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
P Q S R
Analyzing Jumbled Sentences: Finding the Correct Sequence
The question asks us to arrange the four jumbled sentences (P, Q, R, S) in a logical sequence between the given first sentence (S1) and the last sentence (S6) of a passage. Let's first read all the sentences carefully to understand the topic and identify potential connections.
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.
Identifying the Flow and Connections
The passage starts by introducing Arnold Toynbee, a famous historian (S1). S6 provides a specific detail about his work (studying India). The middle sentences (P, Q, R, S) must describe Toynbee's approach to history, connecting S1 to S6.
- S1 introduces Toynbee and mentions his work as a historian.
- Sentence P describes the common perception of history – a chronological account of states/empires. This sets up a contrast.
- Sentence Q explicitly states that Toynbee's view was "different". This difference is likely from the common view mentioned in P. So, Q should follow P.
- Sentence S explains *how* Toynbee's view was different. It clarifies that he focused on the "rise and fall of whole civilizations" rather than just chronology of states/groups, even though he used recorded history. This expands on the statement in Q. So, S should follow Q.
- Sentence R describes *what* Toynbee was trying to find – the "pattern behind the birth, growth and decay of civilization". This objective aligns perfectly with the focus on "whole civilizations" mentioned in S. So, R should follow S.
- The sequence P → Q → S → R establishes a logical flow: from the common view of history (P), to stating Toynbee's view was different (Q), explaining the difference by his focus on civilizations (S), and finally stating his goal of finding patterns in civilizations (R).
- This sequence PQSR fits well between S1 (Introducing Toynbee) and S6 (Giving an example of a civilization he studied).
Analyzing the Sequence PQSR
- S1: Introduces Toynbee.
- P: Describes the usual view of history.
- Q: States Toynbee's view was different from the usual view.
- S: Explains the difference - focus on civilizations, not just states.
- R: Describes what he sought in studying civilizations - patterns.
- S6: Gives an example of a civilization he studied.
This order creates a coherent and logical passage.
Conclusion
Based on the logical connections and flow of ideas between the sentences, the correct sequence of the jumbled sentences P, Q, R, and S is P Q S R.
Revision Table: Understanding Sentence Order
| Sentence | Content Focus | Connection/Clue |
|---|---|---|
| S1 | Introduction to Toynbee | Sets the stage, mentions the historian. |
| P | Standard view of history | Provides a baseline for comparison. |
| Q | Toynbee's view is different | Direct contrast to the view in P. |
| S | Detailing Toynbee's different view | Explains the difference mentioned in Q (focus on civilizations). |
| R | Purpose of Toynbee's study | Explains the goal of studying civilizations as described in S. |
| S6 | Example of study | Specific detail following the general description of his work (R). |
Additional Information: Arnold Toynbee and History
Arnold Toynbee (1889-1975) was a highly influential British historian known for his twelve-volume work, A Study of History. Unlike many historians who focused on the history of individual nations or periods, Toynbee took a much broader approach, examining the rise, growth, and disintegration of major world civilizations across vast spans of time. His work attempted to find overarching patterns and laws governing the development of these civilizations, often using a "challenge and response" model to explain their growth and decline. His focus on comparative history and civilizations was indeed a departure from the more common chronological narratives of specific states or empires, as described in the passage.
Similar Questions
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Important Questions from Sentence Jumbles
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S6: The whole country depends on the water of the Nile.
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Q: It has very little rainfall.
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S: Only a twenty-fifth of the total area is cultivable.
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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: 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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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.
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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
