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. of extreme poverty among its people (P) / economic policies was the prevalence (Q) / a major characteristic of British rule in India (R) / and the net result of British (S) The Correct sequence should be:
RSQP
Sentence Rearrangement: British Rule and Economic Policies
This question asks us to rearrange the given parts of a sentence to form a grammatically correct and meaningful statement. The parts are labelled P, Q, R, and S.
- P: of extreme poverty among its people
- Q: economic policies was the prevalence
- R: a major characteristic of British rule in India
- S: and the net result of British
We need to find the correct sequence among the given options.
Analyzing the Sentence Parts
Let's look at the parts to see how they might connect. Part R introduces a subject: "a major characteristic of British rule in India". Part S seems to introduce another related idea: "and the net result of British". Part Q talks about "economic policies" and "prevalence". Part P describes "extreme poverty among its people".
It seems logical that the sentence might start by introducing a subject (R or S). R mentions "British rule in India", and S mentions "British economic policies". These are related topics.
Let's consider the options:
- (a) PRQS: Starts with "of extreme poverty..." - unlikely for a starting phrase.
- (b) QRSP: Starts with "economic policies..." - possible, but less likely to be the main subject introducer than R or S.
- (c) RSQP: Starts with "a major characteristic of British rule in India" (R), followed by "and the net result of British" (S). This connects two aspects of British presence. Then "economic policies was the prevalence" (Q) explains *what* the result was related to. Finally, "of extreme poverty among its people" (P) specifies *what* was prevalent. Let's combine them: "a major characteristic of British rule in India and the net result of British economic policies was the prevalence of extreme poverty among its people." This forms a coherent and historically accurate sentence about the impact of British rule.
- (d) QPSR: Starts with "economic policies..." - again, less likely to be the primary subject.
Step-by-Step Rearrangement with RSQP
- Start with R: "a major characteristic of British rule in India" - This sets the context.
- Add S: "and the net result of British" - This adds another connected idea, suggesting a result is coming.
- Add Q: "economic policies was the prevalence" - This continues the thought from S, specifying what the result was related to (economic policies) and what the outcome was (prevalence).
- Add P: "of extreme poverty among its people" - This completes the thought, stating what was prevalent.
The complete sentence is: "a major characteristic of British rule in India and the net result of British economic policies was the prevalence of extreme poverty among its people."
This sequence makes the most sense grammatically and logically, discussing the impact of British rule and its economic policies, leading to widespread poverty.
Revision Table: Checking Options
| Option | Sequence | Sentence Formed | Coherent? |
|---|---|---|---|
| (a) | PRQS | of extreme poverty among its people economic policies was the prevalence a major characteristic of British rule in India and the net result of British | No |
| (b) | QRSP | economic policies was the prevalence a major characteristic of British rule in India and the net result of British of extreme poverty among its people | No |
| (c) | RSQP | a major characteristic of British rule in India and the net result of British economic policies was the prevalence of extreme poverty among its people | Yes |
| (d) | QPSR | economic policies was the prevalence of extreme poverty among its people and the net result of British a major characteristic of British rule in India | No |
Based on the analysis, the sequence RSQP forms the correct and logical sentence.
Additional Information on British Economic Impact
The sentence highlights a significant historical consequence of British rule in India: widespread extreme poverty. This was indeed a complex issue influenced by various factors, including British economic policies. Some key aspects often discussed are:
- Deindustrialization: British policies often favored British manufactured goods, leading to the decline of India's traditional industries, particularly textiles.
- Land Revenue Systems: Systems like the Permanent Settlement, Ryotwari, and Mahalwari often resulted in high land taxes, indebtedness among peasants, and land alienation.
- Commercialization of Agriculture: Focus shifted to cash crops (like indigo, cotton, jute) for British industries, often at the expense of food grain production, making the population vulnerable to famines.
- Drain of Wealth: Resources and wealth were transferred from India to Britain through various means, without equivalent returns.
These policies, among others, contributed to the economic conditions that led to the prevalence of extreme poverty that the sentence describes as a characteristic and result of British rule.
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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
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.
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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.
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
