PEV108

VERBAL ABILITY
ADVANCED - I

1
 Table of content
Topics Page No.
Unit I Subject verb agreement 2-14
Unit II Vocabulary 15-32
Unit III Precise writing and Sentence completion: 33-52
Unit IV Picture perception, idea elaboration and Para jumbles 53-81
Unit V Analogy 82-92
Unit VI Comprehension passages 93-109

2
UNIT 1

SUBJECT VERB AGREEMENT

INTRODUCTION
Agreement in general refers to harmony. In the case of the topic called Subject Verb Agreement, it refers to the
verb agreeing with the subject in number and form of the subject. Subjects must agree with verbs. Singular
subjects need singular verbs; plural subjects need plural verbs. In grammar, number refers to the two forms of a
word: singular (one) or plural (more than one).
3
Subject-Verb Agreement means that subjects and verbs must always agree in number.
What is a subject?
The subject is the part of a sentence or clause that commonly indicates (a) what it is about, or (b) who or what
performs the action (that is, the agent).
Often it appears at the beginning of the sentence.
In a sentence, every verb must have a subject. If the verb expresses action—like sneeze, jump, bark, or study—
the subject is who or what.
Example: The baby cries when he is hungry
Subject- Baby
What is a Verb?
A verb can show action -- either mental or physical action.

It can also show state of being.

In grammar, number refers to the two forms of a word: singular (one) or plural (more than one).
A verb agrees with its subject in number.
The baby cries when he is hungry
Verb-cries
Let us look into the following rules:
Basic Rule: A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject
takes a plural verb.

Example: The list of items is/are on the desk.

If you know that list is the subject, then you will choose is for the verb.
Rule 1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects.
The word of is the culprit in many, perhaps most, subject-verb mistakes.

Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following
sentence:

Incorrect: A bouquet of yellow roses lend color and fragrance to the room.

Correct: A bouquet of yellow roses lends . . . (bouquet lends, not roses lend)

Rule 2. Two singular subjects connected by or, either/or, or neither/nor require a singular verb.

Examples:
My aunt or my uncle is arriving by train today.

4
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.

Rule 3: If one subject is singular and the other is plural, and the words are connected by the words "or," "nor,"
"neither/nor," "either/or," or "not only/but also," use the verb form of the subject that is nearest the verb

Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the plates go on that shelf.

This rule can lead to bumps in the road. For example, if I is one of two (or more) subjects, it could lead to this
odd sentence:

Awkward: Neither she, my friends, nor I am going to the festival.

If possible, it's best to reword such grammatically correct but awkward sentences.

Better:
Neither she, I, nor my friends are going to the festival.
OR
She, my friends, and I are not going to the festival.

Rule 4. As a general rule, use a plural verb with two or more subjects when they are connected by and.

Example: A car and a bike are my means of transportation.

But note these exceptions:

Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.

In those sentences, breaking and entering and bed and breakfast are compound nouns. (Bread and milk,
Rice and curry, Bread and butter)

Rule 5a. Sometimes the subject is separated from the verb by such words as along with, as well as, besides,
not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the
subject is singular.

Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.

The Mayor, with his assistant, is present in the room.

Rule 5b. Parentheses are not part of the subject.

5
Example: Joe (and his trusty mutt) was always welcome.

Rule 6. In sentences beginning with here or there, the true subject follows the verb.

Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys

Rule 7. Use a singular verb with distances, periods of time, sums of money, etc., when considered as a unit.

Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.

BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.

Rule 8. With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1 given earlier in this
section is reversed, and we are guided by the noun after of. If the noun after of is singular, use a singular verb.
If it is plural, use a plural verb.

Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
A third of the city is unemployed.
A third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.

Rule 9. A Collective noun such as group, jury, family, audience, population, committee, company, council,
army, police, society, board, cabinet, department, family, public, government, organization, team, club, crowd,
minority, class, takes a singular verb when the collection is thought of as one whole; plural verb when the
individuals of which it is composed are thought of;

Examples:
All of my family has arrived.
Most of the jury is here.
A third of the population was opposed to the bill.

Rule 10. The word ‘were’ replaces was in sentences that express a wish or are contrary to fact:

6
Example: If Joe were here, you'd be sorry.
Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't actually here, so we
say were, not was. The sentence demonstrates the subjunctive mood, which is used to express things that are
hypothetical, wishful, imaginary, or factually contradictory. The subjunctive mood pairs singular subjects with
what we usually think of as plural verbs.

Examples:
I wish it were Friday.
In the first example, a wishful statement, not a fact, is being expressed; therefore, were, which we usually think
of as a plural verb, is used with the singular it. (Technically, it is the singular subject of the object clause in the
subjunctive mood: it was Friday.)

Rule 11: When the plural noun is a proper name for single objects or collective unit, it must be followed by a
singular verb.

Example: Darts is a popular game in England.

Rule 12: Some nouns which are singular in form, but plural in meaning take a plural verb.
(cattle, gentry, vermin, peasantry, artillery, clergy, alphabet, Offspring, information)

Examples: “I need all information to process the case” said the police Inspector.
The police are getting wise and keeping the file shut.

Rule 13: Two nouns qualified by each or every, even though connected by and, require a singular verb.
Example:

If one of the words "each," "every," or "no" comes before the subject, the verb is singular.

Examples: No smoking or drinking is allowed.

Every man and woman is required to check in. Every
girl and every boy was given a packet of chocolate.

Rule 14: Some nouns which are plural in form, but singular in meaning, take a singular verb.
(Mathematics, classics, ethics, athletics, innings, gallows, economics, poetry, news, measles, news, mumps,
electronics, tactics, physics)

Example: Mathematics is an interesting subject.

Rule 15: None, though properly singular, commonly takes a plural verb.

Example: None of the boys are studying in the class.

7
Rule 16: When (Not only-but also) is used to combine two subjects, the verb agrees with the subject close to it.

Examples: Not only Raj, but also his brothers were arrested.
Not only he but also his sister was eating.

Rule 17: The number/A number used as singular as well as plural

Examples: A number of students are found there.

The number of people living in streets has reduced.

Rule 18: In sentences containing the words one of, the verb is chosen as follows:

Example: One of the pencils is missing from my bag.

Rule 19: The title of books or magazines are considered singular and take singular verbs.

Example: The Hindu still has wide circulation.

Rule 20: When gerunds are used as the subject of a sentence, they take the singular verb form of the verb; but,
when they are linked by and, they take the plural form.

Example: Singing and playing flute are my hobbies.

Rule 21: Two infinitives separated by and take a plural verb.

Example: To run and to read are my two favorite “Free-time” activities.

Tricky Cases of Subject-Verb Agreement

CASE #1: Making Subject and Verb Agree When Words Come Between Them.
Let’s compare these two sentences:
This box belongs in the attic.
This box of ornaments belongs in the attic.
In both sentences, the verb belongs agrees with its subject, box. Don’t let
The prepositional phrase in the second sentence fool you into thinking that ornaments is the subject.
Prepositional phrases (as well as adjective clauses, appositives, and participle phrases) often come between a
subject and a verb. So, to make sure that a verb agrees with its subject and not with a word in the phrase or
clause; mentally cross out the interrupting group of words:

a) One (of my wife’s friends) is a pilot.

b) The people (who survived the explosion) are in a shelter.
c) A man (chasing dragons) is on the terrace.
Remember, then, that the subject is not always the noun closest to the verb. It is the noun (or pronoun) that
names what the sentence is about, and it may be separated by several words from the verb.

8
CASE #2: Reaching Agreement When the Subject Is an Indefinite Pronoun.
Remember to add an -s to the end of the verb in the present tense if the subject is one of the indefinite
pronouns listed below:

one (anyone, everyone, no one, someone)

anybody (everybody, somebody, nobody)
anything (everything, something, nothing)
each, either, neither
Generally, treat these words as third-person singular pronouns (he, she, it). In the following sentences, each
subject is an indefinite pronoun and each verb ends in -s:
a) Nobody claims to be perfect.
b) Everybody plays the fool sometimes.
c) Each of the divers has an oxygen tank.
In that last sentence, note that has agrees with the subject each, not with divers (the object of the preposition).

CASE #3: Making Have, Do, and Be Agreeing with Their Subjects.

Although all verbs follow the same principle of agreement, certain verbs seem to be a little more troublesome
than others. In particular, many agreement errors result from the misuse of the common verbs have, do, and be.
We need to remember that the verb has appears as has if the subject is a singular noun or a third-person
singular pronoun (he, she, it):

Kanchana has ghosts in her bedroom.

If the subject is a plural noun or the pronoun I, you, we, or they, use have:

The Ghost busters have a new client.

Similarly, the verb” do” appears as” does” if the subject is a singular noun or, once again, a third-person
singular pronoun (he, she, it):
Dhivya does the housework.
If the subject is a plural noun or the pronoun I, you, we, or they, use do:
Rajini and Kamal do the chores together.
The verb be has three forms in the present tense: is, am, are. Use is if the subject is a singular noun or a third-
person singular pronoun (he, she, it):
Dr. Mathrabudam is unhappy.
Use am if the subject is the first-person singular pronoun (I):
I am not the person you think I am.
Finally, if the subject is a plural noun or the pronoun you, we, or they, use are:
The fans are in the stands, and we are ready to play.

Now, let’s take one more look at these three verbs–but from a different angle. Sometimes a subject may follow
(rather than proceed) a form of the verb have, do, and be. As shown in the sentences below, this reversal of the
usual order occurs in questions that require a helping verb:

9
a) Where has Rani parked the car?
b) What do you do in your free time?
c) Are we having a test today?
In all these sentences, the present forms of have, do, and be serve as helping verbs” and appear in front of their
subjects.

QUESTION FORM

In interrogative sentences, the usual formal of Subject+ Verb + Object is reversed and thus the subject that
determines the form should be carefully identified

Where are your friends?

Where is your friend?
What am I supposed to teach?
Who is he talking to?
What are you supposed to learn?
How is the class?
How are your teachers?

10
QUICK REVIEW

11
12
13
UNIT 2
VOCABULARY

INTRODUCTION TO VOCABULARY
The vocabulary of a language is a stock of all the words and phrases that exist in that language.
The English language has a very rich vocabulary of over a million words. Words are basic units of a language
used to communicate meaning.

Types of Questions asked in Vocabulary

Type I: Pick the word from the alternatives that are most inappropriate in the given context.
Specious– A specious argument is not simply false, but an argument that has a ring of truth.
1. Deceitful 2. Fallacious 3. Credible 4. Deceptive
Sol: Option 3

14
Type II: Find a word which is similar in meaning to the given word: Tyranny
1. Tolerance 2. Supra-national government 3. Predominance 4. Oppressive government
Sol: Option 4

Type III: Find a word which is opposite in meaning to the given word: Escapade
1. Gimmick 2. Stunt 3. fling 4. Humorlessness
Sol: Option 4

Type IV: A description is followed by four words. Pick the option that best fits the description.
One who plays a game for pleasure, and not as a profession.
1. Spotter 2. Playful 3. Amateur 4. Professional
Sol: Option 3.

How to build strong Vocabulary:

 Register: acquire new words from your surroundings

 Reinforce: work to understand the nuances and usage of these words
 Retain: Practice over time to retain these words in your vocabulary
 Recall: cultivate the ability to recall these words on Demand

Ways to learn vocabulary:

1. Learning from Context In
learning a new language, try to go back and remember how you picked up your mother tongue. Most of the
learning was from the experience that you had of others speaking and an imitation of using those words in
some contexts.
Definition clues: Where the writer defines the word in the sentence. In the sentences that follow identify
the definition clue and see how the definition helps you to understand the meaning of the given underlined
word.
E.g. He was an aficionado, a devoted fan, of professional boxing.
Contrast clues: In which the words are presented as the opposite of the meanings conveyed by the
surrounding text.
E.g. though her appearance was sophisticated, her manner showed her real naiveté.
Example clues: In which the author offers an illustration of the meaning of the word. In the following
sentences, the writer uses an example to illustrate word meaning.
E.g. The manager disliked obsequious behavior, such as fawning and kowtowing.
Restatement clues: In which the author clarifies the meaning with a further sentence. In the following
sentences, identify the words that help you figure out what the words mean.
e.g. He was considered a real maverick in the Congress. He refused to follow his party’s platform on nearly
every issue.

