Take FREE!! Online Mettl Mock Test to Crack TechM and Other Companies Written Exams.
Get Off-Campus Placement Jobs Info !!!
Practice Tech Mahindra Essay Topics

Reading Comprehension Questions

Home > Verbal Ability > Reading Comprehension > General Questions
NA
SHSTTON
2
Solv. Corr.
26
Solv. In. Corr.
28
Attempted
0 M:0 S
Avg. Time

121 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 To summarize the Classic Maya collapse, we can tentatively identify five strands. I acknowledge, however, that Maya archaeologists still disagree vigorously among themselves in part, because the different strands evidently varied in importance among different parts of the Maya realm; because detailed archaeological studies are available for only some Maya sites; and because it remains puzzling why most of the Maya heartland remained nearly empty of population and failed to recover after the collapse and after re-growth of forests.

With those caveats, it appears to me that one strand consisted of population growth outstripping available resources: a dilemma similar to the one foreseen by Thomas Malthus in 1798 and being played out today in Rwanda (Chapter 10), Haiti (Chapter 11), and elsewhere. As the archaeologist David Webster succinctly puts it, Too many farmers grew too many crops on too much of the landscape. Compounding that mismatch between population and resources was the second strand: the effects of deforestation and hillside erosion, which caused a decrease in the amount of use able farmland at a time when more rather than less farmland was needed, and possibly exacerbated by an anthropocentric drought resulting from deforestation, by soil nutrient depletion and other soil problems, and by the struggle to prevent bracken ferns from overrunning the fields.

The third strand consisted of increased fighting, as more and more people fought over fewer resources. Maya warfare, already endemic, peaked just before the collapse. That is not surprising when one reflects that at least 5,000,000 people, perhaps many more, were crammed into an area smaller than the state of Colorado (104,000 square miles). That warfare would have decreased further the amount of land available for agriculture, by creating no-man's lands between principalities where it was now unsafe to farm. Bringing matters to a head was the strand of climate change. The drought at the time of the Classic collapse was not the first drought that the Maya had lived through, but it was the most severe. At the time of previous droughts, there were still uninhabited parts of the Maya landscape, and people at a site affected by drought could save themselves by moving to another site. However, by the time of the Classic collapse the landscape was now full, there was no useful unoccupied land in the vicinity on which to begin anew, and the whole population could not be accommodated in the few areas that continued to have reliable water supplies.

As our fifth strand, we have to wonder why the kings and nobles failed to recognize and solve these seemingly obvious problems undermining their society. Their attention was evidently focused on their short-term concerns of enriching themselves, waging wars, erecting monuments, competing with each other, and extracting enough food from the peasants to support all those activities. Like most leaders throughout human history, the Maya kings and nobles did not heed long-term problems, insofar as they perceived them. We shall return to this theme in Chapter 14.

Finally, while we still have some other past societies to consider in this book before we switch our attention to the modern world, we must already be struck by some parallels between the Maya and the past societies discussed in Chapters 2-4. As on Easter Island, Mangareva, and among the Anasazi, Maya environmental and population problems led to increasing warfare and civil strife. As on Easter Island and at Chaco Canyon, Maya peak population numbers were followed swiftly by political and social collapse. Paralleling the eventual extension of agriculture from Easter Island's coastal lowlands to its uplands, and from the Mimbres floodplain to the hills, Copan's inhabitants also expanded from the floodplain to the more fragile hill slopes, leaving them with a larger population to feed when the agricultural boom in the hills went bust. Like Easter Island chiefs erecting ever larger statues, eventually crowned by pukao, and like Anasazi elite treating themselves to necklaces of 2,000 turquoise beads, Maya kings sought to outdo each other with more and more impressive temples, covered with thicker and thicker plaster reminiscent in turn of the extravagant conspicuous consumption by modern American CEOs. The passivity of Easter chiefs and Maya kings in the face of the real big threats to their societies completes our list of disquieting parallels.

Read Full Paragraph

Qs.2/5: By an anthropogenic drought, the author means


AA drought caused by lack of rains.

BA drought caused due to deforestation.

CA drought caused by failure to prevent bracken ferns from overrunning the fields.

DA drought caused by actions of human beings.

EA drought caused by climate changes.

Answer: Option D

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
6
Solv. Corr.
20
Solv. In. Corr.
26
Attempted
0 M:0 S
Avg. Time

122 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 To summarize the Classic Maya collapse, we can tentatively identify five strands. I acknowledge, however, that Maya archaeologists still disagree vigorously among themselves in part, because the different strands evidently varied in importance among different parts of the Maya realm; because detailed archaeological studies are available for only some Maya sites; and because it remains puzzling why most of the Maya heartland remained nearly empty of population and failed to recover after the collapse and after re-growth of forests.

With those caveats, it appears to me that one strand consisted of population growth outstripping available resources: a dilemma similar to the one foreseen by Thomas Malthus in 1798 and being played out today in Rwanda (Chapter 10), Haiti (Chapter 11), and elsewhere. As the archaeologist David Webster succinctly puts it, Too many farmers grew too many crops on too much of the landscape. Compounding that mismatch between population and resources was the second strand: the effects of deforestation and hillside erosion, which caused a decrease in the amount of use able farmland at a time when more rather than less farmland was needed, and possibly exacerbated by an anthropocentric drought resulting from deforestation, by soil nutrient depletion and other soil problems, and by the struggle to prevent bracken ferns from overrunning the fields.

