Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the right order to form a meaningful and coherent paragraph. A. In other words, chess and basketball are contests. B. As games, chess and basketball are obviously different from leapfrog and playing house. C. One can win a game of basketball, but it makes no sense to ask who has won a game of leapfrog. D. The first two games are competitive, the second two are not.
BDCA
Understanding Sentence Rearrangement for Paragraphs
Sentence rearrangement questions test your ability to understand the logical flow and coherence of a paragraph. You are given a set of jumbled sentences and need to arrange them in the correct order to form a meaningful and coherent passage. To solve these questions, look for:
- Introductory sentences: These often introduce the main topic or subject and can stand alone. They usually don't start with conjunctions like 'and', 'but', 'so', or referring words like 'this', 'that', 'it', 'they' unless the reference is clear from a previous implicit context (which is rare in jumbled sentences).
- Connecting ideas: Look for sentences that logically follow the introductory sentence. Pay attention to transition words ("in other words", "therefore", "however", "also"), pronouns (referring to nouns in previous sentences), and repeated keywords or concepts.
- Concluding sentences: These often summarize the main point or provide a final thought.
Analyzing the Jumbled Sentences
Let's look at the given sentences:
- A. In other words, chess and basketball are contests.
- B. As games, chess and basketball are obviously different from leapfrog and playing house.
- C. One can win a game of basketball, but it makes no sense to ask who has won a game of leapfrog.
- D. The first two games are competitive, the second two are not.
Step-by-Step Arrangement (BDCA)
Let's evaluate the provided correct arrangement BDCA:
- Sentence B: "As games, chess and basketball are obviously different from leapfrog and playing house." This sentence introduces the four games and states that there is a difference between the first two (chess and basketball) and the last two (leapfrog and playing house). This seems like a good starting point as it sets up the comparison.
- Sentence D: "The first two games are competitive, the second two are not." This sentence directly explains the difference mentioned in sentence B. It clarifies the nature of the difference: competitiveness. It follows logically from B.
- Sentence C: "One can win a game of basketball, but it makes no sense to ask who has won a game of leapfrog." This sentence provides a concrete example that illustrates the point made in sentence D. Winning is a characteristic of competitive games (like basketball), whereas non-competitive games (like leapfrog) don't have winners. This sentence perfectly exemplifies the competitive vs. non-competitive distinction.
- Sentence A: "In other words, chess and basketball are contests." This sentence rephrases or summarizes the nature of chess and basketball, which have been identified as competitive games in sentence D and exemplified in sentence C. The phrase "In other words" indicates it's a restatement of a point already made. It reinforces the idea that chess and basketball are competitive activities, using the word "contests" as a synonym for competitive games.
Putting it all together, the sequence BDCA creates a smooth and logical flow, starting with the comparison, defining the difference, providing an example, and finally restating the characteristic of the first group.
The Coherent Paragraph
Arranging the sentences in the order BDCA forms the following paragraph:
"As games, chess and basketball are obviously different from leapfrog and playing house. The first two games are competitive, the second two are not. One can win a game of basketball, but it makes no sense to ask who has won a game of leapfrog. In other words, chess and basketball are contests."
This paragraph flows well and makes sense, discussing the difference between competitive and non-competitive games using examples.
| Sentence | Content/Function | Connection to Previous Sentence |
|---|---|---|
| B | Introduces the comparison between two pairs of games. | Establishes the topic. |
| D | Explains the nature of the difference introduced in B. | Defines the distinction (competitive vs. not). |
| C | Provides an example illustrating the distinction from D. | Shows 'competitive' (winning) vs. 'not competitive'. |
| A | Restates the competitive nature of chess and basketball. | Summarizes/rephrases the characteristic of the first two games. |
Revision Table: Key Learnings
| Strategy | How it was Applied Here |
|---|---|
| Identify Topic Sentence | Sentence B introduces the comparison between games. |
| Look for Connectors/Pronouns | "The first two games" in D refers to "chess and basketball" from B. "In other words" in A indicates a restatement. |
| Find Examples/Explanations | Sentence D explains the difference mentioned in B. Sentence C gives an example of the difference explained in D. |
| Check for Logical Flow | BDCA presents a clear progression from general difference to specific explanation and example. |
Additional Information: Types of Sentences in Paragraphs
Understanding the common roles sentences play can help in rearrangement tasks:
- Topic Sentence: Usually the first sentence, stating the main idea.
- Supporting Sentences: Provide details, examples, explanations, or evidence for the topic sentence.
- Transition Sentences: Link ideas between sentences or paragraphs.
- Concluding Sentence: Summarizes the main points or offers a final thought.
In this specific question, B acts as a topic sentence, D and C are supporting sentences (D explaining, C exemplifying), and A serves as a form of restatement or conclusion based on the preceding points about competitive games.
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