15
2. Root words

The English language has its roots in several languages, including Greek, Latin, and older forms
of English, German, and French. Learning to recognize common roots will help you build your vocabulary and
improve your ability to make educated guesses about unknown words you encounter in reading and test-taking
situations.

 Anthrop (mankind)–philanthropy, misanthropy, anthropology

 Rog (ask) – interrogation, abrogation, prerogative
 Migra (move)–migrate, immigrate, emigrate
 Matri (mother) –matrimony, maternity, matricide
 Greg (herd)–gregarious, aggregate, congregation
 Nounce (declare)–pronounce, denounce, enunciate
 Loqui (voice) –loquacious, elocution, ventriloquism
 Veri (true)–verify, veracity, verdict
 Scope (watch)–microscope, periscope, endoscope
 Ambi (two)–ambiguous, ambition, ambivalent
 Lucid(light)–elucidate, lustre, pellucid
 Viv (life)–vivacious, vitalise, survival
 .Habit (have)– habiliments, habituate, inhabit
 Hydro (connected to water)–dehydrate, hydrant, hydrophobia
 Acer (bitter, sharp)–acerate, acerbate, acrid
 Arch (rule) – monarchy, anarchy, hierarchy
 Tempo (time)–contemporary, extempore, tempest
16
 Jur (law)–jury, conjure, adjure
 Theo (god)–theocracy, theology, atheist
 Sophy (wisdom)–sophism, sophisticated, philosophy
 Phil (like )– philanderer, philatelist, philharmonic
 Scribe (write) –ascribe, circumscribe, inscription
 Cept (take, receive)–captious, captive, deception
 Voc (voice ) –vocal, vocational, viva voce
 Ridi(laugh)–ridicule, derision, risible
 Ambi (around)–ambidextrous, ambient, ambiguity
 Tract (pull)–tractable, intractable, attract
 Chrono (time)–chronology, chronometer, synchronous
 Capit (head)–captain, capital, decapitate
 Lic (permit)–license, licentious, licit
 Apo (away from)– apocalypse, apocryphal, apology
 Congnosc (know)–agnostic, cognise, cognizant
 Feder, Fide, Feal (trust)–fealty, federacy, confide
 Cred (belief)–credit, discreditable, incredulous
 Man, Manu (hand)–manual, manacles, manicure

3. Visual Method

Visual vocabulary will help you to better understand vocabulary by explaining the meaning of the
term in own words and creating visual images that represent the word. This method also increases your
retention level.
E.g. Parsimonious
Meaning: an excessive unwilling to spend.

17
Synonyms: penurious, stingy, and ungenerous

THEME BASED LEARNING

There are a lot of techniques to learn vocabulary. One another technique is to segregate the words you wish to
practice based on different categories, themes or contexts they belong.

Personality and attitude

 complaisant (ko˘m·!play·sa˘nt) adj. tending to comply; obliging, willing to do what pleases others.
To preserve family peace and harmony, Lenny became very complaisant when his in-laws came to visit.

 ebullient (i·!bul·ye˘nt) adj. bubbling over with enthusiasm, exuberant.

The ebullient children were waiting to stick their hands into the grab bag and pull out a toy.

 facetious (fa˘·!see·shu˘s) adj. humorous and witty, cleverly amusing; jocular, sportive.
Mr. Weston’s facetious remarks always made people laugh.

 flippant (!flip·a˘nt) adj. not showing proper seriousness; disrespectful, saucy.

Ursula’s flippant remarks in front of her fiancé’s parents were an embarrassment to us all.

 imperious (im·!peer·i·u˘s) adj. overbearing, bossy, domineering.

Stella was relieved with her new job transfer because she would no longer be under the control of such an
imperious boss.

 impetuous (im·!pech·oo·u˘s) adj. 1. characterized by sudden, forceful energy or emotion; impulsive,

unduly hasty and without thought. 2. marked by violent force.
It was an impetuous decision to run off to Las Vegas and get married after a one-week courtship.

 insouciant (in·!soo·si·a˘nt) adj. unconcerned, carefree, indifferent.

Wendy’s insouciant attitude toward her future concerned her father, who expected her to go to college.
18
 mettlesome (!met·e˘l·so˘m) adj. courageous, high-spirited.
Alice’s mettlesome attitude was infectious and inspired us all to press on. Note: Do not confuse with
meddlesome, meaning inclined to interfere.

 nonchalant (non·sha˘·!lant) adj. indifferent or cool, not showing anxiety or excitement.

Franco tried to be nonchalant, but I could tell he was nervous.

 sanctimonious (san"k·t!˘·!moh·nee·u˘s) adj. hypocritically pious or devout; excessively self-righteous.

The thief’s sanctimonious remark that “a fool and his money are soon parted” only made the jury more
eager to convict him.

Action verbs

 delineate (di·!lin·i·ayt) v. to draw or outline, sketch; to portray, depict, or describe.

The survey will clearly delineate where their property ends.

 extenuate (iks·!ten·yoo·ayt) v. to reduce the strength or lessen the seriousness of something, an incident
maybe, by making partial excuses.
Fred claimed that extenuating circumstances forced him to commit forgery.

 obfuscate (ob·!fus·kayt) v. 1. to make obscure or unclear; to muddle or make difficult to understand. 2. to

dim or darken.
Instead of clarifying the matter, Walter only obfuscated it further.

 ameliorate (a˘·!meel·yo˘·rayt) v. to make or become better; to improve.

The diplomat was able to ameliorate the tense situation between the two nations.

Describing things or situations

 ineluctable (in·i·!luk·ta˘·be˘l) adj. certain, inevitable; not to be avoided or overcome.

The ineluctable outcome of the two-person race was that there would be one winner and one loser.

 inveterate (in·!vet·e˘·rit) adj. habitual; deep rooted, firmly established.

I am an inveterate pacifist and unlikely to change my mind.

 trenchant (!tren·cha˘nt) adj. 1. penetrating, forceful; effective. 2. Extremely perceptive, incisive. 3. clear-
cut, sharply defined.
It was a trenchant argument, and it forced me to change my mind about the issue.

 tumultuous (too·!mul·choo·u˘s) adj. 1. creating an uproar; disorderly, noisy.

The tumultuous storm was beginning to lose some of its fury.

Love, hate, war and peace

 bellicose (!bel·!˘·kohs) adj. belligerent, quarrelsome, eager to wage war.
19
 There was little hope for peace following the election of a candidate known for
his bellicose nature.

 contentious (ko˘n·!ten·shu˘s) adj.

1.quarrelsome, competitive, quick to fight.
2. controversial, causing contention.
With two contentious candidates on hand, it was sure to be a lively debate.

 abhor (ab·!hohr) v.
to regard with horror, detest, to hate
I abhor such hypocrisy!

 altercation (awl·te˘r·!kay·sho˘n) n.
a heated dispute or quarrel.
To prevent an altercation at social functions, one should avoid discussing politics and religion.

List of some commonly used and asked words in Competitive examinations:

1. QUIXOTIC
Pronunciation: kwik-sot-ik
Meaning: Not sensible about practical matters; idealistic and unrealistic
Synonyms: dreamy, foolish, impractical, impulsive, unrealistic
Antonyms: hardheaded, hard-nosed, tough-minded, unsentimental; practical, pragmatic
Usage: Our quixotic prime minister may need Labour to save him in Europe

2. TRANSGRESS
Pronunciation: trans-gres
Meaning: To break a law.
Synonyms: infringe, violate, trespass, disobey, contravene
Antonyms: comply, acquiesce, comply, acquire, obey
Usage: The officers should be careful not to transgress human rights

3. SOMNIFEROUS
Pronunciation: som-nif-er-uh s
Meaning: Tending to produce sleep.
Synonyms: soporific, somnific, somnolent, drowsy, slumberous
Antonyms: simulative, awakening, invigorating, refreshing, reviving
Usage: Ms. Schwend's play “The Other Thing,” at Second Stage uptown last year, turned thrilling after a
somniferous first half (source: New York Times)

4. GROTESQUE
Pronunciation: groh-tesk
Meaning: Incongruously composed or ill-proportioned
Synonyms: bizarre, outlandish, queer, freakish, ludicrous
20
Antonyms: aesthetic, classy, bonny, comely, elegant
Usage: During the pro-life event, a local Satanist group arrived and conducted a disturbingly grotesque
counter-protest.

5. CAMARADERIE
Pronunciation: ka-muh-raa-duh-ree
Meaning: a feeling of friendship and trust among a group of people who work together or share an experience
Synonyms: companionship, intimacy, comradeship, jollity
Antonyms: gloom, dislike, hate
Usage: There is a spirit of camaraderie between officers and men in Frjus that one never sees in native
regiments of the British army.

6. UNPRECEDENTED
Pronunciation: uhn·preh·suh·duhn·tuhd
Meaning: without previous instance; never before known or experienced; unexampled or unparalleled
Synonyms: unusual, unrivalled, uncommon, unmatched
Antonyms: regular, usual, unexceptional
Usage: Put before the people of America the leading facts relating to this unprecedented and enormous
visitation of calamity.

7. SUCCOR
Pronunciation: suhk-er
Meaning: help; relief, assistance.
Synonyms: sustenance, aid
Antonyms: obstruction, hurt, hindrance
Usage: For the moment, therefore, he could do nothing more but look for succor.

8. EGREGIOUS
Pronunciation: ih-gree-juhs, -jee-uhs
Meaning: outstandingly bad; shocking.
Synonyms: extraordinary in some bad way; glaring; flagrant:
Antonyms: tolerable, moderate, minor, unnoticeable.
Usage: The egregious mistake these couples made was not spending enough time seriously planning for a
lifetime together in marriage.

9. TACITURN
Pronunciation: ˈta-sə-ˌtərn
Meaning: reserved; saying little; A taciturn person does not say very much and can seem unfriendly.
Synonyms: Close, Silent, Uncommunicative
Antonyms: blabby, chatty, communicative, conversational
Usage: A taciturn man, he replied to my questions in monosyllables.

21
10. DISCERNING
Pronunciation: di-ˈsər-niŋ
Meaning: showing insight and understanding
Synonyms: Perceive, recognize
Antonyms: unperceptive, unwise
Usage: portions of these discerning travel guides are available to the everyman for free on Apple Maps.

11. ANACHRONISTIC
Pronunciation: uh-nak-ruh-nis-tik
Meaning: Out of the context of time, out of date
Synonyms: antiquated, archaic, out-of-date, outmoded, ancient, fossil
Antonyms: current, in vogue, contemporary
Usage: The New York Sun printed a letter, not long ago, in which the drawings were declared to be
anachronistic.

12. COALESCE
Pronunciation: kow-uh-les
Meaning: to blend or come together
Synonyms: incorporate, join, merge, cleave
Antonyms: remove, loosen, disjoin, disconnect
Usage: The two nuclei come into contact and coalesce, and we have thus a new cell with its sixteen
chromosomes complete.

13. INADVERTENTLY
Pronunciation: "IN"- "uhd" -"VUR" -"tuhnt- "lee"
Meaning: 1. unintentionally; without meaning to 2. Through lack of attention; without anyone noticing:
Synonyms: negligently, recklessly, heedlessly, and rashly
Antonyms: careful, observant, accurate
Usage: I'm worried that we might be inadvertently watering down the quality of the data.

14. LACKLUSTRE
Pronunciation: lak-ˌlə-stər
Meaning: lacking force, brilliance, or vitality
Synonyms: obscure, unimaginative, somber, lusterless
Antonyms: lively, shining, and enthusiastic
Usage: He has already been blamed for his party's lackluster performance during the election campaign

15. SUCCINCT
Pronunciation: suhk- singkt
Meaning: marked by compact precise expression without wasted words
Synonyms: brief, concise, telegraphic
Antonyms: wordy, diffuse, and verbose
Usage: Together, the equations formed a succinct theory now known as the Standard Model of particle
physics.
22
16. SURREPTITIOUS
Pronunciation: suh-ruhp-ti-shuhs
Meaning: done secretly,
Synonyms: clandestine, behind the scenes, sneaky, undercover
Antonyms: open, overt, public
Usage: She seemed to be listening to what I was saying, but I couldn't help noticing her surreptitious glances at
the clock.

