Chapter 7 Verbal Ability: What is Asked?

Chapter 7

Verbal Ability: What is Asked?

Chapter Objectives:

This chapter describe the various kinds of questions that have been asked in CAT and other exams. Students should see the variations in the questions, which are included by the examiner to introduce a surprise element. The learning objective of this chapter is to expose the student to the variations so that he is not caught off-guard on seeing a new kind of question.

In this chapter, students should learn:

• Different types of questions that are asked
• See the method of solving each type
• Identify strengths and weaknesses
• Form a study plan to exercise on different types of questions given in subsequent chapters

A manager’s job, to a large part, consists of communication. He has to be a good speaker and a good writer. Management entrance exams measure this ability through the Verbal Section. Some questions on Vocabulary, English Usage, Reading Comprehension, Grammar, Sentence Completion and Sentence Improvement, and sometimes Verbal Reasoning, form the section. Students need to be well-versed in these aspects and are aware of how different types of questions are to be done.

Verbal Ability thus has always been an integral part of CAT and all management entrance exams. Prior to 1999, it was a separate section and contained 40-50 questions but now it has been clubbed with Reading Comprehension section. The number of questions, and types of questions, varies from year to year and from exam to exam. For CAT 2006 and 2007, there were 25 questions in the Verbal Ability section. This was increased to 40 questions in CAT 2008. The distribution of questions between RC and Verbal section may also vary. The section is not difficult, though many students are scared of it.

For many people Verbal Ability is a bugbear because long lists of words have to be learnt and then long paragraphs have to be unjumbled. Moreover, the choices are often quite close and one is never sure of the answer. Students who are good in Quantitative Ability tend to avoid this section altogether. This is, however, not the correct thing to do. One must score a minimum cut-off in this section in order to qualify for the best calls. It is sad to see a person who has a very high percentile in Quantitative Ability and very low in Verbal and hence he is unable to get good calls. A prudent strategy is to devote as much time to Verbal as to other sections in order to score the cut-off. Limitations must be overcome and the section must be attempted.

On the other hand, students, particularly of Humanities tend to like this section. They are good in language and think that they can attempt the section nicely. Even this is wrong, because the questions are fairly tricky. Even the best of students will make mistakes as the choices are so close together. Humanities students should make the effort to score the maximum in this section and figure out ways of developing accuracy. The strategy should be to clear mind-blocks in case you have a fear of the verbal section and to max it if you think you are good at it.

Attempts must be made to understand each kind of question that is asked in CAT. The broad categories of different questions in the Verbal Section are:

Vocabulary based:

(a) Direct vocabulary – synonyms and antonyms

(b) Fill in the blanks: Single and double blanks

(c) Analogies

(d) Word usage

(e) Matching different meanings of a word with sentences

Reading based:

(a) Jumbled Paragraphs

(b) Critical Reasoning

(c) Paragraph completion

(d) Alternate summaries

(e) Sentence Improvement

Grammar based:

(a) Sentence Correction

(b) English Usage

Reasoning Based:

(a) Classifying statements into Fact, Inference and Judgement

(b) Syllogisms

(c) Verbal Reasoning

This is not an exhaustive list, because the examiner is free to include different questions every year. However, it will give the reader an idea as to what must be included in his plan of study. Clearly, a good vocabulary must be built up, a habit of reading must be developed, grammar should be revised thoroughly, and reasoning ability must be developed.

The examiner may choose which of the above questions he will include; different years will have different types. A look at past papers of CAT shows that questions on Analogies, Verbal Reasoning, truth tables, are no longer asked. However, the Usage section with an emphasis on formal English usage, has increased. Students should get familiar with all kinds of questions so that they are not taken unaware on seeing something different in the exam. Every year, many students get nervous in the examination and lose an opportunity simply because their coaching institute did not teach a particular type of question.

It is important to have a good vocabulary for this section, but what is important is that one must be aware of how the English language is used. For this, having read good books always comes in useful. The student should read magazines and editorials in newspapers as well as formal English to be able to do well in this section. Merely mugging up of wordlists, as many students do, will not serve any useful purpose. Avoid exposure to slang and prolonged exposure to television as these will spoil your English forever. (Did you enjoy in the holidays? Or: Did you enjoy yourself in the holidays? If you thought the first sentence was correct, then your exposure to TV has reached dangerous levels.) Similarly, one must not use English as if one is speaking Hindi. (Did you give your examination today? Or, did you take it?)

Spend some time on verbal and any student can do this section well. Regular practice is called for; just set aside some time to revise some words and do some section tests everyday. It must be remembered that it is easy to score in the Verbal Section. Calculations do not have to be carried out, what is checked is one’s knowledge. Students would do well to build a good knowledge base so that they are able to answer any kind of question.

Different question types under each head are described below. Detailed method of approaching the questions and exercises thereon will be discussed in subsequent chapters.

