GRE Reading Comprehension

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Source: Kaplan

The Gaelic revival movement of late 19th and early 20th century Ireland attracted some of the leading social, intellectual, and political figures of the time to the study of Gaelic. Primarily nationalistic in purpose, and located within the context of the Irish struggle for independence, the revival advocated the use of the traditional Irish language, Gaelic, in lieu of English. It was felt that a more robust use of a national language was necessary to crystallize Ireland's fractious sense of national identity. The idea was not without parallel; modern Israel rescued its traditional language, Hebrew, from what was exclusively academic and liturgical use, and reintroduced it into an active, living vernacular in the newly independent state of Israel. Prior to this unqualified success, however, was Ireland's attempted linguistic revival, which met with more debatable results. While many writers did incorporate Gaelic, and sometimes even write in it, English is still far more prevalent, except in isolated, rural areas on the western coast, and did not become the primary native language of subsequent generations. This arrestingly similar set of historical and cultural circumstances, coupled with different results, subverts the notion that language and cultural identity are inseparable. The writers and intellectuals that did study Gaelic did so primarily because it provided a romanticized connection to their heritage, not because they wished to integrate it into the fabric of their daily lives.

Question List: 1

In the argument given, the two portions in boldface play which of the following roles?

  • A The first states an opinion that the passage as a whole opposes; the second provides evidence for the argument against that opinion.
  • B The first provides support for the conclusion as a whole; the second provides evidence that supports an objection to that conclusion.
  • C The first states the conclusion of the argument as a whole; the second provides support for that conclusion.
  • D The first serves as a primary argument; the second rebuts the second argument.
  • E The first introduces a primary argument; the second is the conclusion of that argument.

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