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. She nodded her A-head, and unapologetically shrugged B-her shoulders while pointing to the C-fine receipt she had just handed to me
ABC
Understanding Sentence Reordering for Coherent Paragraphs
The task requires arranging a set of labelled sentences (A, B, C) into the most logical order to form a coherent and meaningful paragraph. We need to read the sentences carefully and identify the subject and the flow of actions or ideas.
Analyzing the Sentence Fragments
The given fragments are:
- A: head, and unapologetically shrugged
- B: her shoulders while pointing to the
- C: fine receipt she had just handed to me
The question indicates the beginning of the sentence is "She nodded her". We need to find which fragment logically follows this phrase and then determine the sequence of the remaining fragments.
Step-by-Step Sentence Ordering Process
- Identify the starting point: The sentence begins with "She nodded her...". Fragment A ("head, and unapologetically shrugged") naturally completes this phrase to "She nodded her head, and unapologetically shrugged...". So, A is likely the second part of the complete sentence, following the implied start.
- Connect the next action: The action "shrugged" from fragment A leads to "shrugged her shoulders". Fragment B ("her shoulders while pointing to the") provides the object of the shrug and introduces a simultaneous action (pointing). So, B logically follows A. The sentence so far is "She nodded her head, and unapologetically shrugged her shoulders while pointing to the...".
- Complete the thought: Fragment C ("fine receipt she had just handed to me") completes the pointing action described in B, specifying what was being pointed to. This provides the final piece of information needed to complete the sentence. The full sentence becomes "She nodded her head, and unapologetically shrugged her shoulders while pointing to the fine receipt she had just handed to me."
Following this logical flow, the order of the fragments is A then B then C.
Evaluating the Options
Let's examine the given options based on our logical ordering:
- CBA: Starting with C ("fine receipt...") doesn't make sense after "She nodded her...".
- CAB: Starting with C ("fine receipt...") doesn't make sense after "She nodded her...".
- BCA: Starting with B ("her shoulders...") doesn't make sense after "She nodded her...".
- ABC: Starting with A ("head...") follows "She nodded her...", leading to A then B then C, which creates the coherent sentence identified in our step-by-step process.
Therefore, the order ABC forms the most logical and coherent paragraph.
The complete sentence formed by the correct order ABC is: She nodded her head, and unapologetically shrugged her shoulders while pointing to the fine receipt she had just handed to me.
Revision Table: Key Concepts in Sentence Ordering
| Concept | Explanation | Importance |
|---|---|---|
| Identifying the Subject | Understanding who or what the sentences are about. | Helps link actions and descriptions to the correct entity. |
| Recognizing Transitions | Words or phrases (like 'and', 'while', pronouns) that connect ideas or actions. | Crucial for establishing flow and relationships between sentences or fragments. |
| Logical Sequence | Arranging events or ideas in a chronological or cause-and-effect order. | Ensures the paragraph makes sense and tells a clear story or presents a clear argument. |
| Context Clues | Using information within sentences (like specific nouns, pronouns, actions) to link them. | Helps deduce which sentence must follow or precede another. |
Additional Information: Building Coherent Paragraphs
A coherent paragraph is one where all the sentences are logically connected and easy to understand. Sentence reordering exercises test your ability to identify these connections and build a smooth flow of information. Here are some tips:
- Look for introductory sentences, which often introduce a topic or subject.
- Identify concluding sentences, which might summarize or provide a final thought. (Though less common in fragmented sentences).
- Pay attention to pronouns (he, she, it, they) and ensure they refer back to a noun already introduced.
- Look for chronological markers (first, then, next, finally) or cause-and-effect indicators (because, therefore, as a result).
- Ensure verbs and actions follow a sensible sequence.
- Read the paragraph aloud in the chosen order to check if it sounds natural and makes sense.
Mastering sentence reordering improves reading comprehension and writing skills by highlighting the importance of logical structure in communication.
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