A. Vocabulary based questions

Very often students spend a lot of time learning words from a wordlist. While they may retain some words as a result of this, the time is usually ill-spent, for the simple reason that one does not gain an understanding of the word nor indeed how it is to be used. The CAT often gives simple words in which the student has to find the usage rather than the direct meaning. This will, of course, be tricky if one has simply mugged up a wordlist.

To do well in CAT, more than mere mugging up, an understanding of the word is needed. The following questions make it clear as to what the student should be looking at. You will notice that the words are quite easy and used commonly; what is required is that a person should spot out the contextual usage.

Vocabulary Type 1

DIRECTIONS: Each of the words below, a contextual usage is provided. Pick the word from the alternatives given that is most inappropriate in the given context.

1. Disuse: Some words fall into disuse as technology makes objects obsolete.

            a) Prevalent                  b) Discarded                c) Obliterated               d) Unfashionable

2. Facetious: When I suggested that war is a method of controlling population, my father remarked that I was being facetious.

            a) Jovian                      b) Jovial                       c) Jocular                     d) Joking

How to attempt: Here, in the first question it is easy to make out that disuse means “not used” as technology makes objects obsolete. So they become unfashionable or discarded (thrown away) of obliterated (erased). The correct answer is thus prevalent, which is the opposite of disuse.

Similarly in the second question, it is clear that the person made a suggestion that was intended to be amusing. So the remark was jovial, jocular and joking. The correct answer should thus be “Jovian,” but do you know what it means?

The idea while doing vocabulary is to see the usage of the words by making sentences. Mere learning words will not give you the ability of distinguishing which word would best fit a particular situation.

This is evident in the second type of question that is asked in CAT. In this, four meanings of a single word are given on one side and their usage on the other. The student has to match the definitions with the usage of all the definitions. Students generally find this type of question easy, especially because the words asked are simple, commonly used words. Nevertheless, concentration is required as one may tick the wrong choice in a hurry.

Vocabulary Type 2

DIRECTIONS: For the word given at the top of each table, match the dictionary definitions on the left (A, B, C, D) with their corresponding usage on the right (E, F, G, H). Out of the four possibilities given in the boxes below the table, select the one that has all the definitions and their usages correctly matched.

Exceed
Dictionary Definition		Usage
A. To extend outside of, or enlarge beyond; used chiefly in strictly physical relations	E.	The mercy of god exceeds our finite minds.
B. To be greater than or superior to	F.	Their accomplishments exceeded our expectation
C. Be beyond the comprehension of	G.	He exceed his authority when he paid his brother's gambling debts with money from the trust
D. To go beyond a limit set by (as an authority or privilege)	H.	If this rain keeps up, the river will exceed its banks by morning

Answer choices:

            1.         A         H         2.         A         H         3.         A         G         4.         A         F

                        B          F                      B          E                      B          F                      B          G

                        C          E                      C          F                      C          E                      C          H

                        D         G                     D         G                     D         H                     D         E

How to attempt: This is a slightly easier question as the meaning is given. All the student has to do is to match the meaning with the given sentence. The correct answer is (3).

Vocabulary Type 3: Usage of words

In this question, a word is used in different ways. The student has to figure out which of the given sentences is wrong, i.e. where the usage is incorrect. Such a question is given below. The word “Ephemeral” is used in 4 ways in different sentences. You have to figure out which one is wrong:

Ephemeral:

1. The only way a fat man can get slim and stay slim is by decreasing his intake of calories and increasing his exercise - not temporarily, but ephemerally.

2. An author may find his, or her, lifework reduced to a handful of paperbacks, as ephemeral as yesterday’s snowflakes.

3. The mayfly is an ephemeral creature.

4. Always remember Aristotle's golden rule " Do not be unduly worried or delighted in misery or prosperity, for neither is going to last, both are ephemeral in nature."

How to attempt: One can make out from the sentences that the meaning of the word is “temporary.” So the usage in the first one is wrong, since it is used in the sense of being permanent. Note that the question can be done by knowing the vocabulary or, of one does not know the meaning, one can see the usage in the given sentences and spot the odd one out.

Vocabulary Type 4: Fill in the blanks.

In each of the following sentences, parts of the sentence are left blank. Beneath each sentence, four different ways of completing the sentence are indicated. Choose the best alternative from among the four.

1. The ______ of ‘as you sow, so shall you reap’ does not seem to hold true anymore if we take into account the growing incidents of criminals going away ______ free from the law nowadays.

            a) usefulness, damn    b) policy, absolutely     c) adage, scot         d) saying, set

2. People might call it a conspiracy ______, but I firmly believe that JFK was killed because his decision to end the Vietnam war was ______ to the interests of the American arms industry.

a) theory, inimical        b) grand, detrimental    c) hypothesis, contrary            d) or not, antithetical

How to attempt: The trick is to match the blanks with the clues given in the sentence. In the first sentence, notice the phrase in inverted commas. It could be an adage or saying. Now look at the second blank and set free is the only answer that fits.