The third strand consisted of increased fighting, as more and more people fought over fewer resources. Maya warfare, already endemic, peaked just before the collapse. That is not surprising when one reflects that at least 5,000,000 people, perhaps many more, were crammed into an area smaller than the state of Colorado (104,000 square miles). That warfare would have decreased further the amount of land available for agriculture, by creating no-man's lands between principalities where it was now unsafe to farm. Bringing matters to a head was the strand of climate change. The drought at the time of the Classic collapse was not the first drought that the Maya had lived through, but it was the most severe. At the time of previous droughts, there were still uninhabited parts of the Maya landscape, and people at a site affected by drought could save themselves by moving to another site. However, by the time of the Classic collapse the landscape was now full, there was no useful unoccupied land in the vicinity on which to begin anew, and the whole population could not be accommodated in the few areas that continued to have reliable water supplies.

As our fifth strand, we have to wonder why the kings and nobles failed to recognize and solve these seemingly obvious problems undermining their society. Their attention was evidently focused on their short-term concerns of enriching themselves, waging wars, erecting monuments, competing with each other, and extracting enough food from the peasants to support all those activities. Like most leaders throughout human history, the Maya kings and nobles did not heed long-term problems, insofar as they perceived them. We shall return to this theme in Chapter 14.

Finally, while we still have some other past societies to consider in this book before we switch our attention to the modern world, we must already be struck by some parallels between the Maya and the past societies discussed in Chapters 2-4. As on Easter Island, Mangareva, and among the Anasazi, Maya environmental and population problems led to increasing warfare and civil strife. As on Easter Island and at Chaco Canyon, Maya peak population numbers were followed swiftly by political and social collapse. Paralleling the eventual extension of agriculture from Easter Island's coastal lowlands to its uplands, and from the Mimbres floodplain to the hills, Copan's inhabitants also expanded from the floodplain to the more fragile hill slopes, leaving them with a larger population to feed when the agricultural boom in the hills went bust. Like Easter Island chiefs erecting ever larger statues, eventually crowned by pukao, and like Anasazi elite treating themselves to necklaces of 2,000 turquoise beads, Maya kings sought to outdo each other with more and more impressive temples, covered with thicker and thicker plaster reminiscent in turn of the extravagant conspicuous consumption by modern American CEOs. The passivity of Easter chiefs and Maya kings in the face of the real big threats to their societies completes our list of disquieting parallels.

Read Full Paragraph

Qs.3/5: According to the passage, the drought at the time of Maya collapse had a different impact compared to the droughts earlier because


AThe Maya kings continue to be extravagant when common people were suffering.

BIt happened at the time of collapse of leadership among Mayas.

CIt happened when the Maya population had occupied all available land suited for agriculture.

DAIt was followed by internecine warfare among Mayans.

EIrreversible environmental degradation led to this drought.

Answer: Option C

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
6
Solv. Corr.
19
Solv. In. Corr.
25
Attempted
0 M:0 S
Avg. Time

123 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 To summarize the Classic Maya collapse, we can tentatively identify five strands. I acknowledge, however, that Maya archaeologists still disagree vigorously among themselves in part, because the different strands evidently varied in importance among different parts of the Maya realm; because detailed archaeological studies are available for only some Maya sites; and because it remains puzzling why most of the Maya heartland remained nearly empty of population and failed to recover after the collapse and after re-growth of forests.

With those caveats, it appears to me that one strand consisted of population growth outstripping available resources: a dilemma similar to the one foreseen by Thomas Malthus in 1798 and being played out today in Rwanda (Chapter 10), Haiti (Chapter 11), and elsewhere. As the archaeologist David Webster succinctly puts it, Too many farmers grew too many crops on too much of the landscape. Compounding that mismatch between population and resources was the second strand: the effects of deforestation and hillside erosion, which caused a decrease in the amount of use able farmland at a time when more rather than less farmland was needed, and possibly exacerbated by an anthropocentric drought resulting from deforestation, by soil nutrient depletion and other soil problems, and by the struggle to prevent bracken ferns from overrunning the fields.

The third strand consisted of increased fighting, as more and more people fought over fewer resources. Maya warfare, already endemic, peaked just before the collapse. That is not surprising when one reflects that at least 5,000,000 people, perhaps many more, were crammed into an area smaller than the state of Colorado (104,000 square miles). That warfare would have decreased further the amount of land available for agriculture, by creating no-man's lands between principalities where it was now unsafe to farm. Bringing matters to a head was the strand of climate change. The drought at the time of the Classic collapse was not the first drought that the Maya had lived through, but it was the most severe. At the time of previous droughts, there were still uninhabited parts of the Maya landscape, and people at a site affected by drought could save themselves by moving to another site. However, by the time of the Classic collapse the landscape was now full, there was no useful unoccupied land in the vicinity on which to begin anew, and the whole population could not be accommodated in the few areas that continued to have reliable water supplies.

As our fifth strand, we have to wonder why the kings and nobles failed to recognize and solve these seemingly obvious problems undermining their society. Their attention was evidently focused on their short-term concerns of enriching themselves, waging wars, erecting monuments, competing with each other, and extracting enough food from the peasants to support all those activities. Like most leaders throughout human history, the Maya kings and nobles did not heed long-term problems, insofar as they perceived them. We shall return to this theme in Chapter 14.

