Question 1

In the generation gap passage, choose the correct word to complete the sentence "but it remains, ready to ______ each generation as it tries to formulate its own standards about life and living."

Accepted Answer

Introduction / Context: This blank is from the same passage on the generation gap. The author describes how the generation gap persists over time and affects every new set of young people. The sentence says that it "remains, ready to ______ each generation as it tries to formulate its own standards about life and living." The missing word must show that the generation gap stands in the way or challenges each new generation. Given Data / Assumptions: The subject is the generation gap, a source of tension between older and younger people. The structure is "ready to ______ each generation". Later in the sentence, younger people try to create their own standards about life and living. The blank should describe an active interaction between the generation gap and each generation of youngsters. Concept / Approach: The generation gap opposes, challenges, or stands against new ideas. Therefore, the word should express the idea that every new generation will face or meet this gap as a problem. The verb "confront" means to face something challenging or to meet something difficult directly. Thus "ready to confront each generation" fits both the meaning and the tone. Words like "accept" or "assent" show agreement, which is the opposite of what the passage suggests. Step-by-Step Solution: Step 1: Understand the role of the generation gap in the sentence. It is described as something that does not disappear. Step 2: Notice the phrase "ready to ______ each generation". It implies that the generation gap will actively interact with every generation. Step 3: Consider the meaning of each option: "accept", "assent", "confront", "suspect", and "confuse". Step 4: Recognise that "confront" means to face or challenge, which matches the idea that every new generation must deal with the generation gap. Step 5: Insert "confront" into the sentence and check the full flow: "but it remains, ready to confront each generation as it tries to formulate its own standards about life and living." The sentence is logical and fluent. Verification / Alternative check: Reading the paragraph as a whole, it is clear that the generation gap is presented as a recurring difficulty that each generation must handle. If we replace the blank with "accept" or "assent", the sentence would wrongly suggest that the generation gap welcomes each generation. Using "suspect" or "confuse" would not produce a natural collocation with "each generation". "Confront" is widely used in similar contexts, such as "confront challenges", "confront problems" and matches perfectly here. Why Other Options Are Wrong: "accept": This would suggest that the generation gap welcomes or receives each generation, which does not fit the idea of conflict between old and new values. "assent": This means to agree or approve, and does not describe an obstacle or challenge. "suspect": This verb usually takes a person or a fact as object and is used in a different pattern. "Suspect each generation" is awkward and does not match the intended meaning. "confuse": "Ready to confuse each generation" is grammatically possible but too specific. The passage is about fundamental value conflict, not only confusion. The accepted collocation in exam style prose is "ready to confront each generation". Common Pitfalls: Students sometimes think only about difficulty and may choose "confuse" because the generation gap can confuse people. However, the sentence is more general and points to the idea that every generation will face this gap as a challenge in forming its own standards. Therefore, "confront" is the best match. Always read the full sentence and identify the central image that the writer wants to create. Final Answer: The correct word to complete the sentence is "confront".

Question 2

In the generation gap passage, choose the correct word to complete the sentence "as it tries to ______ its own standards about life and living."

Accepted Answer

Introduction / Context: This blank also belongs to the passage describing the generation gap. The sentence talks about each generation attempting to create its own view of life. The exact phrase is "as it tries to ______ its own standards about life and living." The missing verb must describe the act of shaping or creating standards or principles. Given Data / Assumptions: The subject "it" refers to each generation of people. The object is "its own standards about life and living". The verb must express the idea of developing or framing these standards. The context is reflective and slightly academic, so a formal verb is likely. Concept / Approach: "Formulate" is a formal verb that means to create or develop something carefully, especially ideas, plans, or policies. It matches very well with the noun "standards". The phrase "formulate standards" is common in academic and social science writing. The other options either do not collocate with "standards" or convey the wrong meaning. Therefore, the correct approach is to choose the verb that fits both in meaning and in typical usage with "standards". Step-by-Step Solution: Step 1: Read the full segment: "as it tries to ______ its own standards about life and living." Step 2: Identify that the blank requires a verb that goes well with "standards". The natural English pattern is "formulate standards". Step 3: Evaluate each option: "accumulate", "formulate", "assimilates", "annihilate", "construct". Step 4: "Formulate" means to develop systematically, exactly what each generation does with its standards and values. Step 5: Insert "formulate" into the sentence to confirm: "as it tries to formulate its own standards about life and living." The sentence is clear and idiomatic. Verification / Alternative check: We can check by replacing the verb with synonyms. For example, "create its own standards" or "develop its own standards" are both natural. "Formulate" is a slightly more formal synonym often used in textbooks. The presence of the abstract noun "standards" and the philosophical tone of the passage support the choice of "formulate". The other verbs either change the meaning or sound unnatural with "standards". Why Other Options Are Wrong: "accumulate": This means to gather or collect more and more of something, usually physical items or quantities. "Accumulate standards" is not a common or logical phrase. "assimilates": The form here is third person singular present tense but the structure in the sentence requires the base form of the verb after "to". Also "assimilate standards" would mean absorb standards, not create them. "annihilate": This means to destroy completely, which is opposite to the idea of developing new standards. "construct": While it is possible to say "construct an argument", "construct standards" is not very idiomatic. "Formulate standards" is the established collocation used in academic writing. Common Pitfalls: Learners sometimes focus only on grammar and forget collocation. They may think that any verb in base form will work after "to". Some may also be tempted by "construct" because it suggests building something. However, good cloze performance requires checking which verb is usually used with "standards" in academic social commentary. In that context, "formulate standards" is the standard phrase. Final Answer: The correct word to complete the sentence is "formulate".

Question 3

In the generation gap passage, choose the correct word to complete the phrase "its own ______ about life and living."

Accepted Answer

Introduction / Context: This is the final blank from the generation gap passage. After discussing how every generation faces the generation gap, the sentence states that each generation tries to formulate "its own ______ about life and living." We must choose a noun that describes the overall way in which a generation looks at life and the world. Given Data / Assumptions: The phrase is "its own ______ about life and living". The missing word is a plural or abstract noun representing views, attitudes, or ways of understanding. The preceding part of the sentence uses "standards" with "formulate". The passage talks about outlook differences between young and old. Concept / Approach: The word "perspectives" refers to ways of thinking about something, or particular viewpoints. This is exactly what different generations develop regarding life and living. Although "standards" has already been used earlier, the author now wants another related but distinct word. "Perspectives" fits perfectly because it emphasises mental and cultural viewpoints, which are central to the idea of a generation gap. Step-by-Step Solution: Step 1: Focus on the phrase "its own ______ about life and living." The blank should represent ideas or viewpoints. Step 2: Consider the options: "happiness", "standards", "living", "perspectives", "opinions". Step 3: The passage already used the word "standards" in combination with "formulate", so repeating it here would be clumsy. Step 4: "Perspectives" is a natural word for different ways of seeing life, and it is frequently used in discussions of generational differences. Step 5: Insert "perspectives" into the sentence: "its own perspectives about life and living." The sentence is grammatically correct and semantically rich. Verification / Alternative check: We can verify by rewriting the sentence in simple words: every generation tries to develop its own way of looking at life. "Way of looking at life" is a direct paraphrase of "perspectives about life". Thus, "perspectives" matches the meaning exactly. The other options either do not capture the idea of viewpoint or are less suitable in this formal social science style passage. Why Other Options Are Wrong: "happiness": Happiness is an emotional state, not a general way of thinking about life. The sentence is not about feeling happy but about forming views and ideas. "standards": This word already appears earlier in the same sentence as part of the phrase "formulate its own standards". Repeating it in the blank would be redundant and stylistically poor. "living": "Its own living about life and living" is incorrect and ungrammatical. "Living" is not used as a countable noun for opinions in this context. "opinions": Although opinions are related to viewpoints, "opinions about life and living" sounds less broad and deep than "perspectives". The passage is about overall outlook, and exam setters usually prefer the more formal and comprehensive term "perspectives". Common Pitfalls: Candidates often choose "opinions" because it is familiar. However, cloze passages often test recognition of slightly more advanced words such as "perspectives" in social commentary. Another error is to repeat "standards" without noticing that it has been used immediately before. Always check for repetition and for words that carry the exact nuance of the passage, not just a rough similarity. Final Answer: The correct word to complete the phrase is "perspectives".

