Understanding and Arranging Jumbled Sentences

The question asks us to arrange the given sentences (A, B, C, and D) in a logical sequence to form a meaningful and coherent paragraph. To solve this type of question, we need to read all the sentences carefully and identify the main topic, the introductory sentence, and the flow of ideas. Look for connecting words, pronouns, and the development of the narrative.

Analyzing the Sentences

Let's examine each sentence to understand its role in the paragraph:

1. Sentence A: "The two children were so like, that without much difficulty it could not be discerned of their proper parents, which was Titus from Gisippus, or Gisippus from Titus." This sentence describes the extreme similarity between two children, Titus and Gisippus, making it hard to tell them apart. It logically follows the introduction of these two characters and a description of their resemblance.
2. Sentence B: "There was in the city of Rome a noble senator, named Fulvius, who sent his son,called Titus, being a child, to the city of Athens, in Greece (which was the fountain of all manner of doctrine), there to learn good letters : and caused him to be hosted with a worshipful mart of that city, called Chremes." This sentence introduces the setting (Rome, Athens), the first main character (Titus), and his host in Athens (Chremes). This sentence seems to be the beginning of the story, setting the scene.
3. Sentence C: "This Chremes happened to have also a son named Gisippus, who not only was equal to the said young Titus in years, but also in stature, proportion of body, favour, and colour of visage, countenance, and speech " This sentence introduces the second main character (Gisippus) as the son of Chremes (introduced in B) and details his striking resemblance to Titus. This sentence logically follows Sentence B as it introduces the second character connected to the first.
4. Sentence D: "These two young gentlemen, as they seemed to be one in form and personage, so shortly after acquaintance, the same nature wrought in their hearts such a mutual affection, and their wills and appetites daily more and more so confederated themselves,that it seemed none other, when their names were declared, but that they had only changed their places, issuing (as I might say) out of the one body, and entering into the other." This sentence describes the deep friendship that developed between the two young men, likely as a consequence of their close resemblance (described in A and C). This sentence appears to be a concluding thought about their relationship.

Determining the Correct Sequence

Based on the analysis:

• Sentence B introduces the main characters and setting, making it the most likely opening sentence.
• Sentence C introduces Chremes' son, Gisippus, building upon the information about Chremes in sentence B and highlighting their resemblance to Titus. C naturally follows B.
• Sentence A further emphasizes the extreme likeness between Titus and Gisippus, stating how difficult it was to distinguish them. A logically follows C, expanding on the resemblance mentioned in C.
• Sentence D describes the strong friendship that grew between them, which is a consequence or development based on their similarities. D logically follows the sentences describing their likeness (A and C).

Therefore, the most logical sequence is B followed by C, then A, and finally D.

The correct order is BCAD.

Constructing the Coherent Paragraph

Let's read the sentences in the order BCAD to check for coherence:

B. There was in the city of Rome a noble senator, named Fulvius, who sent his son,called Titus, being a child, to the city of Athens, in Greece (which was the fountain of all manner of doctrine), there to learn good letters : and caused him to be hosted with a worshipful mart of that city, called Chremes.

C. This Chremes happened to have also a son named Gisippus, who not only was equal to the said young Titus in years, but also in stature, proportion of body, favour, and colour of visage, countenance, and speech 

A. The two children were so like, that without much difficulty it could not be discerned of their proper parents, which was Titus from Gisippus, or Gisippus from Titus.

D. These two young gentlemen, as they seemed to be one in form and personage, so shortly after acquaintance, the same nature wrought in their hearts such a mutual affection, and their wills and appetites daily more and more so confederated themselves,that it seemed none other, when their names were declared, but that they had only changed their places, issuing (as I might say) out of the one body, and entering into the other.

This sequence forms a smooth and logical narrative about the introduction of Titus and Gisippus, their striking resemblance, and the deep friendship that resulted from it.

Step-by-Step Solution

1. Read all sentences to get a general idea of the topic (Titus, Gisippus, their resemblance, and friendship).
2. Identify sentence B as the clear introductory sentence, introducing the main characters and setting.
3. Identify sentence C as introducing Gisippus, the second key character related to Chremes from sentence B, and starting to describe his resemblance to Titus. C follows B.
4. Identify sentence A as elaborating further on the extreme resemblance between Titus and Gisippus, which makes it hard to tell them apart. A follows C.
5. Identify sentence D as describing the outcome of their resemblance - a deep friendship. D follows A and C.
6. Combine the sentences in the determined order: BCAD.
7. Read the paragraph in the order BCAD to ensure it is coherent and meaningful.

The sequence BCAD creates a coherent paragraph, making it the correct arrangement.

Revision Table: Jumbled Sentence Arrangement

Additional Information: Paragraph Coherence and Flow

Creating a coherent paragraph from jumbled sentences is a common language skill exercise. Coherence means that the ideas in the paragraph are logically connected and flow smoothly from one to the next. Several things contribute to coherence:

• Logical Order: Arranging sentences in a way that makes sense chronologically, spatially, or logically (e.g., cause and effect, general to specific).
• Transition Words and Phrases: Using words like "therefore," "however," "in addition," "for example," pronouns (like "he," "she," "it," "they," "this"), and repeated keywords or synonyms to link sentences. In this specific paragraph, phrases like "This Chremes" (in C referring to Chremes in B), "The two children" (in A referring to Titus and Gisippus introduced in B and C), and "These two young gentlemen" (in D referring back to Titus and Gisippus) help connect the ideas.
• Consistency: Maintaining a consistent point of view and tense throughout the paragraph.

Mastering the skill of arranging jumbled sentences improves reading comprehension and writing skills by highlighting how sentences work together to form a unified whole.