The following items consist of a sentence, the parts of which have been jumbled. These parts have been labelled P, Q, R and S. Given below each sentence are 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 sorry state of affairs in the modern factories (P) / the Government of India (Q) / under the British was pro-capitalist (R) / though it took some half-hearted steps to mitigate (S) The Correct sequence should be:
QRSP
Understanding Jumbled Sentences and Sentence Rearrangement
Sentence rearrangement questions test your ability to understand the logical flow and grammatical structure of a sentence. You are given parts of a sentence that are out of order, and you need to arrange them to form a coherent and meaningful sentence. The key is to identify the subject, verb, objects, and other phrases and clauses that logically connect to form a complete thought.
Analyzing the Sentence Parts
Let's look at the given parts of the sentence:
- (P) the sorry state of affairs in the modern factories
- (Q) the Government of India
- (R) under the British was pro-capitalist
- (S) though it took some half-hearted steps to mitigate
We need to figure out how these parts fit together to make a sensible sentence about the Government of India under British rule and factory conditions.
Testing the Options for Sentence Construction
We are given four possible sequences. Let's examine each one:
Option 1: PRQS
Combining the parts in this order gives:
"the sorry state of affairs in the modern factories under the British was pro-capitalist the Government of India though it took some half-hearted steps to mitigate"
This sequence does not form a grammatically correct or logical sentence. It jumps between subjects and predicates awkwardly.
Option 2: QRSP
Combining the parts in this order gives:
"the Government of India under the British was pro-capitalist though it took some half-hearted steps to mitigate the sorry state of affairs in the modern factories"
Let's break this down:
- (Q) "the Government of India" - This can function as the main subject.
- (R) "under the British was pro-capitalist" - This phrase modifies the subject (Government of India under the British) and provides the main predicate (was pro-capitalist).
- (S) "though it took some half-hearted steps to mitigate" - This introduces a contrasting clause, indicating an action taken despite being pro-capitalist. "it" likely refers back to "the Government of India".
- (P) "the sorry state of affairs in the modern factories" - This phrase specifies what the government tried to mitigate.
When put together, "The Government of India under the British was pro-capitalist though it took some half-hearted steps to mitigate the sorry state of affairs in the modern factories" forms a complete, grammatically sound, and meaningful sentence. It states that the British Government in India generally favoured capitalists but made some limited efforts to improve poor factory conditions.
Option 3: SPQR
Combining the parts in this order gives:
"though it took some half-hearted steps to mitigate the sorry state of affairs in the modern factories the Government of India under the British was pro-capitalist"
Starting with "though" is possible but usually requires the main clause to follow directly. The arrangement here feels disjointed.
Option 4: QPSR
Combining the parts in this order gives:
"the Government of India the sorry state of affairs in the modern factories though it took some half-hearted steps to mitigate under the British was pro-capitalist"
This sequence is grammatically incorrect and does not make sense.
Conclusion
Based on the analysis, the sequence QRSP is the only one that forms a grammatically correct and logically flowing sentence, describing the nature of the British Government of India and its actions regarding factory conditions.
| Part | Content | Role in QRSP |
|---|---|---|
| Q | the Government of India | Main Subject |
| R | under the British was pro-capitalist | Modifier + Main Predicate |
| S | though it took some half-hearted steps to mitigate | Subordinate Clause (Contrast/Concession) |
| P | the sorry state of affairs in the modern factories | Object/Phrase completing 'mitigate' |
Revision Table: Jumbled Sentence Practice
To improve your jumbled sentence skills, practice identifying:
- The main subject of the sentence.
- The main verb or predicate.
- Opening phrases (like "though," "although," "since").
- Concluding phrases or clauses.
- Pronoun references (like "it" referring to "Government").
Additional Information: Sentence Structure Basics
A typical English sentence follows a Subject-Verb-Object structure, though this can be modified by phrases and clauses. Understanding the roles of different parts of speech and grammatical units is crucial for sentence rearrangement. Connectors like "though," "although," "because," "and," "but" help establish the relationship between different clauses or parts of a sentence.
Similar Questions
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Important Questions from Sentence Jumbles
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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.
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
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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
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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.
The correct sequence should be
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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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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
