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 : Poverty is wrongly considered an evil. S6 : To abolish poverty would be to destroy the soil upon which mankind produces the virtues conducive to higher civilisation. P : Most of the great men on Earth are those who have sprung from the ranks of the poor. Q : The home of poverty, free from care and social envy, is characterised by love and unity among its members. R : The children of rich men are not so fortunate as those of poor men. S : The poor lead a happier life than the rich. The correct sequence should be:
SRQP
Solving Jumbled Sentences: Poverty Passage
This question asks us to arrange four jumbled sentences (P, Q, R, and S) into a logical sequence that fits between a starting sentence (S1) and an ending sentence (S6). The goal is to form a coherent passage.
Let's first look at the fixed sentences:
- S1: Poverty is wrongly considered an evil.
- S6: To abolish poverty would be to destroy the soil upon which mankind produces the virtues conducive to higher civilisation.
S1 introduces the central idea: challenging the common view of poverty as an evil. It suggests that poverty might not be bad, or even have positive aspects. S6 concludes the passage by emphasizing that poverty is necessary for developing certain virtues that are essential for civilization.
Now let's examine the jumbled sentences:
- P: Most of the great men on Earth are those who have sprung from the ranks of the poor.
- Q: The home of poverty, free from care and social envy, is characterised by love and unity among its members.
- R: The children of rich men are not so fortunate as those of poor men.
- S: The poor lead a happier life than the rich.
We need to find the best order for P, Q, R, and S that connects S1 and S6.
Finding the Logical Sequence
S1 states that poverty is wrongly seen as an evil. A good next sentence would immediately start explaining why this view is wrong or offer a contrasting perspective. Sentence S does exactly this by stating, "The poor lead a happier life than the rich." This directly contradicts the idea of poverty being an evil and richness being good, making S a strong candidate to follow S1.
Let's consider S following S1:
- S1: Poverty is wrongly considered an evil.
- S: The poor lead a happier life than the rich.
After making the general claim that the poor are happier, the passage could provide specific examples or explanations. Sentence R compares the children of rich and poor men, suggesting rich children are "not so fortunate". This is a specific instance that supports the general idea presented in S that the poor might be better off than the rich. So, R could follow S.
- S1: Poverty is wrongly considered an evil.
- S: The poor lead a happier life than the rich.
- R: The children of rich men are not so fortunate as those of poor men.
Following the comparison in R, the passage could explain *why* the poor might be happier or more fortunate. Sentence Q describes the positive aspects of a poor home: "free from care and social envy," and characterized by "love and unity". This provides a reason that supports the claims made in S and R. Thus, Q seems to fit well after R.
- S1: Poverty is wrongly considered an evil.
- S: The poor lead a happier life than the rich.
- R: The children of rich men are not so fortunate as those of poor men.
- Q: The home of poverty, free from care and social envy, is characterised by love and unity among its members.
Finally, sentence P offers another piece of evidence against poverty being an evil: "Most of the great men on Earth are those who have sprung from the ranks of the poor." This shows that poverty is not a barrier to greatness and can even be a source from which great individuals emerge. This reinforces the overall argument. P fits well after discussing the nature of life in poverty (Q).
- S1: Poverty is wrongly considered an evil.
- S: The poor lead a happier life than the rich.
- R: The children of rich men are not so fortunate as those of poor men.
- Q: The home of poverty, free from care and social envy, is characterised by love and unity among its members.
- P: Most of the great men on Earth are those who have sprung from the ranks of the poor.
This sequence SRQP leads us logically to S6, which talks about poverty being the "soil upon which mankind produces the virtues conducive to higher civilisation." The virtues discussed (happiness, love, unity, freedom from envy) and the emergence of great men support the idea that poverty fosters qualities necessary for civilization.
Let's review the complete sequence:
- S1: Poverty is wrongly considered an evil.
- S: The poor lead a happier life than the rich.
- R: The children of rich men are not so fortunate as those of poor men.
