📘 Quiz

Solution: Step 1: Read S1 and S6 to establish the context. S1: Wife urged him to give up smoking. S6: 'poor girl!' (an exclamation implying a twist or unfortunate irony). Step 2: Find a sentence that describes the decision or catalyst for quitting. Q, 'And so When I went to jail I said to myself I really must give it up...', links the past urging (S1) to a concrete decision. (S1-Q) Step 3: Connect Q. After deciding to quit (Q), the next logical step is the act of quitting. P states: 'I really gave it up'. (Q-P) Step 4: Connect P. Having successfully quit (P), the narrator would want to share this achievement upon returning. R describes this intention: 'When I emerged from jail, I wanted to tell her of my great triumph'. (P-R) Step 5: Connect R to S6. The narrator's anticipation (R) is met with a surprising, ironic reality described in S: 'But when I met her, there she was with a packet of cigarettes'. This directly leads to the 'poor girl!' exclamation of S6. (R-S-S6) Step 6: Combine the sequence: S1 - Q - P - R - S - S6. Step 7: The proper sequence of the jumbled sentences is QPRS.

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 second position in that ordered sequence.

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., fourth sentence).

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.

Solution: Step 1: S1 discusses 'self-determination in politics'. Sentence S ('Political subjection primarily means restraint on the outer life of people.') immediately defines a concept related to political self-determination, providing context for the discussion. S1-S establishes a key term. Step 2: Sentence P ('So long as one is conscious of a restraint, it is possible to resist it or to near it as a necessary evil and to keep free in spirit.') elaborates on the nature of 'restraint on the outer life' (S) and how it's perceived. S-P details the psychological aspect of political subjection. Step 3: Sentence Q ('Slavery begins when one ceases to feel that restraint and it depends on if the evil is accepted as good.') takes the concept of 'restraint' from P to its extreme, defining 'slavery' as a state where awareness of restraint is lost. P-Q develops the consequences of restraint. Step 4: Sentence R ('There is, however, a subtler domination exercised in the sphere of ideas by one culture to another.') introduces a contrasting idea using 'however', shifting from overt 'political subjection' (S, P, Q) to a more subtle 'cultural domination'. Q-R provides a transition to a new but related concept. Step 5: S6 ('Cultural subjection is ordinarily of an unconscious character and it implies slavery from the very start.') directly elaborates on 'cultural domination' introduced in R, describing its unconscious nature and immediate implication of slavery. Step 6: The correct sequence is S1-S-P-Q-R-S6.

Solution: Step 1: The introductory phrase is 'With her body'. The segments are P: 'dragging her unwilling feet', Q: 'weak and infirm', R: 'doubled with age', S: 'she persisted in her mission'. Step 2: R ('doubled with age') and Q ('weak and infirm') are descriptive phrases that characterize 'her body'. They logically follow each other as parallel descriptions of the body's state. So, RQ is a strong unit. Step 3: P ('dragging her unwilling feet') is a participial phrase describing an action related to her physical state, which also modifies the body. Step 4: S ('she persisted in her mission') is the main clause, describing the woman's determination despite her physical condition. Step 5: Combine the segments in the order RQPS: 'With her body doubled with age, weak and infirm, dragging her unwilling feet, she persisted in her mission.' This sentence flows logically, with physical descriptions preceding the main action.

Solution: Step 1: The sentence starts with 'I was'. The emotional state is 'very excited' (R). Step 2: What caused the excitement? 'when my father told me' (Q). Step 3: What did he tell? 'that I could go with him' (S). Step 4: Where could he go and for how long? 'and stay fro few days in Delhi' (P). Step 5: Combine the segments in the order RQSP. Complete sentence: "I was (R) very excited (Q) when my father told me (S) that I could go with him (P) and stay fro few days in Delhi."

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."

Solution: Step 1: The sentence begins with 'Of many artists'. The temporal context is 'when I was a child' (Q). Step 2: The subject of the main clause is 'those who impressed me the most' (P). Step 3: What about these people? They 'were not always the successful ones' (S). Step 4: Introduce a contrast: 'but those with unique personalities off stage' (R). Step 5: Combine the segments in the order QPSR. Complete sentence: "Of many artists, (Q) when I was a child, (P) those who impressed me the most (S) were not always the successful ones (R) but those with unique personalities off stage."

Solution: Step 1: The sentence starts with 'He told us that'. The main clause describes his action: 'he had read Milton' (R). Step 2: Specify the form of reading: 'in a prose translation' (Q). Step 3: Further describe the translation: 'which he had borrowed from his teacher' (S). Step 4: Describe his reaction: 'and enjoyed it immensely' (P). Step 5: Combine the segments in the order RQSP. Complete sentence: "He told us that (R) he had read Milton (Q) in a prose translation (S) which he had borrowed from his teacher (P) and enjoyed it immensely."

Solution: Step 1: Read S1 and S6 to understand the context. S1: Abraham Lincoln was a shop manager in his youth. S6: He had a lot of time for reading during that period. Step 2: Find a sentence that introduces Lincoln's unusual shop-keeping style. Q, 'Young Lincoln way of keeping shop was entirely unlike anyone else's', sets the stage for a description of his unique methods. (S1-Q) Step 3: Connect Q. S then describes this unusual method: 'He used to lie full length on the counter of the shop eagerly reading a book'. (Q-S) Step 4: Connect S. P describes what happens *when* a customer interrupts this activity: 'Then a chance Customer would come'. (S-P) Step 5: Connect P to S6. R describes Lincoln's reaction to the customer and his return to the primary activity: 'Lincoln would jump up and attend to his needs and then revert to his reading'. This highlights his dedication to reading, tying into S6. (P-R-S6) Step 6: Combine the sequence: S1 - Q - S - P - R - S6. Step 7: The proper sequence of the jumbled sentences is QSPR.