Finally, while we still have some other past societies to consider in this book before we switch our attention to the modern world, we must already be struck by some parallels between the Maya and the past societies discussed in Chapters 2-4. As on Easter Island, Mangareva, and among the Anasazi, Maya environmental and population problems led to increasing warfare and civil strife. As on Easter Island and at Chaco Canyon, Maya peak population numbers were followed swiftly by political and social collapse. Paralleling the eventual extension of agriculture from Easter Island's coastal lowlands to its uplands, and from the Mimbres floodplain to the hills, Copan's inhabitants also expanded from the floodplain to the more fragile hill slopes, leaving them with a larger population to feed when the agricultural boom in the hills went bust. Like Easter Island chiefs erecting ever larger statues, eventually crowned by pukao, and like Anasazi elite treating themselves to necklaces of 2,000 turquoise beads, Maya kings sought to outdo each other with more and more impressive temples, covered with thicker and thicker plaster reminiscent in turn of the extravagant conspicuous consumption by modern American CEOs. The passivity of Easter chiefs and Maya kings in the face of the real big threats to their societies completes our list of disquieting parallels.

Read Full Paragraph

Qs.4/5: According to the author, why is it difficult to explain the reasons for Maya collapse?


ACopan inhabitants destroyed all records of that period.

BThe constant deforestation and hillside erosion have wiped out all traces of the Maya kingdom.

CArchaeological sites of Mayas do not provide any consistent evidence.

DIt has not been possible to ascertain which of the factors best explains as to why the Maya civilization collapsed.

EAt least five million people were crammed into a small area.

Answer: Option D

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
5
Solv. Corr.
19
Solv. In. Corr.
24
Attempted
0 M:0 S
Avg. Time

124 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 To summarize the Classic Maya collapse, we can tentatively identify five strands. I acknowledge, however, that Maya archaeologists still disagree vigorously among themselves in part, because the different strands evidently varied in importance among different parts of the Maya realm; because detailed archaeological studies are available for only some Maya sites; and because it remains puzzling why most of the Maya heartland remained nearly empty of population and failed to recover after the collapse and after re-growth of forests.

With those caveats, it appears to me that one strand consisted of population growth outstripping available resources: a dilemma similar to the one foreseen by Thomas Malthus in 1798 and being played out today in Rwanda (Chapter 10), Haiti (Chapter 11), and elsewhere. As the archaeologist David Webster succinctly puts it, Too many farmers grew too many crops on too much of the landscape. Compounding that mismatch between population and resources was the second strand: the effects of deforestation and hillside erosion, which caused a decrease in the amount of use able farmland at a time when more rather than less farmland was needed, and possibly exacerbated by an anthropocentric drought resulting from deforestation, by soil nutrient depletion and other soil problems, and by the struggle to prevent bracken ferns from overrunning the fields.

The third strand consisted of increased fighting, as more and more people fought over fewer resources. Maya warfare, already endemic, peaked just before the collapse. That is not surprising when one reflects that at least 5,000,000 people, perhaps many more, were crammed into an area smaller than the state of Colorado (104,000 square miles). That warfare would have decreased further the amount of land available for agriculture, by creating no-man's lands between principalities where it was now unsafe to farm. Bringing matters to a head was the strand of climate change. The drought at the time of the Classic collapse was not the first drought that the Maya had lived through, but it was the most severe. At the time of previous droughts, there were still uninhabited parts of the Maya landscape, and people at a site affected by drought could save themselves by moving to another site. However, by the time of the Classic collapse the landscape was now full, there was no useful unoccupied land in the vicinity on which to begin anew, and the whole population could not be accommodated in the few areas that continued to have reliable water supplies.

As our fifth strand, we have to wonder why the kings and nobles failed to recognize and solve these seemingly obvious problems undermining their society. Their attention was evidently focused on their short-term concerns of enriching themselves, waging wars, erecting monuments, competing with each other, and extracting enough food from the peasants to support all those activities. Like most leaders throughout human history, the Maya kings and nobles did not heed long-term problems, insofar as they perceived them. We shall return to this theme in Chapter 14.

Finally, while we still have some other past societies to consider in this book before we switch our attention to the modern world, we must already be struck by some parallels between the Maya and the past societies discussed in Chapters 2-4. As on Easter Island, Mangareva, and among the Anasazi, Maya environmental and population problems led to increasing warfare and civil strife. As on Easter Island and at Chaco Canyon, Maya peak population numbers were followed swiftly by political and social collapse. Paralleling the eventual extension of agriculture from Easter Island's coastal lowlands to its uplands, and from the Mimbres floodplain to the hills, Copan's inhabitants also expanded from the floodplain to the more fragile hill slopes, leaving them with a larger population to feed when the agricultural boom in the hills went bust. Like Easter Island chiefs erecting ever larger statues, eventually crowned by pukao, and like Anasazi elite treating themselves to necklaces of 2,000 turquoise beads, Maya kings sought to outdo each other with more and more impressive temples, covered with thicker and thicker plaster reminiscent in turn of the extravagant conspicuous consumption by modern American CEOs. The passivity of Easter chiefs and Maya kings in the face of the real big threats to their societies completes our list of disquieting parallels.

Read Full Paragraph

Qs.5/5: Which factor has not been cited as one of the factors causing the collapse of Maya society?


AEnvironmental degradation due to excess population.

BSocial collapse due to excess population.

CIncreased warfare among Maya people.

DClimate change.

EObsession of Maya population with their own short-term concerns.

Answer: Option C

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
26
Solv. Corr.
37
Solv. In. Corr.
63
Attempted
2 M:37 S
Avg. Time

125 / 927

Direction(125-129): Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 Justin was always prepared. His motto was "Never throw anything out, you never know when it might come in handy." His bedroom was so full of flat bicycle tires, bent tennis rackets, deflated basketballs, and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

"What use is a fish tank with a hole in the bottom?" his father asked. But Justin simply smiled and repeated his motto, "Never throw anything out, you never know when it might come in handy."

