2017年6月GMAT阅读机经（7.1）（一）.

　　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.