The question below consists of a set of labelled sentences. Out of the four options given, select the most logical order of the sentences to form a coherent paragraph. There were too A : many doubts that cropped up every B : seniors for clarity and resolution C : now and then and I would run to my
ACB
Understanding Sentence Reordering Questions
Sentence reordering questions ask you to arrange a set of jumbled sentences or sentence fragments into a logical and coherent paragraph. The goal is to create a smooth flow of ideas that makes sense.
Analyzing the Given Sentences
We are given the following parts of sentences:
- A: many doubts that cropped up every
- B: seniors for clarity and resolution
- C: now and then and I would run to my
The beginning of the overall sentence fragment is "There were too". Let's combine this with the given parts to see which order forms a sensible complete sentence.
Finding the Logical Sequence
Let's consider how these fragments might fit together to express a complete thought about having doubts and seeking help. The phrase "many doubts that cropped up every..." seems like the start of the main clause. The phrase "...now and then..." often follows "every" (e.g., every now and then). The phrase "...and I would run to my..." indicates seeking help from someone. The phrase "...seniors for clarity and resolution" tells us who is being run to and why.
Let's try combining the fragments in the order suggested by the options, focusing on forming a complete sentence starting with "There were too".
Consider the order ACB:
- A: many doubts that cropped up every
- C: now and then and I would run to my
- B: seniors for clarity and resolution
Combining these with the initial phrase "There were too", we get:
"There were too many doubts that cropped up every now and then and I would run to my seniors for clarity and resolution."
This sequence forms a grammatically correct and logically flowing sentence. It describes a situation where someone frequently had doubts and sought help from their seniors to resolve them.
Let's briefly look at other potential combinations (though we have found a valid one):
- ABC: "There were too many doubts that cropped up every seniors for clarity and resolution now and then and I would run to my" - This is nonsensical.
- CBA: "There were too now and then and I would run to my seniors for clarity and resolution many doubts that cropped up every" - This is also nonsensical.
- CAB: "There were too now and then and I would run to my many doubts that cropped up every seniors for clarity and resolution" - This does not form a coherent sentence.
The only order that creates a meaningful and grammatically sound sentence from the fragments, when combined with the beginning "There were too", is ACB.
The Coherent Paragraph
The logical order of the sentences is ACB, forming the complete sentence:
"There were too many doubts that cropped up every now and then and I would run to my seniors for clarity and resolution."
Conclusion
Based on the logical flow and grammatical structure, the most coherent order of the sentences is ACB.
| Sentence Part | Content |
|---|---|
| A | many doubts that cropped up every |
| B | seniors for clarity and resolution |
| C | now and then and I would run to my |
| Order | Combined Sentence | Coherent? |
|---|---|---|
| ACB | There were too many doubts that cropped up every now and then and I would run to my seniors for clarity and resolution. | Yes |
| ABC | There were too many doubts that cropped up every seniors for clarity and resolution now and then and I would run to my. | No |
| CBA | There were too now and then and I would run to my seniors for clarity and resolution many doubts that cropped up every. | No |
| CAB | There were too now and then and I would run to my many doubts that cropped up every seniors for clarity and resolution. | No |
Revision Table: Sentence Reordering
| Concept | Explanation | Tip |
|---|---|---|
| Identifying the start | Look for sentences that introduce the main subject or idea. | Often, this sentence doesn't start with a conjunction like 'and', 'but', 'so', etc. |
| Identifying links | Look for words or phrases that connect sentences (pronouns, conjunctions, transition words). | For example, a sentence might refer to a noun mentioned in the previous sentence using 'he', 'she', 'it', 'they', 'this', etc. |
| Logical flow | Ensure the sequence of events or ideas follows a sensible progression (chronological, cause-and-effect, general to specific). | Read the sentences in a potential order to see if they tell a clear story or explain an idea logically. |
| Checking the end | The last sentence often concludes the idea or provides a summary/result. | Look for concluding phrases if present. |
Additional Information: Paragraph Formation Skills
Mastering sentence reordering is key to good paragraph formation. A well-formed paragraph has a clear topic sentence, supporting details, and a concluding sentence (optional but helpful). In reordering exercises, you are essentially identifying these components and placing them in the correct structural order.
Developing this skill helps improve reading comprehension as you practice identifying how different pieces of information relate to each other. It also enhances writing skills by teaching you how to structure your own thoughts logically on paper.
Practice with various types of paragraphs, such as:
- Narrative paragraphs (telling a story, chronological order).
- Descriptive paragraphs (detailing something, spatial order).
- Expository paragraphs (explaining a topic, logical order).
- Persuasive paragraphs (arguing a point, logical order of arguments).
The type of paragraph will often dictate the most appropriate logical order for the sentences.
Important Questions from Sentence Jumbles
Directions : in the following items in this section consists 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 rearrange the jumbled parts of the sentence and mark your response accordingly.
and should shift the way (P) / are certainly very important, (Q) / we think about politics (R) / the issues raised by feminists and multiculturalists (S)
Directions : in the following items in this section consists 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 rearrange the jumbled parts of the sentence and mark your response accordingly.
a much wider array of perspectives (P) / the editors of the present work (Q) / the history of social reforms from (R) / argue the need to understand (S)
Directions : in the following items in this section consists 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 rearrange the jumbled parts of the sentence and mark your response accordingly.
by which the genetic material of a plant is altered, (P) / pests and enhance its nutritional value (Q) / perhaps to make it more resistant to (R) / genetic modification (GM) is the science (S)
Directions : in the following items in this section consists 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 rearrange the jumbled parts of the sentence and mark your response accordingly.
for yourself the implications of death, (P) / if you do not reflect and understand (Q) / from one preacher to another (R) / you will go endlessly (S)
Directions : in the following items in this section consists 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 rearrange the jumbled parts of the sentence and mark your response accordingly.
in agriculture and veterinary sciences through (P) / will be enhanced sharply (Q) / programmes integrated with general education (R) / the preparation of professionals (S)
