women’s experiences in colonial

          Philadelphia, Wulf argues that edu-

Line   cated young women, particularly

  (5)   Quakers, engaged in resistance to

patriarchal marriage by exchanging

poetry critical of marriage, copying

verse into their commonplace

books.  Wulf suggests that this

 (10)  critique circulated beyond the

daughters of the Quaker elite

and middle class, whose com-

monplace books she mines,

proposing that Quaker 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 them-

selves challenged the legitimacy

of patriarchal marriage.

才读到第6行就开始胸闷,"by exchanging poetry critical of marriage, copying verse into their commonplace books."这句话什么意思啊?  "交换批判婚姻的诗, 把诗篇抄入他们的平凡的书?"  啥玩样啊?

Q15 The primary purpose of the passage is to

1. argue against one aspect of Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial Philadelphia
2. discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their commonplace books
3. counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage
4. present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia
5. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia

Answer:E

line(14)proposing that Quaker schools brought it to many poor female students of diverse backgrounds.

line(17)Here Wulf probably overstates Quaker schools’ impact.

line(30) it appears that only about 17 poor non-Quaker girls were educated in Philadelphia’s Quaker schools for three years or longer.

想问17题 谢谢！

Q17: The author of the passage implies which of the following about the poetry mentioned in the first paragraph?

Q15: 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　作者并没有否定这个观念广为流传，只是对其中一个传播的途径有意见

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　作者并没有对diversity of the student有意见

E.     challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia　作者并没有反对这个观念广为流传（见最后一段）

Here Wulf probably overstates Quaker schools’ impact.  At least three years’ study would be 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 Philadelphia’s Quaker schools, 128 students enrolled in these schools.  Refining Wulf’s numbers by the information she provides on religious affiliation, gender, and 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.

通过上文看出，至少3年的学习才能使人们了解 literacy 在讲什么

选D，诗歌的影响力受理解能力的限制

A，看清楚文章说W夸大了什么，W夸大的是学校的影响力