17. BELLIGERENCE
Pronunciation: buh·li·juh·ruhns
Meaning: the wish to fight or argue
Synonyms: aggression, defiance, quarrelsomeness
Antonyms: nonaggression, pacifism, friendliness, geniality
Usage: Terrorism is a new and unprecedented form of belligerence, a new form of war.

18. VICISSITUDE
Pronunciation: vi-sis-i-tood, -tyood
Meaning: a change or variation occurring in the course of something; interchange or alternation
Synonyms: variation, fluctuation, permutation, alteration, diversity
Antonyms: uniformity, stability, similarity, stagnation, conformity
Usage: However, our ancestors concluded that the vicissitude could be corrected by better government.

19. ELOQUENCE
Pronunciation: eh-luh-kvns
Meaning: the art or power of speaking or writing in a forceful and convincing way
Synonyms: articulacy, rhetoric, fluency
Antonyms: incompetence, weakness, inability
Usage: millions have been inspired by the eloquence of Martin Luther King's "I Have a Dream" speech

20. TREACHEROUS
Pronunciation: treh·chuh·ruhs
Meaning: Treacherous means not trusted or dangerous; likely to betray trust
Synonyms: unfaithful, deceptive, perilous, misleading
Antonyms: harmless, true, reliable, honest
Usage: His stabs are delivered like those of a bravo, who hides his face as he deals his treacherous blow.

21. JUXTAPOSE
Pronunciation: juhk·stuh·powz
Meaning: to place (different things) side by side (as to compare them or contrast them or to create an
interesting effect)
Synonyms: colligate, appose, bring together
Antonyms: discrete, apart, detached, isolate, disconnected

23
Usage: It is interesting to juxtapose the lifestyle of today's teenage generation with their grandparents'
generation.

22. ELUCIDATE
Pronunciation: uh·loo·suhd·eit
Meaning: to give a clarifying explanation.
Synonyms: explain, illuminate, explicate
Antonyms: confuse, obscure, conceal, be vague
Usage: He gave himself out as an angel sent from God to elucidate the prophecies.

23. ADUMBRATE
Pronunciation: a·duhm·breit
Meaning: to give only the main facts and not the details about something, especially something that will
happen in the future
Synonyms: outline, suggest, obfuscate, portend, foretell
Antonyms: illuminate, brighten, Lighten,
Usage: The recent development adumbrates a world - wide revolution in computer technology.

24. SUBSERVIENCE
Pronunciation: suh b-sur-vee-uh nt
Meaning: The quality, character, or condition of being servilely following another's behests
Synonyms: servility, obedience, subjection, docility, humility
Antonyms: domination, obstinacy, sovereignty , arrogance, balkiness
Usage: Ordinary people can defeat the Right, but doing so will require ending our subservience to the
Democratic Party

25. REPERCUSSION
Pronunciation: ree-puh-kuh-shn
Meaning: an unintended consequence of an event or action, especially an unwelcome one.
Synonyms: consequence, outcome,
Antonyms: helplessness, impotence, impotency, powerlessness, weakness
Usage: The repercussions of world events were seen on the stock market price.

Important words used in Editorials of Reputed Newspapers

1. Unscrupulous Without principles, Unethical
Usage: His internal policy was blind, reckless and unscrupulous, and inevitably led to disaster.

2. Incumbent Necessary as a duty

Usage: The incumbent president faces problems which began many years before he took office.

3. Teetering Moving unsteadily

Usage: Their economy is teetering on the brink of collapse
24
4. Colloquially Informal language
Usage: The people who write parking tickets in New York are known colloquially as "brownies".
5. Intransigent Refusing to change one’s views
Usage: They put pressure on the Government to change its intransigent stance.

6. Milieu Surroundings
Usage: The manager develops an understanding of his milieu by piecing together all the scraps of data he
can find.

7. Envisaged Visualized
Usage: It is hard to envisage us having political arrangements that do not include nation-states.

8. Saddled Burdened
Usage: Companies saddled with high debt have become inviting targets for cash-rich competitors.

9. Scragged Strangled
Usage: These scragged posts show that freedom of speech is still a contentious issue, but freedom of
speech means nothing unless we grant it to people we dislike.

10. Remunerative A benefit in monetary terms

Usage: Poverty arises because of the lack of remunerative and secure forms of employment.

Common phrases and terms used in businesses and corporates

1. Blue sky thinking

The archetypal piece of office jargon, the term “blue sky thinking” is another way of expressing the idea of
“thinking outside the box”.
2. Bleeding Edge
This is one I've been hearing more and more lately. When being "cutting edge" isn't quite enough, we get this
term for being ahead of trends.

3. Move the Needle

This term is often used in sales or marketing, when a certain amount of effort is required to make a noticeable
difference.

4. Ballpark

People use ballpark to mean “estimate of an amount.” They may want to know a ballpark number based on
your best guess with the data you have at the time. You may even hear it as a verb: “Let’s ballpark the
quarterly figures.”

25
5. Incentivize

Employees don’t always love their work. That’s why employers often incentivize productivity – using
incentives to make employees more productive. These incentives often include public recognition, job
promotions, or pay raises. Companies also incentivize customers to return with customer loyalty programs and
discounts.

6. Low-Hanging Fruit

When picking fruit from a tree, the low-hanging fruit are the easiest to reach. That’s what corporations mean
when they direct you to go after the low-hanging fruit: reach the easiest customer base or project objective
possible before going after a more challenging goal.

7. Make it disruptive
It better be BIG, and make us money, fast.

8. We're sticking to our core competency

We poked around and have proven ourselves incompetent in other areas.

9. Customer-centric
A popular term because it makes people sound smart and caring. Plus, there’s alliteration in there.

10. Cut corners

The new filing system won’t work if we cut corners.

“To cut corners” is to complete a task in a fast and careless way. To do something without paying attention to
details, thereby making mistakes or causing new problems.

11. Call it a day

Right team, we’ve made plenty of progress, I think it’s time to call it a day!

The trial hasn’t worked, I’m afraid we’re going to have to call it a day.

To “call it a day” means that you are giving up on something. This can refer to taking a break on a project
because you have reached a good point to stop, or to stopping something completely. It can be negative or
positive, depending on the context.

Taken literally, it is a phrase stating that the working day is officially over: that was a whole day, I declare that
day finished!

12. Keep me in the loop

Keep Stuart in the loop when discussing the merger, please.

Keep me in the loop on decisions about the targets for the next quarter.
26
To “keep me/her/him/them in the loop” means to keep someone involved and updated about developments in a
project. It comes from “looping” someone into an email chain — that is, cc’ing them into the digital
conversation. Check out our guide to writing emails in English for more on this.

You can “keep someone in the loop” by informing them of what happens in meetings, and alerting them when
decisions are made.

13. Get the ball rolling

Hopefully we can get the ball rolling on the new pitch next week.

To “get the ball rolling” means to get started on something; to begin making meaningful progress

14. Due diligence

We’ve done our due diligence and none of the other contractors seem more qualified.

Until very recently, “due diligence” was a term only used in a legal context. It used to describe the action that
is considered reasonable for people to take in order to stay safe, and on the correct side of the law.

In business jargon, “due diligence” refers to the necessary research behind a good decision. If you have done
your “due diligence,” then you have given an issue the attention it deserves and weighed alternatives to the
solution you intend to take.

27
UNIT 3

PRECIS WRITING

28
WHAT IS PRÉCIS WRITING?
A précis is a summary. Précis-Writing is a very useful exercise. The word précis is derived from French that
means summary and précis writing means the art of summarizing. Précis writing is one of the most useful
skills you can acquire for your work both as a student and as a professional. Précis writing involves
summarizing a document to extract the maximum amount of information, then conveying this information to a
reader in minimum words.
Most of us read carelessly. Writing précis gives training in careful reading. Précis -writing is regarded as a very
important kind of composition because it develops one's capacity to discriminate between the essential and the
non-essential.
A précis is a shortening, in your own words, of a text of written work. You are to describe as accurately and
briefly as possible the substance or main ideas contained in a text.
To write an effective précis, read the passage several times for a full understanding. Note key points. It may, in
fact, be helpful to underline these words. Do not use abbreviations or contractions. When writing about history,
use the past tense.
Finally, check your précis against the original to be sure that it is exact and retains the order, proportions, and
relationships of the original.

A précis is a clear, compact logical summary of a passage. It preserves only the essential or important ideas
of the original.

ACCORDING TO OXFORD DICTIONARY

“It is a short version of a speech or a piece of writing that gives the main points of ideas.”

ACCORDING TO CAMBRIDGE DICTIONARY

“Précis is a short form of the text which briefly gives only the important parts.”

THE LENGTH OF A PRÉCIS

Generally accepted that a precise should be 1/ 3 in length of the passage given. If the original passage consists
of 3oo words, the precise shouldn’t be lengthier than 110 words.

Golden rules for writing Precis

1) Precision – Keep your precis accurate. Never include information that is not the part of paragraph. You can’t
conclude anything of your own. You are supposed to rewrite to paragraph in less number of words.

2) Brevity – Avoid unnecessary words and sentence that don’t’ help the precis to convey the message. Try to
make long sentences shorter.

CHARACTERISTICS OF A GOOD PRECIS

1. Clarity
Clarity implies, getting your message across so that the receiver can understand what the writer is trying to
convey. It is the basic and essential need of a précis. The ideas should be clear and understandable. There
29
should not be any ambiguity in your writing. The writer can achieve clarity by using simple language and
simple structure. If your précis is not understandable to the reader it will lose its importance and meaning from
the reader’s perspective.

2. Correctness
Mistakes in your writings always irritate the reader. Of course mistakes are never intentional; however there is
no excuse. At the time of writing or composing a précis, the writer must ensure that the facts and figures are
correct. Structure of sentences and spellings of words must be correct because a single mistake in structure or
spelling may spoil the message. Avoid the following mistakes:
 Misspelled words
 Mistakes in figures and dates
 Mistakes in punctuation
 Mistakes of grammar and structure

3. Objectivity
Objectivity is the ability to present or view facts without bias and prejudice. While writing the précis of a text,
the writer should adopt an objective approach. He/ She should not give or add his/ her personal opinions and
ideas in a précis. A précis should be purely a summary of the original text without missing the so called
objective or original intent.

4. Coherence
Coherence refers to the logical and clear interconnection of ideas. Any piece of information ought to be
coherent and a précis is no exception. The ideas which are presented in a précis must have a logical connection
without disrupting the given correlation. A well-knit summary of the original text is another requisite in précis
writing.

5. Completeness
Another striking feature of a good précis is its completeness. A précis should be complete in all respects
Completeness means that the writer should include all the important facts in a précis. Though omitting data
from the original text is an important skill while creating a précis of the same, choosing what to omit is vital.
Only those points that are considered redundant, impertinent and imprecise are to be chosen for omission. It
not, meaning of the précis could get tampered.

6. Conciseness
Conciseness is synonymous to précis. Conciseness in précis writing refers to the inclusion of only those points
that need to be included, nothing more or nothing less. A concise piece of work conveys the message in the
fewest possible words. But one point must be kept in mind that the writer should not omit some basic and
essential facts to achieve conciseness. To be concise -

 Omit unnecessary details

 Eliminate wordy expressions
 Include only relevant material
 Avoid unnecessary repetition

30
RULES OF MAKING A PRÉCIS

A well written précis should be a serviceable substitute for the original work. The goal of a précis is to preserve
the core essence of the work in a manner that is both clear and concise. While writing a précis, the writer
should follow the below given rules to make it an effective piece of work.

Read Carefully

First read the passage twice or thrice carefully to summarize it. This will enable you to understand the main
theme of the passage.

Underlining

Underline and mark the important ideas and essential points from the original text.

Outline

With the help of underlined ideas, draw the outline of your précis.

Omission

Omit all the unnecessary information or the long phrases which could be replaced by one word. All the
adjectives and the adverbs can also be omitted in order to make a good précis.

Don’t Omit
While making a précis, the writer should never omit the important points and ideas which are essential to be
described.

Size

Keep the fact in your mind that the length of the précis should be the one third of the original passage.

Indirect Speech

A précis should be written in indirect speech. If there is direct speech in the passage, it should be changed into
indirect speech.

Tense and Person

It should be written in the third person and past tense. In the case of universal truth the present tense should be
used.

Own Words

A précis should be written in your own words and the writer should abstain from borrowing words from the
original passage.