Similarly in the second sentence, conspiracy theory is the best match and the decision was inimical, or tending to obstruct.

Vocabulary Type 5: Analogies

(Not asked in CAT in recent years, but asked in most other entrance tests)

This is a vocabulary based question. In this kind of question, two words are given. The student has to see the relationship between these two words and then look at the choices to find a similar relationship in the given choices. The importance of a good vocabulary once again comes into focus.

1. LIKING : ADDICTION

            a) dislike : impulse                   b) ugly : pretty                                     c) law : rule                 

d) discourage : thwart

2. ANECDOTE : STORY

            a) biography : novel                 b) ballad : poem                       c) joke : comedy                      d) editorial : column

3. DEITY : TEMPLE

            a) crucifix : church                  b) sculpture : museum                         c) typewriter : office   

d) equipment : factory

4. SHIELD : DAGGER

            a) castle : moat                                     b) woollen : cold                      c) helmet : scooter      

d) shoe : foot

5. WRAITH : GHOST

            a) vertex : summit                    b) surmise : combination         c) sloth : slogan                        d) retinue : excuse

Solutions

1. d      The relationship is that of degree. Addiction is of higher degree than liking. Now look at the choices. Only one choice matches. Thwart is to stop while discourage is of lesser degree.

2. c      Anecdote is a short amusing story. Joke is a short attempt at comedy.

3. a      One finds a deity in a temple and it is an object of prayer. Similarly crucifix is an object of prayer in a church.

4. b      Shield is protection from dagger, woollen is protection from cold.

5. a      The words are synonyms.

Vocabulary Type 6: Synonyms and Antonyms

This type of question is also not asked in CAT, but it does appear in other management entrance exams. It is a simple question where a word is given followed by choices. The student has to pick out the word either closest in meaning or farthest in meaning to the given word. Such a question is given below:

DIRECTIONS: Of the 5 options given below, choose the one closest in meaning to the first highlighted word.

1. hirsute

1. damp                       2. bearded        3. humorous    4. formerly      5. sad

2. panacea

1. pancake       2. praise           3. inactivity      4. cure-all        5. talk

This is a pure vocabulary question. If one knows the meaning of the word, one will find it easy to tick the appropriate choice. These questions then become time savers.

Vocabulary Type 7: Words which do not make sense

DIRECTIONS: The following questions have a paragraph each with one italicized word that does not make sense. Choose the most appropriate replacement for that word from the options that follow the paragraph.

1. Leaders of the statehood movement argue that the council authorities were not lanchrised adequate financial and legislative powers.

1. relegated                  2. delegated                 3. mandated                 4. enjoined

2. Several understandings of one type or another have been reached between the two parties, some of which may have been consigned to writing, others perhaps encapsulated in a clorkind and a nod.

1. wink                                    2. flash                                   3. flutter                       4. blink

How to attempt: The skill required is to fill up the word that best suits the context. In a way, the question can be treated as a blank and the appropriate world filled in. In the first sentence, powers should have been delegated to the council; all other choices do not match the sentence. In the second question, the word required is one that should complete the idiom, a wink and a nod.

B. Reading based questions

1. Reading based Questions: Jumbled Paragraphs

Parajumbles are commonly asked in management entrance tests. In some exams, some 10-15 questions on parajumbles are asked, while in CAT, Bank P0 and defence examinations, there are fewer questions. It is important to know how to solve such questions. But these questions cause the maximum confusion, since the idea has to be followed through logically. Many students get confused by reading all the statements.

The questions are of two or three types. In the first type, four statements are given which are to be arranged to form a logical paragraph. Later, the number of statements to be arranged were increased to 5 and even 6, making the questions more difficult. The idea is to take a quick look at the given statements and find out what makes sense. Sometimes these questions can be solved by deciding what could be the starting or the concluding sentence. Then look at the choices and see which one has that sentence in the beginning or end. Some questions may not be that simple and may require a deeper thought. In the second type, the beginning and ending statements are given and the student has to arrange 4 statements between these two given statements. The student should concentrate on the given two sentences and link either the opening or the ending statement to get the answer. In the third type of parajumbles questions, out of given 5 or 6 statements, one sentence will be fixed and the other statements have to be arranged around it. These are some variations that we have seen in CAT papers, but the strategy remains same. Only the order of two sentences will be enough to solve the problem. Some examples will make this clear:

Parajumbles Type 1:

Arrange the given statements A, B, C and D in a logical paragraph.

A. A plausible one-word answer, you might think, is "computers."

B. And it is not just a matter of incomes soaring at the very top and/or plunging (relatively speaking) at the very bottom: the distribution of incomes is being stretched throughout its span.

