Identify the option that arranges the given parts in the correct order to form a meaningful and coherent paragraph. a) However, through sheer grit and determination b) Nick was able to get admission to a high school c) Nick Vujicic was prevented from d) attending mainstream middle schools.
c, d, a, b
Understanding Sentence Arrangement for Paragraph Coherence
Arranging jumbled sentences to form a meaningful and coherent paragraph requires understanding the logical flow of ideas and the connections between sentences. We need to identify the starting sentence, subsequent sentences that follow logically, and the concluding sentence (if any).
Analyzing the Sentence Parts
Let's look at the given parts:
- a) However, through sheer grit and determination
- b) Nick was able to get admission to a high school
- c) Nick Vujicic was prevented from
- d) attending mainstream middle schools.
Identifying the Starting Point
A good paragraph often starts by introducing the main subject or topic. Part c) introduces "Nick Vujicic" and sets up a situation ("was prevented from"). This seems like a suitable beginning.
Finding Logical Connections
Now, let's see which part logically follows part c). Part c) "Nick Vujicic was prevented from" needs to be completed. Part d) "attending mainstream middle schools" perfectly completes the thought. So, c) followed by d) forms the sentence: "Nick Vujicic was prevented from attending mainstream middle schools." This establishes the initial situation or challenge.
Next, consider part a) "However, through sheer grit and determination". The word "However" indicates a contrast or a turning point from the previous statement. This suggests that despite being prevented (c and d), something positive happened. This part logically follows the statement about being prevented.
Finally, part b) "Nick was able to get admission to a high school" describes a positive outcome or achievement. This outcome was achieved "through sheer grit and determination" (part a), and it is a contrast to being prevented from attending earlier schooling. Therefore, part b) logically follows part a).
Constructing the Coherent Paragraph
Following the logical connections, the order of the parts is c) $\rightarrow$ d) $\rightarrow$ a) $\rightarrow$ b).
Let's combine them to form the paragraph:
"Nick Vujicic was prevented from attending mainstream middle schools. However, through sheer grit and determination, Nick was able to get admission to a high school."
This combination forms a complete, meaningful, and coherent paragraph that tells a short story about Nick Vujicic overcoming a challenge.
Determining the Correct Order
Based on our analysis, the correct order of the parts is c, d, a, b.
| Part | Text | Role in Paragraph |
|---|---|---|
| c) | Nick Vujicic was prevented from | Introduces subject and initial situation. |
| d) | attending mainstream middle schools. | Completes the initial situation described in c). |
| a) | However, through sheer grit and determination | Introduces a contrast or turning point after the initial challenge. Connects to what follows. |
| b) | Nick was able to get admission to a high school | Presents the positive outcome achieved despite the challenge and through the effort described in a). |
Revision Table: Key Concepts in Sentence Ordering
| Concept | Explanation | How it Helps |
|---|---|---|
| Identifying Topic Sentence | Often introduces the main idea or subject of the paragraph. | Helps find a potential starting point. |
| Pronoun and Noun Reference | Pronouns (like he, she, it, they) usually refer back to a noun mentioned earlier. | Helps establish sequence; the sentence with the noun usually comes before the sentence with the pronoun referring to it. |
| Connectors/Transition Words | Words like however, therefore, moreover, in addition, first, second, finally indicate relationships between ideas. | Signals continuation, contrast, cause and effect, sequence, etc., guiding the order. |
| Chronological Order | Events are described in the order they happened. | Useful for narratives or process descriptions. |
| Cause and Effect | One sentence states a cause, and the next states its effect. | Helps link related ideas logically. |
Additional Information on Paragraph Coherence
Paragraph coherence is achieved when all the sentences in a paragraph flow smoothly from one to the next, making the paragraph easy to understand. This flow is created by using logical bridges and verbal bridges.
- Logical Bridges: Ideas are presented in a sensible order. For example, moving from a general statement to specific examples, or from a problem to its solution, or following a timeline. In this question, the order moves from a problem (being prevented) to overcoming it (grit and determination) and then to the positive outcome (admission to high school).
- Verbal Bridges: Using transition words and phrases (like 'however'), repeating key words, or using synonyms and pronouns to link sentences. In the arranged paragraph, "However" serves as a verbal bridge linking the difficulty to the subsequent effort and success. The name "Nick" is repeated (or implied) which also adds to coherence.
Practicing sentence arrangement improves reading comprehension and writing skills by highlighting how sentences connect to form a unified whole.
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: Egypt lies in the north-east corner of Africa.
S6: The whole country depends on the water of the Nile.
P: Most of it is desert or semi-desert.
Q: It has very little rainfall.
R: It is four times as big as Great Britain in size.
S: Only a twenty-fifth of the total area is cultivable.
The correct sequence should beThe 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