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom a place to store the many objects that he collected. It was so worn and stretched that it hardly resembled a backpack anymore. It was full of the kind of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for figuring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbors sought him out when they needed help with a problem. On the first day of school, his friend Kenny, came looking for Justin.

"Do you think you have something in your bag that could help me remember my locker combination?" he asked. "I lost the scrap of paper it was written on. I have science class in two minutes and if I'm late on the first day it'll make me look bad for the rest of the year." Kenny looked genuinely worried.

"Relax," Justin said, taking his backpack off and unzipping the top. "Remember how you borrowed my notebook in homeroom to write the combination down? Well, I know how we can recover what you wrote."

He took the notebook and a soft lead pencil out of his bag. The page that Kenny had written on had left faint indentations on another page in the notebook. Justin held the pencil on its side and rubbed it lightly over the indentations. Slowly but surely the numbers of the locker combination appeared in white, set off by the gray pencil rubbings.

"That's amazing!" Kenny said. "I owe you one." And he dashed off to open his locker.

During science class, Mr. Tran was lecturing on the structure of the solar system using a model. He made a sudden gesture and the model fell apart. Planets and rings and connector rods went everywhere, rolling and clattering and disappearing under desks. The students scrambled around on the floor for ten minutes and were finally able to recover every piece except one a connector rod that was lodged in a crack between two lab stations.

"If we had a magnet," said Mr. Tran, "we could easily coax it out that way. But I loaned all of the magnet kits to the elementary school yesterday."

Justin was already searching through his backpack. "I have some materials that will work just as well, I think," he told Mr. Tran. He pulled out a battery, an iron nail, and some electrical wire and tape, while Mr. Tran and the other students looked on in amazement.

"Why do you have all of that stuff?" Louise Baxter asked. Justin just smiled and repeated his motto. "Never throw anything out, you never know when it might come in handy."

By wrapping the wire around the nail and taping each end to a battery terminal, he was able to make a magnet strong enough to lift the rod out of the crack.

"Bravo!" said Mr. Tran.

"No problem," said Justin.

After school, Justin rode the bus to the mall where he worked at a music store. His boss, Gail, was taking inventory of all of the CDs and tapes in the classical music section. As he helped a customer at the register, Justin heard her exclaim, "Oh, no! I forgot my glasses! There's no way I can read this list without them." Justin sighed, picked up his backpack, and walked over to Gail.

"I think I can help you out," he said, unzipping the bag. While Gail watched in surprise, he pulled out a jar of petroleum jelly, a washer, a glass slide, and a small bottle of water. He put the jelly on the bottom of the washer, placed it securely, jelly-side down, on the glass slide, and then put a drop of water in the center of the washer.

He put the contraption on top of the inventory list and said to his boss, "See what happens when you look through the water droplet." Gail looked and her eyes widened with delight.

"Wow!" she cried. "It enlarges the print that I'm looking at, just like a magnifying glass!" She patted Justin on the back. "I'm all set now," she said. "Thanks."

Justin smiled. "No problem," he said, returning to the register.

It was just another day in the life of the boy whose motto was "Never throw anything out, you never know when it might come in handy."

Read Full Paragraph

Qs.1/5: Why is Justin's room such a mess?


AHe always forgets to clean.

BHe never throws anything away.

CHe has no time to clean.

DHe shares a room with his brother.

Answer: Option B

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
21
Solv. Corr.
39
Solv. In. Corr.
60
Attempted
0 M:0 S
Avg. Time

126 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 Justin was always prepared. His motto was "Never throw anything out, you never know when it might come in handy." His bedroom was so full of flat bicycle tires, bent tennis rackets, deflated basketballs, and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

"What use is a fish tank with a hole in the bottom?" his father asked. But Justin simply smiled and repeated his motto, "Never throw anything out, you never know when it might come in handy."

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom a place to store the many objects that he collected. It was so worn and stretched that it hardly resembled a backpack anymore. It was full of the kind of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for figuring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbors sought him out when they needed help with a problem. On the first day of school, his friend Kenny, came looking for Justin.

"Do you think you have something in your bag that could help me remember my locker combination?" he asked. "I lost the scrap of paper it was written on. I have science class in two minutes and if I'm late on the first day it'll make me look bad for the rest of the year." Kenny looked genuinely worried.

"Relax," Justin said, taking his backpack off and unzipping the top. "Remember how you borrowed my notebook in homeroom to write the combination down? Well, I know how we can recover what you wrote."

He took the notebook and a soft lead pencil out of his bag. The page that Kenny had written on had left faint indentations on another page in the notebook. Justin held the pencil on its side and rubbed it lightly over the indentations. Slowly but surely the numbers of the locker combination appeared in white, set off by the gray pencil rubbings.

"That's amazing!" Kenny said. "I owe you one." And he dashed off to open his locker.

During science class, Mr. Tran was lecturing on the structure of the solar system using a model. He made a sudden gesture and the model fell apart. Planets and rings and connector rods went everywhere, rolling and clattering and disappearing under desks. The students scrambled around on the floor for ten minutes and were finally able to recover every piece except one a connector rod that was lodged in a crack between two lab stations.

"If we had a magnet," said Mr. Tran, "we could easily coax it out that way. But I loaned all of the magnet kits to the elementary school yesterday."

Justin was already searching through his backpack. "I have some materials that will work just as well, I think," he told Mr. Tran. He pulled out a battery, an iron nail, and some electrical wire and tape, while Mr. Tran and the other students looked on in amazement.

