Directions: In this section, each item consists of six sentences. The first and sixth sentences are marked as S1 and S6. The four sentences between S1 and S6 have been jumbled up and labelled as P, Q, R and S. This is followed by four options, each suggesting a sequence of sentences. Identify the most appropriate option and mark your response on the Answer Sheet accordingly. S1: The National Education Policy, 2020 is an important policy on education. S6: The policy was formulated through consultation process at every stage-from preformulation to formulation and implementation. P: To fulfil its objectives, it seeks to bring access, equity, quality, affordability and accountability in education for sustainable development. Q: It has come after 34 years, replacing the National Policy on Education, 1986. R: The policy also lays emphasis on bringing out the unique capabilities of each student, promoting ethical values, encouraging critical thinking, fostering a culture of research and encouraging rootedness and pride in India. S: It aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic and flexible. The correct sequence should be
QSPR
Understanding the National Education Policy 2020 Sentence Arrangement
This question requires us to arrange four jumbled sentences (P, Q, R, S) into a coherent paragraph that logically connects the first sentence (S1) and the last sentence (S6). We need to find the sequence that makes the most sense contextually and grammatically.
Analyzing the Sentences
- S1: The National Education Policy, 2020 is an important policy on education. (This sets the topic.)
- S6: The policy was formulated through consultation process at every stage-from preformulation to formulation and implementation. (This provides a concluding detail about the policy's development.)
- P: To fulfil its objectives, it seeks to bring access, equity, quality, affordability and accountability in education for sustainable development. (This describes the goals or objectives.)
- Q: It has come after 34 years, replacing the National Policy on Education, 1986. (This gives historical context, linking it to S1.)
- R: The policy also lays emphasis on bringing out the unique capabilities of each student, promoting ethical values, encouraging critical thinking, fostering a culture of research and encouraging rootedness and pride in India. (This details specific areas of focus.)
- S: It aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic and flexible. (This states the overarching vision or aim.)
Determining the Correct Sequence
Let's break down how to build the logical flow:
- Starting Point (S1): The paragraph begins by introducing the National Education Policy, 2020.
- Establishing Context (Q): Sentence Q provides crucial context by stating when this policy was introduced and what it replaced. This naturally follows the introduction in S1. So, the sequence starts with S1 -> Q.
- Stating the Vision (S): Sentence S outlines the broad, aspirational goal of the policy – transforming India into a knowledge superpower. This is a good follow-up to the contextual information in Q. So, we have S1 -> Q -> S.
- Explaining Objectives (P): Sentence P details the specific objectives ('access, equity, quality', etc.) that the policy aims to achieve to meet its broader vision stated in S. The phrase "To fulfil its objectives" clearly links it to the previous statement about aims. So, the sequence becomes S1 -> Q -> S -> P.
- Adding Specific Emphases (R): Sentence R further elaborates on the policy by highlighting specific areas of emphasis like student capabilities, ethical values, and critical thinking. This adds more detail to the objectives and aims. The word "also" suggests it's adding more points related to the policy's focus. So, the sequence is S1 -> Q -> S -> P -> R.
- Concluding Statement (S6): Finally, S6 provides information about the policy's formulation process, acting as a suitable concluding remark about the policy itself.
Therefore, the logical order is QSPR.
Final Answer Explanation
The sequence QSPR creates a well-structured and informative paragraph:
- S1 introduces the policy.
- Q provides its historical context (timing and predecessor).
- S states the overarching aim (knowledge superpower).
- P explains the key objectives (access, equity, quality) to achieve that aim.
- R adds further specific emphases (student potential, values, research).
- S6 concludes by mentioning the consultation-driven formulation process.
This order flows logically, starting with the introduction and context, moving to the policy's aims and objectives, detailing specific focuses, and ending with information on its development.
The correct option is the one that matches the sequence QSPR.
Similar Questions
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S1: In mechanical efforts, you improve by perpetual practice.
S6: There is neither excuse nor temptation for the latter.
P: He cannot go on shooting wide or falling short, and still fancy that he is making progress.
Q: This is so because the object to be attained is a matter of actual experiment in which you either succeed or fail.
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S: If a man aims at a mark with a bow and arrow, he must either hit it or aim it.
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S6: He had a set of little tools and saw of various sizes made by himself.
P: But he was known to be very clever at making things.
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R: Isaac was left to the care of his good old grandmother.
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S1: The examination system must be regarded as the chief wrecker of young nerves.
S6: If I become a Vice-Chancellor, my first act would be to abolish all examinations in my university.
P: It makes me jump out of the bed, all in a sweat.
Q: It does this by building up a tension, for a part of the year, all through one’s youth.
R: And after four decades, the same nervousness sometimes recurs to me in nightmares.
S: I remember the desperate nervousness that used to grip me from January to April every year.
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S1: History is a subject that is so little valued today that it is almost impossible to win world fame as a historian, yet that is exactly what Toynbee was able to.
S6: Among the civilizations that he studied was that of India.
P: We usually think of history as a chronological account of the development of various states and empires under the ruler.