C. Exactly how much inequality has gone up remains a matter of dispute, but the trend is clear.

D. Nobody disputes that wage inequality is on the rise in most rich countries, and especially in America.

(a) CBAD        (b) DCBA        (c) DBAC        (d) CABD

How to attempt: From the choices given, it is clear that the passage can start with statement C or D only The next step is to decide whether it is C or D that the paragraph' can begin with. Statement C talks about how much inequality has gone up. Before we decide about the quantum of increase, we should have the statement saying that inequality has actually gone up. Hence, D should precede C and there is only one choice for this, and that is (b).

Parajumbles Type 2:

In the second type of questions, opening and closing statements are given. The candidate has to decide how four given statements fit into the opening and closing statements. The idea here is to link either the opening or closing statement to one of the four statements and decide about the order.

Arrange the statements A, B, C and D in the statements 1 and 6 to form a coherent paragraph.

1. To enthusiasts the Internet opens new worlds for an old medium.

A. Yet thanks to low overheads (no radio towers, for example) spoken advertisements can be kept to a minimum.

B: Small alternative stations can thrive alongside mainstream powerhouses.

C. Screens supplement radio sound with song titles, liner notes and banner advertisements.

D. Gone are broadcast radio's difficulties with wave-band congestion -- on the net, there is virtually unlimited space for content.

6. On net radio, as webcasters are keen to point out, audio ads usually take up less than three minutes an hour a fourth or fifth as much as traditional commercial stations normally run.

(a) ABDC                    (b) DBCA        (c) CBAD                    (d) BCDA

How to attempt: The paragraph is about Internet radio and how it opens up an old medium. Which sentence logically follows? To answer this question, we have to find out which statement supplements the idea. How will new worlds open up? By removing the difficulties and these are mentioned in statement D. So the answer has to be (b).

In the recent exams, parajumbles with 6-7 sentences have also been asked.

2. Reading based questions: Paragraph Completion

This question has been added in CAT in recent years. A paragraph is given with one line deleted. The student has to follow the line of reasoning of the author and then figure out which line would complete the paragraph. In some ways the answers can be subjective, since it students may interpret the paragraph differently. That is why students who do not have the habit of reading will find this one of the most difficult questions to master. Examples of this kind of question is given below:

DIRECTIONS: Each of the following questions has a paragraph from which the last sentence has been deleted. From the given options, choose the one that completes the paragraph in the most appropriate way.

1. Relations between the factory and the dealer are distant and usually strained as the factory tries to force cars on the dealers to smooth out production. Relations between the dealer and the customer are equally strained because dealers continuously adjust prices - make deals - to adjust demand with supply while maximizing profits. This becomes a system marked by a lack of long-term commitment on either side, which maximizes feelings of mistrust. In order to maximize their bargaining positions, everyone holds back information - the dealer about the product and the consumer about his true desires. ________________

            1. As a result, 'deal making' becomes rampant, without concern for customer satisfaction.

            2. As a result, inefficiencies creep into the supply chain.

            3. As a result, everyone treats the other as an adversary, rather than as an ally.

            4. As a result, fundamental innovations are becoming scarce in the automobile industry.

            5. As a result, everyone loses in the long run.

2. We can usefully think of theoretical models as maps, which help us navigate unfamiliar territory. The most accurate map that it is possible to construct would be of no practical use whatsoever, for it would be an exact replica, on exactly the same scale, of the place where we were. Good maps pull out the most important features and throw away a huge amount of much less valuable information. Of course, maps can be bad as well as good - witness the attempts by medieval Europe to produce a map of the world. In the same way, a bad theory, no matter how impressive it may seem in principle, does little or nothing to help us understand a problem. _____________________________

            1. But good theories, just like good maps, are invaluable, even if they are simplified.

            2. But good theories, just like good maps, will never represent unfamiliar concepts in detail.

3. But good theories, just like good maps, need to balance detail and feasibility of representation.

            4. But good theories, just like good maps, are accurate only at a certain level of abstraction.

5. But good theories, just like good maps, are useful in the hands of a user who knows their limitations.

How to attempt:

1. 2      Third paragraph: Critical attitudes are superimposed on the dogmatic ones and the latter are the raw material for developing former ones. Option (2) represents the best verbal analogy to this argument.

2. 1      Last few lines of the first and third paragraphs

3. Reading based questions: Critical Reasoning

In Critical Reasoning, you will be given one paragraph containing an idea or an argument. You have to understand the argument clearly and then answer questions whether the given choices strengthens or weakens the argument, or what conclusion or inference can be made on its basis. The following questions, taken from SNAP, makes these arguments clear.

DIRECTION for questions 1 to 2: Choose the best answer among the listed alternatives.

1. One major obligation of the social psychologist is to provide his own discipline, the other social sciences, and interested laymen with conceptual tools that will increase the range and the reliability of their understanding of social phenomena. Beyond that, responsible government officials are today turning more frequently to the social scientist for insights into the nature and solution of the problems with which they are confronted.

