Rearrangement of Jumbled Sentences to form a paragraph – Exercises (with solutions)

Rearrangement of Jumbled Sentences to make a Meaningful Paragraph –

For these questions there are some points to note :

1. Generally there is a central point,idea, thought or a personality about which a paragraph is written Try to locate the sentence which contains such matter. Mostly such a sentence forms the first or the last sentence of the paragraph.

2. There are two methods to describe the central idea. First in the opening sentence a central point is mentioned. Thereafter the sentences following that give logical description or details of that and for that some examples are given. In second method some facts are given in the opening sentences of the paragraph and their result is given in the concluding lines. Try to find out the sentence containing the central idea and arrange the remaining sentences accordingly.

3. Sentences containing proper nouns i.e. names of persons,places or buildings etc or abstract nouns like qualities i.e. goodness or beauty etc come in the opening line or in the few starting lines of the paragraph.

4. Sentences containing pronouns like he,his, him, she,her, they,their, them or first or last part of a name come in subsequent part of the paragraph.

5. Pronouns like it, this that, these or those show that these mention about the topic already detailed in the sentences preceding them. So these sentences generally do not form the first line of the paragraph.

6. Sentences containing words like therefore, But, And, accordingly or resultantly etc.come in the central part of the paragraph. The first sentence of the paragraph may contain introductory details of something and the last line of the paragraph contains conclusions of some logical details.

7. Sometimes words like initially, eventually,finally ensuing,proceeding, following or mentioned below or above in the sentence also indicate the location of that particular sentence in the paragraph.

8. In some paragraphs there are sentences giving statements in favour of or against  an argument. Try to sort out and arrange sentences of both types separately. This helps in framing the paragraph.





Practice Exercises :


Q No. 1


Arrange the sentences A,  B, C,D and E to form a logical sequence  &   to construct a coherent paragraph.

A. While their trappings and forms and authority are sought to be zealously protected, their spirit and substance have been steadily slipping

B.Perceived to be corrupt, arrogant, self serving and insensitive, the executive has become the butt of ridicule

C.Our parliamentary democracy has come under heavy stress and strain often leading us to wonder what is becoming of our hallowed institutions of governance.

D.The Legislature, the Executive and the Judiciary have been part of the process of decay often competing with each other in destroying the spirit of parliamentary democracy.

E.Perpetuating unconscionable delays in administering justice caught in archaic processes of its own making and turf war, the judiciary too has lost much of its majesty.

F.The presence of alleged bandits and criminals besmirch our legislative bodies and erode their credibility.



Explanations : These sentences are about the three Executive,Legislative and judiciary systems of our country.

The sentence C tells about the whole system.

A gives further details about it.

D discuses about degeneration of these three wings.

F further supports this statement.

B tells about executive wing.

E further gives detail about it.  )





Q. No. 2  

Arrange the sentences  B, C,D,E,F and G  between the sentences A &  H to form a logical sequence  & to construct a coherent paragraph.

A.The British successfully established world class universities like Cambridge and Oxford in England.
B..These affiliating bodies, rather than emerging as facilitators, act as inspectors and interfere in curricula dictating physical layouts of the institutions and student intake etc.
C. It has become imperative now that India resurrects its technical education by exploring path of  “innovation” comprising of deep rooted technical skills and super managerial knowledge.
D. However, India was left grappling with the after effects of Macaulay’s minute on English education and after all we were the hapless inheritors of their legacy.
E.  Although India freed herself from the shackles of the British empire nearly seven decades ago, she remains imprisoned in the mesh of affiliating bodies.
F. As a result, India despite being the youngest nation, with the largest pool of technical and scientific workers, is unable to fulfill the current industry needs.
G.  British education did not emphasize upon education for the masses but catered only to the schooling needs of the elite.
H. Besides all this, the need of the hour is to break free from the fetters of affiliations and allow the institutions to function in an autonomous manner.


(Answer : DGEBFC)
( Explanation – The opening lines tells about British education system.Next connecting lines are D G telling about its impact on Indian education in the past.Moving to present condition of Indian education system come Sr. nos EB. Then comes about the impact of education on present industry and its workers moving to F. Then it tells that there is a need to bring a change in it thus Sr. no. C.




Q. No. 3.

 Arrange the following sentences  A,B, C,D,E  and F  in a way to form a logical sequence  & to construct a coherent paragraph.

A. Despite occasional outbreaks of waterborne infection still arising from contamination of drinking water and chlorination of water has  saved millions of lives, nevertheless, it is also proven fact that adverse effects can arise from chemicals added to the water.

B. Although pesticides can and do leach into water, there is no evidence that the current standards for water quality are inadequate in this respect, yet most standards are based on evidence other than human epidemiology which in this context is extremely difficult to conduct. 

C. As regards microbiological hazards in water substantial improvements in the health of the population have resulted historically from the supply of drinking water free from disease causing organisms such as cholera.

D. There is good epidemiological evidence that contaminated drinking water can have a relatively small but measurable harmful effect especially on neurological function even at levels hitherto considered “acceptable”.

E. Similar improvements can be expected in the health of the inhabitants of developing countries if microbiologically safe water is provided by avoidance of contamination, and appropriate purification including disinfection (usually by chlorination).

F. Some concern has been raised about possible increased cancer risks in association with chlorinated water but there is as yet no proof that a causal association between the two exists.



(Answer:   DCEAFB  —  

Explanation :These lines give details about causes of waterborne diseases.D and C start with the problem. E explains how these diseases can be prevented.A tells that the  pesticides used to get rid of diseases too are  hazardous for human beings. In the concluding line B it is explained that it is a belief but not so easy to prove it with evidence. )





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