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Shorter GRE-Reading Strategy for Long and Short Passages (2023)
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22 Oct 2023, 05:46
22 Oct 2023, 05:46
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Shorter GRE-Reading Strategy for Long and Short Passages (2023)
After September 22 and the inception of the new, shorter GRE, we started to collect feedback from the students and what they saw during the exam: more QCQ and less PS, more TC and less long reading passages, and so forth. Please, refer to our discussion to see a possible pattern in the new GRE and how the score is calculated. Shorter GRE - How score is calculated & the new exam pattern 2023.
According to multiple feedback, what we do know so far about the RC part of the test is the following:
- between the first verbal part of the test and the second part, in general, the RC portion accounts for \(\approx 50\)% of the questions.
- students reported they saw in the vast majority of the cases, medium passages that are , usually, two paragraphs in length. I.E. medium reading
- some students reported that he/she had one long reading in each of the two chunks of the verbal test. I.E the long reading , therefore, is not deprecated by the GRe as we thought in the first place.
The long passages are still there, maybe less frequent than before.
The structure of a long reading passage
When you deal with an extended reading on the GRE, it is essential to understand the structure at a glance. Why it is so important to score well can be summarized as follows.
- Suppose you have a compare and contrast structure, and you pinpoint it thanks to transition words. The benefits of this are probably more than not in the first half of the passage, we do have someone who supports theory x with examples and details of experiments. In the second part, another person or scientist supports or discovers something new that disproves what we knew before and opens new ways or paths to investigate. This kind of structure will help you to create a map of the passage, pinpoint the main idea, and know where important details are scattered throughout the passage. Therefore, it will be easier for you, for example, to spot the main idea to reply to an inference question because you have more more precise understanding of the passage as a whole.
- A person's ability to comprehend, recall, and write effectively is impacted by their comprehension of how text is structured and how it discloses the author's concepts and arrangement.
- Skilled individuals who read efficiently utilize their comprehension of text structures to grasp the main ideas within the text. When prompted to recollect the information they have read, their synopses mirror the arrangement of the text.
- Reading comprehension is facilitated by the structure of text. Readers can identify relevant information, including prominent ideas as well as relations between and among ideas, when the text is presented in a clear and well-organized manner.
In a more advanced passage such as on the GRE, the most common reading passage structures are the following
- Description
- sequence
- problem and solution
- cause and effect
- compare and contrast
The way we identify the structures above is via signal words as marvelously suggested by Karin K. Hess in Teaching and Assessing Understanding of Text Structures across Grades at Center of Assessment.
How we attack a long passage, disentangling it
There is no perfect formula to nail a challenging GRE passage. It all depends on the student's habits, how he/she thinks, how the student approaches the passage, and several other variables that occur at that moment. Therefore , everything could work but also do not.
What does NOT work is:
- read each paragraph's first and last sentence.
- skimming the passage, trying to pinpoint key points.
- read the question first, BEFORE reading the passage, trying to circumvent and speed up the process.
What DOES work, and in my personal view,:
A consideration before moving ahead: the GRE gives you passage for a simple reason: to assess if you are able to understand what you read and reply to the questions accordingly. IF this was not true or there were shortcuts to apply, then why the GRE itself exists as an exam for the student......the entire exam would not have much sense!!!
- READ the entire passage from the head down. . This is the best strategy I could advise to you. Some students think they waste time evaluating upfront the entire passage. Instead, they SAVE time because when you understand the passage, having in mind a clear map of it where the details are located without delving too much into them; having clear the passage's main idea, they potentially can reply to the questions right away. It is like having in front of you, crystal clear, the answers.
- Go through the passage, paying attention to the signal words, to the shifts in the passage. Ask yourself constantly why the passage is saying that and why that sentence is there.
