CAT (VARC) PYQs

Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given below. Four of them can be put together to form a coherent paragraph. Identify the odd sentence and key in the number of that sentence as your answer.

1. The logic of displaying one's inner qualities through outward appearance was based on a distinction between being a woman and being feminine.

2.'Appearance' became a signifier of conduct - to look was to be and conformity to the feminine ideal was measured by how well women could use the tools of the fashion and beauty industries.

3. The makeover-centric media sets out subtly and not-so-subtly, 'good' and 'bad' ways to be a woman, layering these over inequalities of race and class.
4. The denigration of working-class women and women of colour often centres on their perceived failure to embody feminine beauty.

5.'Woman' was considered a biological category, but femininity was a 'process' by which women became specific kinds of women.

Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given below. Four of them can be put together to form a coherent paragraph. Identify the odd sentence and key in the number of that sentence as your answer.

1. As India looks to increase the number of cities, our urban planning must factor in potential natural disasters and work out contingencies in advance.
2. Authorities must revise data and upgrade infrastructure and mitigation plans even if their local area hasn't been visited by a natural calamity yet.
3. Extreme temperatures, droughts, and forest fires have more than doubled since
4. There is no denying the fact that our baseline normal weather is changing.
5. It is no longer a question of whether we will be hit by nature's fury but rather when.

Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given below. Four of them can be put together to form a coherent paragraph. Identify the odd sentence and key in the number of that sentence as your answer.

1. In English, there is no systematic rule for the naming of numbers; after ten, we have "eleven" and "twelve" and then the teens: "thirteen", "fourteen", "fifteen" and so on.
2. Even more confusingly, some English words invert the numbers they refer to: the word "fourteen" puts the four first, even though it appears last.
3. It can take children a while to learn all these words, and understand that "fourteen" is different from "forty".
4. For multiples of 10, English speakers switch to a different pattern: "twenty", "thirty", "forty" and so on.
5. If you didn't know the word for "eleven", you would be unable to just guess it - you might come up with something like "one-teen".