11. Rearrange the following parts (1, 2, 3 and 4) in proper sequence to obtain a correct sentence.
1. its best 2. is simply 3. science 4. the common sense at
A. 1, 2, 4, 3 B. 4, 2, 1, 3 C. 2, 3, 4, 1 D. 3, 2, 4, 1
Correct answer: D. 3, 2, 4, 1
The sentence is:
Science is simply the common sense at its best.
Step-by-step arrangement:
• 3. science – Subject of the sentence.
• 2. is simply – Linking verb + adverb.
• 4. the common sense at – Complement phrase.
• 1. its best – Completes the prepositional phrase “at its best.”
Final sentence:
Science is simply the common sense at its best.
In the question below, there is a sentence with jumbled-up parts. Rearrange these parts, which are labeled A, B, C and D to produce the correct sentence. Choose the proper sequence. A. She saw her opportunity B. to make amends C. when he came to her home D. to borrow some sugar. A. bcda B. bcad C. adbc D. abcd
Correct sequence is adbc.
Explanation:
• A. She saw her opportunity: This establishes the initial action. She recognizes a chance to act.
• D. to borrow some sugar: This clarifies the reason he came to her home.
• C. when he came to her home: This sets the context for the opportunity.
• B. to make amends: This explains her motivation for seizing the opportunity. Why other options are incorrect:
bcda: This puts the reason for his visit before the opportunity she saw, which doesn’t make logical sense.
bcad: This starts with the reason for borrowing sugar, which doesn’t flow logically into the opportunity she saw.
abcd: This places the opportunity after the reason for his visit and before the context, creating an awkward sequence.
The Proper sequence should be: 1 : What we would like to judge P : in this comprehension exercise,
Q : the difficult words, phrases and sentence fragments R : and also the meanings of S : is your grasp of the content 6 : that constitute the paragraph. The Proper sequence should be: A. PSRQ B. QPSR C. RQPS D. SRQP
Correct Answer: A. PSRQ
Explanation: Part P: “in this comprehension exercise”
Contextual Information (Setting the Scene):
The sentence starts with contextual information, telling us where the judgment applies. The phrase “in this comprehension exercise” sets the stage for what is being discussed.
Rule: The context or setting usually comes at the beginning of the sentence to introduce what is being discussed, and it helps frame the rest of the sentence.
Example:
• “In this article, we will explore the impact of technology.”
• “In this session, we will focus on grammar rules.”
Part S: “is your grasp of the content”
Subject and Main Verb (What is being judged):
After setting the context, we move to the subject and verb of the sentence. The subject here is “your grasp of the content”, and the verb is “is”. This tells us exactly what is being judged: the understanding of the content.
Rule: After the context is established, the subject and the main verb come next to define what is being evaluated.
Example:
• “The focus of this exam is your ability to analyze the text.”
• “What we are judging is your presentation skills.”
Part R: “and also the meanings of”
Conjunction (Adding More Information):
The phrase “and also” is a conjunction that adds further information to the evaluation. The conjunction “and also” introduces additional aspects of the judgment, which in this case, is the evaluation of “the meanings of” certain words, phrases, and sentence fragments.
Rule: The conjunction “and” is used to link ideas together, and “also” adds further information. In a list of things being evaluated, we use this conjunction to link additional aspects.
Example:
• “We judge not only your writing skills but also your ability to present your ideas clearly.”
• “The evaluation includes grammar and also vocabulary usage.”
Part Q: “the difficult words, phrases, and sentence fragments”
Specific Details (What exactly is being evaluated):
The phrase “the difficult words, phrases, and sentence fragments” specifies what exactly is being evaluated. These are the specific components of the content that are being tested.
Rule: After introducing the subject, verb, and general description, we usually follow with specific details that clarify what is being examined.
Example:
• “The exam will test your understanding of vocabulary, sentence structure, and reading comprehension.”
• “The assessment will focus on punctuation, spelling, and grammar rules.”
Final Sentence:
“What we would like to judge is your grasp of the content, and also the meanings of the difficult words, phrases, and sentence fragments in this comprehension exercise.”