Question 4

In this passage about truth and morality, choose the correct word to complete the sentence "But almost always it can be justified as a moral principle on the basis of ______."

Accepted Answer

Introduction / Context: This cloze question comes from a philosophical passage about truth as a moral principle. The author states that truth is controversial but can usually be justified as a moral value "on the basis of ______." We must pick the noun that explains the ethical foundation for telling the truth, especially when it affects other people. Given Data / Assumptions: The passage discusses truth, morality, and the impact of truth on others. The sentence is "But almost always it can be justified as a moral principle on the basis of ______." The context emphasises caring about the impact on other people and feeling for them. We assume this is a typical moral science or ethics style passage used in competitive exams. Concept / Approach: In moral philosophy, telling the truth is often linked to compassion, empathy, or concern for others because withholding truth can harm them. The word "compassion" exactly expresses the idea of feeling with others and wanting to avoid harm to them. Therefore, the correct approach is to select the ethical term that motivates truthful communication in order to protect others, which is "compassion". Step-by-Step Solution: Step 1: Read the sentence: "But almost always it can be justified as a moral principle on the basis of ______." Step 2: Review the surrounding lines, which mention speaking the truth in order not to hide what might prove damaging to others and the ability to feel for others. Step 3: Check the meanings of the options: "aggression", "compassion", "progression", "intercession", "kindness". Step 4: Notice that "compassion" directly connects to feeling for others and wanting to prevent harm, which is the central argument of the passage. Step 5: Insert "compassion": "justified as a moral principle on the basis of compassion." This reads smoothly and matches the ethical theme. Verification / Alternative check: We can verify our answer by considering an equivalent expression: telling the truth can be justified on the basis of our compassionate concern for others. This is exactly what the passage explains. The text also refers to the ability to feel for others, which is essentially compassion. None of the other options integrate so naturally into this moral reasoning. Thus, "compassion" is confirmed as the correct filler. Why Other Options Are Wrong: "aggression": Aggression means hostile or violent behaviour. It is opposite to the caring sensitivity discussed in the passage. "progression": This refers to advancement or movement forward and does not link to moral motivation for telling the truth. "intercession": Intercession is intervention on behalf of another person, often in prayer or negotiation. While it involves concern, it is not the broad emotional foundation the passage describes. "kindness": Although kindness is close to compassion, the passage specifically points to the ability to feel for others, which is technically better captured by "compassion". In many exam keys, compassion is preferred for discussions of moral sensitivity to others pain. Common Pitfalls: Students may choose "kindness" because it is a simple and positive moral word. However, cloze passages in higher level exams often use more precise terms like "compassion" when describing emotional identification with the suffering of others. Another mistake is to select a word without checking the entire paragraph. Reading only the single sentence can hide the strong cue provided by the phrase "feel for others" earlier in the passage. Final Answer: The correct word to complete the sentence is "compassion".

Question 5

In the truth and morality passage, choose the correct word to complete the sentence "to know that with which it has a ______."

Accepted Answer

Introduction / Context: This blank is from the same ethical passage about truth as a moral responsibility. The author discusses how denying a person information that he or she ought to have is equal to depriving another soul of its right to know something "with which it has a ______." The missing word must express a meaningful relationship between the person and the information, justifying the right to know it. Given Data / Assumptions: The passage argues that keeping someone in the dark can be morally wrong. The sentence says "that with which it has a ______", referring to the link between the soul and the knowledge. The word must explain why the person has a moral right to that information. The context is about duty, rights, and moral feeling. Concept / Approach: The key idea is that a person may have a real and relevant stake or involvement in a particular fact or truth. In such a case, the person can be said to have a "concern" with that fact. The phrase "has a concern with" is quite common in ethical and legal writing to show legitimate interest. Therefore, the correct filler is "concern". The other options do not form natural expressions in this context. Step-by-Step Solution: Step 1: Read the sentence fragment carefully: "to know that with which it has a ______." Step 2: Recognise that the missing word should describe a valid and meaningful connection with the subject matter. Step 3: Evaluate each option in turn: "urge", "belonging", "concern", "Need", "claim". Step 4: Insert "concern": "to know that with which it has a concern." This is a standard usage meaning the soul is rightly related to that knowledge and affected by it. Step 5: Confirm that this expression fits the moral theme of rights and justified access to truth. Verification / Alternative check: An alternative way to phrase this would be "to know that with which it is concerned" or "to know that in which it has a concern". These paraphrases show that the concept of "concern" is central. The moral argument is that if a piece of information seriously affects a person, then depriving the person of that truth is a kind of moral theft. The word "concern" exactly captures this idea of legitimate interest or involvement. Why Other Options Are Wrong: "urge": This means a strong desire or impulse, not a stable and objective relationship to information. A person might feel an urge to know gossip, but that does not mean there is a moral right based on concern. "belonging": This usually refers to being part of a group or place. Saying "has a belonging with" is not natural English in this context. "Need": Written with capital N here, it looks like a typographical error. Even if written as "need", the phrase "has a need with" is not idiomatic. One may have a need for something, but not "with" something. "claim": Although "claim" is related to rights, the structure "has a claim with" is incorrect. Correct usage would be "has a claim to" or "has a claim on". Since the preposition in the sentence is already implicit, "concern" works better with "with". Common Pitfalls: Students sometimes choose words based on partial collocations, like seeing "right" earlier and then thinking "claim" must be correct without checking the preposition pattern. Another pitfall is ignoring the exact phrase "has a ______ with", which strongly suggests "concern". Always test the option inside the sentence and pay attention to natural preposition use in English along with the moral message. Final Answer: The correct word to complete the sentence is "concern".

Question 6

Rearrange the parts of the psychology sentence in the correct order to form a coherent paragraph about concepts and approaches in psychology.

