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Question 1 / 20
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1
A person at midnight: he did not know what should I do? The proper sequence of events is as follows:
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Solution: Step 1: Analyze the given segments for logical flow. Step 2: The segments are: P (did not know), Q (was worried, and), R (heard the hue and cry), S (what should I do?). Step 3: The logical sequence starts with an event (R), followed by an emotional response (Q), then uncertainty (P), and ends with a question (S). Step 4: This results in the sequence RQPS. Step 5: Verify that RQPS creates a coherent narrative: "At midnight, he heard the hue and cry, was worried, and did not know what should I do?"
2
Arrange the given sentences P, Q, R, S in a coherent sequence to logically complete the narrative starting with S1 and ending with S6, describing Minnie's shopping experience.
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Solution: Step 1: Start with S1, 'Minnie went shopping one morning.' Step 2: R 'She drove her car into the parking lot and stopped.' logically follows S1 as the first action upon arriving. Step 3: Q 'She got out and walked to the nearest shop.' logically follows R, as she would get out after stopping the car. Step 4: S 'It was there that she realised that she'd forgotten her purse at home.' describes an event happening at the shop. Step 5: P 'Disappointed She turned around and returned to the parking lot.' describes Minnie's reaction and subsequent action based on S. Step 6: S6 'She drove home with an empty basket.' concludes the narrative. Step 7: The correct sequence of the middle sentences is RQSP.
3
Rearrange the given sentences P, Q, R, and S to form a logical paragraph. The first and last sentences are provided.
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Solution: Step 1: Understand the given sentences and the context provided by the first (S1) and last (S6) sentences. S1: The physics exam paper was quite tough this year. S6: Hopefully the school will have higher passing percentage this time. Step 2: Analyze each sentence to determine its logical position in the paragraph. - R: Only 40% of the total students scored the passing marks. This directly relates to the difficulty mentioned in S1. - S: The principal was quite disappointed with this result. This logically follows R as it describes a reaction to the low pass rate. - Q: Thus, has asked all failed students to appear for exam again. This presents an action taken in response to S. - P: The physics test paper is now being designed by some junior teacher. This seems to provide additional context or a potential reason. Step 3: Arrange the sentences in a coherent order. The logical sequence is: S1 (introduction), R (consequence), S (reaction), Q (action), P (additional context or reason). This matches option RSQP. Step 4: Verify that the chosen sequence creates a coherent and logical paragraph.
4
Arrange the sentence fragments P, Q, R, and S to form a grammatically correct and coherent sentence, starting with 'He was so kind and generous that'.
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Solution: Step 1: The sentence starts with 'He was so kind and generous that'. This requires the correlative conjunction 'not only... but also'. Step 2: Begin with 'he not only' (P). Step 3: State the first action: 'helped them himself' (S). Step 4: Introduce the second part: 'but also' (R). Step 5: State the second action: 'made others do so' (Q). Step 6: Combine the segments in the order PSRQ. Complete sentence: "He was so kind and generous that (P) he not only (S) helped them himself (R) but also (Q) made others do so."
5
Reorder the given sentences P, Q, R, S to form a coherent paragraph, given S1 as the opening statement and S6 as the closing one.
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Solution: Step 1: S1 states that the future beckons. Sentence Q ('Where do we go and what shall be our endeavour?') poses a question that directly addresses the implications of the future beckoning, making it a natural follow-up. S1-Q establishes the core inquiry. Step 2: Sentence S ('It will be to bring freedom and oppurtunity to the common man.') directly answers the 'what shall be our endeavour?' part of Q, outlining a primary goal. Q-S is a direct question-answer link. Step 3: Sentence R ('We shall also have to fight and end poverty, ignorance and disease.') uses 'also' to add another crucial aspect of the 'endeavour' identified in S, expanding on the challenges and goals. S-R extends the list of objectives. Step 4: Sentence P ('In fact we have hard work ahead.') serves as a concluding statement for the list of tasks (S and R), emphasizing the effort required before moving to the final call to action in S6. R-P summarizes the effort needed. Step 5: S6 ('There is no resting for any one of us till we redeem our pledge in full.') provides a strong, final motivational statement, directly connecting to the 'hard work ahead' mentioned in P. Step 6: The correct sequence is S1-Q-S-R-P-S6.
6
Determine which of the given options should be the third sentence in the paragraph.