Keep in mind that a long passage always has a regular structure; therefore, we could outline the following:
- Intro Paragraph -- Summary IMPORTANT
- Body Paragraphs:
- - Topic sentence IMPORTANT
- - Details that support the topic sentence
Let see in operation a passage and how to solve it, right away
A "scientistic" view of language was dominant among philosophers and linguists who affected to develop a scientific analysis of human thought and behavior in the early part of this century. Under the force of this view, it was perhaps inevitable that the art of rhetoric should pass from the status of being regarded as of questionable worth (because although it might be both a source of pleasure and a means to urge people to right action, it might also be a means to distort truth and a source of misguided action) to the status of being wholly condemned. If people are regarded only as machines guided by logic, as they were by these "scientistic" thinkers, rhetoric is likely to be held in low regard; for the most obvious truth about rhetoric is that it speaks to the whole person. It presents its arguments first to the person as a rational being, because persuasive discourse, if honestly conceived, always has a basis in reasoning. Logical argument is the plot, as it were, of any speech or essay that is respectfully intended to persuade people. Yet it is a characterizing feature of rhetoric that it goes beyond this and appeals to the parts of our nature that are involved in feeling, desiring, acting, and suffering. It recalls relevant instances of the emotional reactions of people to circumstances-real or fictional-that are similar to our own circumstances. Such is the purpose of both historical accounts and fables in persuasive discourse: they indicate literally or symbolically how people may react emotionally, with hope or fear, to particular circumstances. A speech attempting to persuade people can achieve little unless it takes into account the aspect of their being related to such hopes and fears.
Rhetoric, then, is addressed to human beings living at particular times and in particular places. From the point of view of rhetoric, we are not merely logical thinking machines, creatures abstracted from time and space. The study of rhetoric should therefore be considered the most humanistic of the humanities, since rhetoric is not directed only to our rational selves. It takes into account what the "scientistic" view leaves out.If it is a weakness to harbor feelings, then rhetoric may be thought of as dealing in weakness. But those who reject the idea of rhetoric because they believe it deals in lies and who at the same time hope to move people to action, must either be liars themselves or be very naive; pure logic has never been a motivating force unless it has been subordinated to human purposes, feelings, and desires, and thereby ceased to be pure logic.
Rhetoric, then, is addressed to human beings living at particular times and in particular places. From the point of view of rhetoric, we are not merely logical thinking machines, creatures abstracted from time and space. The study of rhetoric should therefore be considered the most humanistic of the humanities, since rhetoric is not directed only to our rational selves. It takes into account what the "scientistic" view leaves out.If it is a weakness to harbor feelings, then rhetoric may be thought of as dealing in weakness. But those who reject the idea of rhetoric because they believe it deals in lies and who at the same time hope to move people to action, must either be liars themselves or be very naive; pure logic has never been a motivating force unless it has been subordinated to human purposes, feelings, and desires, and thereby ceased to be pure logic.
21) According to the passage, to reject rhetoric and still hope to persuade people is
A an aim of most speakers and writers
B an indication either of dishonesty or of credulity
C a way of displaying distrust of the audience's motives
D a characteristic of most humanistic discourse
E a way of avoiding excessively abstract reasoning
22) It can be inferred from the passage that in the late nineteenth century rhetoric was regarded as
A the only necessary element of persuasive discourse
B a dubious art in at least two ways
C an outmoded and tedious amplification of logic
D an open offense to the rational mind
E the most important of the humanistic studies
23) The passage suggests that the disparagement of rhetoric by some people can be traced to their
A reaction against science
B lack of training in logic
C desire to persuade people as completely as possible
D misunderstanding of the use of the term "scientistic"
E view of human motivation
24) The passage suggests that a speech that attempts to persuade people to act is likely to fail if it does NOT
A distort the truth a little to make it more acceptable to the audience
B appeal to the self-interest as well as the humanitarianism of the audience
C ddress listeners' emotions as well as their intellects
D concede the logic of other points of view
E show how an immediately desirable action is consistent with timeless principles
25) The passage suggests that to consider people as "thinking machines" is to consider them as
A beings separated from a historical context
B replaceable parts of a larger social machine
C more complex than other animals
D liars rather than honest people
E infallible in their reasoning
26) Which of the following persuasive devices is NOT used in the passage?
A A sample of an actual speech delivered by an orator
B The contrast of different points of view
C The repetition of key ideas and expressions
D An analogy that seeks to explain logical argument
E Evaluative or judgmental words
27) Which of the following best states the author's main point about logical argument?
A It is a sterile, abstract discipline, of little use in real life.
B It is an essential element of persuasive discourse, but only one such element.
C It is an important means of persuading people to act against their desires.
D It is the lowest order of discourse because it is the least imaginative.
E It is essential to persuasive discourse because it deals with universal truths.