Solution: Step 1: Understand the context - The passage describes a city with unique characteristics. Step 2: Identify key sentences - S1 introduces the city, S6 concludes with a reason. Step 3: Analyze each option: - PQRS: Jumps abruptly from bridges to transportation. - PRQS: Doesn't logically flow from introduction to conclusion. - SRPQ: Explains the city's structure, bridge existence, and transportation coherently. - PQSR: Doesn't address the city's geography first. Step 4: Choose SRPQ for its logical flow and coherence. Step 5: Verify the sequence creates a coherent paragraph.

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.

Solution: Step 1: Read S1 and S6. S1 defines foreign exchange as the system for import/export payments. S6 provides a specific example of currency value fluctuation. Step 2: Analyze the given sentences (P, Q, R, S) for logical connections. * S1: Definition of foreign exchange. * P: The value of the money of one country in relation to the money of other countries is agreed upon. This explains the *mechanism* by which foreign exchange operates, directly following the definition in S1. * R: For instance, an American dollar or a British pound sterling is worth certain amounts in the money of other countries. This provides a *general example* of the agreed-upon value described in P. * Q: These rates of exchange vary from time to time. 'These rates of exchange' refers to the values discussed in P and R, introducing the concept of their fluctuation. * S: Sometimes a United States dollar is worth 12 pesos in Mexico. This provides a *specific example* of the variation mentioned in Q, directly leading to S6. * S6: Another time it may be worth eight pesos. (Continues the specific example of variation). Step 3: The sequence PRQS forms a clear, logical progression: S1 (definition) -> P (mechanism of value agreement) -> R (general example of value) -> Q (introduction of variability) -> S (specific example of variation), leading to S6.

Solution: Step 1: The sentence starts with 'I saw that'. The initial intention was 'it had been my intention to pass the night there' (S). Step 2: This intention was based on past experience: 'as I had frequently done before' (R). Step 3: Introduce the change in plan or reason: 'but seeing my host in this mood' (P). Step 4: What was the result of seeing his host's mood? 'I deemed it proper to take leave' (Q). Step 5: Combine the segments in the order SRPQ. Complete sentence: "I saw that (S) it had been my intention to pass the night there (R) as I had frequently done before (P) but seeing my host in this mood (Q) I deemed it proper to take leave."

Solution: Step 1: Analyze the given sentences and identify the context. Step 2: Sentence C, 'which aimed to strengthen cricket administration in the country,' is a dependent clause describing the suggestions of Justice R. M. Lodha Committee. Step 3: Sentence D, 'Two years after approving the suggestions of Justice R. M. Lodha Committee,' provides a timeframe and should logically precede the main action. Step 4: Sentence B, 'Any compromises have already been made by the Supreme Court,' seems to be a consequence or a separate statement. Step 5: Sentence A, 'for those who have been wronged,' indicates the beneficiaries or affected parties. Step 6: The logical sequence starts with the timeframe and context (D), followed by the purpose (C), then the action taken (B), and ends with the impact (A). Step 7: Therefore, the correct arrangement is DCAB.

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?"

Solution: Step 1: Read S1 and S6 to understand the beginning and end of the paragraph. S1: Introduces a force existing between everybody in the universe. S6: Defines this force as gravity and explains its relation to mass. Step 2: Look for a sentence that logically elaborates on the 'force' introduced in S1. Q, 'It has been investigated by many scientists including Galileo and Newton', directly refers to 'a force' (using 'It'). (S1-Q) Step 3: Connect Q. After mentioning investigations (Q), the paragraph should describe the nature of this force. S, 'This gravitational force depends on the mass of the bodies involved', introduces the key characteristic of the force (gravitational, dependent on mass), setting up S6. Step 4: Connect S. P then explains how this mass dependence plays out: 'Normally it is very small but when the one of the bodies is a planet, like earth, the force is considerable'. (S-P) Step 5: Connect P to S6. P mentions Earth's considerable force. R then elaborates on this: 'Everything on or near the surface of the earth is attracted by the mass of earth'. This leads perfectly to S6 which defines this attraction as gravity. (P-R-S6) Step 6: Combine the sequence: S1 - Q - S - P - R - S6. Step 7: The proper sequence of the jumbled sentences is QSPR.

Solution: Step 1: The subject is 'Women'. The segments are P: 'till the other day', Q: 'who were content being housewives', R: 'about spending their time cooking', S: 'now sound apologetic'. Step 2: Q ('who were content being housewives') is a relative clause that directly defines and describes the 'Women'. So, 'Women' is followed by Q. Step 3: P ('till the other day') modifies the state of being 'content being housewives', indicating a past timeframe for their contentment. This makes QP a logical pair. Step 4: S ('now sound apologetic') introduces the current situation of these women, indicating a shift from their previous state. This forms the main predicate for 'Women'. Step 5: R ('about spending their time cooking') explains the reason for them sounding 'apologetic'. Step 6: Combine the segments in the order QPSR: 'Women who were content being housewives till the other day now sound apologetic about spending their time cooking.' This sentence is grammatically correct and logically flows.