Précis of a Dialogue

31
The précis of a dialogue or conversation should always be expressed in form of narrative.

Objective Approach

A précis writer should adopt an objective approach. He should not add his personal ideas to a précis. Put all the
important points and ideas in a logical order.

One Paragraph

There could be two or more paragraphs in the original text. While making the précis, try to write all the ideas
in one paragraph.

Rough Draft

After omitting all the unnecessary ideas, the writer should prepare a rough draft to finalize it.

Final Draft

Having read the rough draft and pointed out some mistakes which may be found in the rough draft, the writer
can prepare the final draft.

METHOD OF WRITING A PRECIS:

 Read the work under analysis carefully and note down the essential points and arguments. Try different
reading practices to better understand the work.
 Focus on what the author is trying to communicate through his work.
 Restate the thesis stated by the author in your words according to your interpretation. Remember, to
keep it short and to the point.
 For each section, write a summary that is one-two sentences long. Include the summary of each section,
but it shouldn't be too long.
 The key is to describe the original piece in your own words.
 Once you are done with the summary, read the original piece again to ensure if it's in accordance with
your summary.
 Go through the summary again to make sure you haven't missed any important point and used a logical
structure.
 Before handing in your document, make sure that it is clear and concise without any grammatical
errors.

32
Dos & Don’ts in Precis Writing
Every year lakhs of candidates appear for the competitive exams conducted in our country. Out of those only a
few are able to crack the exam and get appointed. Since most competitive exams have now become computer-
based, the descriptive test is still checked offline.
Candidates must know that with thousands of entries which need to be checked, there are certain quick points
which the examiner looks for and which may get the maximum marks for your precis writing.
Based on the same information, given below are a few Dos and Don’ts, which a candidate needs to understand
before starting to write a precis.
Do’s for Precis Writing

 Begin with the basic idea of the passage to make the precis convenient to read.
 Give a clear idea pertaining to what the reader is about to read.
 While reading the passage, make a note of all the important points and include them in the precis.
 Follow the main idea of the passage with the facts/points of improvement/ methods, etc. as mentioned
in the comprehension.
 Include all the important keywords and terms which are used in the passage.
 Keep a track of the tenses you use. Data related to history events of the past must be described in the
past tense only.
 There must be a relation between the data you are writing in the precis. It should have some common
links.
Don’ts for Precis Writing

 The length of the precis must be shorter than the length of the passage.
 Do not overcomplicate the precis and use easy vocabulary.
 Do not make assumptions or add information in the precis as per your own imagination.
 Do not give your own opinion or criticism over the comprehension.
 Avoid using abbreviations.
 Do not enter statements in the question format in the precis.
 Don’t focus on any one point for very long. Keep the information as precise as possible.
 Don’t give your own opinions: Even if you have to use your own words when you write the précis,
don’t try to express your personal opinion and evaluate the original text. It is not your goal. In this
assignment, you should make a summary based on your analysis so just describe what exactly the
author wanted to claim by his text.
The above-mentioned dos and don’ts give better idea of the concept and also learn the correct approach with
which the precis needs to be written.

Let’s understand with an example:

33
34
You must understand why teachers may assign tasks like precis writing. In order to write a good precis, keep
in mind that it reflects your ability to express thoughts. Precis writing develops critical thinking, ability to
summarize. Work on precis makes writer capable of highlighting the basic points of the original article.

SOLVED EXCERCISE
Passage
Read the following passage and answer the question given at the end:

35
A life of action and danger moderates the dread of death. It not only gives us fortitude to bear pain, but teaches
us at every step the precarious tenure on which we hold our present being. Sedentary and studious men are the
most apprehensive on this score. Dr. Johnson was an instance in point. A few years seemed to him soon over,
compared with those sweeping contemplations on time and infinity with which he had been used to pose
himself. In the still life of a man of letters there was no obvious reason for a change. He might sit in an arm
chair and pour out cups of tea to all eternity would it had been possible for him to do so. The most rational cure
after all for the inordinate fear of death is to set a just value on life. If we mere wish to continue on the scene to
indulge our head-strong humor and tormenting passions, we had better be gone at once,; and if we only cherish
a fondness for existence according to the good we desire from it, the pang we feel at parting which it will not
be very server.
Questions:

1. Suggest a suitable title for the passage.

2. What type of people are afraid of death and why?
3. How can we get rid of the fear of death?
4. What idea do you form about Dr. Johnson from this passage?
5. Explain the meanings of the words written in bold types.
6. Make a précis of the passage.

SOLUTION
I) Suitable Title: The fear if death.
ii) People who spend much time sitting and studying are the most afraid of death. Because they lead a peaceful
life and want no change.
iii) The most sensible way of getting rid of the fear of death is to value life properly. We should know that our
hold upon life is very risky and that we may die any moment.
iv) From this passage we learn that Dr. Johnson was afraid of death. He led a peaceful life and wanted no
change. He was fond of tea.
v) Explanation of the meanings of words;
Precarious Tenure — Uncertain period, life
Inordinate fear — Unreasonable fear, fear of death.
vi) Summary or précis.
If we lead an active life facing dangers, we will less fear death. People, who lead a lazy and peaceful life, are
the most afraid of death. The most sensible way of getting rid of the fear of death is to value life properly. If we
do not give unnecessary importance to our life, we will not feel the pang of death.

QUICK REVIEW
36
SENTENCE COMPLETION
WHAT ARE SENTENCE COMPLETION QUESTIONS?
They are nothing but the good old ‘Fill in the Blanks’ type of questions we’ve been handling since primary
school!

37
The only difference is – the ‘test’ is of a slightly different kind when it comes to your level today; and what
companies/ recruiters test in you using this variety of questions.

What do they test?

Vocabulary

 Not just ‘meanings ‘of words, but also their fine usage.
 Your ability to mark logical consistency among given elements of a sentence.
 Your ability to grasp how words fit into various contexts

Sometimes, your mere knowledge of how parts of sentence affect each other can help you determine which
option to pick; You may not necessarily know the meanings of the options given!!

QUESTION TYPES

1. Single Blank

The man is most___________, talking sweetly one day and blasting on the other.

a. Indifferent b. Objective c. Unpredictable d. Ineffectual e. Unobtrusive

2. Double Blank

Although Ms. Harvey's disposition was generally -------, she could become enraged when sufficiently -----

A. vicious. . ignored
B. serene. . provoked
C. energetic. . disappointed
D. meek. . complimented

E. perverse. . betrayed

Double Blank questions are easier to solve rather than the Single Blank ones. The reason is you can
eliminate word pairs based on the inaptness of just one word in the pair!!

The challenges

 Sometimes subordinate clauses, relative clauses, prepositional phrases, etc. can complex the sentences
and make comprehension and right selection difficult.
 Some questions are set to judge whether you understood the tone of the writer as well as his subject.
 Sometimes, technical, poetic, formal/ informal, academic, research-oriented, etc. styles of writing
would need a specific word that might be difficult to figure out of all close choices given.

Important things about sentence completion questions

Read the sentence carefully for meaning

38
You are never going to determine the answer until you understand the question. Think about the sentence
means and what part of speech is necessary to correctly complete the sentence.

Visualize
Before you go to the choices, think of the possible words for the blanks. It will save you from wrong choices.
This is better than trying out the choices to find out "what sounds good." It is faster and less prone to errors.

Structure Words
Look for words like but, rather, although, however, and, while, but, therefore. They reveal the sentence
organization and the hint- blank relationship. They tell you what kinds of words to look for, as they change the
thought process in the sentence.

Always read all the answer choices

In sentence completion section, if you are strapped for time and you select “A” because it works without
checking the other choices, it just may be that answer choice “E” was an even better selection.

Use process of elimination

This is especially true of the questions with 2 blanks. This essentially doubles the chances you will know at
least one of the 2 words in the answer choices and that you can eliminate the choice from consideration if the
words do not make sense.

Improve Your Vocabulary

Improving your vocabulary and usage can help you do better as the word meanings help you find the right
answer.

Working Backwards
The two-blank questions can be easier as you have more opportunities to eliminate wrong choices. If you can
eliminate a choice based on one word, you don't need to know the other word. Often, working backwards i.e.
picking the second blank choice first works better.

Positive/Negative Flow
When you read the sentence, you have to look out for adjectives/adverbs which tell you the idea of the
sentence. After finding these adjectives/adverbs, you need to find out if the idea of the sentence is
positive/negative. All the negative ideas may be a "bad word/bad phrase" or any term which has no/none/not...
in it. In simple words, if the flow of the first part of the sentence is positive and the second part is negative,
then the blank must be negative to even the flow of the sentence. This would solve the sentence completion
question without even understanding the question.
Example: Because he did not want to appear_______, the junior executive refused to dispute the board's
decision, in spite of his belief that the decision would impair employee morale.
A. contentious
B. indecisive
C. solicitous
D. overzealous
E. steadfast

39
Explanation:
(C) and (E) are gone because they're positive words. (B)doesn't work because the clue is "refused to dispute."
That doesn't work with indecisive. For the same reason, (D) doesn't work either. So the best answer is option
A.
Punctuation
Whenever the punctuation "," (comma) appears, followed by a blank in between two sentences, then it means
that the synonym of the phrase/word before "," is the meaning of the blank. In simple words, when you find ','
followed by a blank then find the Synonym of the word before ',' and check the options to match the synonym
of the word.

In the same way, when you find ":” (colon) or ";” (semi-colon) in the sentence, they will indicate that the idea
coming up is merely an explanation of the earlier idea. So, simply find the synonym of the word/phrase before
the punctuation and fill in the blank with the synonym from the options given.

Transitional Words

 Be alert to transitional words. Transitional words tell you what is coming up. They indicate that the author
is now going to draw a contrast with something stated previously, or support something stated previously.
 A transition word demonstrates the relationship between two portions of the text or spoken language.

Let’s take the following example into consideration:

Despite ------- on taking rare tamarins from their habitat, the illegal trade in the tiny monkeys
remains -------.

40
 A. commendations . . obligatory
B. consultations . . predominant
C. restrictions . . local
D. penalties . . illicit
E. prohibitions . . active

Correct Answer: E

Explanation:

Choice (E) is correct. "Prohibition" refers to something banned by legal authorities; "active" in this context
means in place or functioning. If one were to insert these terms into the text, the sentence would read
"Despite prohibitions on taking rare tamarins from their habitat, the illegal trade in the tiny monkeys
remains active." Since the word "despite" at the beginning of the sentence indicates that the second missing
term will describe an outcome of the first missing term, it makes sense to say that although taking tamarins
from their habitat is prohibited, the illegal activity still goes on.

There are certain indicators to guide sentence completion:

i. Contrast Indicators:
To contrast two things is to point out how they differ. In this type of sentence completion problem, we look for
a word that has the opposite meaning (an antonym) of some key word or phrase in the sentence.

Following are some of the most common contrast indicators:

But

Yet
Despite
Although
However
Nevertheless
Example: Although the warring parties had settled a number of disputes, past experience made them
_________ to express optimism that the talks would be a success.

A. rash

B. ambivalent
C. scornful
D. overjoyed
E. reticent
41
"Although" sets up a contrast between what has occurred—success for the whole talks. Hence, the parties are
reluctant to express optimism. The common word "reluctant" is not offered as an answer- choice, but a
synonym--reticent--is. The answer is (E).

ii. Support Indicators:

Supporting words support or further explain what has already been said. These words often introduce
synonyms for words elsewhere in the sentence.

Following are some common supporting words:

And
Also
Furthermore
Likewise
In Addition

For Example: Davis is an opprobrious and ________ speaker, equally caustic towards friend or foe--a true
curmudgeon.
A. lofty
B. vituperative
C. unstinting

D. retiring
E. laudatory
"And" in the sentence indicates that the missing adjective is similar in meaning to "opprobrious," which is very
negative. Now, vituperative--the only negative word--means "abusive." Hence, the answer is (B).

iii. Cause and Effect Indicators:

These words indicate that one thing causes another to occur. Some of the most common cause and effect
indicators are:
Because
For
Thus
Hence
Therefore
If,

Example: Because the House has the votes to override a presidential veto, the President has no choice but to
________.
A. object B. abdicate C. abstain D. capitulate E. compromise
42
Since the House has the votes to pass the bill or motion, the President would be wise to compromise and make
the best of the situation. The answer is (E).
A few more indicators:

iv. CONTEXT CLUES

Important words or phrases can help decipher which word would fit in the blank best. These are context clues.
Context Clues can be synonyms, antonyms or definitions.
Usually if an antonym context clue is present, the words, ‘however’, ‘but’, etc. will be also present in the
sentence.
Example: Choose the word or set of words that best completes the following sentence.
Despite the advice he had received to project a confident __________, James realized that being __________
with the interviewers made him much more endearing than bragging about his accomplishments could have.
Possible Answers:
demeanor . . . forthright

description . . . illusioned

persona . . . distinguished

attitude . . . distinguished

countenance . . . disingenuous

Correct answer:
demeanor . . . forthright
Explanation:
"Countenance" and "demeanor" could both work for the first blank. That James was doing the opposite of
bragging gives a strong contextual clue that the second word will be similar to honest. This is exactly what
"forthright" means.

