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. When we use our A - beauty to group others, we B - personal standards for C - promote a kind of apartheid
BAC
Understanding Sentence Rearrangement for Coherence
The question asks us to arrange a set of labelled sentences (fragments in this case) into a logical order to form a coherent paragraph. This type of question tests our ability to understand the flow of ideas and grammatical connections between sentence parts.
We are given the following fragments:
- A: beauty to group others, we
- B: personal standards for
- C: promote a kind of apartheid
The sentence starts with "When we use our...". We need to find the fragment that logically follows this opening.
Analyzing the Fragments and Connections
Let's look at how each fragment might connect to the introductory phrase and to other fragments:
- "When we use our..." needs a noun or noun phrase. Fragment B, "personal standards for", provides a noun phrase ("personal standards"). So, "When we use our personal standards for..." is a possible start.
- After "personal standards for", we need to know what these standards are for. Fragment A, "beauty to group others, we", explains what the standards are for ("beauty") and introduces the next part of the sentence ("to group others, we"). So, "personal standards for beauty to group others, we" makes sense.
- The phrase ends with "we". Fragment C, "promote a kind of apartheid", provides a verb and completes the thought initiated by "we". So, "we promote a kind of apartheid" follows logically.
Determining the Logical Sequence
Based on the analysis, the most logical sequence connects the fragments as follows:
- Start with the introductory phrase: "When we use our..."
- Add fragment B: "personal standards for" (Connects to "our")
- Add fragment A: "beauty to group others, we" (Connects to "for")
- Add fragment C: "promote a kind of apartheid" (Connects to "we")
This results in the order B -> A -> C, forming the complete sentence: "When we use our personal standards for beauty to group others, we promote a kind of apartheid."
Evaluating the Options
Let's look at the given options and see which one matches our logical sequence:
| Option | Sequence | Resulting Sentence | Logical? |
|---|---|---|---|
| 1 | ACB | When we use our beauty to group others, we promote a kind of apartheid personal standards for | Illogical ending |
| 2 | BAC | When we use our personal standards for beauty to group others, we promote a kind of apartheid | Logical and grammatically correct |
| 3 | ABC | When we use our beauty to group others, we personal standards for promote a kind of apartheid | Grammatically incorrect, breaks flow |
| 4 | CBA | When we use our promote a kind of apartheid personal standards for beauty to group others, we | Starts illogically |
The sequence BAC forms a grammatically correct and logically coherent sentence that fits with the introductory phrase.
Conclusion: Forming a Coherent Paragraph
The logical order of the sentences to form a coherent paragraph (or in this case, a complete sentence from fragments) is BAC. This arrangement follows the natural flow of ideas and grammatical structure, starting with the standards used, specifying what they are for, and then stating the consequence of using them in that manner.
Revision Table: Sentence Reordering Concepts
| Concept | Description | Importance in Rearrangement |
|---|---|---|
| Identifying the opening sentence/phrase | Look for sentences that introduce a topic or don't start with connectors like 'however', 'therefore', 'also', etc. | Helps establish the beginning of the paragraph's flow. |
| Identifying connecting words/phrases | Words like 'thus', 'therefore', 'however', 'similarly', pronouns (he, she, it, they, this, that), conjunctions. | These words indicate logical relationships (cause-effect, contrast, addition, reference) between sentences. |
| Checking for logical flow | Ensure the sequence of events, ideas, or arguments is sensible and progresses smoothly. | The story or explanation should unfold in a clear, step-by-step manner. |
| Checking for grammatical links | Ensure pronouns refer to previously mentioned nouns, verbs agree with subjects, and sentence structures follow standard rules. | Incorrect grammar often signals an incorrect sequence. |
| Identifying the concluding sentence | Look for sentences that summarize, conclude, or provide a final thought, often indicated by phrases like 'in conclusion', 'finally', etc. | Helps determine the end point of the paragraph. |
Additional Information: Coherence and Cohesion in Paragraphs
Creating coherent paragraphs involves more than just correct grammar; it's about making the ideas flow logically and smoothly for the reader. Two key concepts are coherence and cohesion.
- Cohesion: This refers to the grammatical and lexical links that connect sentences and paragraphs. Using transition words (like 'furthermore', 'in addition', 'consequently'), pronouns that refer back to previous nouns, and repeating key terms or synonyms are ways to achieve cohesion. Cohesion is about the surface-level connections in the text.
- Coherence: This refers to the underlying logical connections that make a paragraph or text easy to understand. It's about the sense and meaning of the text as a whole. A coherent paragraph has a clear topic, and all sentences support that topic in a logical order. Coherence is about the deeper meaning and organization of ideas.
In sentence rearrangement tasks, we use both coherence (logical flow of ideas) and cohesion (grammatical and linking words) to find the correct order of the fragments or sentences.
In this specific question, the logical flow (from standards used, to what they're for, to the outcome) is key, alongside the grammatical connections between the fragments (e.g., "our" followed by a noun phrase like "personal standards").
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