- Q: The home of poverty, free from care and social envy, is characterised by love and unity among its members.
- P: Most of the great men on Earth are those who have sprung from the ranks of the poor.
- S6: To abolish poverty would be to destroy the soil upon which mankind produces the virtues conducive to higher civilisation.
This order makes sense and forms a cohesive argument.
Evaluating Other Options
Let's quickly consider why other sequences might not work as well:
- QPRS: Starts with the home life (Q), then great men (P), then rich vs poor children (R), then general happiness (S). S feels like it should come earlier as a more general statement.
- SPQR: Starts with happiness (S), then great men (P), then home life (Q), then rich vs poor children (R). R comparing children feels like it could follow Q or S more directly.
- QRPS: Starts with home life (Q), then rich vs poor children (R), then great men (P), then general happiness (S). Again, S as a general statement seems out of place at the end of the jumbled part.
The sequence SRQP builds the argument progressively from a general claim about happiness to specific comparisons, explanations of the environment, and historical evidence, all supporting the main idea presented in S1 and leading to the conclusion in S6.
Final Sequence
| Sentence | Content |
|---|---|
| S1 | Poverty is wrongly considered an evil. |
| S | The poor lead a happier life than the rich. |
| R | The children of rich men are not so fortunate as those of poor men. |
| Q | The home of poverty, free from care and social envy, is characterised by love and unity among its members. |
| P | Most of the great men on Earth are those who have sprung from the ranks of the poor. |
| S6 | To abolish poverty would be to destroy the soil upon which mankind produces the virtues conducive to higher civilisation. |
The correct sequence for the jumbled sentences is SRQP.
Revision Table: Understanding Sentence Reordering
| Skill | Importance in Sentence Reordering |
|---|---|
| Identifying Topic Sentence (S1) | Helps understand the main subject and direction of the passage. |
| Identifying Concluding Sentence (S6) | Indicates the final point or summary the passage builds towards. |
| Looking for Connecting Words/Ideas | Pronouns, conjunctions, and repeated ideas help link sentences. |
| Establishing Chronological Order | For narratives or processes, time sequence is key. (Not applicable here) |
| Establishing Cause-Effect Relationship | One sentence explaining the reason or result of another. (Q explains S/R) |
| Moving from General to Specific | Often, a general statement is followed by examples or details. (S followed by R and Q) |
| Checking Flow and Cohesion | Reading the arranged passage to ensure it makes logical sense. |
Additional Information: Mastering Passage Completion
Sentence reordering, also known as paragraph completion or passage completion, is a common type of question in verbal ability tests. It assesses your ability to understand the logical flow of ideas and construct a coherent paragraph.
- Read S1 and S6 Carefully: These sentences provide the context and boundary for the passage. Understand the core argument or theme they present.
- Read All Jumbled Sentences: Get a general idea of the content of each jumbled sentence (P, Q, R, S). Look for recurring themes, keywords, or contrasting ideas (like rich vs poor).
- Look for Opening Sentences: Which of P, Q, R, S could logically follow S1? It should introduce a point that directly relates to or expands on S1.
- Look for Closing Sentences: Which sentence might logically lead into S6? It should contain an idea that the conclusion (S6) could build upon or summarize.
- Identify Links: Look for explicit links (like pronouns referring to a noun in a previous sentence, or conjunctions showing cause, contrast, addition) and implicit links (where the idea in one sentence naturally leads to the idea in the next).
- Form Mini-Pairs or Groups: Sometimes two sentences clearly belong together (e.g., one states a problem, the next offers a solution; one makes a claim, the next gives evidence).
- Test the Options: Once you have a potential sequence, or even a few possibilities, try inserting them between S1 and S6 and read the whole passage. See which option creates the smoothest, most logical flow of ideas.
- Eliminate Unlikely Options: If a sequence creates an abrupt jump in topic or violates a clear connection, you can eliminate that option.
Practicing with different types of passages will help you become more skilled at identifying these connections and mastering sentence reordering questions.
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).