EXPLANATION of the PASSAGE
1) To me the best strategy is to read the passage first. Of course, IT ALL DEPENDS ON YOUR LEVEL OF English Language - remember: these official passages are at an academic level, therefore, do not pretend they are the flyer to read of some grocery store. These are serious stuff
2) When I read the passage I do not take notes. I just read for something NOT just a sequence of facts facts and that's it. I do not read to something. I read FOR something. I at most re-read a sentence to stick out which is its role or it has something very important.
3) Now: this is a passage from the Big Book which has 7 questions. The actual RC are the same but a bit shorter and with at most 4 questions. But in terms of consistency, they are the same. Therefore, the passages from the BB are amazing for your exam
Making the count: you should take from 4 to seven minutes to read a long passage and 1 minute per question. Even though this is average in terms of timing, I stay conservative: I try to stick to the minor timing i.e 4 minutes. Plus 1 minute for the questions. This passage has 7 questions. As such, I should take 11/12 minutes to finish. If it was an actual RC passage, the timing should be 8 minutes.
I did it in 3.50 minutes with my phone timer. How this is possible..............ok I will show you with this tough Rc (not the super crazy though in terms of difficulty) but really super tough
Remember: I read the passage ONCE and for all and then I go straight to the questions, one by one. No hesitation
Please also, see my guide about time management https://gre.myprepclub.com/forum/gre-ti ... tml#p57079
I am going to explain the passage in its essence, step by step
Quote:
A "scientistic" view of language was dominant among philosophers and linguists who helped to develop a scientific analysis of human thought and behavior in the early part of this century.
In brief, among the scholars, the view that went the most was a scientific approach when they analyzed the human behavior and mind, our thoughts.
Quote:
Under the force of this view, it was perhaps inevitable that the art of rhetoric should pass from the status of being regarded as of questionable worth (because although it might be both a source of pleasure and a means to urge people to right action, it might also be a means to distort the truth and a source of misguided action) to the status of being wholly condemned.
Now, the key or central focus here is the rhetoric (do not bother you what is: if you do know is better, if not..whatever. Just think is something to keep in mind: the rhetoric, that's it).
Analyzing the rhetoric, the scientist we mention in the first sentence had a scientific approach. Therefore, the result, following this, is that the rhetoric itself went from a phenomenon that was questionable i.e. the implication was that the rhetoric had some doubt. An important point is what we do have inside the brackets: on one hand, the rhetoric calls people to action so it is NOT that bad but on the other hand, the rhetoric distorts the truth. hence, it could be a razor edge with pros and cons.
To recap: a scientific approach shifted the rhetoric from a point on the edge: maybe it is good, maybe it is bad to a level definitely bad: wholly condemned.
Quote:
If people are regarded only as machines guided by logic, as they were by these "scientistic" thinkers, rhetoric is likely to be held in low regard; for the most obvious truth about rhetoric is that it speaks to the whole person.
This is a sentence a bit difficult to grasp: IF we apply to the rhetoric ONLY the logic or the scientific approach we lose the grasp. i.e. we only see part of the story or we DO NOT understand fully the thoughts of a person. We would need to see more than that
Quote:
It presents its arguments first to the person as a rational being, because persuasive discourse, if honestly conceived, always has a basis in reasoning.
Here is crucial to understand the pronoun IT at the beginning of the sentence refers to. It is not so clear but is the scientific approach. The sentence says: a person is a rational entity. That's the meaning
Quote:
Logical argument is the plot, as it were, of any speech or essay that is respectfully intended to persuade people. Yet it is a characterizing feature of rhetoric that it goes beyond this and appeals to the parts of our nature that are involved in feeling, desiring, acting, and suffering.
In persuading people the logical argument is the basement. However, it also pertains to the rhetoric BUT as it turns out it goes beyond simple logic and encompasses also the nature of a person
Notice: this is an inference part. It is important but you should understand it but pass through fast.
Quote:
It recalls relevant instances of the emotional reactions of people to circumstances-real or fictional-that are similar to our own circumstances. Such is the purpose of both historical accounts and fables in persuasive discourse: they indicate literally or symbolically how people may react emotionally, with hope or fear, to particular circumstances. A speech attempting to persuade people can achieve little unless it takes into account the aspect of their being related to such hopes and fears.
The rhetoric is important because shows us the other nature side of a person: that related to his/her feeling and the situations he/she lives. A speech that tries to address something ONLY from the logical standing point will end up failing. Miserably
Quote:
Rhetoric, then, is addressed to human beings living at particular times and in particular places. From the point of view of rhetoric, we are not merely logical thinking machines, creatures abstracted from time and space.