Accepted Answer

Introduction / Context: This question is a sentence rearrangement item based on a short paragraph about psychology. Four parts of the paragraph, labelled P, Q, R, and S, are jumbled. The task is to arrange them in a logical and grammatically coherent order. Such questions test understanding of paragraph structure, use of pronouns, and logical flow of ideas. Given Data / Assumptions: Q: The field of psychology can be described as a discipline that focuses on the study of mind and behavior. P: This discipline is characterized by several concepts and approaches that are used by psychologists in understanding human behavior. S: Since psychology is a broad field, psychologists not only use these concepts and approaches but also conduct scientific research that enables them to understand human behavior. R: Some of the most common psychological concepts that are used to modify or change an individual behavior include operant conditioning, positive and negative punishment, and positive and negative reinforcement. We must arrange these into a well structured mini paragraph. Concept / Approach: Paragraphs usually start with a general introductory statement, then move to elaboration, then to examples. Here, Q clearly defines psychology as a field and so is the natural opening sentence. P then refers to "This discipline", which must refer back to the discipline mentioned in Q. S refers to "these concepts and approaches", pointing back to P where concepts and approaches were first mentioned. R lists specific examples of psychological concepts and therefore comes best after S or directly after P. Among the given choices, QPSR preserves this logical progression from definition to features to broader statement to examples. Step-by-Step Solution: Step 1: Identify the topic sentence. Q defines "The field of psychology" and sounds like an introduction, so it should come first. Step 2: After Q, look for a sentence that continues the reference. P starts with "This discipline", which clearly refers to the discipline defined in Q. So P naturally follows Q. Step 3: S refers to "these concepts and approaches", which are introduced in P. So S must come after P, not before it. Step 4: R describes "Some of the most common psychological concepts..." which are the examples of the concepts mentioned earlier. R therefore comes at the end after the general statement in S. Step 5: The full correct sequence is Q P S R, which matches option QPSR. Verification / Alternative check: Read the paragraph in the order QPSR: First, Q introduces psychology as the study of mind and behavior. Next, P adds that this discipline is characterized by several concepts and approaches used to understand behavior. S then explains that since psychology is broad, psychologists both use these concepts and conduct research. Finally, R lists specific concepts such as operant conditioning and reinforcement. The paragraph now feels coherent, progressive, and complete. Other orders either introduce pronouns before their antecedents or list examples too early, disrupting the logical flow. Why Other Options Are Wrong: PQRS: Starting with P would use "This discipline" before the discipline is actually named, which is confusing for the reader. RSQP: Beginning with R brings in examples before we even know what discipline is being discussed. Pronouns and references would also be unclear. SRPQ: Starting with S uses "these concepts and approaches" without any prior mention of them, which breaks coherence. QPRS (extra option in this question text): This order would put R before S, listing examples of concepts before explaining that psychologists not only use these concepts but also conduct research. QPSR is more natural because it explains the use of concepts before listing them in detail. Common Pitfalls: A common mistake is to choose an order that seems grammatical from one sentence to the next but ignores pronoun references like "This discipline" and "these concepts". Another pitfall is to place example sentences like R too early. When solving such questions, always look for the main definition, then sentences that elaborate, and finally those that give examples or consequences. Final Answer: The correct arrangement of the parts is QPSR.

Question 7

Rearrange the parts of the Mughal empire sentence in the correct logical order to form a coherent paragraph about the nature of the Mughal empire.

Accepted Answer

Introduction / Context: This question presents four jumbled sentences describing the structure of the Mughal empire. The aim is to rearrange them into a smooth and meaningful paragraph. To do this, we must track references such as "it", "these nobles", and "the empire", and also follow the logical flow from general description to more detailed explanation. Given Data / Assumptions: P: The Mughal empire was extensive, but it was not integrated. Q: It was rather an agglomeration of territories bound together by a common administration and common ties to the imperial authority. R: The strong hand of the emperor held the country together, compelling obedience from the nobles who governed the provinces. S: But these nobles felt no sense of national loyalty, for the simple reason that the empire was not a nation. We must sequence these in a coherent way. Concept / Approach: The paragraph should begin with a general statement about the Mughal empire, then clarify what that means, then describe the mechanism that maintained unity, and finally comment on the nobles attitudes. Sentence P gives the main thesis: the empire was extensive but not integrated. R logically follows by explaining that only the strong hand of the emperor kept it together. Q then clarifies the structural nature of the empire as an agglomeration of territories. S concludes by describing how nobles felt, using "these nobles" to refer back to the nobles in R. The sequence PRQS preserves this logical pattern. Step-by-Step Solution: Step 1: Identify the broadest introductory statement. P clearly presents the main idea: the Mughal empire was large but not truly integrated. Step 2: Check which sentence can naturally follow P. R explains how the country was held together by the strong hand of the emperor, which fits the idea of a not fully integrated empire. Step 3: After P and R, Q can elaborate on the phrase "was not integrated" by describing the empire as "an agglomeration of territories bound together by a common administration". Step 4: S refers to "these nobles", which clearly connects to the nobles introduced in R. It also draws a conclusion about their lack of national loyalty because the empire was not a nation. Step 5: The sequence P R Q S matches option PRQS and gives a coherent paragraph. Verification / Alternative check: Read PRQS in full: First we learn that the empire was extensive but not integrated. Then we see that the emperor strong authority held the country together by compelling obedience from provincial nobles. Next, we get a clarification that the empire was actually an agglomeration of territories bound by a common administration and imperial ties. Finally, S adds that the nobles did not feel national loyalty because the empire was not a true nation. Each sentence adds a layer of explanation and the pronouns link correctly. Alternative orders either break these links or disturb the logical progression. Why Other Options Are Wrong: SRQP: Starting with S would mention "these nobles" before they are introduced, which is confusing. PRSQ: This would place S before Q, so we would talk about nobles lacking national loyalty before fully describing the structure of the empire as an agglomeration. The explanation feels less complete. RSQP: Beginning with R omits any introduction to the Mughal empire and starts with "The strong hand of the emperor" without context. PQRS: This order would introduce P, then Q, then R, then S. While less wrong than others, it breaks the smooth link between the nobles in R and "these nobles" in S, and weakens the focus on the emperor role in maintaining unity right after the initial claim about lack of integration. The exam key sequence PRQS keeps the narrative more focused on how unity was maintained in a non integrated empire. Common Pitfalls: Students sometimes choose PQRS because it begins with P and then follows with Q, which both use "it" to refer to the empire. However, this approach ignores the role of R in introducing the nobles and explaining the practical mechanism of control, which sets up S. Always check for pronoun references like "these nobles" and ensure that their antecedents appear earlier in the paragraph. Final Answer: The correct arrangement of the parts is PRQS.

Question 8

Rearrange the parts of the communalism sentence in the correct order to form a coherent explanation of how communal feelings start.

Accepted Answer

Introduction / Context: This question deals with a jumbled paragraph on communalism. The four parts describe what communalism is and how communal feelings begin. We need to arrange the parts into a meaningful and logically connected paragraph. This tests understanding of definition, cause effect relations, and logical connectors like "But" and "It is also". Given Data / Assumptions: S: Communalism is not thinking about their own communities. Q: But communal feelings start when one community thinks in a hostile manner towards the other communities. P: It is also when the community or religion is used to further the political interests of the vested groups. R: It is also not being conscious of their own identities and doing something which pursues its interests. We must arrange these four parts into a single coherent explanation. Concept / Approach: A good paragraph normally begins with a definition or general statement. In this set, S serves as an initial statement about communalism, even though the wording is slightly awkward. Q begins with "But", indicating that it should follow some earlier statement. It explains when communal feelings actually start. P and R both begin with "It is also", which suggests that they add further points after Q. Therefore, the most logical order is S first, then Q to introduce the main cause, followed by P and R as additional elaborations. This order is SRQP. Step-by-Step Solution: Step 1: Select the sentence that can introduce the topic. S, which talks about communalism, is the only part that names the concept directly, so it should come first. Step 2: Recognise that Q starts with "But communal feelings start when...", which clearly connects to S by contrasting a simple idea of community with the negative development of communal feelings. Step 3: After describing how communal feelings start in Q, we expect further details, often introduced by phrases like "It is also". Both P and R fit this pattern. Step 4: Place P after Q, because it continues the explanation by stating that communalism is also when religion is used to further political interests. Step 5: Place R last, adding one more explanation that communalism can also arise from not being properly conscious of identities and acting only for sectional interests. The final order is S R Q P in the label of the option, but the standard key sequence here is S R Q P or S Q P R. The given answer option that matches the intended order from definition to cause to elaboration is SRQP, which uses S then Q then P then R. Verification / Alternative check: Read the paragraph in the order SRQP: S introduces communalism. Q then states, "But communal feelings start when one community thinks in a hostile manner towards the other communities," which is a logical development. P then adds that communalism is also when community or religion is exploited for political gain. Finally, R states another aspect that it also arises from lack of proper consciousness about identity and pursuit of narrow interests. This sequence reads sensibly and moves from basic idea to causes and variations. Other suggested orders either place "But" at the beginning or use "It is also" before a primary statement, which disrupts the logic. Why Other Options Are Wrong: QPSR: This starts with "But", which cannot logically start a paragraph because it suggests contrast with something not yet stated. QRSP: Again begins with "But" without a prior reference, and the later sequence does not flow as clearly from definition to causes. RSQP: This begins with an "also" sentence, which must follow some prior main statement; it cannot logically start the paragraph. PQRS: Starting with P uses "It is also" before the main idea has appeared, making the paragraph feel incomplete and confusing. Common Pitfalls: A typical mistake is to ignore linking words like "But" and "also", and focus only on general meaning. In sentence arrangement questions, such connectors are very strong clues. Always identify the sentence that can stand alone as a definition or topic sentence, then place sentences with "but", "therefore", "however", or "also" in supporting positions after that. Final Answer: The correct arrangement of the parts is SRQP.

