CAT 2020 Slot 3 — VARC Question 11
Direction for Reading Comprehension: The pass ages given here are followed by some questions that have four answer choices; read the passage carefully and pick the option whose answer best aligns with the passage
Mode of transportation affects the travel experience and thus can produce new types of travel writing and perhaps even new “identities.” Modes of transportation determine the types and duration of social encounters; affect the organization and passage of space and time; . . . and also affect perception and knowledge—how and what the traveler comes to know and write about. The completion of the first U.S. transcontinental highway during the 1920s . . . for example, inaugurated a new genre of travel literature about the United States—the automotive or road narrative. Such narratives highlight the experiences of mostly male protagonists “discovering themselves” on their journeys, emphasizing the independence of road travel and the value of rural folk traditions.
Travel writing’s relationship to empire building— as a type of “colonialist discourse”—has drawn the most attention from academicians. Close connections have been observed between European (and American) political, economic, and administrative goals for the colonies and their manifestations in the cultural practice of writing travel books. Travel writers’ descriptions of foreign places have been analysed as attempts to validate, promote, or challenge the ideologies and practices of colonial or imperial domination and expansion. Mary Louise Pratt’s study of the genres and conventions of 18th- and 19th-century exploration narratives about South America and Africa (e.g., the “monarch of all I survey” trope) offered ways of thinking about travel writing as embedded within relations of power between metropole and periphery, as did Edward Said’s theories of representation and cultural imperialism. Particularly Said’s book, Orientalism, helped scholars understand ways in which representations of people in travel texts were intimately bound up with notions of self, in this case, that the Occident defined itself through essentialist, ethnocentric, and racist representations of the Orient. Said’s work became a model for demonstrating cultural forms of imperialism in travel texts, showing how the political, economic, or administrative fact of dominance relies on legitimating discourses such as those articulated through travel writing. . . .
Feminist geographers’ studies of travel writing challenge the masculinist history of geography by questioning who and what are relevant subjects of geographic study and, indeed, what counts as geographic knowledge itself. Such questions are worked through ideological constructs that posit men as explorers and women as travelers—or, conversely, men as travelers and women as tied to the home. Studies of Victorian women who were professional travel writers, tourists, wives of colonial administrators, and other (mostly) elite women who wrote narratives about their experiences abroad during the 19th century have been particularly revealing. From a “liberal” feminist perspective, travel presented one means toward female liberation for middle- and upper-class Victorian women. Many studies from the 1970s onward demonstrated the ways in which women’s gendered identities were negotiated differently “at home” than they were “away,” thereby showing women’s selfdevelopment through travel. The more recent poststructural turn in studies of Victorian travel writing has focused attention on women’s diverse and fragmented identities as they narrated their travel experiences, emphasizing women’s sense of themselves as women in new locations, but only as they worked through their ties to nation, class, whiteness, and colonial and imperial power structures.
From the passage, it can be inferred that scholars argue that Victorian women experienced self-development through their travels because:
Answer & solution
their identity was redefined when they were away from home.
- B
they were from the progressive middle- and upper-classes of society.
- C
they were on a quest to discover their diverse identities.
- D
they developed a feminist perspective of the world.
Easy
The phrase "self-development through travel" appears in the last paragraph. The cause given there is that "women's gendered identities were negotiated differently 'at home' than they were 'away.'" So self-development arose because their identity changed when they were away from home. Pick the option that captures this redefinition of identity away from home.
Correct. Studies "demonstrated the ways in which women's gendered identities were negotiated differently 'at home' than they were 'away,' thereby showing women's self-development through travel." The redefinition of identity while away from home is precisely the stated cause of self-development.
Wrong. Their middle- and upper-class status describes who these women were, not why travel produced self-development. The passage ties self-development to identity being negotiated differently away from home, not to social class.
Wrong. "Diverse and fragmented identities" belongs to the poststructural turn, a separate, later development in scholarship. It is not the reason given for the earlier finding of self-development through travel, and it frames identity as something narrated, not a goal of a "quest."
Wrong. Developing a feminist worldview is not stated as the mechanism of self-development. The passage attributes self-development to identities being negotiated differently away from home, not to acquiring a feminist perspective.
Option A — their identity was redefined (negotiated differently) when they were away from home, which is what produced self-development through travel.