It was true that P : the pet dog Q : would never sleep anywhere R : we once had S : except on the sofa The Proper sequence should be: A. PQSR B. PRQS C. RPQS D. SPQR
Correct Answer: B. PRQS
The correct sequence is PRQS because:
• P introduces the subject (the pet dog),
• R gives the context (we once had the dog),
• Q explains the behavior of the dog (would never sleep anywhere),
• S specifies the location (except on the sofa). Final Sentence:
“It was true that the pet dog we once had would never sleep anywhere except on the sofa.”
In the question below, there is a sentence with jumbled up parts. Rearrange these parts, which are labelled A, B, C and D to produce the correct sentence. Choose the proper sequence. A. I wanted to tell her B. not to talk to him C. not listen to me. D. but she would A. abcd B. abdc C. adbc D. bcad
Correct answer: B. abdc
Explanation: Part A: “I wanted to tell her”
Subject and Action:
The sentence starts with “I wanted to tell her,” which introduces the speaker’s intention to communicate something to her.
Rule: The subject (“I”) and the verb (“wanted to tell”) come first, establishing the action the speaker wants to perform. Part B: “not to talk to him”
Direct Object/Message:
Next, we describe what the speaker wanted to tell her — “not to talk to him.”
Rule: After the subject and action, the content of the message or instruction is stated. Part D: “but she would”
Contrast:
“but she would” introduces a contrast to the speaker’s intention, showing that despite the request, she did something else.
Rule: The contrasting part typically follows the initial statement to show what happened differently from what was expected. Part C: “not listen to me.”
Main Action:
Finally, we explain what she actually did — “not listen to me.”
Rule: The sentence concludes by explaining the result of the action or the behavior being contrasted. Final Sentence:
“I wanted to tell her not to talk to him, but she would not listen to me.”
The Proper sequence should be: A. The CEO B. of making the right decision C. was not scared D. despite a loss in profits A. abcd B. abdc C. acbd D. bcda
Correct Answer: C. acbd Start with “A” (“The CEO”)
The sentence begins with “The CEO”, which is the subject of the sentence. It introduces who is being talked about.
Example:
“The CEO…” Next, use “C” (“was not scared”)
After introducing the subject, we describe what the CEO did. The phrase “was not scared” tells us the state of the CEO.
Example:
“The CEO was not scared…” Then, use “B” (“of making the right decision”)
The phrase “of making the right decision” explains why the CEO was not scared. It shows the reason the CEO was confident — because he made the right decision.
Example:
“The CEO was not scared of making the right decision…” Finally, use “D” (“despite a loss in profits”)
The phrase “despite a loss in profits” provides the condition under which the CEO remained unscared. This is the contrast that adds depth to the sentence.
Example:
“The CEO was not scared of making the right decision, despite a loss in profits.” Final Sentence:
“The CEO was not scared of making the right decision, despite a loss in profits.”
The Proper sequence should be: A. She wondered if B. work hard for a living C. he would ever D. because he was so rich. A. abcd B. abdc C. acbd D. bcda
Correct answer: B. abdc
Explanation:
Part A: “She wondered if”
Main Action:
The sentence begins with “She wondered if,” which sets up the main action of wondering or questioning.
Rule: In a sentence expressing doubt or curiosity, “wondered if” is often used to introduce the question or uncertainty the subject (she) has.
Part B: “work hard for a living”
What is being questioned:
After the introduction, we follow with what she is wondering about: “work hard for a living.” This completes the question, focusing on whether the person in question works hard for a living.
Rule: After introducing the wondering, the next step is to clarify what is being questioned or doubted.
Part D: “because he was so rich”
Reason:
Next, “because he was so rich” provides the reason for the questioning. It explains why she is wondering whether he works hard for a living, given his wealth.
Rule: In English, explanations or reasons typically follow the main action or question, offering clarity on why something is being asked or considered.
Part C: “he would ever”
Main Subject/Action:
Finally, we complete the thought by describing “he would ever” as part of the main action of whether he works hard or not.
Rule: The subject and the verb (in this case, “he would ever”) generally follow the phrase describing the reason.
Additional Notes:
• The sequence abdc logically introduces the action (wondering), specifies what is being questioned (working hard), provides a reason for the question (being rich), and finishes with the subject’s action or state.
• The other options do not maintain a coherent or grammatically correct flow.
All religious are P : to advance the cause of peace Q : in a holy partnership R : justice and freedom S : bound together The Proper sequence should be: A. PQRS B. PRQS C. SPQR D. SQPR
Correct answer: D. SQPR
Explanation:
Part S: “bound together”
Main Statement:
The sentence begins with “bound together,” indicating that the subject (religions) is connected or united in some way.
