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
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: Egypt lies in the north-east corner of Africa.
S6: The whole country depends on the water of the Nile.
P: Most of it is desert or semi-desert.
Q: It has very little rainfall.
R: It is four times as big as Great Britain in size.
S: Only a twenty-fifth of the total area is cultivable.
The correct sequence should beThe 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: 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.
The correct sequence should be
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
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.
The correct sequence should be
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