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Solution: Step 1: Read all the given sentences carefully to understand the overall theme and context. Step 2: Look for introductory sentences that establish the main idea or topic. Step 3: Identify linking words, pronouns, and conjunctions to connect sentences logically. Step 4: Determine the chronological order or cause-and-effect relationships between sentences. Step 5: Search for concluding sentences that summarize the paragraph or provide a final thought. Step 6: Arrange the sentences in a coherent sequence and then select the sentence that fits the specified position (e.g., third sentence).
7
Arrange the given segments (P, Q, R, S) to form a coherent and grammatically correct sentence, following the introductory phrase 'I don't remember'.
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Solution: Step 1: The introductory phrase is 'I don't remember'. The segments are P: 'I saw a man dying in front of a hospital', Q: 'but when I left lucknow in 1984', R: 'hit apparently by a fast moving car', S: 'the exact date'. Step 2: S ('the exact date') is the object of 'remember'. So, 'I don't remember the exact date'. Step 3: Q ('but when I left lucknow in 1984') introduces a contrasting event and time, indicating a specific period despite not remembering the date. So, SQ forms a logical flow. Step 4: P ('I saw a man dying in front of a hospital') describes the event that happened at the time mentioned in Q. Step 5: R ('hit apparently by a fast moving car') is a participial phrase that describes the 'man dying'. Step 6: Combine the segments in the order SQPR: 'I don't remember the exact date, but when I left Lucknow in 1984, I saw a man dying in front of a hospital, hit apparently by a fast moving car.' The sentence is well-structured and conveys clear information.
8
Select the option that correctly represents the second sentence in the paragraph.
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Solution: Step 1: Read all the given sentences carefully to understand the overall theme and context. Step 2: Look for introductory sentences that establish the main idea or topic. Step 3: Identify linking words, pronouns, and conjunctions to connect sentences logically. Step 4: Determine the chronological order or cause-and-effect relationships between sentences. Step 5: Search for concluding sentences that summarize the paragraph or provide a final thought. Step 6: Arrange the sentences in a coherent sequence and then select the sentence that fits the specified position (e.g., second sentence).
9
Determine which of the given options logically represents the sixth sentence in the correctly ordered paragraph.
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Solution: Step 1: Carefully read all the scrambled sentences to grasp the general topic and context. Step 2: Identify the most likely opening sentence. This sentence usually introduces the main idea and stands independently. Step 3: Look for logical connections, cause-and-effect relationships, and sequences of events or ideas. Step 4: Pay attention to grammatical links, such as pronoun-antecedent references and the use of conjunctions or transition words. Step 5: Try to group sentences that discuss related ideas or elaborate on a specific point. Step 6: Determine the concluding sentence, which often wraps up the discussion or provides a summary. Step 7: Once a coherent order for all sentences is established, identify which sentence number occupies the sixth position in that ordered sequence.
10
Reorder the jumbled parts P, Q, R, and S to construct a grammatically correct and logical sentence, starting with 'It would'.
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Solution: Step 1: The sentence starts with 'It would'. The logical next phrase is 'appear from his statement' (P). Step 2: What would appear? 'that he was quite in the dark' (S). Step 3: Dark about what? 'about the policy of management' (Q). Step 4: In what context? 'in dealing with the strike' (R). Step 5: Combine the segments in the order PSQR. Complete sentence: "It would (P) appear from his statement (S) that he was quite in the dark (Q) about the policy of management (R) in dealing with the strike."
11
Arrange the given segments (P, Q, R, S) into a coherent and grammatically correct sentence, starting with 'If you need help'.
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Solution: Step 1: The sentence begins with the introductory clause 'If you need help'. Step 2: The main action that logically follows is 'ask for attendants' (Q). Step 3: Describe the attendants: 'who have instructions' (S). Step 4: State the purpose of these instructions: 'to help our customers' (R). Step 5: Describe how the attendants should help: 'promptly and politely' (P). Step 6: Combine the segments in the order QSRP. Complete sentence: "If you need help, (Q) ask for attendants (S) who have instructions (R) to help our customers (P) promptly and politely."
12
Arrange the sentences P, Q, R, S to form a logical and complete paragraph, starting with S1 and concluding with S6, describing various attributes of sunbirds.