"Why do you have all of that stuff?" Louise Baxter asked. Justin just smiled and repeated his motto. "Never throw anything out, you never know when it might come in handy."

By wrapping the wire around the nail and taping each end to a battery terminal, he was able to make a magnet strong enough to lift the rod out of the crack.

"Bravo!" said Mr. Tran.

"No problem," said Justin.

After school, Justin rode the bus to the mall where he worked at a music store. His boss, Gail, was taking inventory of all of the CDs and tapes in the classical music section. As he helped a customer at the register, Justin heard her exclaim, "Oh, no! I forgot my glasses! There's no way I can read this list without them." Justin sighed, picked up his backpack, and walked over to Gail.

"I think I can help you out," he said, unzipping the bag. While Gail watched in surprise, he pulled out a jar of petroleum jelly, a washer, a glass slide, and a small bottle of water. He put the jelly on the bottom of the washer, placed it securely, jelly-side down, on the glass slide, and then put a drop of water in the center of the washer.

He put the contraption on top of the inventory list and said to his boss, "See what happens when you look through the water droplet." Gail looked and her eyes widened with delight.

"Wow!" she cried. "It enlarges the print that I'm looking at, just like a magnifying glass!" She patted Justin on the back. "I'm all set now," she said. "Thanks."

Justin smiled. "No problem," he said, returning to the register.

It was just another day in the life of the boy whose motto was "Never throw anything out, you never know when it might come in handy."

Read Full Paragraph

Qs.2/5: Read this sentence from the story. In what way is Justin's backpack a smaller version of his bedroom?


AHe uses it as a place to store objects.

BHe uses it to carry his books and sports equipment.

CHis parents tell him to clean it all the time.

DHe’s had for as long as he can remember.

Answer: Option A

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
25
Solv. Corr.
29
Solv. In. Corr.
54
Attempted
0 M:0 S
Avg. Time

127 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 Justin was always prepared. His motto was "Never throw anything out, you never know when it might come in handy." His bedroom was so full of flat bicycle tires, bent tennis rackets, deflated basketballs, and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

"What use is a fish tank with a hole in the bottom?" his father asked. But Justin simply smiled and repeated his motto, "Never throw anything out, you never know when it might come in handy."

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom a place to store the many objects that he collected. It was so worn and stretched that it hardly resembled a backpack anymore. It was full of the kind of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for figuring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbors sought him out when they needed help with a problem. On the first day of school, his friend Kenny, came looking for Justin.

"Do you think you have something in your bag that could help me remember my locker combination?" he asked. "I lost the scrap of paper it was written on. I have science class in two minutes and if I'm late on the first day it'll make me look bad for the rest of the year." Kenny looked genuinely worried.

"Relax," Justin said, taking his backpack off and unzipping the top. "Remember how you borrowed my notebook in homeroom to write the combination down? Well, I know how we can recover what you wrote."

He took the notebook and a soft lead pencil out of his bag. The page that Kenny had written on had left faint indentations on another page in the notebook. Justin held the pencil on its side and rubbed it lightly over the indentations. Slowly but surely the numbers of the locker combination appeared in white, set off by the gray pencil rubbings.

"That's amazing!" Kenny said. "I owe you one." And he dashed off to open his locker.

During science class, Mr. Tran was lecturing on the structure of the solar system using a model. He made a sudden gesture and the model fell apart. Planets and rings and connector rods went everywhere, rolling and clattering and disappearing under desks. The students scrambled around on the floor for ten minutes and were finally able to recover every piece except one a connector rod that was lodged in a crack between two lab stations.

"If we had a magnet," said Mr. Tran, "we could easily coax it out that way. But I loaned all of the magnet kits to the elementary school yesterday."

Justin was already searching through his backpack. "I have some materials that will work just as well, I think," he told Mr. Tran. He pulled out a battery, an iron nail, and some electrical wire and tape, while Mr. Tran and the other students looked on in amazement.

"Why do you have all of that stuff?" Louise Baxter asked. Justin just smiled and repeated his motto. "Never throw anything out, you never know when it might come in handy."

By wrapping the wire around the nail and taping each end to a battery terminal, he was able to make a magnet strong enough to lift the rod out of the crack.

"Bravo!" said Mr. Tran.

"No problem," said Justin.

After school, Justin rode the bus to the mall where he worked at a music store. His boss, Gail, was taking inventory of all of the CDs and tapes in the classical music section. As he helped a customer at the register, Justin heard her exclaim, "Oh, no! I forgot my glasses! There's no way I can read this list without them." Justin sighed, picked up his backpack, and walked over to Gail.

"I think I can help you out," he said, unzipping the bag. While Gail watched in surprise, he pulled out a jar of petroleum jelly, a washer, a glass slide, and a small bottle of water. He put the jelly on the bottom of the washer, placed it securely, jelly-side down, on the glass slide, and then put a drop of water in the center of the washer.

He put the contraption on top of the inventory list and said to his boss, "See what happens when you look through the water droplet." Gail looked and her eyes widened with delight.

"Wow!" she cried. "It enlarges the print that I'm looking at, just like a magnifying glass!" She patted Justin on the back. "I'm all set now," she said. "Thanks."

Justin smiled. "No problem," he said, returning to the register.

It was just another day in the life of the boy whose motto was "Never throw anything out, you never know when it might come in handy."

Read Full Paragraph

Qs.3/5: Read this sentence from the story. His parents pleaded with him to clean out his room.

Which word is a synonym for pleaded?