43
UNIT 4

PICTURE PERCEPTION
and IDEA ELABORATION,
PARA JUMBLES

PICTURE PERCEPTION

Perception is the process of attaining awareness or Understanding of the Environment by organizing

and interpreting sensory information. All perception involves signals in the nervous system, which in
turn result from physical stimulation of the sense organs.
Perception is not the passive receipt of these signals, but can be shaped by learning, memory and
expectation. Perception involves these " top-down" effects as well as the" bottom- up" process of
processing sensory input.

The "bottom-up" processing is basically low-level information that's used to build up higher- level
information (i.e. -shapes for object recognition). The " top-down" processing refers to a person's
concept and expectations (knowledge) that influence perception.

Perception Filters
Perception is the process of gathering information through our senses, organizing and making sense of
it.

44
What Affects Perceptions?


Previous experience and learning

Attitudes and interests

Need and feelings

Current situation

People see things differently

All people do not "see" the same thing when looking at a visual image.

Perception differs from individual to individual due to...


Personal Differences

Socio-Economic Differences

45

Cultural Differences

Examples of Personal Perception Filters


Age,

Gender

Race

Past experiences

46
Examples of Social Economic Filters

Occupation

Level of education

Environmental factors

Family upbringing

Examples of Cultural Differences

Language, Customs, Belief, Systems, Historical Perspective

Influences on Perception
Every characteristic of an individual influence what that individual senses:

1) visionary (see)
2) Auditory (hear)
3) Olfactory (smell)
4) Gustatory (taste)
5) Tactile (touch)

How to Perceive a Picture?

Usually, we read an image as an entity in a given context, but when attempting to uncover its many
layers of meaning and/or purpose it is also expedient to systematize and organize one’s reading of its
formal elements in more phases:

Presentation of formal data

Presenting facts
1) Who is the artist/sender?
2) Does the picture have a title?
3) When was the picture made?
4) In what context was the picture made?
5) For what purpose was the picture made?
6) Which technique (painting, photograph, graphics, collage, or...?)
7) What dimensions?

Primary description

1) Representational meaning
2) Place, milieu,
3) Persons, relations, gestures, mimic, action
4) And the most significant details.

Formal analysis:
The effect of formal choices
All visual elements involved in picture analysis will be discussed and illustrated further
47

Persons, relations, gestures, mimic, action

And the most significant details.

Interpretation:

(Denotation/ Connotation)

Attaching possible meanings to the visual elements and their Interaction in the picture

Attaching meaning to how

Visual elements interact with the viewer in a given context

It is important to substantiate one’s interpretation of a given picture by drawing upon concrete

observations from the description and analysis, from one's knowledge of the sender, the context and
purpose of the picture.
Contextual data, such as philosophical, religious or aesthetic currents or time-specific use of symbols,
references to politics and cultural codes is, of course, an integral part of any interpretation.

“Flow and Arrest of Thoughts” – Kerstin

 There are only a few obvious elements to the picture, the most prominent and perhaps the focus
is the woman clad in a long gown. She sits in an antique chair in the lower right corner of the image,
strumming guitar with a vacant yet mysterious look on her face, giving away no emotions and seemingly
oblivious to the turmoil around her. She almost has a superimposed quality in the ways she remains
undisturbed and distanced from the rest of the image, possibly an embodiment of deep thought itself.

 The woman is surrounded by a turbulent red sea consisting of sharp waves and crashing tides,
nearly the entire left side of the image is taken up by a giant black chain falling from the skies and
48
disappearing into the waves where it meets the sea.
 Between the sea and the chain appears a guesser erupting from colorless rocks spurting neon
yellow birdhouses in a most abstract way. The sky is black, constant line art broken only by the white
clouds formed by negative space.
 Two main colours in the image are black and red. Red is often associated with energy, strength
and determination, black can symbolize power, elegance, formality, death and mystery. The
combination of these two colours is also traditionally linked to danger or despair. The only other colour
in the image is the yellow highlighter used on the birdhouses perhaps to attract attention and emphasize
their meaning.
 Now in terms of analysis and semiology what could the elements in this image mean? As
previously mentioned the woman seems to be the focus, as an individual however she is understated and
average, she has youth and beauty but her attire is neither seductive nor unflattering. She signifies
women in general, her prominence and thoughtful yet unafraid demeanor symbolize their empowerment
and her strumming of the guitar indicates control.
 Behind her is the sea, turbulent with crashing waves, suggestive of a battle or conflict. The
chains usually symbolize enslavement and captivity; due to the size of the chains there is also a
significant degree of dominance implied. The guesser that spurts birdhouses has connotations of escape
& bursting free, the use of birdhouses possibly symbolizing the role of the housewife. Finally, the black
sky, this is the future the unknown. The Image as a whole also has a surrealist quality this could be
suggesting we are not seeing a landscape but are in fact viewing the thoughts and dreams of the woman.

So to conclude this picture has many levels of appreciation. As comic art it is captivating, as a doodle it
is fascinatingly detailed yet as controversial thought provoking art it also possesses incredible depth
and meaning.

A Picture by Salvador Dali

49
 This picture shows how the earth is the place where all life is born and how everything that is alive
is because of the earth and how the picture is a tribute to this.
 This picture shows how the United States is expanding around the world, due to the arm that is
coming from the North American
 Continent, and how their growth is hurting the world which is represented through the blood
coming from the Earth, and how everyone else in the world is blaming the United States for the
death that is occurring due to their expansion.
 The difference between opinions can be a result of their different belief systems. By this I mean
how one person may honor and respect the earth, which would led to their belief that the painting is
honoring and respecting the earth, while the other student may just view what is shown on the
painting, how the arm is coming out of the land the belongs to the United States.
 Art may be considered universal to some people, but this one example can show how art is not
always universal.
 If someone looks at a painting they may believe that it is a master piece, while another person can
look at the same picture can just see an ordinary object

Alvarez Bravo

Daughter of the Dancers/ Muchachita!, Manuel

In this image, a young girl is seen from the back looking into a circular window. The girl wears a bright
white dress, a shawl draped over her shoulders and arms and a hat with a circular brim on her back. The
girl wears no shoes and seems to be standing on her toes to peer into the window. The girl is standing in
front of a dramatically patterned plaster wall with paint flaking from its surface. Her body casts a
distinct shadow on the wall, indicating intense sunlight.

50
With her back to the camera, a girl in a bright white cotton skirt peers into a circular black hole or
window cut into a patterned wall with peeling paint. Her head is all but obscured by a wide-brimmed
hat that echoes the shape of the portal. She stands on her toes ever so tentatively, her bare right foot
overlapping her left, as if she is trying to create her own stepping stair. Her right hand disappears into
the void as she investigates the unseen contents within. This photograph by Manuel Alvarez Bravo
establishes a contrast between her innocence and the fearful unknown.
There is a striking contrast between the intense light outside the building and the total darkness
revealed through the window.

What might this contrast represent?

Possibility 1: This image invites a number of interpretations.

Some suggest that the image may be a meditation on innocence: the girl in the white dress representing
the innocence of childhood, and the dark interior representing the ending of innocence in the near
future. Although we have no idea what the girl sees inside the building, there is a sense that it is
something sinister or off-limits. Despite this, the girl gazes with brave curiosity through the window.

Possibility 2:
The girl in the white dress is attired for festivity and dance but is left on the outside and wanting in.
She calls to those inside but is ignored and left out. The peeling exterior and hard cement under
the girl’s feet speak of a “hardness” to the world outside; a sense that is accentuated by the harsh light
and shadow. The contrasting dark window speaks of release, calm, and coolness from a hard world.

This image expresses many strong formal qualities.

Which of the elements and principles of art are most strongly represented here?
There are many repetitions of shape in this image. For instance, the shape of the window is reflected in
the circular shape of the hat brim. The pattern on the plaster wall also consists of repeated shapes. The
pattern is a complex arrangement of squares and rectangles. Contrast is also important in this image.
The girl’s bright white dress is an important contrast to the darkness inside the building.
Finally, the arrangement of pattern in the image and the repetition of circular shapes create a
composition with balance and unity.

Algorithm to story writing

a. Observe image (A lone guy walking on an isolated path)

b. Create a stress (It is windy and about to rain, stormy weather)
c. Introduce a crisis
d. Intertwine stress and crisis: (Let the stress make the crisis worse)
e. Hero's reaction
f. Outcome

51
Practice:

1.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________________________________
2.

52
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________________
3.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

53
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________________

4.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
54
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________________

5.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
55
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________

CONCEPT OF IDEA ELABORATION

What is Idea Elaboration?

An idea conveyed by means of a group of words, sentences or even a paragraph; an advertisement, a movie
clip, a song, any verse, etc.; when is ‘elaborated’ (discussed in detail/ explained using examples, proofs,
arguments, etc.)

Importance of idea Elaboration

Sometimes, in professional lives, you may be required to develop an idea, a report, a proposal, etc.

How do you validate your point?

How can you speak in detail and impressively about a point that you need to convey/ convince others with?

Can you add relevant examples, graphs, statistics, etc. creatively in order to substantiate your point?

Idea Elaboration exercises and tests are good ways of judging a candidates’ expression; creativity; logical,
descriptive and communication skills, especially written communication. Coherence, flow of written
communication, organization, etc. can be very well checked through idea elaboration. How big/
comprehensively one can think and organize sharply and effectively can be analyzed by the examiner.

56
Here are the techniques that can be applied to open-ended response, persuasive essays, explanatory essays, and
speculative writing: some strategies are more appropriate for specific genres than others.

How to present the ideas:

Follow the proper pattern and add the details accordingly.

57
Let`s take one example now to have clear understating of the same:

Topic: Pollution
Definition - Pollution is the term used to describe toxins in our environment.

Fact:
There are four major types of pollution.
Response/ Reaction/ Opinion: For example, the weather in Tamil Nadu never used to get below 30 degrees.
Now, the situation has changed, people are getting used to temperatures in the teens!

Small story / Anecdote

Once when I went swimming, I couldn’t paddle two feet without touching a piece of garbage floating around
me.

Data/ Statistic
Out of 30 students interviewed, 28 reported seeing garbage all over the schoolyard when they return from the
weekend.

Quotes (Direct or Indirect) from authorities or primary/secondary sources

Michael Osmond, Director of the Centers for Disease Control, reports, “Pollution spreading is an extremely
critical issue that must be addressed by policy makers and the general public in order to get it under control.”
Concession: Acknowledge opposite viewpoints and offer your rebuttal
While some people believe that pollution is a problem for those living in major cities, they are inaccurate.
Pollution spreads far beyond the invisible boundaries that outline our cities and metropolitan areas.
Rhetorical Questioning: A rhetorical question can be framed so that the only answer is in favour of your
opinion. Who would want to be living in a world surrounded by heaps of garbage and breathing poor quality
air?
Logic : If A equals B, an B equals C, then A must be equal to C. if the statements n your equation are true,
then your conclusion must be true as well. Also, words well for “if… then…” statements. If every school in
58
India agreed to stop producing paper-based fliers and chose online fliers instead, we would reduce are carbon
footprint by 30%
Personal Appeal: Empathize with the audience. Establish a common ground that they can relate to. We all
want a cleaner world for our generation and for generations to come. Everyone should have the right to be born
into a clean world.
PRACTICE 1
What ideas does the following picture convey Elaborate those ideas in 200 words.

Step 1: Try to understand the meaning of the given material:

The picture clearly is a sarcastic comment on the election systems along with the impacts it has on the citizens
of any country.