This second paragraph goes down deeper of what is rhetoric. We are not logic machines but human beings. Pretty simple
Quote:
The study of rhetoric should therefore be considered the most humanistic of the humanities, since rhetoric is not directed only to our rational selves. It takes into account what the "scientistic" view leaves out.If it is a weakness to harbor feelings, then rhetoric may be thought of as dealing in weakness.
The study of rhetoric is essential because considered the most humanistic of the humanities. It comprehends NOT only the logic and scientific side but also the human side: specifically rhetoric takes into account our weakness
Quote:
But those who reject the idea of rhetoric because they believe it deals in lies and who at the same time hope to move people to action, must either be liars themselves or be very naive; pure logic has never been a motivating force unless it has been subordinated to human purposes, feelings, and desires, and thereby ceased to be pure logic.
This part is very important
Those who disregard the rhetoric just as something that deals with lies BUT at the same time want to mobilize people which is a typical feature that rhetoric has and conversely the scientific approach does not.....is a LIAR him or herself
Logic thinking is arid, a desert because it does not comprehend the emotions of a person, the feeling
The portion above is very important. In a nutshell, tell us our mind, our logic is pivotal but ALSO our heart.
EXPLANATION of the QUESTIONS
21) According to the passage, to reject rhetoric and still hope to persuade people is
We said from the passage that who thinks to ignore the rhetoric but want to move the people is a LIAR. B in 3 seconds to pick it up. It is very before our eyes
A an aim of most speakers and writers
B an indication either of dishonesty or of credulity
C a way of displaying distrust of the audience's motives
D a characteristic of most humanistic discourse
E a way of avoiding excessively abstract reasoning
-------------------------------------------------------------------------------------------------
22) It can be inferred from the passage that in the late nineteenth century rhetoric was regarded as
According to my explanations above, it is straight B: did you remember the razor edge, saw maybe was good maybe was bad but the definitely bad because the rhetoric could hide the truth ?' well, B is the answer
A the only necessary element of persuasive discourse
B a dubious art in at least two ways
C an outmoded and tedious amplification of logic
D an open offense to the rational mind
E the most important of the humanistic studies
-------------------------------------------------------------------------------------------------
23) The passage suggests that the disparagement of rhetoric by some people can be traced to their
A reaction against science
B lack of training in logic
C desire to persuade people as completely as possible
D misunderstanding of the use of the term "scientistic"
E view of human motivation
The disparagement means denigration BUT even if you do not know what that means is a negative thing for sure. Cannot be a positive thing. It is crystal clear.
Why some people throw out the rhetoric ?? Because they care about only logic without regard to the emotional side of a person. Immediately E.
Try to see thanks to my explanation above which is the correct answer. ASAP you read through the option, immediately you see the other bogus choices. IMMEDIATELY
-------------------------------------------------------------------------------------------------
24) The passage suggests that a speech that attempts to persuade people to act is likely to fail if it does NOT
A distort the truth a little to make it more acceptable to the audience
B appeal to the self-interest as well as the humanitarianism of the audience
C address listeners' emotions as well as their intellects
D concede the logic of other points of view
E show how an immediately desirable action is consistent with timeless principles
If the speech does not address in it also the emotions, then it will fail: both logic and emotions. C in two seconds
-------------------------------------------------------------------------------------------------
25) The passage suggests that to consider people as "thinking machines" is to consider them as
A beings separated from a historical context
B replaceable parts of a larger social machine
C more complex than other animals
D liars rather than honest people
E infallible in their reasoning
My explanation clearly stated that we are logical but also feeling. Moreover, we are related to our context. Where we live if you want to think about
A immediately as option
-------------------------------------------------------------------------------------------------
26) Which of the following persuasive devices is NOT used in the passage?
A A sample of an actual speech delivered by an orator
B The contrast of different points of view
C The repetition of key ideas and expressions
D An analogy that seeks to explain logical argument
E Evaluative or judgmental words
A is the ONLY example is NOT given in the passage. Did you see some sort of essay above ?? NO........
-------------------------------------------------------------------------------------------------
27) Which of the following best states the author's main point about logical argument?
A It is a sterile, abstract discipline, of little use in real life.
B It is an essential element of persuasive discourse, but only one such element.