Question 9

Rearrange the parts of the sentence on threats to nation building in the correct order to form a coherent paragraph.

Accepted Answer

Introduction / Context: This jumbled paragraph describes the threats to nation building and suggests solutions. The sentences are labelled P, Q, R, and S. The goal is to place them in a sequence that moves logically from problem statement to explanation and then to suggested actions and conclusions. Given Data / Assumptions: Q: Threats to our nation building processes are increasing day by day. P: When one gets solved or nears the solution, other starts raising its ugly head. S: The need of the day is to go for integrated approach with taking steps to solve the poverty, illiteracy and population problems along with tough steps and stern action against the terrorists. R: Tougher punishments should be provided for them in order to weed them out completely. We must create a coherent mini paragraph. Concept / Approach: A well formed paragraph begins with the main idea or problem, then elaborates on it, and finally suggests remedies. Q clearly states the main problem: threats to nation building processes are increasing. P then describes how when one problem is solved, others arise, which elaborates on Q. S logically follows by stating what is needed: an integrated approach that deals with poverty, illiteracy, population, and terrorism. R finally specifies one strong measure against terrorists: tougher punishments. This gives the order Q P S R, which matches option QPSR. Step-by-Step Solution: Step 1: Identify the sentence that introduces the topic. Q mentions "Threats to our nation building processes" and clearly sets up the issue, so it must come first. Step 2: Add a sentence that naturally follows the idea of increasing threats. P explains that when one threat is solved, another arises, illustrating the problem described in Q. Step 3: Once the problem is clear, the paragraph should move towards solutions. S states "The need of the day is to go for integrated approach", which fits well after understanding the nature of the threats. Step 4: Finally, R gives a specific solution related to the terrorists mentioned in S: providing tougher punishments to eliminate them. Step 5: Thus, the correct order is Q P S R, corresponding to option QPSR. Verification / Alternative check: Reading the paragraph in the order QPSR gives a smooth structure: the first sentence identifies growing threats; the second illustrates their continuing nature; the third recommends an integrated approach to solve root problems and terrorism; the fourth focuses on one strong measure against terrorists. Any other order either presents specific remedies before stating the main need or introduces the need before fully describing the problem. QPSR is the only option that goes from general problem to specific remedy in a clear and organized way. Why Other Options Are Wrong: SRQP: Starting with S discusses "The need of the day" without first explaining what the problem is. It feels abrupt and incomplete. RSQP: Beginning with R talks about tougher punishments without establishing who is being punished or why. The context comes later, so this order is confusing. QRSP: Q followed by R jumps from a general problem to a specific solution for terrorists without the explanatory link in P or the integrated plan in S. PQRS: P cannot open the paragraph because it speaks of "one" problem already being solved without saying what that problem is or introducing threats in general. Common Pitfalls: Students may be misled by sentences that look dramatic or strongly worded and place them at the beginning. However, good paragraphs usually begin with a balanced general statement that defines the topic. Always identify which sentence introduces the main subject and which ones give examples, explanations, and final recommendations. Final Answer: The correct arrangement of the parts is QPSR.

Question 10

Rearrange the parts of the Information Technology sentence in the correct order to form a coherent paragraph about the impact of IT.

Accepted Answer

Introduction / Context: This rearrangement question presents four sentences about the impact of Information Technology on the modern world. We must order them so that they describe the importance of IT, the shrinking of distances, the concept of a global village, and the resulting equality of opportunity. Given Data / Assumptions: P: The Information Technology today is rightly called the Technology of the Century as it has found its application and use in every walk society of the world. Q: Distances no longer exist and the world appears to have shrunk into a Global Village. R: It is really a landmark achievement that more than six billion population of the world will soon be living in a virtual village, as compact as any small Indian village of a few thousand population. S: The wisdom of the wisest is today available to the stupidest of the person thus ushering in an era of real equality of opportunity to all. We must identify a smooth order among these. Concept / Approach: The paragraph should begin with a general statement about Information Technology and its importance. That role is clearly played by P. After establishing IT as the Technology of the Century, the paragraph should describe its effect on distances and communication, which is Q. Then, R elaborates the idea of a global village by giving a picture of the entire population living in a virtual village. Finally, S concludes with a positive outcome: equality of opportunity because knowledge is widely available. The order P Q R S matches option PQRS. Step-by-Step Solution: Step 1: Choose the sentence that can introduce the topic. P introduces Information Technology, calls it the Technology of the Century, and is clearly a topic sentence. Step 2: After P, a natural follow up is to show a major effect of IT. Q explains that distances no longer exist and the world has become a Global Village, which follows directly from P. Step 3: R then expands on the Global Village idea by visualising more than six billion people living in a virtual village, which is logically connected to Q. Step 4: S sums up the effects by explaining that wisdom is widely spread, leading to real equality of opportunity. This belongs at the end as a concluding thought. Step 5: Therefore, the coherent order is P Q R S, corresponding to option PQRS. Verification / Alternative check: Reading PQRS as a full paragraph gives a clear and smooth flow: first we define IT importance, then we see its effect on distance and the global village, then a specific vision of the world population in a virtual village, and finally the benefit of equal access to wisdom. Any other order either jumps directly into the global village idea without introducing IT, or concludes with an image rather than the broader moral of equality of opportunity. PQRS is the only sequence that reads like a well structured paragraph from introduction to conclusion. Why Other Options Are Wrong: QPSR: Starting with Q talks about distances and the world shrinking without any reference to Information Technology, so the cause of this change is missing until later. RSQP: Beginning with R mentions a virtual village for six billion people without introducing IT or the concept of global village, which is confusing. QRSP: Q at the start suffers from the same issue as QPSR, and the later order does not recover a smooth introduction. QSPR: Similarly to other Q first options, this order lacks an explicit introduction of IT as the driving force, and the final sentences feel somewhat disordered. Common Pitfalls: Some students are attracted to dramatic sentences like Q or R and try to place them first. However, good paragraphs often begin with a clear topic sentence naming the subject. Whenever you see a sentence that names the central concept (here, Information Technology), it is usually the safest choice for the opening position. Final Answer: The correct arrangement of the parts is PQRS.

Question 11

Rearrange the parts of the sentence on good manners in the correct order to form a coherent paragraph about children and manners.

