17-1 - Assessment

1.

Multiple Choice

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

The author's attitude toward the girl depicted in lines 53-77 is best described as

ambivalent

admiring

disappointed

critical

anxious

11.

Multiple Choice

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

3 mins

1 pt

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

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