Direction: Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph. A. My grandmother always went to school with me because the school was attached to the temple. B. When we both finished, we would be back together. C. While the children sat in rows on either side of the verandah singing the alphabet or prayer in chorus, my grandmother sat inside reading the scriptures. D. The priest taught us the alphabet and the morning prayer.
ADCB
Understanding Jumbled Sentences: Arranging a Paragraph
This question asks us to arrange four jumbled sentences (A, B, C, and D) into a coherent and meaningful paragraph. To do this, we need to read each sentence carefully and figure out the logical flow of ideas, identifying the beginning, middle, and end of the narrative.
Analysing Each Sentence for Paragraph Order
- Sentence A: "My grandmother always went to school with me because the school was attached to the temple." This sentence introduces the main characters (narrator and grandmother) and sets the scene – going to school, mentioning its connection to a temple. This feels like a good starting point for the paragraph, establishing the context.
- Sentence B: "When we both finished, we would be back together." This sentence describes the conclusion of an activity, indicating that both individuals were involved in something that had a distinct end point. It logically follows the description of the activity itself.
- Sentence C: "While the children sat in rows on either side of the verandah singing the alphabet or prayer in chorus, my grandmother sat inside reading the scriptures." This sentence provides details about what the people, specifically the children and the grandmother, were doing at the location mentioned in sentence A (the school/temple). It describes simultaneous activities.
- Sentence D: "The priest taught us the alphabet and the morning prayer." This sentence describes the primary activity taking place at the school (mentioned in A) from the perspective of the narrator ("us"). It explains what was being taught.
Finding the Correct Paragraph Flow
Let's try to piece the sentences together based on the logical connections:
- We need to start by setting the scene and introducing the main idea. Sentence A does this by explaining why the grandmother went to school with the narrator. (A)
- Next, we should describe what happened at the school. Sentence D introduces the activity – the priest teaching the alphabet and prayer. (D)
- Following the introduction of the activity, sentence C provides more detail about what both the children (narrator included, implied by "us" in D) and the grandmother were doing simultaneously during this time at the school/temple. The children are learning, the grandmother is reading scriptures. (C)
- Finally, sentence B provides the conclusion – what happens after the activity finishes. They both finish and go back together. (B)
This step-by-step arrangement gives us the order A → D → C → B.
Checking the Arranged Paragraph
Let's read the sentences in the order ADCB:
My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or prayer in chorus, my grandmother sat inside reading the scriptures. When we both finished, we would be back together.
This sequence forms a clear, coherent, and meaningful paragraph. It starts with the premise, describes the activities at the location, details what individuals were doing during the activity, and concludes with what happened afterward.
Comparing with Options
Let's look at the given options:
| Option | Arrangement | Logical Flow? |
|---|---|---|
| 1 | ACBD | Starts well (A), jumps to simultaneous activity (C), then conclusion (B), then the teaching activity (D) - illogical order of events. |
| 2 | ABDC | Starts well (A), jumps to conclusion (B) before describing activities (D, C) - illogical timing. |
| 3 | ADCB | Starts with premise (A), introduces teaching activity (D), describes simultaneous actions during activity (C), ends with conclusion (B) - logical flow. |
| 4 | ADBC | Starts with premise (A), introduces teaching activity (D), jumps to conclusion (B) before describing simultaneous actions (C) - illogical timing. |
The analysis confirms that the arrangement ADCB follows the most logical progression of events and ideas described in the sentences.
Conclusion
Based on the logical flow and analysis of each sentence's role in describing the sequence of events at the school attached to the temple, the correct arrangement of the jumbled sentences is ADCB. This order creates a cohesive and easy-to-understand paragraph about the narrator and their grandmother's routine related to the school and temple.
Revision Table: Paragraph Arrangement Skills
| Skill | Application in this Question | Importance |
|---|---|---|
| Identifying the Topic Sentence | Sentence A introduces the main subject (grandmother going to school/temple). | Often the first sentence, sets the stage. |
| Recognizing Chronological Order | Events happen in sequence: going > teaching > activities during teaching > finishing. | Essential for narratives or processes. |
| Identifying Supporting Details | Sentences C and D provide specific information about what happened at the school. | Adds substance to the main idea. |
| Recognizing Concluding Sentences | Sentence B wraps up the specific episode described. | Provides closure to the paragraph's idea. |
| Using Transition Words/Phrases (Implicit) | Phrases like "While the children..." (C) or "When we both finished..." (B) indicate relationships between ideas. | Helps sentences flow smoothly. |
Additional Information: Improving Paragraph Construction
Arranging jumbled sentences is a great way to practice paragraph construction. A well-constructed paragraph typically focuses on a single main idea, introduced by a topic sentence. The sentences that follow provide supporting details, examples, or explanations related to that main idea. Finally, a concluding sentence may summarize the point or transition to the next paragraph.
- Cohesion: Sentences should link together logically, using pronouns, transition words, or repetition of key ideas to create smooth flow.
- Coherence: The paragraph as a whole should make sense and be easy to understand, with all sentences contributing to the main point.
- Unity: All sentences in the paragraph should relate to the central topic.
Practicing with jumbled sentences helps build skills in identifying these elements and understanding how they work together to form a meaningful piece of writing.
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S: declared the institution
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P: a rare evergreen tree in the Southern Western Ghats
Q: but researchers have found that
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S: bees might be the best-known pollinators