Step 2: Now, you’ve got to remember that your idea elaboration has to reach a mature and holistic (that
encompasses/ touches upon almost all aspects of the issue) level.

“Do, jot down all the points you can think of about the ‘fakeness’/ ‘elected candidates like MLA, MP`s (again
take into account all sorts of ideas connected to the same topic, you should emphasize on this category most.
Do not restrict yourself only to Indian elections and . ‘remember, ‘holistic’!! Talk about international systems
as well.

You could make use of mind-maps in order to lay out the structure of your idea elaboration write – up

59
The map above gives only one example. You could include in your map other ideas as latest examples
(especially if in any one of the incidents the fake news caused public disturbance), statistics, quotations/ views
of eminent personalities, good examples (of ideal, unbiased and neutral polling system, elected ministers etc.

Step 3: Distribute your 200 words into:

Opening paragraph.
The intermittent paragraphs should deal one by one with your main ideas.

The main ideas should be broken down into sub-ideas within the paragraphs.
These ideas and sub-ideas should be substantiated with examples, arguments, personal experiences, statistical
information, etc.

Concluding paragraph.
The more important ideas should frame the first paragraphs. Follow the law of priority.

 Check in your write-up that there is:

 A logical development and coherence
 Smooth transition – your write-up shouldn’t appear jerky.
 The right mix of simple and compound sentences
 The right mix of active and passive sentences
Step 4: Revise your write-up. Check for grammar, spelling, punctuation, etc. and see if the vocabulary or
expression can be important.

60
Activity:
What ideas does the following picture convey? Elaborate those ideas in 200 words.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________

Para-Jumbles
What is a para-jumble?
Para-Jumble refers to a paragraph wherein the sentences forming it are jumbled that need to be
unscrambled. The sentences have to be arranged in a proper manner such that they link and form a
coherent paragraph.

61
 Paragraph Jumbled

Para-Jumble
Thus, Para-jumbles are nothing else but another method to test your Comprehension skills.
For Example:

1. He was looking forward to opening up the presents in the solitude of his room.
2. Sanjay’s birthday was celebrated with a big bash.
3. But the guests insisted he open them up right there.
4. Several people arrived at his home bearing gifts, both big and small.
2-> 4-> 1-> 3

Types

 Fixed

Either one or both Opening and closing lines given

 Movable

All the lines are jumbled – need to identify theme and opening line

Example – Fixed

1. Opening statement 1. Opening statement

A. ……………. A. …………….
B. ……………. B. …………….
C. ……………. C. …………….
D. …………… D. …………….

6. Closing statement

Example - Movable
1. ………………… a. ……………………
2. ………………… b. ……………………
62
3. ………………… c. ……………………
4. ………………… d. ……………………
5. ………………… e. ……………………
f. ……………………
Clues

Generic to specific

Noun -> Pronoun Classification -> Definition

List of Items -> Addressing each item on the list Expansion -> Abbreviation
Cause and effect
Cause precedes effect Idea precedes elaboration
Chronology to be preserved

Tips to solve
• Identify subject
• Identify topic sentence
• Form pairs within the given sets based on CLUES
• Eliminate options based on the pairs – Proactive solving
• Understand the central theme

The best way to solve Para jumbles is by developing high reading speed and by scanning all the options
available. Try getting the feel of what the passage is talking about.
This will keep you in the right direction.
Review the options
Now, suppose you have 4 sentences A B C D. Based on chronological order, you know that A and B will
appear in the order BA. Now scan the available options and match:

(a) DABC (b) ACDB (c)CBAD (d) DBAC.

Now you know that the correct answer is either (c) or(d). Choose the best option out of these two. Look for
articles

Definite article - “the”

Indefinite article - “a and an”
‘The’ is generally used when some person/place or eventis being talked about for the second or 3rd time.

First time introductions are usually made with the helpof ‘a/an’. So, the sentence containing 'the' is most likely
to come after the sentence containing a/an.

Look for pronouns

Pronouns like he, she, they, it, them, their, him, her, can be easily spotted in para-jumbled sentences.
Such pronouns are always used when the person being talked about has already been introduced.

63
So sentence with pronoun is most likely NOT the first sentence.

Look for transition words

When you see a transition word in a sentence, be 90% sure that this sentence is not the first sentence.
Transition words are used in connecting a particular idea to the next.
Example: Also, again, as well as, after all, for example, for instance, in short, likewise otherwise, subsequently,
hence, simultaneously

Look for abbreviations

The sentence containing the full form will come before the sentence containing the abbreviation

General information precedes specific information

Introduction of idea/ entity precedes its description
The conclusion comes in the end

How to link or form pairs

1. Pronouns
2. Acronyms/ Abbreviations/ Use of last names
3. Time sequence
4. Hypothesis and Example (Similar to idea and elaboration)
5. Articles
6. Topic sentence and conclusion
7. Indicators of cause and effect / Conjunctions
8. Support words and contrast words

Pronouns and Acronym

A. Hofman feels passionately about his work, and this is clear from his writings.
B. But thanklessness and impossibility do not daunt him.
C. He acknowledges too – in fact he returns to the point often – that best translators of poetry always
fail at some level.
D. Michael Hofman, a poet and translator, accepts this sorry fact without approval or complaint.

Forming pairs (Contd.)

Answer deduced based on

 Full name preceding last name/ first name
 Proper noun preceding pronoun “He” in this case
 Conjunction for connecting statements her “But” is used for contradicting “statement C”

DCBA is the correct order

Time sequence

64
A. Then two astronomers—the German, Johannes Kepler, and the Italian, Galileo Galilei-started
publicly to support theCopernican theory, despite the fact that the orbits it predicted did not
quite match the ones observed.
B. His idea was that the sun was stationary at the centre and thatthe earth and the planets move in
circular orbits around the sun.
C. A simple model was proposed in 1514 by a Polish priest,Nicholas Copernicus.
D. Nearly a century passed before this idea was taken seriously.

CBDA is the correct order

Articles

Articles can be divided into two categories -

1. Definite (the) 2. Indefinite (a and an).

When the author uses 'a / an' – he/she wants to make a general statement - wants to introduce the noun
followed by a/an for the first time but when he/she uses 'the' to refer back to some previously discussed noun.

 It means having 'the' is very unlikely in the opening sentence.

 If 'a/an' and 'the' both are used for the same noun, then the sentence

 containing 'the' will come after the sentence containing ‘a/an.’

Transition words / Indicators

Cause and effect Accordingly in order to because so...that consequently therefore
given thus hence, when...then if...then

Support words Furthermore Additionally Also

And Too as well besides indeed likewise moreover

Contrast words Nevertheless, Although, Nonetheless, but Surprisingly, Despite,

on the contrary, even though, Ironically, rather than, in contrast

Recap

Spot the link between the given sentences and group sentences by applying

1. Generalization concept
2. Chronological order
3. Pronoun reference
4. Transition words
5. Main idea / theme of passage
Review the options and eliminate the wrong answers based on the above grouping

65
UNIT 5
ANALOGY

Analogy basically means ‘‘resemblance of one object to another in certain aspects.’’ The aim of analogy is to
test the candidate's ability to discover the relationship between the question pair and then to find the required
pair of words which is most similar to that relationship.

In this chapter, a question consists of words related to each other based on some logic and it is required to find
a word/pair of words analogous to those given in the question

To solve these questions, following two simple steps are to be followed

Step I -The candidate is required to identify the relationship between the pair of numbers/letters/ words given.

Step II – Find out the other pair such that the relationship between the third and the fourth
umbers/letters/words is similar to the relationship that exists between the first and second
numbers/letters/words.

Now, it is clear that analogy is established, when the two pairs on both the sides of the sign (::) bear the same
relationship.

This analogical relationship can be established in two ways as follows

FIND: LOCATE: lose: misplace

Colon stands for the phrase “is related to”

FIND [is related to] LOCATE LOSE [is related to] MISPLACE

Double colon (: :) stands for

“As (in the same way)”

Or simply—find is to locate as lose is to misplace.

Examples:

Here, the relation of 2 to 4 or 4 to 2 is the same as the relation of 1 to 3 or 3 to 1. To have more clarity about
analogical relationship, let us consider the example given below

Doctor: Hospital: Teacher: School

66
(i) (ii)

Now, just think over (i) and (ii). What relationship can you establish between these two?

If you go for a deeper analysis, you will find the following

(i) Doctor: Hospital

A ‘doctor’ works in a ‘hospital’. It means ‘hospital’ is a working place for a ‘doctor’. Hence, Doctor: Hospital
has worker and working place relationship.

(ii) Teacher: School

A ‘teacher’ works in a ‘school’. It means ‘school’ is the working place for a ‘teacher’. Hence, Teacher: School
has worker and working place relationship.

Clearly, it is observed that in both the cases (i) and (ii), the relationship is similar, i.e., worker and working
place relationship. Therefore, we can say that these two are analogical pairs.

Sometimes, these analogical relationships can be established as given below

Doctor : Teacher : : Hospital : School

Here, ‘Doctor’ is related to ‘Hospital’ in the same way as ‘Teacher’ is related to ‘School’

(i) [Doctor : Hospital] and (ii) [Teacher : School] are actually different from each other but they are logically
similar. These analogous relationships can be of several types depending upon the kind of relationship between
the two objects of a pair.

Some most common types of analogous relationships are as follows

Type 1: Broadly : Synonyms and Antonyms Type 4: Broadly : Specific to General

a. Antonyms – up : down
a. category : example – dog : Golden
b. Synonyms – great : wonderful Retriever

Type 2: Broadly: Part and Whole Type 5: Broadly: Cause and Effect
a. Part: whole – trunk: tree a. effect: cause – flood: rain
b. whole :part – school : classroom b. cause: effect – practice: improve

67
 Type 3: Broadly: Functions and jobs Type 6: Broadly: Different Degrees
a. tool: its action – crayon: draw a. increasing intensity – unhappiness;
misery
b. tool user: tool – carpenter: hammer
b. decreasing intensity – hot : warm
c. tool: object it’s used with – hammer: nails
d. action: thing acted upon – read: book
e. action: subject performing action – teach: teacher
f. object or place: its user – chalk: teacher

Type 7: Broadly : Traits

a. noun: closely related adjective – elephant : enormous

Things to Remember

 PARTS OF SPEECH
If the words in the first pair express a “noun: adjective” or “verb : noun” or “adjective : adjective”
Relationship (for instance), the second pair should show the same relationship between parts of
speech.
 WORD ORDER
If the first pair expresses a “tool user: tool” relationship (for instance), the second pair must
express the same relationship in the same order (tool user first, tool second).
 EXACTNESS
Sometimes two or more of the given choices would make fairly good sense in the blank. When
this happens, you should choose the word or pair of words that most exactly suits the relationship
you’re expressing.

GUIDELINES
1. Decide upon the relationship between first 2 words
2. State the relationship - car is to tire because
3. Examine the third word – chair
4. Select a fourth word that will make the third-fourth word have the same relationship as the first-second
word Be ready to explain your fourth word selection
Let`s go into detail:
Synonymous Relationship
This type of relationship is established between the two words, when they convey the same meaning.
e.g., Abandon : Leave

68
‘Abandon’ means almost the same as ‘Leave’. Hence, ‘Abandon’ is a synonym of ‘Leave’.
Some more examples are given below
Dwelling : Abode Vacant : Empty Ban : Prohibition
House : Home Idea : Notion Contact : Meet

Endless : Eternal Escape : Abscond Kind : Benevolent

Enormous : Huge Synthetic : Artificial Encumber : Burden

Antonymous Relationship
This type of relationship is established between the two words, when they are opposite in meaning.
e.g., Kind : Cruel
‘Kind’ means the opposite of ‘Cruel’. Hence, ‘Kind’ and ‘Cruel’ have antonymous relationship.

Some more examples are given below

Meet : Avoid Never : Always Scarcity : Abundance
Weak : Robust Deep : Shallow Advance : Retreat
Cordial : Hostile Slim : Bulky Chaos : Peace
Affirm : Deny Gradual : Abrupt Stale : Fresh

Individual and Group Relationship (Part and whole)

When one word of the pair is the collective group of another word of the pair, then it is called individual and
group relationship.
e.g., Cattle: Herd
A group of ‘Cattle’ is called ‘Herd’.