Q: Toynbee’s view of history was different.
R: He tries to find the pattern behind the birth, growth and decay of civilization.
S: Though he used the recorded history of mankind, he was interested not merely in the chronology of single states or group but in the rise and fall of whole civilizations.
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The following question 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 P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly.
S1: Science first began to become important after A.D. 1500.
S6: Men read them, became inquisitive again, and began to want to find things out.
P: As a result of this, books came to be circulated.
Q: During the Middle Ages the coming of Science was hindered by the Church.
R: In the middle of the fifteenth century, however, the Turks captured the city of Constantinople and the Greek books were scattered far and wide.
S: It considered the free inquiry into the nature of things to be wicked.
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S1: Phatik was a mischievous boy of fourteen.
S6: Ultimately he distinguished himself as a scholar.
P: It was then that Phatik’s uncle offered to take the boy to Kolkata.
Q: She was much worried about his education.
R: His mother found it difficult to bring him up.
S: Away from his home Phatik became sober and industrious.
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S1: Whenever I met Baba Amte I was reminded of an anecdote my grandmother used to tell me.
S6: Pie forgot that he had made it.
P: He once made an idol of God.
Q: As the idol was nearing completion, the sculptor was becoming more and more withdrawn into himself.
R: And the moment it was complete, he threw away his chisel and hammer and bowed to the idol of God he had just created.
S: There was a great sculptor.
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S1: Ross sent an account of his work, together with slide and specimens to Manson.
S6: Ross was elected a fellow of the Royal Society in 1901.
P: They produced a profound sensation.
Q: In July 1898, Manson described Ross’s results to the British Medical Association.
R: The President of the Royal Society came to Manson’s house and inspected Ross’s materials and said that ‘it was of remarkable interest and value’.
S: When Manson had finished, the whole audience rose and cheered.
The correct sequence should be
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S1: Civilization dawned when early man learnt how to produce heat and energy by burning wood.
S6: When they have been used, they cannot be replaced.
P: Then steam was used to produce electricity.
Q: In this century great use has been made of oil and natural gas and the use of atomic reactors has also provided another source of energy.
R: Much later, the first industrial revolution was based on the production of steam by burning coal.
S: But none of these fuels is renewable.
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S1: Ghost is a subject which baffles everyone everywhere throughout the world.
S6: Yet it is a subject which has held people spellbound and the belief in them continues to flourish.
P: But human beings have always been curious to know more about them.
Q: Needless to say, such attempts have proved to be useless.
R: There have been attempts even to photograph these creatures of darkness.
S: Even after the advancement of science, the reality of ghosts remains a mystery to this day.
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Important Questions from Sentence Jumbles
The following question 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 P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly.
S1: In mechanical efforts, you improve by perpetual practice.
S6: There is neither excuse nor temptation for the latter.
P: He cannot go on shooting wide or falling short, and still fancy that he is making progress.
Q: This is so because the object to be attained is a matter of actual experiment in which you either succeed or fail.
R: He must either correct his aim or persevere in his error with his eyes open.
S: If a man aims at a mark with a bow and arrow, he must either hit it or aim it.
The correct sequence should be
The following question 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 P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly.
S1: Isaac’s mother married again.
S6: He had a set of little tools and saw of various sizes made by himself.
P: But he was known to be very clever at making things.
Q: She sent him to school.
R: Isaac was left to the care of his good old grandmother.
S: In his early years Isaac did not appear to be a very bright student.
The correct sequence should be
The following question 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 P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly.
S1: The examination system must be regarded as the chief wrecker of young nerves.
S6: If I become a Vice-Chancellor, my first act would be to abolish all examinations in my university.
P: It makes me jump out of the bed, all in a sweat.
Q: It does this by building up a tension, for a part of the year, all through one’s youth.
R: And after four decades, the same nervousness sometimes recurs to me in nightmares.
S: I remember the desperate nervousness that used to grip me from January to April every year.
The correct sequence should be
The following question 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 P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly.
S1: History is a subject that is so little valued today that it is almost impossible to win world fame as a historian, yet that is exactly what Toynbee was able to.
S6: Among the civilizations that he studied was that of India.
P: We usually think of history as a chronological account of the development of various states and empires under the ruler.
Q: Toynbee’s view of history was different.
R: He tries to find the pattern behind the birth, growth and decay of civilization.
S: Though he used the recorded history of mankind, he was interested not merely in the chronology of single states or group but in the rise and fall of whole civilizations.
The correct sequence should be
The following question 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 P, Q, R and S. You are required to find the proper sequence of the four sentences and mark your response accordingly.
S1: Science first began to become important after A.D. 1500.
S6: Men read them, became inquisitive again, and began to want to find things out.
P: As a result of this, books came to be circulated.
Q: During the Middle Ages the coming of Science was hindered by the Church.
R: In the middle of the fifteenth century, however, the Turks captured the city of Constantinople and the Greek books were scattered far and wide.
S: It considered the free inquiry into the nature of things to be wicked.
The correct sequence should be