C It is an important means of persuading people to act against their desires.
D It is the lowest order of discourse because it is the least imaginative.
E It is essential to persuasive discourse because it deals with universal truths.
This is one of the most important question on the GRE: the main idea. The big picture of what you read FOR something as I stated above.
Well: what we said ?? logic and heart; brain and emotions.....
Logic is just ONE thing............
B in one second
The bottom line of such a long explanation is pretty simple and ONE only:
1) read the passage FOR something NOT just facts facts in a sterile sequence
2) From top to the bottom.
3) read the questions and pick the correct one along the way. NO back and forth if not in rare cases
4) the correct answer choice should be before your eyes IMMEDIATELY.
Show: ::
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Re: Shorter GRE-Reading Strategy for Long and Short Passages (2023)
[#permalink]
24 Oct 2023, 13:47
24 Oct 2023, 13:47
1
Expert Reply
Reading Strategy - PRACTICE
Easy Long Reading Passage https://gre.myprepclub.com/forum/readin ... %5B%5D=327
Medium Long Reading Passage https://gre.myprepclub.com/forum/readin ... %5B%5D=327
Hard Long Reading Passage https://gre.myprepclub.com/forum/readin ... %5B%5D=327
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Easy Medium Reading Passage https://gre.myprepclub.com/forum/readin ... %5B%5D=281
Medium Medium Reading Passage https://gre.myprepclub.com/forum/readin ... %5B%5D=281
Hard Medium Reading Passage https://gre.myprepclub.com/forum/readin ... %5B%5D=281
Re: Shorter GRE-Reading Strategy for Long and Short Passages (2023)
[#permalink]
23 Oct 2023, 12:33
23 Oct 2023, 12:33
Expert Reply
MEDIUM READING
Peculiarities of the long passages are:
1) Regular structure.
- Intro Paragraph -- Summary IMPORTANT
- Body Paragraphs:
- - Topic sentence IMPORTANT
- - Details that support the topic sentence
How much of the structure above or the advice for the long passage strategy applies to the short passage?
The answer is quite simple: facts about STRUCTURE of the passage are no longer true
1) Many times there is some sort of topic sentence at the beginning BUT not all the time!
2) Many times there will be transition words -- see the link above for those words -- BUT not always!
The lack of a CLEAR structure means that YOU CAN NO LONGER RELY ON THE IMPORTANCE OF CERTAIN PLACES OR ANCHOR POINTS IN THE PASSAGE
Also, the last sentence of a passage may involve a change in the direction of the passage when the author reports or supports a view contrary to the topic sentence.
THIS IS THE MOST IMPORTANT CAVEAT TO HAVE IN MIND WHEN YOU ARE DEALING WITH A MEDIUM/SHORT PASSAGE ON THE GRE
ALL the advice about how to answer SPECIFIC QUESTION TYPES is the same for the short passage as for the long passage
How to attack a Short Passage
The absence of a coherent structure means that you cannot read the passage selectively. You cannot skip parts of the passage anymore. No part of the passage is more important than the others, and so you cannot ignore any part of the passage. You have to go through the whole passage.
But don’t get swallowed by the facts. How do we achieve this?
The best strategy to attack a short passage is to look at it as a Critical Reasoning Passage. Clearly, the author of the passage has not thrown a collection of facts at us for our reading pleasure. There is a purpose for all those details and facts to existing. The purpose is to support the main point of the passage. Therefore, you need to read the passage, looking for the point the author is trying to make. When you read through all the details and facts, realize that they are there to make a point. Your task is to find that point. You need to find the argument that these facts and details support or refute. As you read the passage, ask the questions “what are these facts doing here?”, “What is the argument they are supporting or refuting?”
One important strategy to find the argument in the passage is to focus on road-sign words which signal a change in the direction of the ideas in the passage. Road-sign words such as “however”, “but”, “yet”, “also” indicate a transition in the ideas. You need to read every word and sentence in the passage. The short passage has a lot fewer words but the trade-off is you have to read each one of them. You cannot deem any sentence as less important than others.