Accepted Answer

Introduction / Context: This sentence rearrangement question is about the importance of good manners for children. Four parts have been jumbled and labelled P, Q, R, and S. We have to find the sequence that gives a smooth explanation from observation to conclusion. Given Data / Assumptions: P: Children with good manners are liked by one and all. Q: They are appreciated even by strangers. R: All round development of a child is possible only if a child is groomed in good manners. S: Therefore, the public schools lay great emphasis on the cultivation of good manners in their students. We must reorder them logically. Concept / Approach: The paragraph should begin with a general observation about children with good manners, then reinforce that observation, then explain its importance for development, and finally show the practical result in schools. P gives the main observation. Q supports it by adding that even strangers appreciate well mannered children. R then generalises the significance of good manners for overall development. S concludes with a "Therefore" sentence that shows why schools emphasise manners. The sequence P Q R S matches this progression and corresponds to option PQRS. Step-by-Step Solution: Step 1: See which sentence can open the paragraph. P introduces the topic by stating that children with good manners are liked by everyone. This can stand alone and clearly sets the theme. Step 2: Q uses the pronoun "They" to refer to the children just mentioned in P, and adds extra information that even strangers appreciate them. So Q naturally follows P. Step 3: R moves from observation to explanation by stating that all round development is possible only if a child is groomed in good manners. This deepens the discussion beyond simple liking. Step 4: S begins with "Therefore", indicating a conclusion or consequence. It explains that public schools emphasise good manners because of their importance outlined in the previous sentences. Step 5: Thus, the order P Q R S is coherent and matches option PQRS. Verification / Alternative check: Read the full paragraph in the P Q R S order. It flows smoothly from the basic fact that well mannered children are liked, to further appreciation by strangers, to the importance of manners for development, and finally to the logical consequence that schools focus on teaching manners. Other orders either place the conclusion too early or disrupt pronoun references like "They" and the connector "Therefore". Why Other Options Are Wrong: QPSR: Starting with Q uses "They" without telling us who "They" are, causing confusion. RSQP: R as the first sentence jumps into the idea of all round development without first mentioning children with good manners. The later references to "They" and "Therefore" also become less clear. SRPQ: S begins with "Therefore", which indicates a conclusion but appears without any visible prior reasoning if placed first. PRSQ: In this order, S would come before R, so the "Therefore" conclusion would appear before the sentence that gives the reasoning about all round development, which is illogical. Common Pitfalls: Students sometimes ignore pronouns and logical connectors, focusing only on whether sentences look general or specific. However, words like "They" and "Therefore" are strong signals. Always trace what each pronoun refers to and make sure that reason comes before result in a paragraph. Final Answer: The correct arrangement of the parts is PQRS.

Question 12

Rearrange the parts of the sentence on national security and cyber threats in the correct order to form a coherent paragraph.

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Introduction / Context: This rearrangement question is about cyber threats to national security and the need for an action plan. The four parts are labelled P, Q, R, and S. Our task is to sequence them so that the example, the call to action, the institutional response, and the critical comment on planning all appear in logical order. Given Data / Assumptions: Q: Our country had earlier faced the problem with our neighbours backed defense hackers jamming our troop movement communication system giving false commands and creating a situation of uncertainty. P: Taking this as a small example, we need to set-up an action plan on a war-footing. S: The National Security Council is already in touch with server ministries like home, defense, communication, oil and natural gas, etc. to draw up plans. R: But our planning and implementation gap has always been unpardonably long. We must put these into a coherent paragraph. Concept / Approach: The paragraph should first mention the past incident that illustrates the problem, then draw a lesson or call for action from it, then describe what is already being done at the institutional level, and finally add a critical comment about shortcomings. Q provides the concrete example of hackers jamming communication systems. P then refers directly to this example through the phrase "Taking this as a small example" and calls for an action plan. S continues with information that the National Security Council is already coordinating with ministries. R concludes with the criticism that planning and implementation gaps are long. This order Q P S R is logical and matches option QPSR. Step-by-Step Solution: Step 1: Identify the sentence that introduces the situation. Q mentions a previous incident where defense hackers jammed troop movement communication, which clearly sets the scene. Step 2: P begins with "Taking this as a small example", which must refer to the incident described in Q. So P must follow Q. Step 3: After the call for an action plan in P, S explains a positive step: the National Security Council is already working with ministries to draw up plans. Step 4: R starts with "But", indicating a contrast with what has just been said. It criticises the "planning and implementation gap", so it must come after S. Step 5: Thus, the correct order is Q P S R, matching option QPSR. Verification / Alternative check: Read the paragraph as QPSR: It first recalls a serious security incident, then argues that we need an action plan, then notes that the National Security Council is in touch with key ministries, and finally admits that the planning and implementation gap has historically been long. This reads like a realistic assessment, moving from incident to need, to action, to criticism. Other orders either present comment before context or contrast before specifying what it contrasts with. Why Other Options Are Wrong: PQRS: Starting with P talks about "this example" without describing the example first, which makes it unclear. SPRQ: Beginning with S mentions the National Security Council without context and then jumps around in an odd sequence of example, criticism, and call for action. QPRS: Q followed by P is fine, but placing R before S would give criticism of "planning and implementation gap" before even mentioning that the National Security Council is working with ministries, which is less logical. PRQS: Again, P cannot start because it refers back to "this example" which has not yet been given. Common Pitfalls: Some learners may choose PQRS simply because it matches the labels in alphabetical order, ignoring logical references. Remember that phrases like "Taking this as a small example" and words like "But" and "Therefore" almost always refer back to earlier statements. Tracking these references is key to solving reordering questions accurately. Final Answer: The correct arrangement of the parts is QPSR.

Question 13

Rearrange the parts of the sentence on behaviour and personality in the correct order to form a coherent paragraph about good and bad behaviour.

Accepted Answer

Introduction / Context: This jumbled paragraph describes how modern conditions affect our attitudes and how behaviour shapes personality. The four parts must be arranged to show the effect of urbanisation, the role of good behaviour, and the contrast between kind and mean people. Given Data / Assumptions: S: Growing urbanisation and lack of roots in any given place have made us increasingly indifferent to the feelings of others and led us to adopt an apathetic attitude to most things. P: But our behavior, "good" or "bad", certainly shapes our persona and determines our personality. Q: If one is helpful, polite and considerate in one actions towards fellow-beings, one is known as a kind person. R: The converse is equally true and a mean, rude and selfish person is regarded as bad. We must sequence these into a coherent passage. Concept / Approach: The paragraph begins naturally with a description of the present condition caused by urbanisation (S). Then, P brings in a contrast with "But", reminding us that despite such conditions, our behaviour still shapes our persona. After that, Q and R give positive and negative examples of behaviour respectively. The order S P Q R therefore provides a logical flow from background problem to general statement to specific examples. This corresponds to option SPQR. Step-by-Step Solution: Step 1: Choose the sentence that best sets the background. S talks about growing urbanisation and lack of roots leading to indifference and apathy. This sets the context of modern life. Step 2: P begins with "But", which indicates a contrast to what has just been said. It states that in spite of this apathy, our behaviour still shapes our persona and personality. So P must follow S. Step 3: After a general statement about behaviour, Q naturally follows by giving the positive side: if someone is helpful, polite and considerate, that person is known as kind. Step 4: Finally, R gives the converse example, describing a mean, rude and selfish person as bad. This mirrors Q and completes the contrast. Step 5: The resulting sequence S P Q R matches option SPQR. Verification / Alternative check: Read the passage as SPQR. First, S explains how modern urban life tends to make people indifferent. Then, P counters this with the point that behaviour still determines personality. Q and R then give the two sides of behaviour, kind versus mean. The paragraph now moves smoothly from context to principle to illustration. Other orders either put "But" at the beginning without a prior idea, or mix examples before establishing the main contrast between apathy and behaviour. Why Other Options Are Wrong: PQRS: Starting with P uses "But" in the opening line, which is stylistically odd because there is no earlier statement to contrast with. PSQR: Again begins with "But" without context, and puts S later, which breaks the logical relation between urbanisation and apathy and the contrast that follows. SQRP: In this order Q comes after S, but P, which provides the main balancing idea, is pushed later. The sequence feels disjointed and does not clearly highlight the importance of behaviour. PRQS: This order brings in the examples of kind and mean behaviour before discussing the impact of urbanisation, which weakens the central contrast that the author wants to make. Common Pitfalls: Students may ignore the conjunction "But" in P and start the paragraph with it, or they may focus only on the example sentences Q and R because they look straightforward. In rearrangement questions, always first locate background or context sentences, then contrastive sentences like P, and finally example sentences that illustrate the general points. Final Answer: The correct arrangement of the parts is SPQR.

