2017年6-7月GMAT阅读机经（7.21）（一）.

　　更新至7.21 共53篇

　　第一篇(GWD原题)不婚主义xzbx 720

　　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rute 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

　　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.Rining 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 belis 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 belis 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 belis 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 bore 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.

　　第二篇 树木年轮(原文原题已出)

　　版本1xzbx 720

　　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：

　　1.同位素方法和新方法的比较，我选了同位素的方法is better established

　　2.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

　　题目：by helenwolfy 7/3

　　1是问对于这三种方法的评述哪个是对的。

　　我选了“X-ray法可能有用，但还未验证其reliability”;

　　2具体问了X-ray法测定的细节，我记得问到了它到底是测那个元素。回去定位到Calcium就行了;

　　3是问X-ray法还有待验证的几个方面。选项忘记了，总之文章里是说一是目前用来测某种树是有效的，不知道其它树是否可以;二是测温带(temperate)树可以，但对热带(tropical)树不一定可以(或者相反);三是对于了解seasonality之类的作用还未知。这里好像有个题点是关于yearly difference和seasonality，细节题。

　　版本二 zy900303 720 7/9

　　这篇文章第一段就是讲热带雨林的树木年轮模糊，所以说想要测控环境的影响往往只能碳和氧，或者通过其他物种比如珊瑚(coral,但是我没想通热带雨林有珊瑚?)，但是他们往往只能给出近几百年的一些信息，但是热带树木往往蕴含上千年的环境信息，所以这些测控还不够。

　　Para 2: 某人提出了用X射线可以探测某个树种的Ca的含量，发现这个元素在树木的生长周期里面有数量的起伏。传统方法往往要4个月才能得出结果，但是这个方法奇快无比，只要几小时(还是几天?)

　　Para 3: 这个方法究竟可行不可行呢?要将它推广，有两大问题需要验证，第一是它究竟是否能被用于其它的热带树种;第二Ca的含量变化究竟是怎么样的，高的钙含量出现在多雨的年份?干旱的年份?还是气候平稳的年份?如果能解决这两大问题，这个方法的可适用性就能被验证了。

　　1有一道主旨题，问写这个文章为了干啥?我貌似选的是discuss一种新的方法。。。

　　2有两道题都是比较题，都是老方法和新方法的比较，但是选项里都不止说了新方法速度快还说了它没有老方法准确可靠，我就无比纠结，不知道后面这半句话能不能推出来，大家到时候临场看自己的理解吧!

　　考古：非常感谢gleila!

　　第一段：年轮的疏密可以看出树木生长期间的天气变化，热带雨林的树木因为一年内天气变化很小，年轮不明显，有2个解决方法1 氧和碳同位素的分析，但是碳分析耗时太长，2 还有一种什么方法和sediment的方法，不过这两种方法有问题，不行。

　　第二段：P科学家提出一种新的方法，优点：节省时间，而且和同位素测试出来的方法相同。(说明准确度高)

　　第三段：但是这个方法还有一些问题：1是否所有的热带树木都可以这也分析还是仅有几种特殊的树木可以。2 忘了，最后一句是P科学家collaborate了很多其他方面的专家，继续进行研究。

　　原文!!!强烈感谢suade0904!! 7/3

　　You can tell how old a tree is simply by counting its rings, which rlect the changing seasons. However, things are less straightforward when it comes to tropical trees, since there are no summers and winters to mark the passage of time. Now scientists have worked out a simple way to tell the age of trees from the tropics, according to Nature.

　　Currently, factors such as the width of tree rings in temperate zones are used to provide a detailed record of climate conditions for the past 1 000 years or so. But only a few types of trees in the tropics have visible rings: the variances between wet and dry seasons are too slight to leave a distinguishable mark.

　　Until now, scientists have depended on measurements of oxygen and carbon isotopes to determine their age, butPascale Poussart, a geochemist at Princeton University in New Jersey, and her colleagues, have shown that an apparently ring less Miliusa velutina tree(野独活)from Thailand does have rings... they&aposre just invisible.

　　Using X-ray beams focused on wood samples, the researchers looked at calcium, a mineral that trees take up during their main growing season. They revealed annual peaks dating back to 1909.Although the results were in line with carbon isotope measurements,(关于新方法，何者是对的) the calcium method is much quicker.

　　"It took us just one afternoon in the synchrotron to produce the record," (方法最大的优点) says Poussart. "The isotope record cost four months of lab time."

　　The team doesn&apost yet know whether seasonal calcium cycles are common, (如何使新方法普遍接受) or if the feature is specific to just a few types of trees. And it is unclear whether periods of drought, or the modest and patchy dry seasons that feature in some areas of the tropics, will make the signal undecipherable. In search of answers, Poussart will be working with scientists at the Smithsonian Tropical Research Institute&aposs Center for Tropical Forest Science, who runs long-term forest monitoring programmers in Africa, Asia and Latin America.

　　At the moment, much about tropical systems is a mystery, so anything that helps measure time will make an important contribution to the understanding of tropical forest dynamics.

　　1.主旨题#提出一个新方法，并说明其有缺陷#

　　2.第二段与第一段：新老办法对比

　　参考答案：calcium方法没有炭氧法那么well-established.

　　3.下列哪一个是undermine第一段所说"热带树林 is too subtle to 显示气候的迹象"?

　　参考答案：在泰国地区，发现了三种新型态的热带树林，他们的年轮痕迹是用肉眼就可以看出来的

　　4.下列哪种情况学者会比较支持第二段那个人calcium的方法

　　参考答案：如果知道季节在哪种情况下会对年轮辨识度影响较大

　　5.问文章最后一句话(这种collaboration)infer

　　参考答案：选对此方法需进一步验证其有效性

　　6.问从文章可以infer什么?

　　参考答案：方法可以测树的年龄

　　7.这种方法最大的优点

　　省时间

　　8.问关于这个科学家题出的新方法何者正确

　　Tree830224 7/13

　　Q1 If which of the following has been proved, P科学家的Cal方法will be widely accepted?(选项：It can be determined the drought season will more affect decipher than dry seasons; all the tropical trees have been proved to be different with regard to seasonal calcium cycles;)

　　Q2 主旨题：evaluate the reliability of a new method with regard to determining the climate change;

　　Q3 which is true about the two methods? (选项：carbon method is more established than P’s method; P has used x-ray to test carbon(这里注意是carbon, P的新方法是关注calcium)，选项有很多都是carbon出现的，要当心;Carbon is more accurate in determining the age;…..)

　　Q4 Which can be inferred from the passage?(选项：P’s method needs further study to check its ficiency;)

　　更新至7.21 共53篇

　　第一篇(GWD原题)不婚主义xzbx 720

　　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rute 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

　　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.Rining 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 belis 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 belis 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 belis 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 bore 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.

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