In eighteenth-century france and england, reformers rallied around egalitarian ideals, but few reformers advocated higher education for women. although the public decried women’s lack of education, it did not encourage learning for its own sake for women. in spite of the general prejudice against learned women, there was one place where women could exhibit their erudition: the literary salon. many writers have defined the woman’s role in the salon as that of an intelligent hostess, but the salon had more than a social function for women. it was an informal university, too, where women exchanged ideas with educated persons, read their own works and heard those of others, and received and gave criticism.
in the 1750’s, when salons were firmly established in france, some english women, who called themselves "bluestocking," followed the example of the salonnieres (french salon hostesses) and formed their own salons. most bluestockings did not wish to mirror the salonnieres; they simply desired to adapt a proven formula to their own purpose—the elevation of women’s status through moral and intellectual training. differences in social orientation and background can account perhaps for differences in the nature of french and english salons. the french salon incorporated aristocratic attitudes that exalted courtly pleasure and emphasized artistic accomplishments. the english bluestockings, originating from a more modest background, emphasized learning and work over pleasure. accustomed to the regimented life of court circles, salonnieres tended toward formality in their salons. the english women, though somewhat puritanical, were more casual in their approach.
at first, the bluestockings did imitate the salonnieres by including men in their circles. however, as they gained cohesion, the bluestockings came to regard themselves as a women’s group and to possess a sense of female solidarity lacking in the salonnieres, who remained isolated from one another by the primacy each held in her own salon. in an atmosphere of mutual support, the bluestockings went beyond the salon experience. they traveled, studied, worked, wrote for publication, and by their activities challenged the stereotype of the passive woman. although the salonnieres were aware of sexual inequality, the narrow boundaries of their world kept their intellectual pursuits within conventional limits. many salonnieres, in fact, camouflaged their nontraditional activities behind the role of hostess and deferred to men in public.
though the bluestockings were trailblazers when compared with the salonnieres, they were not feminists. they were too traditional, too hemmed in by their generation to demand social and political rights. nonetheless, in their desire for education, their willingness to go beyond the confines of the salon in pursuing their interests, and their championing of unity among women, the bluestockings began the process of questioning women’s role in society.
which of the following could best be considered a twentieth-century counterpart of an eighteenth century literary salon as it is described in the passage?
(a) a social sorority
(b) a community center
(c) a lecture course on art
(d) a humanities study group
(e) an association of moral reformers

Throughout this 'coming of age' story, jeanne continues to grow and experience life. which of the following does the author point out as a consequence of her aging? a. her life becomes dull and pointless. b. she is old enough now to fear the future. c. she begins to resent her parents' failures. d. her life is full of bright promises.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

"edna, dear, are you not coming in soon? " he asked again, this time fondly, with a note of entreaty. "no, i am going to stay out here." "this is more than folly," he blurted out. "i can't permit you to stay out there all night. you must come in the house instantly." which best explains how chopin's use of language represents her style?