Some more examples are given below

Sheep : Flock Goods : Stock Fish : Shoal

Soldiers: Army Termites: Colony Pupils : Class
Riders : Cavalcade Singer : Chorus Grapes : Bunch
Sailors : Crew Bees : Swarm Players : Team

Robbers: Gang Flowers: Bouquet Ministers: Council

Intensity Relationship (Degree)

69
When one word of the pair is of higher intensity than the other word of the pair, then it is called intensity
relationship.
e.g., Quarrel : War
‘War’ is of higher intensity than ‘Quarrel’.
Some more examples are given below
Sink : Drown Speak : Shout Kindle : Burn
Anger : Rage Refuse : Deny Unhappy: Sad
Wish : Desire Error : Blunder Moist: Drench

Famous: Renowned Crime : Sin

Worker and Product Relationship

When one word of the pair represents the working professionals and the other word of the pair represents their
final product, then it is called worker and product relationship.
e.g., Author : Book
An author writes a book. It means ‘Book’ is the product of ‘Author’.
Some more examples are given below
Poet : Poem Cobbler: Shoes Producer: Film
Editor : Newspaper Choreographer: Ballet Tailor : Clothes

Worker and Tool Relationship

When one word of the pair represents the working professionals and the other word of the pair is the tool used
for their working, then it is called worker and tool relationship.

e.g., Chef : Knife

‘Knife’ is a tool used by ‘Chef’.

Some more examples are given below

Surgeon : Scalpel Tailor : Needle Labourer: Spade
Author : Pen Blacksmith: Anvil Soldier : Gun
Farmer : Plough Sculptor: Chisel Warrior: Sword

Woodcutter: Axe Carpenter : Saw Doctor : Stethoscope

Part and Whole Relationship

70
When one word of the pair represents a single part of the whole object given in other word of the pair, then it is
called part and whole relationship.
e.g., Computer: Hard Disk
‘Hard Disk’ is a part of ‘Computer’.
Some more examples are given below
Dramatist :Play Chef : Food Farmer : Crop
Sculptor : Bust Carpenter: Furniture Goldsmith: Ornaments
Mason : Wall Architect : Design

Tool and Action Relationship

When one word of the pair represents the tool and the other word of the pair gives its function/action, then it is
called tool and action relationship.

e.g., Knife : Cut

A ‘Knife’ is used for ‘Cutting’.

Some more examples are given below

Gun : Shoot Spoon : Feed Axe : Grind
Shovel : Scoop Microscope : Magnify Spade : Dig
Pen : Write Auger : Bore Needle : Sew
Binocular : View Tongs : Hold Spanner: Grip

Pair Relationship
When the two words form a genuine pair, then it is called a pair relationship.
e.g., Lock : Key
‘Lock’ and ‘Key’ make pair.
Some more examples are given below
Question: Answer Pencil : Eraser Shoes : Socks
Horse : Carriage Chair : Table Door : Window

Saree : Blouse Cup : Saucer Shirt : Trousers

In such type of analogical problems, two pairs of words are given and the words in the first pair are related to
each other in a particular way. The candidate is required to find out the relationship between the first two
words and pick the word from the given options which bears exactly the same relationship to the third word, as
the first two bear. Sometimes, fourth word is given and third word has to be selected from the given
alternatives.

71
The solved examples given below will give you clear cut idea about such type of problems

Directions (Example Nos. 1-10) Find out the relationship between the first two words and choose the missing
word from the given alternatives. which bears the same relationship to the third/ fourth word, as the first two
bear.

Ex 1 Apple : Fruit : : Potato : ?

(a) Flower (b) Fruit
(c) Sweet (d) Root
Sol. (d) ‘Apple’ is a ‘Fruit’ and similarly ‘Potato’ is a modified ‘Root’.

Ex 2 Dearth : Scarcity : : Substitute : ?

(a) Rumor (b) Assume
(c) Replace (d) Destroy
Sol. (c) ‘Dearth’ is the synonym of ‘Scarcity’ and similarly ‘Substitute’ is the synonym of ‘Replace’.

Ex 3 Chaos : Peace : : Lanky : ?

(a) Short (b) Lengthy
(c) Great (d) Fine
Sol. (a) ‘Chaos’ is the antonym of ‘Peace’ and similarly ‘Lanky’ is the antonym of ‘Short’.

Ex 4 Thunder : Rain : : ? : Night

(a) Dus(b) Dark

(c) Evening (d) Dusk
Sol. (d) ‘Rain’ is followed by ‘Thunder’ and similarly ‘Night’ follows Dusk.
Ex 5 Page : Book : : Leaf : ?
(a) Forest (b) Root (c) Red(d) Tree
Sol. (d) ‘Page’ is the part of ‘Book’ and similarly ‘Leaf’ is the part of ‘Tree’.

Ex 6 Eye : See : : Leg : ?

(a) Write (b) Breath (c) Walk (d) Hear
72
Sol. (c) ‘Eye’ is the part of body which is used to ‘See’ and in the same way ‘Leg’ is the part of body which is
used to ‘Walk’.

Ex 7 Tadpole : ? : : Caterpillar : Butterfly

[SSC (Steno) 2013]
(a) Crow (b) Goose
(c) Fish (d) Frog
Sol. (d) ‘Caterpillar’ is the youngone of ‘Butterfly’ Similarly, Tadpole is the youngone of ‘Frog.’

Ex 8 Plant : Seed :: ? : Bud

(a) Leaf (b) Twig
(c) Flower (d) Fruit
Sol. (c) As, grown form of ‘Seed’ is ‘Plant’, similarly grown form of ‘Bud’ is Flower.

Ex 9 Cobbler : Leather :: Carpenter : ?

(a) Furniture
(b) Wood
(c) Hammer
(d) Chair

Ex 10 Video : Cassette : : Computer : ?

(a) Reels
(b) Recordings
(c) Files

(d) Floppy
Sol. (b) As, ‘Cobbler’ uses ‘Leather’ to make shoes, etc., similarly ‘Carpenter’ uses ‘wood’ to make Furniture.
(e) CPU
Sol. (d) ‘Recordings’ of the second are visualised on the first.
Practice Corner 1.1 Build your Confidence...

73
UNIT 6
READING COMPREHENSION
WHAT IS READING?
Reading is the process of looking at written symbols in order to get meaning from them. When we
read, we use our eyes to receive written symbols and our brain to convert them into words, sentences
and paragraphs. Reading can be silent or aloud.
It is the skill of purposeful looking over, reading, and evaluation of the text to understand concepts,
ideas, words and phrases expressed in written texts. Reading is not a passive skill of just decoding what
is encoded; readers predict what is to come next. They highlight some parts selectively while some
parts are skipped. They make some hypotheses which can be accepted, rejected or reformulated. To get
the message conveyed, readers use their background knowledge of the world and the context and the
author. Therefore, reading comprehension of a text is a continuous activity depending on pre-reading,
while reading and post-reading activities (Duke and Pearson, 2002).

Speed reading: Skimming and scanning as two different strategies of speed reading used for different
purposes. Readers do not read every single word; they read to get the information they need fast
without wasting time (Beale, 2013)

Why do we read?

Reading comprehension is a necessary skill in our daily and academic life in L1. It can be entertaining
and instructional. It is a tool of opening up new worlds and enriching our knowledge. It can improve
hand-eye co-ordination and social skills. Regarding reading in a foreign language, it has some
additional important advantages helping readers to learn L2 faster and more completely.
Reading skills can also help university students to achieve their academic goals easier and faster. They
can get better grades since they can get the message of their textbooks better.

What do we read?

74
There are different instructional materials to use in order to improve reading skills:

 books
 newspapers
 online news articles
 online blogs about interesting topics
 letters
 short stories
 poetry
 advertisements and brochures

There are a large number of reading comprehension strategies applied before, while and after
reading that are appropriate for university students to apply in order to become professional readers
of different texts

Reading Comprehension strategies

Make Connections—Readers connect the topic or information to what they already know about
themselves, about other texts, and about the world.
Asking questions- Readers ask themselves questions about the text, their reactions to it, and the
author's purpose for writing it.
Visualize—Readers make the printed word real and concrete by creating a “movie” of the text in their
minds.
Determine Text Importance—Readers (a) distinguish between what's essential versus what's
interesting, (b) distinguish between fact and opinion, (c) determine cause-and-effect relationships,
compare and contrast ideas or information, (e) discern themes, opinions, or perspectives, (f) pinpoint
problems and solutions, (g) name steps in a process, (h) locate information that answers specific
questions, or (i) summarize.
Make Inferences—Making an inference involves using what you know to make a guess about what
you don't know or reading between the lines. Readers who make inferences use the clues in the text
along with their own experiences to help them figure out what is not directly said, but understood.
Synthesize—Readers combine new information with existing knowledge to form original ideas, new
lines of thinking, or new creations.

75
Brain Storming as an effective tool in reading comprehension activates readers to generate different
ideas based on their background knowledge. The goal is to raise the readers’ expectation about what the
passage is about.

Glossary as the alphabetical list of words or a brief dictionary of words of a text can facilitate the text
comprehension.
Visual aids are graphs, diagrams, maps and pictures that can prepare learners to get the message while
leading their minds towards the main idea of the text.
Making Predictions can be done by combining TWO things: 1- clues the author leaves for the reader,
such as the words, pictures or text features and 2- what they know as schema.

However
There is no shortcut to improving your critical reading ability. You can-

• Interpret and evaluate events, dialogue, ideas, and information Connect information to what
you already know.
• Adjust current knowledge to include new ideas or look at those ideas in a different way.
• Determine and remember the most important points in the reading

Reading Comprehension Question Types

There are about seven question types.
1.Main Idea
2. Supporting Idea /Identifying detail / fact
3. Drawing conclusions /Inference
4. Tone & Style

76
 5. Application
6. Distinguishing between fact and opinion
7. Understanding cause and effect

Type 1: Identifying main idea:

Main idea questions ask you to identify the "primary purpose" or "main point" of the passage. In order
to answer these questions correctly, you must be able to identify the thesis of the passage and those
ideas that support this thesis.
Common Question Stems
 Which of the following most accurately states the main idea of the passage?
 The primary purpose of the passage is to
 The passage is primarily concerned with which of the following?
 The author of this passage is primarily concerned with
 The main point made by the passage is that
 How to Identify Correct Answer
Main point questions ask you to identify the crux of the author's point. You must identify which
ideas in the passage play a supporting role and which idea is being supported.

Now read the passages given below and answer the questions.

Passage1: Ecology is, by definition, a transdisciplinary science focused on the relationship between
living organisms and their environments. A relatively new science, its modern roots emerged in the
early 20th century with the work of Frederic Clements and Henry Gleason, American botanists who
studied the interactions between plant communities, and Sir Arthur Tansley, a British botanist and
zoologist whose research on the interactions between plant and animal communities and the
environment led him to coin the term "ecosystem" in 1935.1 The interdisciplinary work of these
pioneers prompted the development of models of ecological succession that dominated plant biology
during the early 20th century and became the basis for the new integrated science of p lants, animals
and the environment eventually known as ecosystem ecology.

Task 1: How can you state the main idea of the passage?
Answer: Interdisciplinary aspect of ecology
Passage2: When one hears the term "reality" applied to a show, one might expect that the events
portrayed occurred naturally or, at the least, were not scripted. This is not always the case. Many
reality shows occur in unreal environments, like rented mansions occupied by film crews. Such living
environments do not reflect what most people understand to be "reality." Worse, there have been
accusations that events not captured on film were later restaged by producers. Worse still, some
involved in the production of "reality" television claim that the participants were urged to act out story
lines premeditated by producers. With such accusations floating around, it's no wonder many people
take reality TV to be about as real as the sitcom.

Answer- Reality TV shows are not always real.

77
Type2: Identifying detail / fact
These questions tend to be more difficult than main idea questions because they require a more detailed
recollection of the test.
These questions tend to incorporate an idea specific to the passage in the question stem.
When reading a lengthy text-
•Identify key word/s based on given questions
•First read instructions/questions carefully and then find keywords from the question to look for
the answers.
Common Question Stems
 According to the passage, a questionable assumption about x is that
 The passage states that x occurs because
 According to the passage, which of the following is true of x
 The passage mentions each of the following EXCEPT
 According to the passage, if x occurs then
 How to Identify Correct Answer

In trying to identify the correct answer, it is extremely important that you stick quite close to the text.
The words "according to the passage" should be taken seriously. Answers that seem logical but are not
directly supported by the text should be avoided.