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Solution: Step 1: S1 'Sun birds are among the smallest of Indian birds.' introduces a primary characteristic. Step 2: S 'sun birds feed on nectar mostly and helped in pollination.' describes their main dietary habit and ecological role. Step 3: Q 'They do eat insects too.' adds a secondary aspect to their diet, complementing S. Step 4: P 'Though they are functionally similar to the humming birds of the New World, they are totally unrelated.' makes a comparison based on their feeding habits (S and Q). Step 5: R 'They are also some of the most brilliantly coloured birds.' introduces another distinct physical characteristic. Step 6: S6 'Our common sun birds are the purple sun bird, the glossy black species and purple rumped sun bird, the yellow and maroon species.' lists specific examples. Step 7: The correct sequence of the middle sentences is SQPR.
13
Arrange the sentences P, Q, R, S to form a cohesive paragraph, with S1 stating the universality of politeness and S6 advising against mocking different habits.
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Solution: Step 1: Read S1 and S6. S1 states that politeness is not confined to one nation or race. S6 advises against mocking others' habits. Step 2: Analyze the given sentences (P, Q, R, S) for logical connections. * S1: Politeness is universal. * R: It is a quality to be found among all peoples and nations in every corner of the earth. This immediately expands on S1's assertion of universality. * P: One may observe that a man of one nation will remove his hat or fold his hands by way of greetings when he meets someone he knows. This provides a specific example of a custom related to politeness. * S: Obviously, each person follows the custom of his particular country. This explains why customs, like those in P and Q, differ by country. * Q: A man of another country will not to do so. This contrasts with the example in P, illustrating the variety of customs. * S6: In any case, we should not mock at others habits. (Follows naturally from the discussion of diverse customs). Step 3: The sequence RPSQ creates a logical flow: general statement of universality (R) -> example of one custom (P) -> explanation for customs differing (S) -> contrasting example of another custom (Q), leading to the conclusion in S6.
14
Rearrange the given segments P, Q, R, and S to form a grammatically correct and coherent sentence, starting with 'He knew that'.
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Solution: Step 1: The sentence starts with 'He knew that'. The subject of the 'that' clause is 'the duty of a captain' (S). Step 2: The predicate of the 'that' clause is 'was to save all the lives' (Q). Step 3: Which lives? 'entrusted to his care' (R). Step 4: What else was part of his duty? 'and then to save himself' (P). Step 5: Combine the segments in the order SQRP. Complete sentence: "He knew that (S) the duty of a captain (Q) was to save all the lives (R) entrusted to his care (P) and then to save himself."
15
Arrange the sentences P, Q, R, S to form a cohesive paragraph, where S1 introduces man's historical use of solar energy and S6 concludes with atomic energy.
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Solution: Step 1: Read S1 and S6. S1 states that man has used energy from the sun throughout history. S6 introduces 'This energy comes from inside atoms', implying a different source. Step 2: Analyze the given sentences (P, Q, R, S) for logical connections. * S1: Man has used solar energy. * P: Today, when we burn wood or use electric current we are drawing an energy. This gives examples of current energy sources. * S: This has come from the sun. 'This' refers to the energy from P, clarifying its ultimate source. * R: All our ordinary life depends on sun. This is a general statement reinforcing the importance of the sun's energy, summarizing the preceding points. * Q: However we now have a new supply of energy. 'However' introduces a contrast, signaling a shift from solar-dependent energy to a new type, which is implied by S6. * S6: This energy comes from inside atoms. (Connects with 'new supply' from Q). Step 3: The sequence PSRQ logically progresses from historical/current solar-derived energy (S1, P, S, R) to the introduction of a new, contrasting energy source (Q), which S6 then identifies.
16
Reorder the jumbled sentences P, Q, R, S to form a coherent paragraph, with S1 as the opening and S6 as the closing sentence.
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Solution: Step 1: S1 sets up the scene: a gentleman having two plates at dinner. Sentence Q ('One plate was for himself and other was for his cat.') immediately explains the purpose of the two plates, establishing a strong link between S1 and Q. Step 2: Sentence S ('He used to give the cat a piece of meat from his own plate.') describes the regular interaction, building on the presence of the cat's plate from Q. Q-S is a natural continuation. Step 3: Sentence P ('One day just as he sat down to dine, the cat rushed in to the room.') introduces a specific event or incident that breaks the routine, flowing from the general description in S. S-P creates a narrative shift. Step 4: Sentence R ('she drooped a mouse into her own plate and another into her master plate.') describes the cat's action, where 'she' refers to 'the cat' from P. This is the culmination of the incident and demonstrates the cat's gratitude. Step 5: S6 ('In this way the cat showed her gratitude to her master.') directly summarizes the action in R, confirming R-S6 as a strong link. Step 6: The proper sequence is S1-Q-S-P-R-S6.