Aignored

Basked

Cpushed

Dbegged

Answer: Option D

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
20
Solv. Corr.
28
Solv. In. Corr.
48
Attempted
0 M:0 S
Avg. Time

128 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 Justin was always prepared. His motto was "Never throw anything out, you never know when it might come in handy." His bedroom was so full of flat bicycle tires, bent tennis rackets, deflated basketballs, and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

"What use is a fish tank with a hole in the bottom?" his father asked. But Justin simply smiled and repeated his motto, "Never throw anything out, you never know when it might come in handy."

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom a place to store the many objects that he collected. It was so worn and stretched that it hardly resembled a backpack anymore. It was full of the kind of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for figuring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbors sought him out when they needed help with a problem. On the first day of school, his friend Kenny, came looking for Justin.

"Do you think you have something in your bag that could help me remember my locker combination?" he asked. "I lost the scrap of paper it was written on. I have science class in two minutes and if I'm late on the first day it'll make me look bad for the rest of the year." Kenny looked genuinely worried.

"Relax," Justin said, taking his backpack off and unzipping the top. "Remember how you borrowed my notebook in homeroom to write the combination down? Well, I know how we can recover what you wrote."

He took the notebook and a soft lead pencil out of his bag. The page that Kenny had written on had left faint indentations on another page in the notebook. Justin held the pencil on its side and rubbed it lightly over the indentations. Slowly but surely the numbers of the locker combination appeared in white, set off by the gray pencil rubbings.

"That's amazing!" Kenny said. "I owe you one." And he dashed off to open his locker.

During science class, Mr. Tran was lecturing on the structure of the solar system using a model. He made a sudden gesture and the model fell apart. Planets and rings and connector rods went everywhere, rolling and clattering and disappearing under desks. The students scrambled around on the floor for ten minutes and were finally able to recover every piece except one a connector rod that was lodged in a crack between two lab stations.

"If we had a magnet," said Mr. Tran, "we could easily coax it out that way. But I loaned all of the magnet kits to the elementary school yesterday."

Justin was already searching through his backpack. "I have some materials that will work just as well, I think," he told Mr. Tran. He pulled out a battery, an iron nail, and some electrical wire and tape, while Mr. Tran and the other students looked on in amazement.

"Why do you have all of that stuff?" Louise Baxter asked. Justin just smiled and repeated his motto. "Never throw anything out, you never know when it might come in handy."

By wrapping the wire around the nail and taping each end to a battery terminal, he was able to make a magnet strong enough to lift the rod out of the crack.

"Bravo!" said Mr. Tran.

"No problem," said Justin.

After school, Justin rode the bus to the mall where he worked at a music store. His boss, Gail, was taking inventory of all of the CDs and tapes in the classical music section. As he helped a customer at the register, Justin heard her exclaim, "Oh, no! I forgot my glasses! There's no way I can read this list without them." Justin sighed, picked up his backpack, and walked over to Gail.

"I think I can help you out," he said, unzipping the bag. While Gail watched in surprise, he pulled out a jar of petroleum jelly, a washer, a glass slide, and a small bottle of water. He put the jelly on the bottom of the washer, placed it securely, jelly-side down, on the glass slide, and then put a drop of water in the center of the washer.

He put the contraption on top of the inventory list and said to his boss, "See what happens when you look through the water droplet." Gail looked and her eyes widened with delight.

"Wow!" she cried. "It enlarges the print that I'm looking at, just like a magnifying glass!" She patted Justin on the back. "I'm all set now," she said. "Thanks."

Justin smiled. "No problem," he said, returning to the register.

It was just another day in the life of the boy whose motto was "Never throw anything out, you never know when it might come in handy."

Read Full Paragraph

Qs.4/5: How does Justin help his friends?


AHe offers them advice.

BHe loans them his backpack

CHe listens to their problems.

DHe uses the objects in his backpack.

Answer: Option D

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
24
Solv. Corr.
25
Solv. In. Corr.
49
Attempted
0 M:0 S
Avg. Time

129 / 927

Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 Justin was always prepared. His motto was "Never throw anything out, you never know when it might come in handy." His bedroom was so full of flat bicycle tires, bent tennis rackets, deflated basketballs, and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

"What use is a fish tank with a hole in the bottom?" his father asked. But Justin simply smiled and repeated his motto, "Never throw anything out, you never know when it might come in handy."

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom a place to store the many objects that he collected. It was so worn and stretched that it hardly resembled a backpack anymore. It was full of the kind of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for figuring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbors sought him out when they needed help with a problem. On the first day of school, his friend Kenny, came looking for Justin.

"Do you think you have something in your bag that could help me remember my locker combination?" he asked. "I lost the scrap of paper it was written on. I have science class in two minutes and if I'm late on the first day it'll make me look bad for the rest of the year." Kenny looked genuinely worried.

"Relax," Justin said, taking his backpack off and unzipping the top. "Remember how you borrowed my notebook in homeroom to write the combination down? Well, I know how we can recover what you wrote."

He took the notebook and a soft lead pencil out of his bag. The page that Kenny had written on had left faint indentations on another page in the notebook. Justin held the pencil on its side and rubbed it lightly over the indentations. Slowly but surely the numbers of the locker combination appeared in white, set off by the gray pencil rubbings.

"That's amazing!" Kenny said. "I owe you one." And he dashed off to open his locker.

During science class, Mr. Tran was lecturing on the structure of the solar system using a model. He made a sudden gesture and the model fell apart. Planets and rings and connector rods went everywhere, rolling and clattering and disappearing under desks. The students scrambled around on the floor for ten minutes and were finally able to recover every piece except one a connector rod that was lodged in a crack between two lab stations.

