Directions: In this section, each item consists of six sentences of a passage. The first and the sixth sentences are given in the beginning as S1 and S6. The middle four sentences in each have been jumbled up and labelled as P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly on the Answer Sheet. S1 : People of every country think very highly of themselves and consider their country the best or the greatest. S6 : We should accept whatever good we may find in other countries. P : And discard what is bad. Q : No country can be absolutely good, just as no man can be thoroughly good. R : One must cultivate the ability to discern the good from the bad. S : We have to keep what is good. The correct sequence should be:
QRSP
Understanding Sentence Rearrangement in Passages
This type of question tests your ability to understand the logical flow and coherence of a passage. You are given the first sentence (S1) and the last sentence (S6) of a paragraph, and four middle sentences (P, Q, R, S) that are jumbled. The task is to arrange P, Q, R, and S in the correct order to form a meaningful and coherent paragraph between S1 and S6.
Analyzing the Given Sentences
Let's look at the fixed sentences and the jumbled sentences:
- S1: People of every country think very highly of themselves and consider their country the best or the greatest.
- S6: We should accept whatever good we may find in other countries.
- P: And discard what is bad.
- Q: No country can be absolutely good, just as no man can be thoroughly good.
- R: One must cultivate the ability to discern the good from the bad.
- S: We have to keep what is good.
Finding the Logical Flow (Sentence by Sentence)
We need to find the connection between S1, P, Q, R, S, and S6.
- S1 talks about people's pride in their own country, believing it is the "best or the greatest".
- Look for a sentence that might follow S1. Q says, "No country can be absolutely good...". This directly contrasts the idea in S1 that a country is the "best or greatest". It challenges the absolute view presented in S1. So, Q seems to follow S1, introducing the idea that countries have flaws.
- Now, consider what might follow Q. Q states that no country is absolutely good, implying there's a mix of good and bad. R says, "One must cultivate the ability to discern the good from the bad." This sentence provides a necessary skill to deal with the reality described in Q (that countries have both good and bad aspects). Therefore, R logically follows Q.
- What follows R? R talks about having the ability to discern good from bad. S says, "We have to keep what is good." This is an action based on the ability mentioned in R – once you can discern the good, you should keep it. So, S seems to follow R.
- Finally, consider P. P says, "And discard what is bad." This sentence directly follows the action mentioned in S ("keep what is good"). Together, S and P form a pair explaining what to do after discerning (R) the good and bad (Q) in countries (S1). S then P is a very strong connection.
- Let's see if this sequence (Q-R-S-P) fits between S1 and S6.
- S1: ...consider their country the best or the greatest.
- Q: No country can be absolutely good...
- R: One must cultivate the ability to discern the good from the bad.
- S: We have to keep what is good.
- P: And discard what is bad.
- S6: We should accept whatever good we may find in other countries.
The complete sequence S1 - Q - R - S - P - S6 forms a coherent paragraph. It starts with the initial belief (S1), introduces the nuanced reality (Q), suggests the necessary skill (R), explains the actions to take based on that skill (S and P), and concludes with a specific application of those actions regarding other countries (S6).
Confirming the Correct Sequence
The determined sequence of the middle sentences is Q R S P. Let's read the full passage with this sequence:
People of every country think very highly of themselves and consider their country the best or the greatest. No country can be absolutely good, just as no man can be thoroughly good. One must cultivate the ability to discern the good from the bad. We have to keep what is good. And discard what is bad. We should accept whatever good we may find in other countries.
This sequence creates a smooth and logical flow of ideas.