Read passage and answer question.

The city will be enforcing winter parking rules from December 1 through March 31, according to City
Street Manager Joseph Parks. This includes alternate-side parking regulations, as well as tow-away
zones and handicap exceptions. Cars are to be parked on the south and east sides of streets between the
hours of 8 a.m. and midnight; and on the north and west sides of streets between midnight and 8 a.m.
This is to permit snow plows and emergency vehicles access to all neighborhoods, as well as to keep
rush-hour traffic to a minimum. Vehicles that do not follow these guidelines will be towed at the
owner’s expense, Parks said, with the exception of those vehicles displaying handicapped parking
permits.

Q: Which of the following is NOT a reason for these parking regulations to be followed?

a. They prevent excessive traffic.

b. It’s good for the cars to be moved frequently in cold weather.

c. It allows snow plows to get through.

d. They enable emergency vehicles to gain access to all neighborhoods.

Solution:

The city will be enforcing winter parking rules from December 1 through March 31, according to City
Street Manager Joseph Parks. This includes alternate-side parking regulations, as well as tow-away
zones and handicap exceptions. Cars are to be parked on the south and east sides of streets between the

78
hours of 8 a.m. and midnight; and on the north and west sides of streets between midnight and 8 a.m.
This is to permit snow plows and emergency vehicles access to all neighborhoods, as well as to keep
rush-hour traffic to a minimum. Vehicles that do not follow these guidelines will be towed at the
owner’s expense, Parks said, with the exception of those vehicles displaying handicapped parking
permits.

Q: Which of the following is NOT a reason for these parking regulations to be followed?
a. They prevent excessive traffic.

b. It’s good for the cars to be moved frequently in cold weather.

c. It allows snow plows to get through.
d. They enable emergency vehicles to gain access to all neighborhoods

All of the reasons are given in the passage except choice b. No mention is made of whether or not it’s
good for the cars
Passage 2:
Shopping can be fun as well as a headache. I do not like this activity on Sunday. I usually buy things
for family in grocery stores. My spouse likes to shop in cloth centers. However, I love to shop in malls.
It is amazing experience. I do purchasing in retail shop for my in laws. I hate bargaining for my kids. I
am neither a spendthrift nor a shopaholic but this is the only outdoor activity I am expert in.
Question: Where does author love to shop for her relatives?
Answer: Malls

Type3: Drawing conclusions/ what can be inferred

In some ways, inference and supporting idea questions are similar. However, inference questions tend
to go a tad further and ask you to make a very small logical conclusion that is strongly implied based
upon information in the passage. Answer choices that require significant assumptions or inferences will
NEVER be correct. In inference questions, the answer lies directly in the text and requires a very small
logical step (e.g., if the text says that "all the cups in the room are red", an inference would be that
"there are no green cups in the room").
Common Question Stems
1. The passage implies that which of the following was true of x
2. It can be inferred from the passage that
3. The passage suggests which of the following about x
4. The author implies that x occurred because
5. The author implies that all of the following statements about x are true EXCEPT

How to Identify Correct Answer

 The correct answer to these questions is usually an obvious logical consequence of a sentence in
the text.
79
 Think about what the author wrote
 •Think about your own experience or your prior knowledge •Now make a conclusion or prediction
about what you seen or
 what could have happened

Read the passage and answer the questions:

An increase in the level of serotonin levels in the human body is known to significantly enhance the
mood of the person and in some cases, help people overcome depression. Serotonin taken orally does
not pass into the pathways of the central nervous system, because it does not cross the blood–brain
barrier. However, tryptophan and its metabolite 5-hydroxytryptophan (5- HTP), from which serotonin
is synthesized, does cross the blood–brain barrier. These agents are available as dietary supplements,
and may be effective serotonergic agents.

Q: Which of the following can be correctly inferred from the statements above?

a. Individuals who do not consume enough tryptophan can develop depressive tendencies
b. Individuals who consume tryptophan can metabolize enough serotonin and do not run the risk of
depression
c. Consumption of serotonin laced foods can help cure depression in some cases
d. Tryptophan is an effective agent that can help cure depression in some cases

Solution:

An increase in the level of serotonin levels in the human body is known to significantly enhance the
mood of the person and in some cases, help people overcome depression. Serotonin taken orally does
not pass into the pathways of the central nervous system, because it does not cross the blood–brain
barrier. However, tryptophan and its metabolite 5-hydroxytryptophan (5- HTP), from which serotonin
is synthesized, does cross the blood–brain barrier. These agents are available as dietary supplements
and may be effective serotonergic agents.

Q: Which of the following can be correctly inferred from the statements above?

a. Individuals who do not consume enough typtophan can develop depressive tendencies
b. Individuals who consume tryptophan can metabolize enough serotonin and do not run the risk of
depression
c. Consumption of serotonin laced foods can help cure depression in some cases
d. Tryptophan is an effective agent that can help cure depression in some cases

Type 4. Application

80
Application questions ask you to take information and conclusions in the passage and extrapolate them
to similar situations or ideas. The key to this question type is the ability to identify the crux of an
argument and see how it relates to a similar situation.

Common Question Tasks

1. Mirroring: Select an action or idea not discussed in the text that most mirrors an action or idea
discussed in the text
2. Predicting: Make a prediction based upon the information in the passage

Common Question Stems

1. The author of the passage would be most likely to agree with which of the following?
2. Which of the following statements would provide the most logical continuation of the final
paragraph?

3. [an idea or action described in the passage] is most similar to which of the following?

Passage:
One may react to someone’s sarcastic comment with anger on one occasion but with amusement on
another depending on current emotional status. How responsive one is to another’s needs can vary
significantly if, for example, an employee has just been reprimanded by a superior or praised for
excellence in customer relations, or, if someone a professor perceives as an excellent student hands in
sub-standard work. Perceptions are different for one who just learned of the death of a favorite relative
or has been informed that they have won the lottery.

Q: Based on the passage, which statement about perceptions would the authors of the passage
most likely agree?

A. One who is both perceptive and emotionally reactive most likely lacks mental stability.

B. Perceptions are wrong and should never be trusted.

C. Present feelings affect one’s perception.

D. One should react without being swayed by one’s perceptions.

Solution:
One may react to someone’s sarcastic comment with anger on one occasion but with amusement on
another depending on current emotional status. How responsive one is to another’s needs can vary
significantly if, for example, an employee has just been reprimanded by a superior or praised for
excellence in customer relations, or, if someone a professor perceives as an excellent student hands in
sub-standard work. Perceptions are different for one who just learned of the death of a favorite relative
or has been informed that they have won the lottery.

81
Q: Based on the passage, which statement about perceptions would the authors of the passage
most likely agree?

A. One who is both perceptive and emotionally reactive most likely lacks mental stability.

B. Perceptions are wrong and should never be trusted.

C. Present feelings affect one’s perception.

D. One should react without being swayed by one’s perceptions.

Type4: Distinguish between facts and opinion:

A fact is something known for certain to have happened, to be true, or to exist. An opinion, on the other
hand, is something believed to have happened, to be true, or to exist. The key difference between fact
and opinion lies in the difference between believing and knowing. Opinions may be based on facts, but
they are still what people think and believe, not what they know. Opinions are debatable; facts are not.

• A good test for whether something is fact or opinion is to ask two questions:

1. Can this statement be debated?

2. Is this something known to be true?

Task: My brother found a little puppy in the middle of the street today. He was shivering so my
brother wrapped him in a blanket. Mom said that we can not keep him because he belongs to another
family. He is the cutest puppy I have ever seen! I do not want to give him back.

Question; Which sentence from the paragraph above is an OPINION?

a. My brother found a little puppy in the middle of the street today.

b. He is the cutest puppy I have ever seen!
c. Mom said that we cannot keep him because he belongs to another family.
d. He was shivering so my brother wrapped him in a blanket

Solution:

My brother found a little puppy in the middle of the street today. He was shivering so my brother
wrapped him in a blanket. Mom said that we can not keep him because he belongs to another family.
He is the cutest puppy I have ever seen! I do not want to give him back.

Question; Which sentence from the paragraph above is an OPINION?

a. My brother found a little puppy in the middle of the street today.

b. He is the cutest puppy I have ever seen!
c. Mom said that we can not keep him because he belongs to another family.
d. He was shivering so my brother wrapped him in a blanket

Type4: Understanding cause and effect

82
Statement:
1. Standard of living among the middle class society is constantly going up since part of few years.
2. Indian Economy is observing remarkable growth.

A. Statement I is the cause and statement II is its effect.

B. Statement II is the cause and statement I is its effect.

C. Both the statements I and II are independent causes.

D. Both the statements I and II are effects of independent causes.

E. Both the statements I and II are effects of some common cause.

Solution:

Statement:

i. Standard of living among the middle class society is constantly going up since part of few years.
ii. Indian Economy is observing remarkable growth.

A. Statement I is the cause and statement II is its effect.

Type5: Comparing and contrasting ideas

Support Indicators:
Likewise In the same way Similarly And In the same way
And

Contrast Indicators:
But Despite this However On the other hand

Task
Allopathic treatment is symptomatic while Ayurveda treats an elemental level. First may be necessary
immediate relief. However, to cure the problem from the root the treatment at the elemental level is
must. Therefore, synergy of modern medical science and ancient Indian wisdom is in the interest of
humanity.

Question: The highlighted words are indicators of what?

1. Topic sentence?
2. Contrasting idea
3. Conclusion

Solution
3. Conclusion
83
Type6: Understanding Tone & Style
Tone questions ask you to identify the attitude or mood of a specific part of the passage or of the entire
passage. A common characteristic of this question type is answer choices that are marked by one to three word
phrases containing adjectives. Tone questions test your ability to recognize an attitude or disposition of the
author, which is signaled by the use of a handful of trigger words. Never base your guess about the author's
tone on a single word--this is not enough to define the tone of the entire passage.

Tone questions tend to be among the more infrequent question types.

Common Question Stems
1. The attitude of the author of the passage toward x is best described as one of
2. The tone of the author is best described as

84
 Now read the passage and answer the question:
Pea Protein is a complete protein with all essential amino acids and is particularly high in branched chain
amino acids as well as arginine, lysine and phenyalaline. It has a very well balanced essential amino acid
profile that fits the requirements set by the world health organization for adults. Branched chain amino acids
have been shown to keep the body in a state of muscle building all day long. This anabolic effect increases
strength gains while helping the body burn fat and improve lean tissue.The Key BCAA’s include leucine,
valine and isoleucine. Pea Protein is the best non-animal source of these powerful BCCAs and with its 98%
absorbency rate it rivals Whey Protein for its effects on metabolism and lean body tissue.

Question: What is the tone of the author in the passage?

a) CYNICAL b) PERSUASIVE c) INFORMATIVE d) NARRATIVE

Process of Elimination

 The author is not criticizing, hence option a) is wrong

 The author is not asking anyone to eat Pea, hence option b) is not right
 The author is not giving his personal experience, hence option d) is wrong
Option c) Informative- Answer

RC: General Improvement Tips

•Read for at least 30 minutes a day.

•Read from a variety of sources: newspapers, the Internet, novels, magazines and variety of topics : sports,
business, politics, science etc.

•Always summarize to yourself the material you have just read.

RC: Exam Tips

• Don't rush yourself. It is natural that you will start a little slowly and then build up speed as you gain
familiarity with the passage.

• Read all the questions first (if the exam format permits this). This will help you zero in on the relevant
portions when you start reading the passage.

Continued…

•Read actively. This means, try to anticipate the next sentence. Reading this way will help you engage with the
passage more closely.

•Make notes to capture the essence of each paragraph within the passage. The first sentence of the paragraph
usually conveys the main idea or theme of the paragraph.

Continued…

•Don't try to memorize anything. Memorizing consumes time and is not very useful.
85
•Get the overview. After you have read the passage, ask yourself the following questions:

(1) what is the passage as a whole trying to say?

(2) How does each paragraph contribute to the broad message of the passage?

•Vocabulary: Use context clues to determine the word’s meaning.

•Time Constraint Solution

•Skimming (main idea)

•Zig – zag movement of the eye

•Accompanied by grasping of major ideas of the passage

•Scanning (Eye reading)(intricate details)

•Reading using ones eyes and getting details, as in, facts, figures, examples (Specific info.)

86