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
R Q S P
This question asks us to arrange four jumbled sentences (P, Q, R, S) into a coherent paragraph, given the starting sentence (S1) and the ending sentence (S6). To solve this, we need to read all the sentences carefully and identify the logical connections and flow of ideas.
Understanding the Sentences
Let's look at the given sentences:
- 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.
Finding the Logical Sequence
We start with S1: "Isaac’s mother married again." We need to find what logically follows this event regarding Isaac.
- After a mother remarries, a change in living arrangements for the child is possible. Sentence R says, "Isaac was left to the care of his good old grandmother." This is a very likely consequence of his mother remarrying and moving. So, R should follow S1.
- Now we have S1 -> R. What happens when Isaac is with his grandmother? Sentence Q says, "She sent him to school." Grandmothers typically ensure children are educated. This seems like a logical next step. So, Q should follow R.
- We now have S1 -> R -> Q. What was Isaac like at school? Sentence S says, "In his early years Isaac did not appear to be a very bright student." This describes his performance or perception at school, which fits after stating he was sent to school. So, S should follow Q.
- Now we have S1 -> R -> Q -> S. Sentence S describes a negative academic trait (not bright). Sentence P starts with "But..." indicating a contrast. "But he was known to be very clever at making things." This contrasts his academic performance (not bright) with his practical skills (clever at making things). So, P should follow S.
- Finally, we check if P connects to S6. P says he was clever at making things. S6 says, "He had a set of little tools and saw of various sizes made by himself." Having tools and saws made by himself is a direct example of being clever at making things. So, P logically leads to S6.
Constructing the Final Paragraph Sequence
Based on the logical flow, the sequence of the middle sentences is R, Q, S, P.
Let's read the complete passage with this sequence:
S1: Isaac’s mother married again.
R: Isaac was left to the care of his good old grandmother.
Q: She sent him to school.
S: In his early years Isaac did not appear to be a very bright student.
P: But he was known to be very clever at making things.
S6: He had a set of little tools and saw of various sizes made by himself.
This sequence forms a coherent and logical paragraph describing Isaac's situation after his mother remarries, his schooling, his academic struggles, and his practical skills which are then exemplified in S6.
| Sentence | Content | Logical Link |
|---|---|---|
| S1 | Isaac’s mother married again. | Starts the narrative. |
| R | Isaac was left to the care of his good old grandmother. | Logical consequence of S1. |
| Q | She sent him to school. | What the grandmother did (related to R). |
| S | In his early years Isaac did not appear to be a very bright student. | Describes Isaac at school (related to Q). |
| P | But he was known to be very clever at making things. | Contrast to S, introduces his skill. |
| S6 | He had a set of little tools and saw of various sizes made by himself. | Example illustrating P. |
The determined sequence for the middle sentences is R Q S P.
Revision Table: Checking the Flow
Let's quickly review the connections:
- S1 > R: Mother remarried > Isaac left with grandmother. (Makes sense)
- R > Q: With grandmother > She sent him to school. (Makes sense)
- Q > S: Sent to school > Not a bright student in early years. (Describes school experience)
- S > P: Not bright academically > BUT clever at making things. (Contrast, introducing a different skill)
- P > S6: Clever at making things > Example: Made his own tools. (Specific instance of the skill)
The flow is smooth and logical.
Additional Information on Paragraph Jumbling
Paragraph jumbling questions test your ability to understand the coherence and logical structure of a passage. Here are some tips:
- Read all sentences: Get a general understanding of the topic.
- Identify S1 and S6: These are fixed points. Understand where the passage begins and ends.
- Look for connecting words: Words like 'therefore', 'however', 'but', 'also', 'similarly', pronouns (he, she, it, they), and demonstrative adjectives (this, that, these, those) often link sentences.
- Identify the topic sentence: Often, a sentence introduces the main idea. While S1 is given, one of the jumbled sentences might elaborate on or immediately follow the main point set up by S1.
- Look for chronological order: Events often happen in time sequence.
- Identify cause and effect: One sentence might describe a cause and the next its effect.
- Look for general to specific: A paragraph might start with a general statement and then provide specific examples or details.
- Check pronoun references: A pronoun (like 'he' in S6) must refer back to a noun mentioned earlier (like 'Isaac' in R).
- Eliminate options: Once you establish one or two links, you can often eliminate incorrect options.
- Read the formed paragraph: After arranging the sentences, read the full paragraph (S1 + sequence + S6) to see if it flows naturally and makes sense.
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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.
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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.
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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.
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