The above argument assumes that

A. Social psychologists must have a strong background in other sciences as well as their own.

B. The social scientist has an obligation to provide the means by which social phenomena may be understood by others.

C. Social phenomena are little understood by those outside the field of social psychology.

D. A good social psychologist is obligated principally by the need to solve inter-disciplinary problems.

a) B                              b) C                             c) A                             d) D

2. Once a company has established an extensive sales network in a foreign market and therefore has achieved substantial sales, it seems that these markets should be treated in a very similar fashion to those in one's own country.  It is therefore in those countries where only initial sales and representation have been developed where marketing methods will have to differ from domestic activities.

The above statement assumes that:

A. Sales network can be the same in both foreign and domestic markets.

B. Extensive sales networks are preferable to less developed ones.

C. Larger markets abroad are more adaptable to domestic marketing methods.

D. A study of marketing should consider the adaptability of advertising campaigns in different countries.

a) A                             b) B                             c) C                              d) D

Solutions:

1. 1      Can be directly inferred from the first line.

2. 3      The argument states that “these markets should be treated in a very similar fashion to those in one's own country.” This means that they are adaptable to domestic marketing methods.

4. Reading based questions: Alternate Summaries

This is an extension of the Critical Reasoning questions but in a different format. In this, a paragraph is given and four ways to summarise it. The student has to choose the best of summary out of four options. This kind of sum has only been seen in CAT but may be included in other exams in times to come. The student must practice on this kind of questions also.

Directions: Four alternative summaries are given below each text. Choose the option that best captures the essence of the text.

1. Greenpeace and other ecological groups have well-intentioned people with high ideals. But as crusaders they want to win by any means, honest or not. I do not like being taken for a ride, by idealists or anyone else. We thus need impartial research, funded neither by MNCs, governments or NGOs with private agendas.

a) We need impartial research so that well-intentioned but crusading ecological groups with private agendas are not able to misguide people like me.

b) Greenpeace and other ecological groups often put out misleading data because of their idealism and high ideals, which needs to be curbed by impartial research.

c) Ecological groups are well intentioned, but often mislead people, which can be controlled by impartial research.

d) Impartial research is the answer to the wrong data put out by well-intentioned but crusading groups like Greenpeace and other ecological groups.

2. Modern democracies cultivate censorship as much as despotisms do. Indeed, a democratic state often goes farther. It creates a demand for censorship among vocal sections of the citizens, who come to believe that censorship is vital for their survival – political, cultural and moral. These sections are kept constantly anxious about national security and angry about the changing aesthetic, moral and sexual norms around them.

a) Modern democracies are similar to despotisms in the sense that both create a demand for censorship among citizens who are vocal and who are made constantly anxious about national security and social norms.

b) The demand for censorship arises from vocal citizens in both democracies and autocracies who are kept constantly anxious about security and morality, so that they start believing that it is necessary for their very survival.

c) Vocal citizens in democracies are kept constantly anxious about national security and angry about the changing norms, hence they start demanding censorship, just like they do in autocracies.

d) People in democracies are kept constantly anxious about security and morality, and as a result they start demanding censorship believing it is vital for their survival, more so than in an autocracy.

3. To telescopically look into the future, one needs to reflect on the past. At least in the macro. India played a significant role in the history of quality globally. A significant reference to India in History of Managing for Quality edited by the quality guru, Dr J. M. Juran, bears testimony to this.

a) To look into the future we must also look into the past – to the significant reference to India in History of Managing for Quality edited by Dr J. M. Juran, which shows that India played a significant role in the history of quality globally.

b) Dr Juran’s book on quality has a reference to India, which shows India’s contribution to quality, necessary to look into the future.

c) A reference to India can be found in History of Managing for Quality by Dr Juran, which shows that India played a significant role in the history of quality globally.

d) India’s history shows commitment to quality, a fact mentioned in Dr Juran’s book on quality, providing an indication of the future.

How to attempt:

1. a      Only the first choice makes it a direct statement: “We need…” and goes on to give the reasons. In other choices, all the points raised in the passage are not included.

2. d      The most direct choice is (d), which gives the cause and effect most directly.

3. d      The paragraph is not about future, Dr Juran’s book or the reference in it. The most direct is its commitment to quality.

C. Fill in the blanks

The examiner may include either a sentence or a paragraph with certain words omitted. In either case, remember to fill in the words that match the context. A knowledge of vocabulary and contextual meaning is required.

Fill in the Blanks Type 1: Sentence Completion

The second type of these questions require the student to complete the sentence by a phrase rather than a word. The student should know how sentences are written rather than vocabulary.

1. Sherlock Holmes could not be described just as a detective; his ratiocination skills _______________.

a) went far beyond the purview of that word

b) were examples of the word

c) were limited in scope and function

d) proved that he could have been exceptional in the Public Distribution System also.

2. A syllogism is a collection of premises and a conclusion. Logically, the conclusion ______________ .

a)      precedes the premises

b)      need not be syllogistic in nature

c)      has to follow the premises

d)      needs two premises to fulfil it

How to attempt: Note that the first part of the sentence implies that his skills were great. The blank has to support that, hence the best answer is “went far beyond the purview of that word,” or were definitely greater.

