17-1

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

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

The tone of lines 3-19 ("If it is said...is untrue") is most accurately characterized as

• strident

• self-effacing

• analytical

• mocking

• ingratiating

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

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

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

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

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

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

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

• ambivalent

• admiring

• disappointed

• critical

• anxious