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: Whenever I met Baba Amte I was reminded of an anecdote my grandmother used to tell me. S6: Pie forgot that he had made it. P: He once made an idol of God. Q: As the idol was nearing completion, the sculptor was becoming more and more withdrawn into himself. R: And the moment it was complete, he threw away his chisel and hammer and bowed to the idol of God he had just created. S: There was a great sculptor. The correct sequence should be
S P Q R
Understanding Sentence Rearrangement Questions
Sentence rearrangement questions test your ability to logically sequence jumbled sentences to form a coherent paragraph. You are given the first sentence (S1) and the last sentence (S6) of a passage, and you need to arrange the four middle sentences (P, Q, R, S) in the correct order.
Analysing the Fixed Sentences (S1 and S6)
- S1: Whenever I met Baba Amte I was reminded of an anecdote my grandmother used to tell me. - This sentence introduces a story or anecdote that the narrator remembers. It sets the context for the passage.
- S6: Pie forgot that he had made it. - This sentence appears to conclude the anecdote, likely describing a state or outcome related to the person or subject of the story. The name 'Pie' might be a specific reference within the anecdote or possibly a typo for 'He', referring back to the subject. It describes the subject forgetting something they created, which links to the act of creation mentioned in other sentences.
We need to arrange P, Q, R, and S so they logically connect S1 to S6, telling a complete story about the anecdote mentioned in S1.
Examining the Jumbled Sentences (P, Q, R, S)
- P: He once made an idol of God. - This sentence describes an action performed by someone ('He'). It could follow a sentence that introduces 'He' or the subject of the story.
- Q: As the idol was nearing completion, the sculptor was becoming more and more withdrawn into himself. - This sentence talks about the process of making an 'idol' and introduces the term 'sculptor'. It describes a state during the creation process. It must follow a sentence mentioning the idol and the sculptor.
- R: And the moment it was complete, he threw away his chisel and hammer and bowed to the idol of God he had just created. - This sentence describes actions taken *after* the idol is complete. It refers to the 'idol of God' and actions like bowing, throwing away tools. It should follow a sentence about the idol being made or nearing completion.
- S: There was a great sculptor. - This sentence introduces the subject of the anecdote - a 'great sculptor'. This sentence is likely to follow S1 as it names the person the anecdote is about.
Determining the Correct Sequence (S P Q R)
Let's analyze why the sequence S P Q R forms a logical flow:
- S follows S1: S1 introduces an anecdote. S introduces the main character of the anecdote, "There was a great sculptor." This is a natural beginning for the story after S1.
- P follows S: P says "He once made an idol of God." 'He' in P clearly refers back to the 'great sculptor' introduced in S. This sentence describes the primary action the sculptor performed that the anecdote is about.
- Q follows P: P mentions making an 'idol'. Q talks about the process "As the idol was nearing completion..." and refers to "the sculptor". This sentence logically continues the narrative of the idol-making process started in P.
- R follows Q: Q describes the state during completion. R describes the actions "And the moment it was complete..." This sentence provides the culmination of the creation process detailed in Q, describing what the sculptor did immediately after finishing the idol.
- S6 follows R: R describes the sculptor bowing to the idol he just created. S6 says "Pie forgot that he had made it." (Assuming 'Pie' is the sculptor or 'He'). This provides a concluding thought or observation about the sculptor's relationship with his creation, explaining perhaps why he would bow to something he himself made – acting as if it was a separate, divine entity, not his own work. This sentence makes sense as a conclusion to the actions described in R.
Putting it all together, the sequence S P Q R creates the following coherent passage:
S1: Whenever I met Baba Amte I was reminded of an anecdote my grandmother used to tell me.
S: There was a great sculptor.
P: He once made an idol of God.
Q: As the idol was nearing completion, the sculptor was becoming more and more withdrawn into himself.
R: And the moment it was complete, he threw away his chisel and hammer and bowed to the idol of God he had just created.
S6: Pie forgot that he had made it.
This arrangement tells a complete, logical story starting from the introduction of the sculptor, detailing the process of making the idol, describing the actions upon completion, and ending with a concluding thought about the sculptor's perspective on his creation.
Revision Table: Sentence Order Analysis
| Sequence | Sentence Connection / Logic |
|---|---|
| S1 → S | S1 introduces an anecdote. S introduces the subject (sculptor) of the anecdote. Logical flow. |
| S → P | S introduces the sculptor. P describes an action (making an idol) by 'He' (the sculptor). Logical action after introduction. |
| P → Q | P mentions making an idol. Q details the process ('nearing completion') of making the idol and mentions the sculptor. Logical continuation of the action. |
| Q → R | Q describes the process up to completion. R describes actions 'the moment it was complete'. Logical consequence after completion. |
| R → S6 | R describes bowing to the idol. S6 provides a concluding thought about the sculptor forgetting he made it, explaining the act of bowing. Logical conclusion to the anecdote's main event. |
Additional Information: Tips for Sentence Jumbling
Here are some strategies that can help you solve sentence rearrangement questions effectively:
- Read S1 and S6 carefully to understand the opening and closing context.
- Read all the jumbled sentences (P, Q, R, S) to get a general idea of the topic and the information they convey.
- Look for connecting words or phrases between sentences. Examples include pronouns (he, she, it, they), demonstrative pronouns (this, that, these, those), transition words (however, therefore, also, and, but), and repetition of keywords or ideas.
- Identify the sentence that logically follows S1. This sentence often introduces the main subject, setting, or event.
- Identify the sentence that logically precedes S6. This sentence often provides the final piece of information before the conclusion.
- Look for chronological order if the passage describes a sequence of events.
- Identify cause-and-effect relationships.
- Try out different sequences based on logical connections and see which one forms a coherent paragraph from S1 to S6.
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S1: Egypt lies in the north-east corner of Africa.
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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: 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