In the second question, it is clear that the conclusion must follow the premises. The student may confuse with choice (d) but then it is not necessary that there are only two premises, hence it is wrong.

Fill in the blanks Type 2: Completing paragraphs

This is a slight variation of the fill in the blanks questions. Instead of a sentence, a paragraph is given with some words omitted. The student has to complete the missing words from the options provided. Such sums have traditionally been asked in Bank PO and CET examinations and featured in CAT as well. The idea is to see the sense of the paragraph and fill up the words accordingly.

DIRECTIONS: Fill up the blanks, numbered [1], [2] …up to [3], in the passage below with the most appropriate word from the options given for each blank.

Man’s growth from barbarism to civilization is supposed to be the theme of history but sometime, looking at great stretches of history, it is difficult to believe that this ideal has made such progress or that we are very much ….. [1]….. . There is enough of ….. [2] ….. of cooperation today, of one country or people selfishly attacking or oppressing another. We look down upon insects as almost the lowest of living things, and yet the tiny bees and ants have learnt the art of cooperation and of sacrifice for the common good far better than man. If mutual cooperation and sacrifice for the good of society are the … [3] ….. of civilization, we may say that the bees and ants are in this respect superior to man.

1.         a) advanced                 b) civilized                   c) reformed                  d) informed

2.         a) talk                          b) conflict                    c) doubt                       d) want

3.         a) benefits                    b) outcomes                 c) target                        d) measure

Solutions:

1. b

2. d

3. d

D. Grammar based questions

Type 1: Sentence Improvement

In these questions a part or whole of the sentence has to be rewritten to make it correct or better. Revise the grammar rules before attempting these questions. The following examples make it clear as to the kind of questions that might be asked.

DIRECTIONS: Replace the underlined phrases/ sentences with the correct alternative.

1.       His courage, determination, stoicism and indomitable spirit has been a source of inspiration for many of his followers.

1.  has been a source of inspiration for many of his followers.

2.  has been a source of inspiration for a lot of his followers.

3.  have been inspirational for his followers.

4.  have been a source of inspiration for many of his followers.

2.       Each of the members were presented with a rose bouquet.

1.  Each of the members were presented with a rose bouquet.

2.  Each of the member were presented with a rose bouquet.

3.  Each of the members was presented with rose bouquets.

4.  Each of the members was presented with a rose bouquet.

3.       He wanted nothing else but to go to sleep after an exhausting day.

1.  He wanted nothing else but to go to sleep after an exhausting day.

2.   He wanted nothing more but to go to sleep after an exhausting day.

3.  He wanted nothing else than to go to sleep after an exhausting day.

4.  He wanted nothing else than to go to sleep after an exhaustive day.

Solutions:

1. 4      Since there are many qualities, we must use the plural “have” and then 4^th is a much better option that 3^rd.

2. 4      Since each is singular, we should use “was” and a singular bouquet.

3. 3      Than should follow “nothing else” and then the word is exhausting not exhaustive.

Type 2: English Usage

DIRECTIONS: In each question, the word at the top of the table is used in four different ways, numbered 1 to 4. Choose the option in which the usage of the word is incorrect or inappropriate.

English usage Type 1:

1. ACKNOWLEDGE 

            1. India acknowledged that the talks with Pakistan had broken down.

            2. I acknowledge the receipt of your letter.

            3. He acknowledged my arrival with a grunt.

            4. I acknowledged to the teacher that I had understood the lesson.

2. BRAND

            1. You must use this brand of soap.

            2. He has an absurd brand of humour.

            3. The farmer used a burning iron to brand his livestock.

            4. I used his brand because my scooter was not working.

3. LOOSE

            1. I am not used to hearing such loose talk.

            2. The loose sheets of paper need to be stapled lest they get separated.

            3. It was such a loose thing that it could break at the slightest touch.

            4. The loosely held book soon fell out of his hands and touched the ground.

           

How to attempt: You will notice that the words above do not require a very good vocabulary. What is required instead is an understanding as to how the word should be used. The word “acknowledge” is used to show acceptance or to take notice or to express gratitude. Once we know this, we can immediately spot the sentence where the word is wrongly used. The answer to the first question should therefore be (4).

Similarly, “brand” is another common word and is used as in “brand of soap”. But if a person is not careful he will mistake “brand to mean a product and think that the last option is correct. It is however, wrong because one doesn’t use a “brand” when the scooter is not working. The word to be used should be “vehicle” or something similar.

Answers:

1. 3

2. 4

3. 3

Type 3: Spotting Usage Errors

Directions: Each question consists of four sentences on a topic. Some sentences are grammatically incorrect or inappropriate. Select the option that indicates the grammatically correct and appropriate sentence(s).

1. A. Large parts of Asia is often prone to flooding, but this year the rains have come earlier and more downfalls are expected in September.