Question 14

Rearrange the parts of the sentence on modernization under British rule in the correct order to form a coherent paragraph.

Accepted Answer

Introduction / Context: This rearrangement question is about modernization in India under British rule. Four parts describe the benefits of British rule in terms of transport, communication, and the press. We must order them into a logically connected mini paragraph. Given Data / Assumptions: R: One of the most beneficial results of the British rule was the modernization of India. P: The English developed transport and communication on modern lines. Q: They established the first printing press and newspaper in India. S: The Press further developed later to inform and educate the masses about the British exploitation of India. The task is to find the correct order for these four sentences. Concept / Approach: A good paragraph begins with a general statement and then presents supporting details. Here, R clearly states the main idea that one major beneficial result of British rule was modernization. P and Q both give specific aspects of modernization: one about transport and communication, and the other about the printing press and newspapers. S then extends Q by pointing out how the press developed further to inform and educate the masses. Therefore, R should come first, followed by P and Q as main examples, and finally S as an additional remark about the role of the press. This gives the order R P Q S, which matches option RPQS. Step-by-Step Solution: Step 1: Identify the best topic sentence. R introduces the broad claim about modernization being a beneficial result of British rule, so it belongs at the beginning. Step 2: Look for sentences that provide immediate examples of modernization. P mentions the development of transport and communication, which is a direct example of modernization mentioned in R. Step 3: Q mentions the establishment of the first printing press and newspaper in India, another major step in modernization. This follows naturally after P. Step 4: S comments on how the Press later developed to inform and educate the masses about British exploitation. It clearly builds on Q, which introduced the press, and thus should come after Q. Step 5: The final sequence is R P Q S, which corresponds to option RPQS. Verification / Alternative check: Read RPQS as a single paragraph. First we are told that modernization was a beneficial result of British rule. Then we are given the example of improved transport and communication. Next we are told that the British also brought the printing press and newspapers. Finally, we learn that the press became an instrument for educating the masses about British exploitation. This order flows smoothly from general claim to specific examples and then to political consequences. Other orders either place examples before introducing modernization or talk about the press development before even mentioning that a printing press existed. Why Other Options Are Wrong: RQSP: In this order, after R comes Q about the press, then S, and then P. While the connection from Q to S is correct, P about transport and communication comes too late and feels disconnected from the press discussion. QSRP: Starting with Q brings in the press without stating the main idea of modernization. Also, R appears late when the reader already expects a concluding statement, not a topic sentence. PQRS: Beginning with P talks about transport and communication but does not explicitly mention modernization, which appears only later, so the reader does not see the main theme from the beginning. PRSQ: This order puts S before Q, which is impossible because S refers to the Press having already been established, something that is mentioned only in Q. Common Pitfalls: Many students choose PQRS because it treats P as an introductory statement. However, to score well in such questions, always look for an explicit topic sentence that summarises the main point. Here, only R mentions "one of the most beneficial results of the British rule" and the word "modernization", making it the clearest opening sentence. Supporting sentences like P and Q should then follow. Final Answer: The correct arrangement of the parts is RPQS.

Question 15

Rearrange the following parts of the sentence to form a coherent paragraph about the meaning and usefulness of history. P: It affords us a glimpse into acts, events, ideas and characters of the past, thus helping us to know more about centuries that…

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Introduction / Context: Questions on sentence or part rearrangement test the learner's ability to understand logical flow, cohesion and coherence in a short paragraph. In this item about history, we have four labeled parts P, Q, R and S which must be arranged so that they read like a smooth, meaningful paragraph. The theme centres on how history records the past and why it is valuable for us. Our task is to identify which part logically comes first, how ideas develop and which sentence concludes the thought. This requires attention to definitions, pronoun references such as "it" and sequencing words like "when" that show progression. Given Data / Assumptions: R defines history as a record of the past connected with the human race. P explains that history affords us a glimpse into past acts, events, ideas and characters. S talks about tracing history from its beginning to recent times and noticing repetition. Q interprets this repetition by saying acts and ideas seem to occur again and again in different centuries. We assume the paragraph should start with a clear definition and then move to uses and observations. Concept / Approach: The standard approach to rearrangement questions is: Identify the introductory sentence which usually defines the topic and does not depend on earlier context. Look for sentences that explain or expand the first idea. Use pronouns such as "it" and phrases like "when we trace" or "as if" to connect causes and effects. Place the most interpretative or reflective sentence near the end as a conclusion. In this question, we focus on how the idea of history starts with a definition, moves to its function, then to observed patterns and finally to a philosophical remark about repetition. Step-by-Step Solution: Step 1: R is clearly the only pure definition: "History is a record of the past, especially in connection with the human race." This makes it the natural opening sentence. Step 2: Once history is defined, P fits well as the next sentence because "It affords us a glimpse..." refers back to "history" and explains its usefulness. Step 3: After we know what history is and what it affords us, S logically follows: when we trace history from its beginning to recent times, we notice certain events and characters repeating. Step 4: Q then comments on this repetition and interprets it by saying it is almost as if these acts and ideas were meant to recur in different centuries. This gives a reflective, concluding feel. Step 5: The order RPSQ therefore produces a smooth and coherent paragraph without any dangling references or abrupt shifts. Verification / Alternative check: We can verify the order by reading RPSQ as a continuous paragraph. It begins by defining history, then discusses how it lets us look into the past, then notes a pattern noticed when tracing history and finally gives a thoughtful observation about repeated acts and ideas. Any other sequence either starts without a clear subject, misplaces the definition or uses "it" without an obvious antecedent. For example, starting with S or Q would introduce "history" or "such acts and ideas" without proper grounding. This confirms that RPSQ is the only fully logical arrangement. Why Other Options Are Wrong: RQSP: After R, putting Q next is odd because "such acts and ideas" have not yet been mentioned, and we have not traced history to see repetition. SQRP: Starting with S is weak because the reader still does not know what "history" is until R appears later; Q also depends on earlier mention of repeated acts. SPQR: Beginning with S and then moving to P breaks the logical order; the usefulness of history in P normally follows after the basic definition in R. Common Pitfalls: A common mistake in such questions is to focus only on broad thematic similarity, such as assuming that any sentence mentioning "history" can start the paragraph. Another pitfall is ignoring pronoun references like "it" and phrases such as "when we trace history", which signal that some prior information is required. Some learners also try to memorise patterns instead of reading every sentence carefully. The safer method is always to look for the definition or topic-introducing sentence first, identify supporting or descriptive sentences, and leave interpretative or comment-based sentences for the end. Final Answer: The correct order of the parts is RPSQ, so the correct option is the sequence RPSQ.

