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
Q S R P
Understanding Jumbled Sentences and Passage Sequencing
This question asks us to rearrange four jumbled sentences (P, Q, R, S) to form a coherent passage between a starting sentence (S1) and an ending sentence (S6). The key is to identify the logical connections, transition words, and flow of ideas between the sentences.
Analyzing the Sentences
- S1: Science first began to become important after A.D. 1500. (Sets the time frame when science became significant).
- S6: Men read them, became inquisitive again, and began to want to find things out. (Describes the effect of reading books, leading to renewed interest in inquiry).
- P: As a result of this, books came to be circulated. (Connects to a preceding event that led to the circulation of books).
- Q: During the Middle Ages the coming of Science was hindered by the Church. (Explains the situation regarding science *before* the time mentioned in S1, suggesting a reason for its lack of importance).
- 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. (Introduces a change or turning point ('however') and an event that involved Greek books).
- S: It considered the free inquiry into the nature of things to be wicked. ('It' likely refers to the Church mentioned in Q, explaining *how* it hindered science).
Step-by-Step Sequencing
- S1 sets the stage, mentioning science becoming important after 1500. We need to find sentences that either elaborate on this or explain what happened before/how the change occurred.
- Sentence Q talks about the Middle Ages (before 1500) and how the Church hindered science. This provides context for why science wasn't important earlier and logically follows S1 as it explains the preceding situation. So, Q is likely the first sentence after S1.
- Sentence S explains *how* the Church hindered science by considering free inquiry wicked. 'It' in sentence S clearly refers to 'the Church' in sentence Q. Therefore, S logically follows Q. The sequence starts forming as S1 > Q > S.
- Sentence R introduces a turning point with 'however' and an event in the fifteenth century (capture of Constantinople, scattering of Greek books). This event is likely the reason for the change from the situation described in Q and S (hindrance by the Church). This fits well after S. So, the sequence is becoming S1 > Q > S > R.
- Sentence P says, 'As a result of this, books came to be circulated.' 'This' in sentence P most likely refers to the scattering of Greek books mentioned in sentence R. The scattering led to the circulation of these books. Thus, P follows R. The sequence is now S1 > Q > S > R > P.
- Finally, S6 states that 'Men read them' (referring to the books circulated in P) and became inquisitive again, wanting to find things out. This naturally follows the circulation of books described in P.
Confirming the Correct Sequence (Q S R P)
Let's read the passage with the sequence Q S R P inserted between S1 and S6:
S1: Science first began to become important after A.D. 1500.
Q: During the Middle Ages the coming of Science was hindered by the Church.
S: It considered the free inquiry into the nature of things to be wicked.
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.
P: As a result of this, books came to be circulated.
S6: Men read them, became inquisitive again, and began to want to find things out.
This sequence flows logically, explaining the historical context, the obstacle to science, the event that changed the situation, the consequence of that event (book circulation), and the final outcome (renewed inquiry).
| Sentence | Role in the Passage | Connection |
|---|---|---|
| S1 | Introduction: Sets the time frame for science's importance. | Leads to Q (explaining the prior situation). |
| Q | Context: Describes the hindrance to science before 1500. | Leads to S (explaining the hindrance). |
| S | Explanation: Details *how* the Church hindered science. | Leads to R (introducing a turning point). |
| R | Turning Point: Describes the event (Constantinople capture, book scattering) that changed the situation. | Leads to P (consequence of scattering). |
| P | Consequence: Explains that books were circulated *as a result* of R. | Leads to S6 (effect of reading circulated books). |
| S6 | Conclusion: Describes the outcome of reading the books (renewed inquiry). | Follows P. |
Based on the logical connections and flow, the correct sequence of the jumbled sentences is Q S R P.
Revision Table: Science History Passage Sequencing
| Concept | Explanation | Importance in Jumbled Sentences |
|---|---|---|
| Identifying S1 & S6 | Fixed starting and ending points provide context. | Helps predict the likely content that should come before S6 and after S1. |
| Finding the Opening Sentence (among P, Q, R, S) | Looks for a sentence that logically follows S1 or introduces the main topic/setting. | Q follows S1 by explaining the prior state. |
| Identifying Linkages | Looking for pronouns ('it', 'them'), transition words ('however', 'as a result of this'), and repeated ideas. | 'It' in S links to 'Church' in Q; 'As a result of this' in P links to the event in R; 'them' in S6 links to 'books' in P. |
| Establishing Sequence | Building the chain of sentences based on identified linkages and logical flow. | S1 > Q > S > R > P > S6 forms a clear narrative about science history. |
Additional Information: Tips for Solving Jumbled Sentences
Solving jumbled sentence problems, also known as paragraph jumbles or para jumbles, requires careful reading and attention to detail. Here are some key strategies:
- Read all sentences: Get a general understanding of the topic and the different points discussed.
- Identify S1 and S6: These anchor sentences give you the beginning and end of the passage.
- Look for the opening sentence: Among the jumbled sentences, find one that logically follows S1 or introduces the main theme or context without depending on a previous sentence from the jumbled set.
- Identify connecting phrases: Look for transition words and phrases like 'however', 'therefore', 'as a result', 'in addition', 'similarly', 'for example', 'on the other hand'. These signal relationships between sentences.
- Spot pronoun references: Words like 'he', 'she', 'it', 'they', 'this', 'that', 'these', 'those' usually refer back to a noun in a previous sentence. Identify what the pronoun refers to.
- Find noun-pronoun pairs: A sentence might introduce a noun (e.g., 'the Church'), and a subsequent sentence might refer to it with a pronoun ('it'). This helps establish sequence.
- Look for cause and effect: Sentences describing an action or event are often followed by sentences describing its consequences or results.
- Identify chronological order: If the passage discusses historical events or a process, look for time markers (dates, 'during the Middle Ages', 'in the fifteenth century') or sequential steps.
- Recognize common pairs: Sometimes two sentences form an almost inseparable pair (e.g., a problem followed by its solution, a statement followed by an explanation).
- Test the sequence: Once you have a potential sequence, read the sentences in that order (including S1 and S6) to see if it forms a coherent and logical paragraph.
By applying these strategies, you can effectively tackle jumbled sentence questions and improve your reading comprehension skills.
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Important Questions from Sentence Jumbles
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S1: In mechanical efforts, you improve by perpetual practice.
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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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P: But he was known to be very clever at making things.
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R: Isaac was left to the care of his good old grandmother.
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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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