Rule: The main idea of the sentence often comes first, and in this case, the idea of being “bound together” sets the tone for the rest of the explanation.
Part Q: “in a holy partnership”
Clarification:
Next, we clarify the nature of this unity — “in a holy partnership.” This tells us how the religions are bound together, emphasizing the spiritual or sacred aspect of the connection.
Rule: After introducing the main idea, we often follow it with additional details that describe the nature of the relationship or context.
Part P: “to advance the cause of peace”
Purpose:
Now, we explain the purpose of the religious unity — “to advance the cause of peace.” This reveals the reason or goal for the religions being bound together.
Rule: After explaining the nature of the relationship, it’s common to provide the objective or goal that the union aims to achieve.
Part R: “justice and freedom”
Additional Goals:
Finally, we mention additional values or goals associated with the unity — “justice and freedom.” These complement the cause of peace, rounding out the idea of what the partnership is working toward.
Rule: After stating the primary goal, it’s natural to list further objectives or values that align with the central purpose.
Additional Notes:
• The sequence SQPR presents the idea logically by first stating the unity, then explaining the nature of the unity, followed by the purpose and additional goals.
• The other options do not maintain a smooth or coherent flow.
1 : I have not come P : even if it means some humiliation Q : but the boy must learn R : to complain, he said, S : to be honest 6 : and admit he broke our window pane. The Proper sequence should be: A. PRQS B. QSPR C. RQSP D. SPRQ
Correct answer: C. RQSP
Explanation:
Part R: “to complain, he said,”
Introduction:
The sentence begins with “to complain, he said,” which sets up the action or the statement made by the speaker.
Rule: In indirect speech, we often begin with the person speaking and their action (e.g., “he said”).
Part Q: “but the boy must learn”
Main Point:
After introducing what was said, we follow up with the main message — “but the boy must learn”. This introduces the key lesson the speaker is trying to convey.
Rule: After introducing the action or the speech, we typically follow it with the central point or message being communicated.
Part S: “to be honest”
Objective/Goal:
Next, we clarify what the boy must learn — “to be honest.”
Rule: The objective of the lesson (honesty) follows naturally after stating what the boy needs to learn.
Part P: “even if it means some humiliation”
Condition:
Finally, we add the condition that comes with learning to be honest — “even if it means some humiliation.” This part highlights the possible consequence of being honest.
Rule: After stating the lesson, it is common to follow up with conditions or consequences related to that lesson.
Additional Notes:
• The sequence RQSP presents a logical flow: the action, the lesson, the goal, and the consequence.
• The other options disrupt the natural progression of the thought process.
1 : The establishment of Delhi Sultanate P : new features in art and architecture Q : and their diffusion to all parts of the country R : saw the introduction of S : leading the growth of 6 : India’s composite culture. The Proper sequence should be: A. PRSQ B. PSQR C. RPQS D. SPQR
Correct answer: C. RPQS
Explanation:
Part R: “saw the introduction of”
Main Action:
The sentence begins with “saw the introduction of”, which is the main action of the sentence. It sets up the fact that the establishment of the Delhi Sultanate marked the beginning of something significant.
Rule: The main action or event that defines the subject of the sentence (here, the establishment of the Delhi Sultanate) comes at the beginning.
Part P: “new features in art and architecture”
Details of the Introduction:
After the main action, we specify what was introduced — “new features in art and architecture.”
Rule: After introducing the event, it is typical to provide the details about what was introduced or changed. Here, it’s related to art and architecture.
Part Q: “and their diffusion to all parts of the country”
Expansion/Effect:
Next, we describe the effect or outcome of the introduction of new features — “and their diffusion to all parts of the country.”
Rule: After explaining what was introduced, it is common to explain how it spread or influenced the larger context (in this case, the entire country).
Part S: “leading the growth of”
Consequence:
Finally, we explain the result of this diffusion: “leading the growth of” — this refers to the cultural transformation resulting from the spread of these features.
Rule: After describing the spread or influence, it is logical to conclude with the result or consequence of the initial change.
Additional Notes:
• The sequence RPQS flows logically, starting with the main event (establishment of Delhi Sultanate), followed by the introduction of new features, their spread, and the cultural impact.
• The other options do not follow a natural or coherent order.