"If we had a magnet," said Mr. Tran, "we could easily coax it out that way. But I loaned all of the magnet kits to the elementary school yesterday."

Justin was already searching through his backpack. "I have some materials that will work just as well, I think," he told Mr. Tran. He pulled out a battery, an iron nail, and some electrical wire and tape, while Mr. Tran and the other students looked on in amazement.

"Why do you have all of that stuff?" Louise Baxter asked. Justin just smiled and repeated his motto. "Never throw anything out, you never know when it might come in handy."

By wrapping the wire around the nail and taping each end to a battery terminal, he was able to make a magnet strong enough to lift the rod out of the crack.

"Bravo!" said Mr. Tran.

"No problem," said Justin.

After school, Justin rode the bus to the mall where he worked at a music store. His boss, Gail, was taking inventory of all of the CDs and tapes in the classical music section. As he helped a customer at the register, Justin heard her exclaim, "Oh, no! I forgot my glasses! There's no way I can read this list without them." Justin sighed, picked up his backpack, and walked over to Gail.

"I think I can help you out," he said, unzipping the bag. While Gail watched in surprise, he pulled out a jar of petroleum jelly, a washer, a glass slide, and a small bottle of water. He put the jelly on the bottom of the washer, placed it securely, jelly-side down, on the glass slide, and then put a drop of water in the center of the washer.

He put the contraption on top of the inventory list and said to his boss, "See what happens when you look through the water droplet." Gail looked and her eyes widened with delight.

"Wow!" she cried. "It enlarges the print that I'm looking at, just like a magnifying glass!" She patted Justin on the back. "I'm all set now," she said. "Thanks."

Justin smiled. "No problem," he said, returning to the register.

It was just another day in the life of the boy whose motto was "Never throw anything out, you never know when it might come in handy."

Read Full Paragraph

Qs.5/5: How do most of the characters in the story feel toward Justin?


Aannoyed

Bgrateful

Cdisinterested

Dangry

Answer: Option B

Explanation:

Here is no explanation for this answer

Workspace

NA
SHSTTON
16
Solv. Corr.
18
Solv. In. Corr.
34
Attempted
0 M:0 S
Avg. Time

130 / 927

Direction(130-134): Read the passage and answer the questions that follow on the basis of the information provided in the passage.

 It is difficult to reconcile the ideas of different schools of thought on the question of education. Some people maintain that pupils at school should concentrate narrow range of subjects which will benefit them directly in their subsequent careers. Others contend that they should study a wide range of subjects so that they have not only the specialized knowledge necessary for their chosen careers but also sound general knowledge about the world they will have to work and live in. Supporters of the first theory state that the greatest contributions to civilization are made by those who are most expert in their trade profession. Those on the other side say that, unless they have a broad general education, the experts will be too narrow in their outlook to have sympathy with their follows or a proper sense of responsibility towards humanity as a whole.

Qs.1/5: 'Schools of thought' can be explained as


Agroups of people whose job is to think

Bgroups of people who are schooled to think

Cgroups of people who study in a particular school thoughtfully

Dgroups of people having the same ideas but with different perception on a particular subject.

Answer: Option D

Explanation:

Here is no explanation for this answer

Workspace

Companies take reading comprehension test to check the reading and grasping skills of the candidates. It also helps the companies to understand the pressure handling skills of the candidates. You can take mock verbal ability and reading comprehension test to master this skill and crack the job interviews easily.

You can search the set of questions by company (Please click on a company box under the tag cloud box) to filter the questions easily. You can also view the answer to understand the explanation or use the workspace for practice purpose. So, improve your verbal ability and reading comprehension skills today and crack the job interview comfortable with flying colors!

Verbal Ability Reading Comprehension Questions and Answers pdf

At Verbal Ability topic Reading Comprehension page No: 13 you will find list of 10 practice questions, tips/trick and shortcut to solve questions, solved questions, quiz, and download option to download the whole question along with solution as pdf format for offline practice. You can practice all the listed Verbal Ability Reading Comprehension topic questions offline too, by downloading the MCQs practice question of Reading Comprehension with detail solution, with formula/Tips & Tricks, with Solved examples and with top-rated users answers, which will give you best answer ascross webs. It is one of the perfect Reading Comprehension e-book pdf covering all types of questions in detail. These Verbal Ability test with answers pdf cover all types of question asked in IIFT, XAT, SNAP, GRE, GMAT, NMAT, CMAT, MAT or for IT companies written exam like Wipro, HCL, Infosys, Accenture, Government exams, IBPS Exams etc. There are multiple formats to download your online free Verbal Ability Reading Comprehension e-book, like fully solved, unsolved questions with Answers sheet. Even you can customize your ebook format by adjusting the given options in the download section to make it your one of the best Verbal Ability topic-based ebook. It is recommended to bookmark this page Verbal Ability Reading Comprehension for your preparation. Most of the students and fresher candidates finding it hard to clear the Verbal Ability section in exams. Here Given Reading Comprehension practice questions, quiz, fully solved questions, tips & trick and Mock tests, which include question from each topic will help you to excel in Reading Comprehension. Each test has all the basics questions to advanced questions with answer and explanation for your clear understanding, you can download the test result as pdf for further reference.