B. Since mid-July, more than 900 people have died in eastern India, Nepal and Bangladesh after heavy monsoon rains caused widespread flooding and landslides.

C. A similar number is reported to have been killed in China.

D. As ever with floods in poor countries, many of the victims have died from disease.

1. A & C                      2. A & D                      3. B & D                      4. A, C & D

2. A. Water is virtually free to most consumers, but their rights are fuzzy.

B. Groundwater belongs to the owner of the land on top of it; surface water is the property of the state, which is loth to charge consumers anything close to the price of supplying it.

C. Bureaucracies are too poor and indifferent to administer it inefficiently or fairly.

D. India's canals lose 70% of the water they carry before it gets to the consumer.

1. A, B & D                 2. A & D                      3. B & D                      4. C & D

How to attempt: These questions require knowledge of grammar. The student must read carefully as the error will be very slight: a missing article or a wrong preposition or other minor error. Students tend to find such questions difficult, if they do not know the rules of grammar.

1. 3      A and C are wrong. A should be “Large parts of Asia are often prone to flooding” and C should be “A similar number are reported to have been killed…”

2. 1      C is wrong. It should be “Bureaucracies are too poor and indifferent to administer it efficiently or fairly.”

Type 4: Sentence Correction

This type of grammar question is not asked in CAT, but you can see it in MAT, Bank PO and various other exams. A sentence is given broken up into parts, and the student has to tick which part has an error.

Directions: Each sentence has four words or phrases marked A, B, C and D.  Choose the one word or phrase that must be changed for the sentence to be correct. If the sentence has no error, mark (E).

1.          Because coughing (A)/ spread (B)/ germs and Ram is coughing, (C)/ Ram is spreading (D)/ germs. No error (E)

2.          If Swift’s Gulliver’s Travels attracts less (A)/ readers than (B)/ it did in the eighteenth century, perhaps (C)/ the reason is that modern readers do not know enough political history to appreciate (D)/ the satire. No error (E).

How to attempt: Note the grammatical usage and spot the errors that are indicated below:

1.      (b)              coughing spreads…

2.    (a)                        fewer readers

E. Verbal Reasoning

These kind of questions were asked in CAT earlier but have not appeared for the last few years. However, they are asked in other exams in different formats. Exams such as Bank PO, SNAP, MAT, and others frequently have the following types of Verbal Reasoning questions.

Verbal Reasoning Type 1: A. Classifying statements into Fact, Inference, Judgement

DIRECTIONS: Each question has a set of four sequentially ordered statements. Each statement can be classified as one of the following:

• Facts, which deal with pieces of information that one has heard, seen or read, and which are open to discovery or verification (the answer option indicates such a statement with an 'F').
• Inferences, which are conclusions drawn about the unknown, on the basis of the known (the answer option indicates such a statement with an 'I').
• Judgements, which are opinions that imply approval or disapproval of persons, objects, situations and occurrences in the past, the present or the future (the answer option indicates such a statement with a 'J').

            Select the answer option that best describes the set of four statements.

Example 1:

1. According to all statistical indications, the Sarva Shiksha Abhiyan has managed to keep pace with its ambitious goals.

2. The Mid-day Meal Scheme has been a significant incentive for the poor to send their little ones to school, thus establishing the vital link between healthy bodies and healthy minds.

3. Only about 13 million children in the age group of 6 to 14 years are out of school.

4. The goal of universalisation of elementary education has to be a pre-requisite for the evolution and development of our country.

            1. IIFJ              2. JIIJ               3. IJFJ              4. IJFI              5. JIFI

Example 2:

1. We should not be hopelessly addicted to an erroneous belief that corruption in India is caused by the crookedness of Indians.

2. The truth is that we have more red tape - we take eighty-nine days to start a small business, Australians take two.

3. Red tape leads to corruption and distorts a people's character.

4. Every red tape procedure is a point of contact with an official, and such contacts have the potential to become opportunities for money to change hands.

            1. JFIF             2. JFJJ              3. JIJF              4. IFJF             5. JFJI

How to attempt:

1. 4      Note the opinions in the statements: (1) asks for childlike joy, (2) is not doing things we enjoy, (3) This is the stuff, (4) each moment becomes a celebration. Hence all 4 are judgments.

2. 1      (1) mentions should be switching, hence is a judgment, (4) how ironic is again an opinion. (2) is fact as it gives figures, while (3) is inference as it draws a conclusion about the initiatives.

Verbal Reasoning Type 2

In these type of questions, some statements are given and the student has to link them to arrive at a logical conclusion. It is advisable to work from the choices. The choice which makes the most sense is the answer.

DIRECTIONS: each question contains six statements followed by four choices. Select the set where the third statement can be logically concluded from the preceding two.

