Have an account?
Skip to Content
Build your own quiz
Suggestions for you
14 questions
Show Answers
See Preview
- 1. Multiple Choice
Which of the following best describes a strategy the author uses to win the favor of her audience?
Focusing on appeals to emotion rather than appeals based on logic or ethical imperatives
Raising suspicions about the motives of those who disagree with her viewpoint
Dramatizing the negative consequences of continuing with the current state of affairs
Addressing readers from the outset as being reasonable people of goodwill
Establishing authority by highlighting her own extensive education
- 2. Multiple Choice
The author's rhetorical stance is characterized by a dynamic tension between her
appeal for change and her insistence that such a change does not threaten the status quo
celebration of women's intellect and her apparent unwillingness to name examples of outstanding female thinkers
sympathy for women writers and her desire not to appear too partial toward them
efforts to valorize domestic labor and her obvious distaste for the drudgery of such work
concern for the state of women's education and her conviction that men's education needs reform as well
- 3. Multiple Choice
The tone of lines 3-19 ("If it is said...is untrue") is most accurately characterized as
strident
self-effacing
analytical
mocking
ingratiating
- 4. Multiple Choice
The author mentions a stereotype about women in lines 10-11 ("If it is said... superficial") primarily to
argue that the flaws of certain women should not be regarded as characteristics of women in general
dismiss a familiar argument against giving women access to scholarly subjects traditionally reserved for men
propose a novel solution to one of the main difficulties with educating women
concede that women avoid classical study because they usually find such subjects uninteristing
assert that the unappealing reputation of subjects such as Greek and mathematics is largely unjustified
- 5. Multiple Choice
In lines 19-25 ("Men do not... the kitchen"), the author
stresses the importance of all household business
uses personal experience to illustrate social conflicts
evaluates contrasting perspectives on gender and work
questions the onerous nature of the work men pursue
supports a claim by comparing work-related activities
- 6. Multiple Choice
By associating learning with housekeeping (lines 30-42), the author
shows how intellectual women can improve their family's social standing
suggests an immediate practical advantage to educating women
reveals that there are limits to what women can achieve from book study
illustrates ways in which women can learn to economize their time
dismisses the need for women to carefully manage their households
- 7. Multiple Choice
The author's chief strategy in lines 47-86 ("One of the best... less happy") is to
develop a point through an extended example
provide detailed commentary on the limitations of schooling
make frequent references to the achievements of accomplished scholars
pose a rhetorical question to which there is no obvious answer
present and then attack perspectives contrary to her own
- 8. Multiple Choice
By referring to the "affectionate-hearted woman" (line 49) as both "simple-minded" (line 48) and "one of the most learned women" (lines 52-53), the author suggest that
people with underdeveloped capacities should be viewed sympathetically
quiet, self-effacing people are often the most ambitious
elegance can evolve from simple physical comforts
a cultivated intellect benefits even ordinary people
youthful exuberance often stimulates curiosity about the natural world
- 9. Multiple Choice
The effect of mentioning "with much hesitation and many blushes" (lines 70-71) is to
suggest that the girl had difficulty mastering languages
imply that the girl's embarrassment was unwarranted
illustrate the societal constraints the girl faced
demonstrate the girl's lack of inquisitiveness
indicate the importance of Newton's Principia to the girl
- 10. Multiple Choice
The author's attitude toward the girl depicted in lines 53-77 is best described as
ambivalent
admiring
disappointed
critical
anxious
- 11. Multiple Choice
In lines 78-79, the phrase "the great ... nature" presents a metaphor that
illustrates the connection between Euclid, Newton, and the study of Latin
expresses the author's frustration with the limits facing women
emphasizes the challenge inherent in learning about nature
confirms the importance of reading symbols in the natural world
suggests the capacity of abstract study to enrich one's experience of the world
- 12. Multiple Choice
In lines 83-86 ("Will anybody say ... less happy"), the passage concludes by
implying that domestic contentment is achievable only through academic study
equating increased learning with personal fulfillment
reminding the audience of the author's educational background
acknowledging the controversial nature of the topic it explores
insinuating that virtuous conduct usually entails sacrifice
- 13. Multiple Choice
Taken as a whole, the passage can best be regarded as
an argument for enlarging and enriching the minds of women
an examination of the educational reforms occurring during the nineteenth century
an inquiry into why domestic duties take precedence over intellectual pursuits
a collection of vignettes selected to prompt educational change
a case for more equitable distribution of household chores
- 14. Multiple Choice
A central irony of the passage is that the author
argues for the spiritual benefits of education by referring to economically viable fields of study
argues for current reforms by citing historical rather than current examples
argues for expanding women's educational opportunities to improve their performance in traditional roles
is addressing an audience of men in arguing for reforms that would benefit only women
is addressing an audience in which many lack the education to follow her arguments
- Answer choicesTagsAnswer choicesTags