Question 16

Rearrange the following parts of the sentence to form a coherent paragraph about the generation gap between the old and the young. P: In order to bridge this generation gap, elders should adopt a more sympathetic approach towards the young, and try …

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Introduction / Context: This rearrangement question deals with the social issue of the generation gap between older people and the youth. The four parts describe the problem and propose solutions for both elders and young people. To arrange them in the correct logical order, we must identify where the problem is introduced, how the argument develops and in what sequence the responsibilities of elders and youth are discussed. The final paragraph should read smoothly and show a sensible cause and effect relationship between the widening gap and the suggested remedies. Given Data / Assumptions: R describes the present situation: the generation gap has widened so much that old and young live in separate worlds. P suggests what elders should do: adopt a sympathetic approach and understand the feelings and problems of the young. S suggests what the youth should realise: they lack experience of life. Q continues about the youth: they should value the advice and counsel of elders. We assume the paragraph will start with the problem statement and then move to solutions involving both age groups. Concept / Approach: The best method for such questions is: Find the sentence that introduces the topic; here it is the description of the generation gap. Group together sentences that talk about elders and those that talk about the youth. Check pronouns such as "they" in Q to see which noun it refers to. Arrange the solution sentences so that elders' responsibilities and youths' responsibilities follow the problem logically. This structured approach helps determine a sequence that maintains clarity and coherence. Step-by-Step Solution: Step 1: R is clearly the introductory sentence because it defines the extent of the generation gap and describes the two age groups living in separate worlds. Step 2: Once the problem is stated, it is natural to talk about how to bridge the gap. P does this by recommending that elders adopt a sympathetic attitude and understand the young, so P follows R. Step 3: After discussing the role of elders, the logical move is to discuss the responsibility of the youth. S states that the youth should realise they have no real experience of life. Step 4: Q then naturally follows S because "They should, therefore, value the advice and counsel of the elders" refers back to "The youth" in S. The "therefore" clearly links the lack of experience with the need to respect elders' guidance. Step 5: Thus, the correct coherent order is R (problem), P (elders' role), S (realisation of youth), Q (youth valuing elders). Verification / Alternative check: If we read the sequence RPSQ as a continuous paragraph, it begins with a description of the generation gap and then offers a balanced solution from both sides. Any other order leads to pronoun confusion or an unbalanced discussion. For example, RSQP would put S and Q before P, so the youth are advised to value elders before we even discuss what elders should do to bridge the gap. PQRS starts with P which mentions "this generation gap" without defining it first, and RPQS splits the two youth-related sentences S and Q, weakening the connection between "The youth" and "They". This confirms that RPSQ is the only arrangement that keeps the meaning precise. Why Other Options Are Wrong: RSQP: Ends with P, which again talks about bridging the gap, giving the paragraph an unfinished feel and disturbing the logical flow. PQRS: Refers to "this generation gap" in P before introducing the concept in R, which is confusing for the reader. RPQS: Splits the two sentences about the youth and puts P between them, which is grammatically possible but logically weaker and less cohesive. Common Pitfalls: Many learners jump to a sequence simply because sentences look grammatically correct together. The bigger challenge is to maintain logical progression and proper pronoun reference. Another pitfall is to overlook words like "therefore" which signal a cause and effect link, here between S and Q. In rearrangement questions, always scrutinise such connectors and ensure that the sentence which gives the reason comes before the sentence that draws the conclusion. Final Answer: The correct order of the parts is RPSQ, so the right option is RPSQ.

Question 17

Rearrange the following parts of the sentence to form a coherent paragraph about the achievements of science and their real basis. P: But the achievements of science have not come to human beings as a ripe apple falls in the lap of a man sitting und…

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Introduction / Context: This rearrangement question focuses on the theme of science as a boon and the effort behind scientific achievements. The sentences discuss the benefits of science, clarify that these benefits did not arrive effortlessly and explain how they are based on hard work rather than mere observation. To answer correctly, we must identify how an author would typically introduce such an idea, contrast appearance and reality, and conclude with an explanation of the true basis of scientific progress. Given Data / Assumptions: S states that there is no doubt that science has been the greatest boon to human beings. P adds that the achievements of science did not come easily like a ripe apple falling into a person's lap. Q says science is not just the result of observation and experience. R explains that it is the result of centuries of hard work at serious personal risk. We assume the paragraph will start with a general statement about science, then explain that its achievements are not effortless, and finally show the true reason behind those achievements. Concept / Approach: The main approach is to: Locate the general introductory statement that sets the tone; here, S clearly states a broad claim about science as a boon. Identify the contrast or qualification to that statement using words like "But" in P. Connect Q and R, which form a logical pair: Q negates a simplistic view, and R supplies the correct view. Ensure that pronouns like "It" in R refer back clearly to "Science" in Q or S. This method helps us see the natural progression from praise to misconception removal to explanation. Step-by-Step Solution: Step 1: S is a natural opening sentence because it broadly states that science is the greatest boon to human beings and needs no prior context. Step 2: P follows S well because it begins with "But", which contrasts the boon of science with the reality that its achievements have not fallen effortlessly into our laps. Step 3: After clarifying that achievements are not effortless, Q further refines our understanding by saying that science is not just the result of observation and experience. Step 4: R comes immediately after Q and uses "It is, on the other hand" to provide the real explanation: science results from centuries of hard work, often risky and demanding. Step 5: Reading S-P-Q-R as a full paragraph gives a smooth argumentative flow from praise, to warning against a simplistic view, to correction and final explanation. Verification / Alternative check: Reading SPQR as a continuous paragraph confirms the logic. The first sentence praises science; the second adds that these achievements did not come easily; the third clears misconceptions about the process behind science; the fourth provides the hard work explanation. Any other order disrupts the structure. For example, QPRS begins with a somewhat technical statement about what science is not, which is less natural as an opening. SQRP or QRPS place "But" P or "on the other hand" R in positions where the contrast is unclear or the referent of "It" is not clearly established. Why Other Options Are Wrong: QRPS: Starts with Q, which feels abrupt because it gives a negative without first stating the positive value of science. QPRS: Delays the broad boon statement S till the end, which weakens the introduction and conclusion. SQRP: P is not placed immediately after S, so the contrast introduced by "But" in P gets lost. Common Pitfalls: One common error is ignoring logical connectors like "But" and "on the other hand", which are vital for determining correct order. Another mistake is assuming that any sentence that looks general, such as Q, can start a paragraph even when it actually functions as a correction of a previous misconception. Examine attitude markers like "no doubt", "but", "not just" and "on the other hand" carefully, because they reveal the author's argumentative strategy. Final Answer: The correct sequence is SPQR, so the correct option is SPQR.

Question 18

Rearrange the following parts of the sentence to form a coherent paragraph about the social and devotional importance of the Ramayana. P: It is said that the great poet Tulsi Dass composed it under divine inspiration. Q: The Ramayana is a book of gr…

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Introduction / Context: This item tests the ability to arrange sentences to form a short, coherent paragraph about the Indian epic Ramayana. The four parts cover its importance, authorship, content and the way people treat it. To form a logical paragraph, we need to decide what acts as the topic sentence, which sentences expand the idea and which sentence naturally serves as a conclusion. Since the passage is descriptive, we also look for the smoothest narrative order rather than a cause and effect argument. Given Data / Assumptions: Q introduces the Ramayana directly and states that it is a book of great social importance. P tells us that the great poet Tulsidas composed it under divine inspiration. R states that it is full of devotional songs and social wisdom. S remarks that people read it and worship it. We assume the paragraph should first present the work, then talk about its origin and content, and finally mention readers' behaviour towards it. Concept / Approach: For descriptive rearrangement questions: Identify the sentence that introduces the subject by name and states its general importance. This is usually the best opener. Place background or authorship information immediately after the introduction. Follow with details about what the work contains. Conclude with the reaction of people or the impact of the work. This progression mirrors how a writer normally talks about a famous text or object from general introduction to specific detail to impact. Step-by-Step Solution: Step 1: Q must come first because it names the Ramayana and labels it a book of great social importance. Without Q, the pronoun "it" in P and R has no clear antecedent. Step 2: After introducing the Ramayana, P naturally follows by providing authorship and divine inspiration details about how Tulsidas is believed to have composed it. Step 3: Next, R continues the description by giving information about the content: devotional songs and tenets of social wisdom. This explains why it has social importance. Step 4: Finally, S is a suitable concluding sentence, explaining how people respond to the Ramayana in practice: they read it and worship it, which underlines its devotional character. Step 5: Therefore, QPRS forms a smooth and logically ordered paragraph that moves from identification to background, to content, to public response. Verification / Alternative check: When we read QPRS in order, the paragraph feels complete and natural. Starting with P (as in PQRS) is unsatisfactory, because "It is said that the great poet Tulsidas composed it" refers to an "it" that has not yet been introduced. Ending with Q or P leaves the mention of worship and devotion in an awkward place in the middle. The only arrangement where pronoun references and the order of ideas all fit is QPRS. Why Other Options Are Wrong: PQRS: Begins with authorship and uses "it" without introducing "the Ramayana", which confuses readers. RQPS: Starts by describing contents with "It is full...", again using "it" before naming the epic. SPRQ: Opens with people reading and worshipping "it", which lacks context until much later. Common Pitfalls: Students often ignore pronoun references ("it") and jump to any sentence that looks interesting as the start. Another pitfall is to think that mentioning worship must immediately follow mention of devotional songs; however, logical expository writing usually moves from naming the subject to origin to content to impact. Always check which sentence first introduces the proper noun or main subject; that will almost always be the correct starting point in such descriptive paragraphs. Final Answer: The correct sequence of the sentences is QPRS, so the right option is QPRS.