Time Management
It is important to determine the amount of time to allocate for reading a Short Passage and answering the questions that follow. The rule is, ideally, to allocate 1.5 minutes for every question in the GRE Verbal Section. Therefore, you have 3 minutes to read and understand a Short Passage that has two questions based off it, and answer the questions that follow. You should spend 1.5 minutes reading through the passage, and understanding it - this includes taking notes - and after you’re done with it, you should move on to the questions. You now have 1.5 minutes for the two questions that follow. You should spend around 30 seconds to answer a general question, because your notes would already give you the answer if you have taken it properly. You can take up to 60 seconds for answering a fetch-detail question because it requires you to go back to the passage and re-read parts of it. If you get two fetch-detail questions, then you will be forced to answer both of it in 45 seconds each. So, ideally, you should prepare for these scenarios and demonstrate your ability to do this to yourself.
However, in the actual GRE Test, you might end up finishing the Text Completion and Sentence Equivalence type questions much faster and you might then give yourself more time for the Reading Comprehension questions.
For a deep understanding of the Time Management Strategy for the Verbal Reasoning part of the test -- and not only -- see our guide GRE Time Management - The Definitive Guide
Taking Notes
To enhance your comprehension of the short passage and answer the questions that follow in a short period of time, you need to deploy some tools. One of them is note-taking, with the express intent of understanding the passage. Our aim is not to take notes so that we can refer to them and answer the questions, though we may do that as well. On the contrary, the purpose of note-taking is to force ourselves to engage with the passage with a greater degree of attention.
The act of writing down key ideas of the passage will force you to read actively, instead of passively. Active reading involves understanding not only what we are reading, but also anticipating the next set of ideas you are likely to encounter. In other words, active reading enables anticipatory reading. When you read actively, you are linking together ideas, both the previous ones as well the ones you anticipate with the present idea you are engaging with. In this way you build up a picture of the passage in your mind, enabling holistic comprehension.
When you take notes, keep it to a minimum. You don’t want to end up reproducing the whole paragraph in short form. Just note down the key ideas and the relationship between them. This should also give you the structure of the passage, which can be useful while answering General Questions. Often times, an old idea is first propounded, followed by a new idea and the author’s position towards both. Or a problem is mentioned and a solution is provided. Or an old idea/situation undergoes a change, giving rise to a new idea/situation. Your notes should reflect these transitions.
The belief that art originates in intuitive rather than rational faculties was worked out historically and philosophically in the somewhat wearisome volumes of Benedetto Croce, who is usually considered the originator of a new aesthetic. Croce was, in fact, expressing a very old idea. Long before the Romantics stressed intuition and self-expression, the frenzy of inspiration was regarded as fundamental to art, but philosophers had always assumed it must be controlled by law and by the intellectual power of putting things into harmonious order. This general philosophic concept of art was supported by technical necessities. It was necessary to master certain laws and to use intellect in order to build Gothic cathedrals, or set up the stained glass windows of Chartres. When this bracing element of craftsmanship ceased to dominate artists’ outlook, new technical elements had to be adopted to maintain the intellectual element in art. Such were linear perspective and anatomy.
The passage suggests that which of the following would most likely have occurred if linear perspective and anatomy had not come to influence artistic endeavor?
(A)The craftsmanship that shaped Gothic architecture would have continued to dominate artists’ outlooks.
(B)Some other technical elements would have been adopted to discipline artistic inspiration.
(C)Intellectual control over artistic inspiration would not have influenced painting as it did architecture.
(D)The role of intuitive inspiration would not have remained fundamental to theories of artistic creation.
(E)The assumptions of aesthetic philosophers before Croce would have been invalidated.
The passage supplies information for answering which of the following questions?
(A)Does Romantic art exhibit the triumph of intuition over intellect?
(B)Did an emphasis on linear perspective and anatomy dominate Romantic art?
(C)Are the intellectual and intuitive faculties harmoniously balanced in post-Romantic art?
(D)Are the effects of the rational control of artistic inspiration evident in the great works of pre-Romantic eras?
(E)Was the artistic craftsmanship displayed in Gothic cathedrals also an element in paintings of this period?
The passage implies that which of the following was a traditional assumption of aesthetic philosophers?
(A)Intellectual elements in art exert a necessary control over artistic inspiration.
(B)Architecture has never again reached the artistic greatness of the Gothic cathedrals.
(C)Aesthetic philosophy is determined by the technical necessities of art.
(D)Artistic craftsmanship is more important in architectural art than in pictorial art.
(E)Paintings lacked the intellectual element before the invention of linear perspective and anatomy.
The author mentions “linear perspective and anatomy” in the last sentence in order to do which of the following?
