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. The introduction of A. had ruled from the time man learned to cook food B. meant the end of firewood, which C. the kerosene stove also
CBA
Understanding Sentence Reordering Questions
Sentence reordering questions require you to arrange a given set of labelled sentences or sentence fragments into a logical sequence to form a coherent paragraph. The key is to identify the relationships between the fragments – which sentence introduces the topic, which one follows logically, which one explains or concludes, and how connecting words or phrases link them.
Analyzing the Sentence Fragments
Let's look at the provided sentence fragments:
- A: had ruled from the time man learned to cook food
- B: meant the end of firewood, which
- C: the kerosene stove also
Fragment C introduces a subject, "the kerosene stove also". The word "also" suggests it's being discussed in relation to something else, possibly something it replaced. Fragment B describes an effect, "meant the end of firewood". This sounds like a consequence of something else's introduction. It also includes "firewood, which", indicating that the following fragment (A) should describe firewood. Fragment A describes something that "had ruled from the time man learned to cook food". This phrase strongly suggests something that was used for cooking for a very long time, like firewood.
Finding the Logical Order: Evaluating Options
We need to combine these fragments with the introductory phrase "The introduction of..." to form a complete, logical sentence or paragraph. Let's test the structure suggested by the correct option, CBA:
- Start with the introductory phrase: "The introduction of"
- Add fragment C: "...the kerosene stove also"
- Add fragment B: "...meant the end of firewood, which"
- Add fragment A: "...had ruled from the time man learned to cook food."
Combining these, we get: "The introduction of the kerosene stove also meant the end of firewood, which had ruled from the time man learned to cook food."
Explanation of the Correct Sequence (CBA)
Let's examine why the sequence CBA creates a coherent sentence:
- C (the kerosene stove also): This introduces the subject, the kerosene stove, implying it's a new technology or development.
- B (meant the end of firewood, which): This follows logically by stating the consequence of introducing the kerosene stove – it brought an end to the use of firewood. The word "which" correctly refers back to "firewood".
- A (had ruled from the time man learned to cook food): This fragment describes firewood, explaining its long history of use for cooking. It provides context for why its end was significant.
The complete sentence formed, "The introduction of the kerosene stove also meant the end of firewood, which had ruled from the time man learned to cook food," is grammatically correct and logically sound. It presents a clear cause (introduction of kerosene stove) and effect (end of firewood use) and provides historical context for the role of firewood.
Let's briefly look at why other options might not work:
- CAB: "The introduction of the kerosene stove also had ruled from the time man learned to cook food meant the end of firewood, which." - Illogical structure.
- BCA: "The introduction of meant the end of firewood, which the kerosene stove also had ruled from the time man learned to cook food." - Starts abruptly and doesn't connect logically.
- BAC: "The introduction of meant the end of firewood, which had ruled from the time man learned to cook food the kerosene stove also." - Also starts abruptly and is structurally incorrect.
Therefore, the most logical and coherent order of the sentences is CBA.
Revision Table: Key Concepts in Sentence Reordering
| Concept | Description | Hint |
|---|---|---|
| Identifying the Topic Sentence | Look for a sentence that introduces the main subject or idea. | Often general statement, independent. |
| Finding Logical Connections | Identify how sentences relate to each other (cause-effect, example, sequence, contrast). | Look for transition words (e.g., therefore, however, also, in addition), pronouns, or repeated nouns. |
| Checking Pronoun References | Ensure pronouns (he, she, it, they, this, that) refer clearly to previously mentioned nouns. | A sentence starting with a pronoun usually follows one mentioning the noun. |
| Maintaining Chronological Order | If the sentences describe events, arrange them in the order they happened. | Look for time markers (e.g., first, then, later, in 1990). |
| Checking for Conclusion/Summary | Some paragraphs end with a sentence that summarizes or concludes the idea. | Often starts with phrases like "In conclusion," "Thus," "Finally." |
Additional Information on Paragraph Formation
A well-structured paragraph typically focuses on a single main idea. It usually begins with a topic sentence, which introduces the main point. The following sentences provide supporting details, explanations, or evidence. These supporting sentences should flow logically and smoothly from one to the next. Sentence reordering exercises help develop skills in identifying these logical flows and structural elements within a paragraph.
Understanding common paragraph structures, such as chronological order, compare/contrast, cause/effect, or problem/solution, can also assist in arranging sentences correctly.
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)