1. A. Oranges are fruit.

B. Some fruits are sour.

C. Oranges are sour.

D. Some oranges are sour.

E. Some oranges are not sour.

F. Some apples are sour.

1. ADB            2. ACE             3. BFD             4. BAC

2. A. Aardvarks need sleep.

B.  All animals need sleep.

C. Dogs are animals

D.  Some dogs need sleep.

E.  Aardvarks are animals

F. Some Aardvarks are dogs.

1. BCD                        2. CEF                         3. BEA                         4. BAE

How to attempt:

1. 1      We can conclude B “Some fruits are sour” if oranges are fruit and some of the oranges are sour. These questions are best done by making a Venn diagram.  

2. 3      If all animals need sleep, then any element of this set will need sleep.

Verbal Reasoning Type 3

Directions: Each of the following questions consists of a statement followed by two arguments I and II.

Give answer: (a)        if only argument I is strong;

(b)          if only argument II is strong;

(c)          if either I or II is strong;

(d)          if neither I nor II is strong; and

(e)          if both I and II are strong.

Statement:      Should number of holidays of government employees be reduced?

Arguments:     I.          Yes, government employees have the maximum number of holidays among all other countries of the world.

II.         Yes, it will lead to increased productivity of government offices.

How to attempt: A comparison with the system in other countries is not a strong argument for taking a decision on the issue. So, argument I does not hold.

Also, reducing the number of holidays implies more working hours, which will increase productivity.  Hence, the answer is (b).

Verbal Reasoning Type 4:

Directions: In each question below is given a statement followed by two assumptions numbered I and II. Consider the statement and decide which of the given assumptions is implicit.

Give answer:              (a)        if only assumption I is implicit;

(b)          if only assumption II is implicit;

(c)          if either assumption I or II is implicit;

(d)          if neither assumption I nor II is implicit; and

(e)          if both assumptions I and II are implicit.

Statement:                  It is desirable to put the child in school at the age of 5 or so.

Assumptions:  I.          At that age the child reaches appropriate level of development and is ready to learn.

          II.         The schools do not admit children after six years of age.

How to attempt: The statement implies that the child is mentally prepared for the same at this age. So, I is implicit. But, nothing about admission after six years of age is mentioned in the statement. So, II is not implicit. Hence, the answer is (a)

Verbal Reasoning Type 5:

Directions: In each question below is given a statement followed by two courses of action. Consider the statement and decide which of the given courses of action logically follow from the information given.

Give answer:              (a)        if only I course of action follows;

(b)          if only II course of action follows;

(c)          if either I or II course of action follow;

(d)          if neither I nor II course of action follow; and

(e)          if both courses of action I and II follow.

Statement:                              Many cases of cholera were reported from a nearby village.

Courses of action:      I.          The question should be raised in the Legislative Assembly.

                             II.         A team of doctors should be rushed to the village.

How to attempt: Cases of the disease have been reported. For this, proper and immediate medication and preventive measures by doctors is necessary. So, only course II follows. The first is a useless course of action.

Verbal Reasoning Type 6:

Directions: Read the following passage and examine each inference given below it in the context of this passage.

Mark your answer as:

(a)   If the inference is ‘definitely true’;

(b)   If the inference is ‘probably true’;

(c)    If the ‘data provided is inadequate’;

(d)   If the inference is ‘probably false’; and

(e)    If the inference is ‘definitely false’.

Passage

Space exploration has been done mainly by using unmanned satellites called space probes containing a large variety of scientific instruments on board. These space probes have provided us close-up pictures and other data about planets and other bodies in the outer space. The climax of the intensive American space programme came when Neil Armstrong became the first man to set foot on the moon on July 20, 1969. Originally, artificial satellites were launched for studying the upper atmosphere of earth.

Statements:

(i)         The space probes have increased our knowledge about space and the bodies in it.

(ii)        Space probes are meant to study the upper atmosphere of earth only.

(iii)      Neil Armstrong was the first man to go into space.

(iv)      Space probes are provided with computers.

(v)       Moon has been explored by man.

How to attempt:

(i)         (a)            It is mentioned in the passage that the space probes have provided pictures and certain data of the outer space and the heavenly bodies. Thus, they have helped us increase our knowledge of outer space and the bodies in it.

(ii)        (e) According to the passage, the space probes were first designated to study the upper atmosphere of earth. But at present, they are also used to explore outer space and obtain more information about it.

(iii)      (c) It is given in the passage that Neil Armstrong was the first man to step foot on moon. But the first man to go into space is not being talked out.

(iv)      (b)            According to the passage, space probes are provided with large variety of latest scientific instruments. Thus, computers may also be present.

(v)       (a)            The fact mentioned in the passage that Neil Armstrong was the first man to set foot on the moon clearly proves that moon has been explored by man.

The above section describes the different kinds of questions that have been featured in CAT and other examinations. It is not possible to cover every type of question as the examiner is free to modify the questions. However, a knowledge of the various types of questions will certainly help the student and he will not be caught off-guard if he sees something new in the exam. Go through the subsequent chapters and master each type of question as different types may appear in the examination.