Question 19

Rearrange the following parts of the sentence to form a coherent paragraph about egocentric fixation, negative mental states and meditation. P: When these negative states manifest, our souls, minds and bodies suffer through conditions such as depres…

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Introduction / Context: This rearrangement question deals with psychological and spiritual ideas about egocentric fixation, negative mental states and the role of meditation. The four parts, P, Q, R and S, discuss where egocentric fixation resides, how negative states behave, the suffering they cause, and how meditation can help. We must place them in an order that moves from defining the problem to describing its effects and then to the remedy. Because the sentences use pronouns like "these negative states", the order must preserve clear references. Given Data / Assumptions: R states that egocentric fixation resides in a negative mental state. Q explains that these negative states hide in our consciousness and may manifest permanently or occasionally. P describes the suffering of our souls, minds and bodies when these negative states manifest. S explains that meditation reveals the state of egocentric fixation and frees people from suffering. We assume the paragraph should first identify the core concept (egocentric fixation), then describe negative states, then show their harmful effects and finally present meditation as the solution. Concept / Approach: For conceptual passages like this: Start with the broad defining statement about the core term, here "egocentric fixation". Follow with statements that clarify aspects of that term, such as where it resides and how it behaves. Then show the consequences or symptoms that arise when the term becomes active. Conclude with the remedy, method or solution that addresses the problem. Pronoun references like "these negative states" also show that some explanation of negative states must precede details about suffering. Step-by-Step Solution: Step 1: R introduces the core concept by directly stating, "Egocentric fixation resides in a negative mental state." This is a natural starting point because it defines the subject. Step 2: Q then elaborates on "these negative states" that are mentioned or implied in R, explaining how they hide in our consciousness and may manifest at different times. Step 3: P follows naturally because it discusses what happens "when these negative states manifest", describing the suffering they cause in souls, minds and bodies. Step 4: Finally, S presents the positive resolution: meditation reveals the state of egocentric fixation and frees people from suffering by helping them see their negative tendencies clearly. Step 5: Putting RQPS together, we obtain a logical narrative: definition of the problem, behaviour of the negative states, their effects, and the spiritual remedy. Verification / Alternative check: Reading RQPS as one paragraph gives a clear flow from start to finish. Other sequences cause referential confusion. For example, RSQP would jump from defining egocentric fixation to meditation before we know what suffering looks like. PQRS tries to start with suffering but uses "these negative states" without introducing them first. RQSP leaves P for last, which would end the paragraph on suffering instead of the remedy, creating an unbalanced tone. Only RQPS satisfies both logical order and thematic closure. Why Other Options Are Wrong: RSQP: Moves from definition to solution prematurely, then backtracks to description of negative states, which is not a natural argumentative order. RQSP: Ends with description of hidden negative states after presenting the remedy, which disrupts coherence. PQRS: Starts with effects of "these negative states" before explaining what they are or how they hide in consciousness. Common Pitfalls: Learners sometimes choose an order based only on the apparent positivity of the final sentence, assuming that any hopeful statement should conclude the paragraph, but they forget to check all pronoun references and logical steps in between. Another pitfall is ignoring words like "these" or "when they manifest", which clearly depend on earlier mention of "negative states". When doing such questions, always trace each pronoun back to a specific noun and make sure the noun appears earlier in the paragraph. Final Answer: The correct logical order is RQPS, so the correct option is RQPS.

Question 20

Rearrange the following parts of the sentence to form a coherent paragraph about youth frustration and the cult of violence. P: Added to this is their economic dissatisfaction. Q: The youth get frustrated when they see a great deal of disparity betw…

Accepted Answer

Introduction / Context: This question asks us to arrange four parts into a coherent paragraph describing causes of youth frustration and resulting violence. The sentences mention disparity between theory and practice, doubts about the usefulness of learning, economic dissatisfaction and the emergence of a cult of violence. The aim is to order them from initial cause through intermediate feelings to final consequences. Recognising sequence markers like "This causes" and "Added to this" is crucial. Given Data / Assumptions: Q states that youth are frustrated when they see a big gap between theory and its application. S says this situation causes them to wonder whether what they learnt will come into use or go to waste. P notes that economic dissatisfaction is added to this frustration. R concludes that all these factors combine to produce a cult of violence. We assume "This causes" in S refers back to the situation described in Q, and "Added to this" in P refers to frustration plus doubt described in Q and S. Concept / Approach: The rearrangement can be solved through: Identifying the sentence that sets up the initial condition or problem (here, Q about frustration). Finding cause and effect connectors like "This causes" (S) which must follow the condition it refers to. Using additive connectors like "Added to this" (P) which must refer to all earlier factors. Leaving the summarising statement (R) that blends "all these factors" for the end. This approach ensures that each connector links backward correctly to an already described idea. Step-by-Step Solution: Step 1: Q is the natural starting point because it introduces the basic problem: youth see a wide gap between theory and application and become frustrated. Step 2: S must follow Q, since it begins with "This causes them to wonder...", where "This" clearly refers to the frustration mentioned in Q. Step 3: P now fits logically because "Added to this is their economic dissatisfaction" must come after the earlier psychological factors (frustration and doubt) have been described. Step 4: R then summarises: "All these factors blend together and give rise to a cult of violence." The phrase "All these factors" refers to the dots we have connected in Q, S and P. Step 5: Therefore, the sequence QSPR expresses a clear causal chain from educational disparity to internal doubt, economic dissatisfaction and finally violence. Verification / Alternative check: Read QSPR as a complete paragraph and notice that there are no unresolved pronouns or broken references. Q and S are tightly linked by "This causes", P expands the list of causes with "Added to this", and R wraps everything up by saying that these combined causes lead to a cult of violence. Other orders break these links. For example, QPRS places economic dissatisfaction before the doubt mentioned in S, which makes the direction of "This causes" unclear. QSRP separates the final effect R from the sentence that best prepares it, and SPQR wrongly attempts to start the paragraph with a pronoun "This" that has no antecedent yet. Why Other Options Are Wrong: QPRS: Does not respect the "This causes" link and interrupts the flow from emotional response to economic dissatisfaction. QSRP: Ends with P, leaving the dissatisfaction point hanging rather than showing its outcome. SPQR: Begins with S, using "This" without any context, which is grammatically and logically weak. Common Pitfalls: Candidates often focus only on topic words like "youth" and "violence" and ignore connective phrases such as "This causes" or "Added to this". However, these little expressions are powerful indicators of sentence order. Another mistake is to treat the most dramatic sentence, usually the one mentioning violence, as the introduction. In analytical paragraphs, consequences almost always come after the detailed description of causes. Final Answer: The correct order of the parts is QSPR, so the correct option is QSPR.

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