wrong?
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It was in the mid-1970s that women’s studies courses began to make the 01 Nov 2023, 07:50
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A. A critique of women's studies as an academic discipline
B. A report on the progress of women's studies programs in Japan
C. An assessment of the status of women's studies programs in the Japanese academia
D. An analysis of the philosophy of women's studies programs
E. An abbreviated history of women's studies programs in Japan in the 1970s

I chose B instead of OA-C .


Hello,

Sorry, we learnt about this thread a bit late. Thanks AjiteshArun for chipping in.

This is one of the questions where you don't get a choice you wished for and need to rather go for the "best" among the given choices. B is a trap; a deliberate, close choice.

It's quite the battle between "report" versus "assessment" and "progress" versus "status". The deal maker is "assessment", a much better term than "report", given the construction of the passage- the first paragraph discusses the advent of such studies in mid-1970s and the second paragraph discusses the elusive nature of a report about the status two decades later. Hence, "analysis"/"assessment"/"evaluation"/"discussion" are more appropriate terms (for summarizing the content of the passage) than "report".

The talk about 1994 is for mentioning a report (about the "status" in 1992) that the author finds elusive. The purpose of the second paragraph is about "suggesting"/"discussing"/"analyzing"/"assessing" the (elusive nature of) indicated progress in the report rather than "reporting" a progress.

We have made a minor change in the question to make the distinction between two choices (B and C) little more apparent.

Trivia: "status" can be singular as well as plural and for present as well as past. Not knowing this may contribute to the elimination of C.

All the best!
Experts' Global team[/quote][/quote][/quote]

Thanks for the note on 'status'. This is exactly why I faltered in this qs!
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It was in the mid-1970s that women’s studies courses began to make the 13 May 2024, 02:01
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­Hi Experts
MartyTargetTestPrep Maxximus
In Q3- While taking the mock test I choose option C because of the bigger picture which I inferred from add women and stir. While I had my apprehensions for old course and revised course still I was unable to eliminate it because of the bigger picture because in some correct answer choice there are inherent meaning and assumptions.
How to figure out the best choice in these circumstaces.

Thanks­
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It was in the mid-1970s that women’s studies courses began to make the 21 Oct 2024, 20:17
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q3 why option A pls expain
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It was in the mid-1970s that women’s studies courses began to make the 04 Jan 2026, 05:10
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