6月30日换题库后最新GMAT阅读新题

myice

1. 不婚主义 GWD
2. 树木年轮
3. Var金融指标
4. 美国债权债务
5. 大陆架采矿
6. 鸟类祖先 GWD
7. 奴隶和奴隶主研究
8. 大脑研究
9. 女权运动
10. 广告效力
11. 右翼恐龙进化
12. 客户忠诚度
13. 视觉错乱
14. 德国经济、失业率与消费能力
15. 二战后的妇女形象
16. 公司规模与创造力
17. 三种理论阐述男性女性工作

myice

第二篇 树木年轮
版本1xzbx
p1，树的年轮可以判断树的年龄和以前的气候变化，但是热带树没有visible的年轮。因此科学家不得不通过其他的方式来判断树的年龄和气候变化。科学家用了同位素的方法可以测量这些树的年龄，但是新的判断气候的方法只能判断过去的一小段时间。
p2. 后来科学家发现其实某一种热带树树可以通过好像是x ray（不记得了）的方法看到他们的年轮的。这种方法比起同位素的好处是它们只要一个中午的时间就可以测出年龄，而同位素往往需要很长的时间。后面的不记得了。。好像是说这个方法还可以看到以前的气候变化的。
p3, 这个新的方法是不是可以应用到其他热带树还需要进一步证明1. 其他的热带树是不是也可以用这个新方法看出树轮，2. 就是在干旱的时候会不会影响树轮（这句的意思不是特别明白），这两点要好好看，有考点。
题目：
同位素方法和新方法的比较，我选了同位素的方法is better estabilished
科学家需要再证明什么，这个新方法就可以被科学家广泛接受了，看最后一段，应该有2点，考其中一点

版本2 avalon9527
有一篇说测定树的年轮的，本来是用同位素测，但很麻烦，后来有人发现用x-ray也行，比用同位素测定方便快捷，但是还不能肯定是否能推广使用。

myice

In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace books.Wulf suggests that this critique circulated beyond the daughters of the Quaker elite and middle class, whose commonplace books she mines, proposing that Quaker schools brought it to many poor female students of diverse backgrounds.

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.While Wulf is correct that a critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes.Popular literary satires 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 class-based traditions themselves challenged the legitimacy of patriarchal marriage.

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
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

Q16: 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.

Q17: 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.

Q18:Which of the following, if true, would most seriously undermine the author’s basis for saying that Wulf overstates Quaker schools’ impact (lines 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.

myice

第一篇（GWD原题）不婚主义xzbx
是说研究不婚主义是怎么散播的。
p1 说W这个人研究女性的不婚主义，一种popular的观点是（不是W的观点）说Q家族的女性喜欢把不婚主义的文章写在书里，然后在上流社会和中产阶级中传播，后来这些书被学校借去了，就在下层社会中传播开来了。
p2 W观点，高亮，其实学校并不是主要的传播方式。根据W对学校人各种因素的研究，发现要读懂这些书需要年以上的教育时间，但是这个学校里面三年以上并来自于下层社会的学生只有17个人，不足以说明学校是不婚主义的传播者。事实上（作者观点）不婚的各种文学作品在下层社会中早就流传开来了。
简单来说就是popular观点是下层社会的不婚主义是上层社会的书通过学校传播开来的。但作者的观点是下层社会本来就有这方面的观点流传。

主题型的题目考得比较多，问了文章的主旨，我选了explain W这个人的观点，其他的选项都是refute W这个人的观点
要清楚W认为学校不是主要的传播者
还有问了，哪点可以反驳W的观点(高亮第二段第一句，就是popular观点overstate 学校在传播这种观点中的作用）我选择了参加学校的人在入学前接受过1-2年的教育