Revision Table: Key Connections in Sentence Rearrangement
| Sentence | Connects to | Reasoning |
|---|---|---|
| S1 | Q | Q introduces a counter-point or nuance to the absolute statement in S1. |
| Q | R | R suggests a way to handle the mixed nature (good/bad) introduced in Q. |
| R | S | S describes an action ("keep what is good") resulting from the ability to discern (R). |
| S | P | P describes the complementary action ("discard what is bad") following S ("keep what is good"). |
| P | S6 | S6 is a concluding statement that aligns with the actions suggested in S and P, specifically applied to other countries. |
Additional Information on Solving Sentence Rearrangement
Solving sentence rearrangement problems effectively requires practice and attention to detail. Here are some tips:
- Identify the Topic: Read S1 and S6 carefully to understand the main subject and the starting and ending points of the passage.
- Look for Connections: Pay attention to transition words (like 'however', 'therefore', 'also', 'and'), pronouns (like 'he', 'she', 'it', 'they', 'this', 'that'), and repeated keywords that link sentences.
- Find Opening and Closing Sentences: Try to identify which of the jumbled sentences is most likely to follow S1 and which is most likely to precede S6.
- Look for Pairs: Sometimes two sentences form a clear pair, like a cause and effect, a question and answer, or two parts of a definition. (e.g., S and P in this case form a pair about keeping/discarding).
- Read the Sequence: Once you arrange the sentences, read the complete passage (S1 + your sequence + S6) to ensure it flows logically and makes sense.
- Eliminate Options: Use the connections you find to eliminate incorrect options. If you are sure that Q follows S1, look for options that start with Q (or have Q right after S1 if S1 is part of the options).
Practice with different types of passages will help you become more proficient in identifying logical connections and sequencing sentences correctly.
Important Questions from Para Jumbles
Directions: Each of the following items in this section consists of a sentence, parts of which have been jumbled. These parts have been labelled as P, Q, R and S. Given below each sentence has four sequences, namely (a), (b), (c) and (d). You are required to re-arrange the jumbled parts of the sentence and mark your response accordingly.
was gradually engulfing the society with its concomitant (P) / one could not overlook the diminishing religiosity which (Q) / while plays with mythological content continued to be in vogue (R) / implication for the stage from the third decade of the twentieth century (S)
Directions: Each of the following items in this section consists of a sentence, parts of which have been jumbled. These parts have been labelled as P, Q, R and S. Given below each sentence has four sequences, namely (a), (b), (c) and (d). You are required to re-arrange the jumbled parts of the sentence and mark your response accordingly.
defends private property, emphasizes the virtues of competition (P) / but also as an ideology in its own right, specifically one that (Q) / and suggests that general prosperity will result from the pursuit of self-interest (R) / capitalism, for instance, is sometimes treated not merely as an economic system (S).
Directions: Each of the following items in this section consists of a sentence, parts of which have been jumbled. These parts have been labelled as P, Q, R and S. Given below each sentence has four sequences, namely (a), (b), (c) and (d). You are required to re-arrange the jumbled parts of the sentence and mark your response accordingly.
the equality provisions in the Constitution (P) / nor are they confined to individuals as bearers of rights (Q) / are not merely anti-discriminatory, based on the assumption of neutrality (R) / of the state towards all citizens (S).
Directions: Each of the following items in this section consists of a sentence, parts of which have been jumbled. These parts have been labelled as P, Q, R and S. Given below each sentence has four sequences, namely (a), (b), (c) and (d). You are required to re-arrange the jumbled parts of the sentence and mark your response accordingly.
learning-teaching process continued seamlessly (P) / but it took it in its stride, pulling through enough (Q) / innovations to ensure that the (R) / the pandemic year was a challenge for the university (S).
Directions: Each of the following items in this section consists of a sentence, parts of which have been jumbled. These parts have been labelled as P, Q, R and S. Given below each sentence has four sequences, namely (a), (b), (c) and (d). You are required to re-arrange the jumbled parts of the sentence and mark your response accordingly.
proscribed at the slightest hint of any seditious intent (P) / the Dramatic Performances Act effectively marked the end of direct (Q) / political activism what little had been demonstrated (R) / in the Bengali public theatre although some plays continued to be (S).