17
Given S1 asking about the causes of chronic food shortage and S6 warning about impending starvation, arrange P, Q, R, S to explain the role of population explosion.
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Solution: Step 1: Read S1 and S6. S1 asks about the causes of chronic food shortage. S6 warns that 'This unprecedented growth can drag us to the doors of starvation very soon'. Step 2: Analyze the given sentences (P, Q, R, S) for logical connections. * S1: Causes of food shortage? * S: The chief cause is the population explosion. This directly answers the question posed in S1, identifying the main cause. * Q: Every year, we add more than a crore of persons to our population. This provides a specific piece of evidence or a detail illustrating the 'population explosion' mentioned in S. * P: To find for these growing new millions is desperate task. 'These growing new millions' refers to the 'crore of persons' mentioned in Q, describing the challenge created by this growth. * R: Despite stupendous efforts by our government, the population is growing unabated. This provides context, indicating that the problem persists despite intervention, and reinforces the idea of 'unprecedented growth' from S6. * S6: This unprecedented growth can drag us to starvation. (Connects to the ongoing problem). Step 3: The sequence SQPR forms a clear logical progression: S1 (question) -> S (main cause) -> Q (evidence of cause) -> P (consequence of evidence) -> R (context of the problem), leading to the concluding warning in S6.
18
Identify which sentence, from the provided options, should appear as the sixth sentence in the coherent paragraph sequence.
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Solution: Step 1: Carefully read all the scrambled sentences to grasp the general topic and context. Step 2: Identify the most likely opening sentence. This sentence usually introduces the main idea and stands independently. Step 3: Look for logical connections, cause-and-effect relationships, and sequences of events or ideas. Step 4: Pay attention to grammatical links, such as pronoun-antecedent references and the use of conjunctions or transition words. Step 5: Try to group sentences that discuss related ideas or elaborate on a specific point. Step 6: Determine the concluding sentence, which often wraps up the discussion or provides a summary. Step 7: Once a coherent order for all sentences is established, identify which sentence number occupies the sixth position in that ordered sequence.
19
Rearrange sentences P, Q, R, S to form a coherent narrative paragraph, given the introductory sentence S1 and concluding sentence S6.
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Solution: Step 1: S1 sets the scene: sitting at a cafe in Tangier. Sentence Q ('soon I felt the presence of someone standing alongside me.') introduces an event, a presence, that breaks the initial calm. S1-Q begins the incident. Step 2: Sentence S ('We had been cautioned about beggars and were told to ignore them.') provides context for the narrator's reaction to the presence in Q, explaining their likely assumption. Q-S establishes the initial interpretation of the situation. Step 3: Sentence R ('But this one wouldn't budge.') uses 'But' to contrast with the advice in S (to ignore them) and describes the persistence of 'this one' (the person from Q). S-R highlights the unusual persistence. Step 4: Sentence P ('At one point, he bent over with a big smile, showing me, a single gold tooth and a dingy fez.') describes the actions and appearance of the persistent person ('he' refers to 'this one' from R), building up to the eventual revelation. Step 5: S6 ('Finally a man walked over to me and whispered, "Hey buddy this guy is your waiter and he wants your order"') delivers the surprising twist, explaining the persistent person's true identity, which is preceded by P's description of the person. Step 6: The correct sequence is S1-Q-S-R-P-S6.
20
Arrange the given sentences P, Q, R, S in a logical order to form a coherent paragraph, with S1 as the introductory sentence and S6 as the concluding sentence.
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Solution: Step 1: S1 states 'I keep on flapping my big ears all day.' Sentence Q ('But children wonder why I flap them so.') introduces a contrasting perspective (children's wonder) about the action mentioned in S1. S1-Q sets up the inquiry. Step 2: Sentence P ('They also fear that I will flip them all away.') refers to 'children' from Q and adds another aspect to their misunderstanding, using 'also'. Q-P expands on the children's thoughts. Step 3: Sentence S ('But I know what I am doing.') uses 'But' to introduce the narrator's (the elephant's) own contrasting knowledge, moving from the children's perspective to its own. P-S shifts the viewpoint. Step 4: Sentence R ('I flap them so to make sure they are safely there on either side of my head.') provides the direct explanation of *why* the elephant knows what it's doing (S), revealing the reason for its actions. S-R offers the justification. Step 5: S6 ('Am I not a smart, intelligent elephant?') acts as a rhetorical question, humorously concluding based on the wise reason provided in R. Step 6: The correct sequence is S1-Q-P-S-R-S6.
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