At Verbal Ability topic Reading Comprehension, you will get multiple online quiz difficulty wise, which will have a total of 6 quizzes, categorized as easy, medium, and moderate level. While preparing for any Reading Comprehension, take all the list quiz and check your preparation level for that topic. Each quiz have 10 different question, which needs to be answered in 20 min., all the listed quiz here is free, however, you will get only one chance for each quiz to attempt(Take Quiz seriously), so it is always recommended to take one quiz in each section before you start solving Reading Comprehension MCQs practice question, and one after solving all the question of the respective level, you can refer back your Reading Comprehension quiz result any time or you can download it as pdf for reference.

Verbal Ability Reading Comprehension Customize Online Mock Test

This is own type of mock test, where At this Verbal Ability Reading Comprehension MCQs mock test section, you will able to attempt only the questions related to Reading Comprehension, in that question will be a different level, important, and all the questions will be part of some of the mock tests across Q4interview FREE Mock test. You need to choose the topic as Reading Comprehension, and click on Double click to generate your customize mock test. While attempting the mock test you need to choose any of the one options out of given option. It is recommended to go through the direction given along with each question, as these questions will be randomly and so that same direction will not be applicable across the entire test. Once you submit your mock test, the result will be generated for Reading Comprehension Customize mock test, where your performance point points will be highlighted. Q4interview analysis every single point which helps you to improve your topic understanding and help you to know your type of mistakes and way to improve Reading Comprehension questions, by providing the same type of practice questions from practice exercise. The best part of this Reading Comprehension, all these mock tests listed here are free and you can take as Many time, as many you want. When you continue to give Reading Comprehension Customize Online Mock Test here regularly, then you will understand how much you have developed your accuracy on a topic, after that you will be able to decide how much attention you need to focus on. Your continued practice will increase your confidence, speed and thinking ability intensely, the Reading Comprehension Customize topic on which you will practice more will beneficial for you in future during campus placement.Reading Comprehension Mock Tests

Verbal Ability Reading Comprehension Quiz Online Test

The details of the Verbal Ability Reading Comprehension quiz are as follows. There are 10 questions for you. You have to answer them in 20 minutes. Within 20 minutes you have to see the errors in the sentences given as a question. Four options are also given to you, and you have to choose your opinion. You must be confident in your answer that the choices are difficult. Therefore, below we provide you with some information about Verbal Ability Reading Comprehension that you see and keep them in mind while answering questions.

Verbal Ability Reading Comprehension MCQs Practice Questions with Answer

On this Reading Comprehension section of page you will find the easiest quickest ways to solve a question, formulas, shortcuts and tips and tricks to solve various easiest methods to solve Reading Comprehension Question Quickly. It contains all the Verbal Ability topic Reading Comprehension questions which are common in any of the preliminary exams of any company. The solution is provided along with the questions. The practice of these questions is a must as they are easy as well as scoring and asked in all the exams They will confirm the selection if all the questions attempted wisely with little practice. It is recommanded to Take Mock test based on Verbal Ability topic and Reading Comprehension topic based quiz.

Verbal Ability Reading Comprehension solved examples question

Clarity of concepts is a must if you want to master the skill of solving Verbal Ability problems. This page contains sample Verbal Ability Reading Comprehension questions and answers for freshers and competitive exams. Reading Comprehension Questions with the detailed description, the explanation will help you to master the topic. Here solved examples with detailed answer description, explanations are given and it would be easy to understand. How to solve qReading ComprehensionVerbal Ability? Here are some examples solved with the Common Rules/tricks/tips of Verbal Ability. Enhance your chance to score maximum marks in Verbal Ability sections through. Error Spotting Grammar Questions Online Test for Free. Fully solved Sentence Formation MCQs questions with detailed answer description. Verbal Ability is an important topic for any exams but most aspirants find it difficult. You need to learn various tricks tips, rules, etc to solve quickly. At this page, you will find frequently asked Reading Comprehension questions or problems with solutions, shortcuts, formulas for all-important competitive exams like IT companies exams, interviews. It is always a best practice to go through the example and understand the types of question and way to solve it, so let's do some examples to calculate efficiency, read through all the given here solved examples. You can post your solution, tips, trick and shortcut if you have any in respect to questions.

You can get here fully solved Reading Comprehension examples with a detailed answer and description. You can solve Reading Comprehension problems with solutions, the questions by companies wise by filtering the questions, additionally, you can check what type of questions are being asked in IT companies Written Round from Reading Comprehension. Reading Comprehension became one of the most important sections in the entire competitive exams, Companies Campus, and entrance online test. Go through Reading Comprehension Examples, Reading Comprehension sample questions. You can Evaluate your level of preparation in Reading Comprehension by Taking the Q4Interivew Reading Comprehension Online Mock Test based on most important questions. All the Reading Comprehension practice questions given here along with answers and explanations are absolutely free, you can take any number of time any mock Test.

Why Verbal Ability Reading Comprehension?

In this practice section, you can practice Verbal Ability Questions based on "Reading Comprehension" and improve your skills in order to face the interview, competitive examination, IT companies Written exam, and various other entrance tests (CAT, GATE, GRE, MAT, Bank Exam, Railway Exam etc.) with full confidence.

Where can I get Verbal Ability Reading Comprehension questions and answers with explanation?

Q4Interview provides you lots of fully solved Verbal Ability (Reading Comprehension) questions and answers with Explanation. Solved examples with detailed answer description, explanation are given and it would be easy to understand. You can download Verbal Ability Reading Comprehension quiz questions with answers as PDF files and eBooks.

Where can I get Verbal Ability Reading Comprehension Interview Questions and Answers (objective type, multiple-choice, quiz, solved examples)?

Here you can find objective type Verbal Ability Reading Comprehension questions and answers for interview and entrance examination. Multiple choice and true or false type questions are also provided.