(A)Expand his argument to include painting as well as architecture
(B)Indicate his disagreement with Croce’s theory of the origins of art
(C)Support his point that rational order of some kind has often seemed to discipline artistic inspiration
(D)Explain the rational elements in Gothic painting that corresponded to craftsmanship in Gothic architecture
(E)Show the increasing sophistication of artists after the Gothic period
EXPLANATION of the PASSAGE
Quote:
The belief that art originates in intuitive rather than rational faculties was worked out historically and philosophically in the somewhat wearisome volumes of Benedetto Croce, who is usually considered the originator of a new aesthetic.
The book by Benedetto Croce is the capstone to understanding that art stems, both from a historical and philosophical standpoint, from a spark of our intellect. I.E. it is a spontaneous process not rational.
Quote:
Croce was, in fact, expressing a very old idea. Long before the Romantics stressed intuition and self-expression, the frenzy of inspiration was regarded as fundamental to art, but philosophers had always assumed it must be controlled by law and by the intellectual power of putting things into harmonious order.
Croce simply expressed an idea, that art is originated thanks to our intuition and it is not , after all, a rational process, already highlighted by Romantics. The philosopher thought it was a rational process, a systematic and ordered way of thinking about art.
Quote:
This general philosophic concept of art was supported by technical necessities. It was necessary to master certain laws and to use intellect in order to build Gothic cathedrals, or set up the stained glass windows of Chartres. When this bracing element of craftsmanship ceased to dominate artists’ outlook, new technical elements had to be adopted to maintain the intellectual element in art. Such were linear perspective and anatomy.
Why did philosophers think that about art ? well is was also a matter of convenience, for example, who constructed the Gothic cathedrals such as Notre-Dame in France, it certainly was a piece of art. However, an artist must master certain specific skills and this certain was related to the intellect.
EXPLANATION of the QUESTIONS
Question - 1 - The passage suggests that which of the following would most likely have occurred if linear perspective and anatomy had not come to influence artistic endeavor?
The passage talks about how philosophers had always assumed that inspirational frenzy must be controlled by law and by the intellectual power of putting things into harmonious order. That rational faculty has a role to play to discipline the artistic inspirational frenzy. And technical necessities supported this philosophic concept of art. It mentions the role of intellect and knowledge of certain laws in building Gothic Cathedrals or creating stained glass. The passage then states that when this craftsmanship ceased to dominate artist's outlook, new technical elements had to be adopted to maintain the intellectual element in art. One of them was linear perspective and anatomy.
Since the passage maintains the necessity of intellectual control of intuitional inspiration, if the linear perspective and anatomy had not come to influence artistic endeavor, some other technical or intellectual elements would have taken control and influenced the artists.
Thus Choice B is the correct choice.
Question - 2 - The passage supplies information for answering which of the following questions?
(A)Does Romantic art exhibit the triumph of intuition over intellect? - While the passage states how Romantics stressed intuition and self-expression, and believed that art originates in intuition and not in rational faculties, it does not talk about Romantic art being an example of triumph of intuition over intellect. That is extreme.
(B)Did an emphasis on linear perspective and anatomy dominate Romantic art? - No information provided.The passage only states that linear perspective and anatomy took over once the bracing element of craftsmanship ceased to dominate artist's outlook.
(C)Are the intellectual and intuitive faculties harmoniously balanced in post-Romantic art? - No information provided.
(D)Are the effects of the rational control of artistic inspiration evident in the great works of pre-Romantic eras? - Yes. We see that in the Gothic Cathedrals and stained glass of Chartres which required mastery (and knowledge) of certain lsaws and use of intellect.
(E)Was the artistic craftsmanship displayed in Gothic cathedrals also an element in paintings of this period? - No information provided.
Thus Choice D is the correct choice.
Question - 3 - The passage implies that which of the following was a traditional assumption of aesthetic philosophers?
The passage states that the philosophers assumed that while inspirational frenzy was fundamental to art, the philosophers had always assumed it must be controlled by law and by the intellectual power of putting things into harmonious order. Therefore,
Choice A is the correct choice.
Question - 4 - The author mentions “linear perspective and anatomy” in the last sentence in order to do which of the following?
The author mentions linear perspective and anatomy taking over to maintain the intellectual element in art once the bracing elemment of craftsmanship ceased to dominate artists outlook.
Choice C is the correct answer.
