UNIT 3

COMPREHENSION
INTRODUCTION
According to Wren and Martin, comprehension exercise can be defined as a passage, upon which
questions are set to test the students' ability to understand the content of the given text and to infer
information and meanings from it. To put it in simple terms, reading comprehension is the act of
understanding what you are reading.
It mainly requires two inputs from the reader, ie., vocabulary knowledge and text comprehension. In
order to understand a text, the reader must be able to comprehend the vocabulary used in a piece of
writing. A comprehension test requires specific reading skills, the ability to grasp the main ideas from
the passage, linking them, inferring and drawing conclusions based on the proper understanding of a
passage. Eventually, by gaining clear understandability, a candidate is supposed to answer the
questions given at the end of the passage. For candidates, even though they have ample choice
among questions, Reading Comprehension (RC) is a must attempt as it does not require any specific
study and some practice can help in answering the questions with confidence. Usually, each RC is
followed by five questions in UGC Paper I Exam.

BASIC TECHNIQUES
Here are some techniques that can be used to make comprehension easier:
1. Identification of key ideas:
There are always certain key sentences that determine the flow of the ideas in a passage. To make
comprehension simpler, these sentences are supposed to be identified during the first reading of the
passage. The paragraph(s) should be read quickly to get a generalized idea. It should be read again,
a little slowly, so as to know the details. The key ideas can also be underlined.
2. Summarize the paragraph:
While reading the passage, develop a habit of mentally summarizing each paragraph and keep linking
them as you proceed. This helps in understanding the overall idea of the passage and as a result, the
candidate may find it easier to answer the questions. Some readers may prefer to study the questions
again and turn to the relevant portions of the passage later.
3. Determine sentence links:
Usually, the sentences within a passage are directly or subtly linked. Here, practice helps a lot in
identifying such links. However, failing to practice will adhere to miss out the most important points.
4. Ask questions to oneself:
Whenever in doubt, the reader should always ask questions to oneself. For example, the following
questions are asked: Why has the author mentioned this example? What is the purpose of the second
paragraph? This kind of reflection helps in developing a deeper perspective about the main ideas.

QUESTION CATEGORIES
We can classify the questions being asked in examination in the following categories:
1. Questions based on Main Theme or Central Idea:
These type of questions are based on the passage as a whole; these questions test up to what extent
the reader is able to understand the paragraph. Answers of such type of questions can be easily
found from the text itself.
2. Questions based on Author's Opinion or Attitude:
Such questions are based on the author's view point and the answers are not explicitly mentioned.
They have to be derived from the key sentences used by the author to express his thoughts.
3. Questions based on Explicit or Direct Information:
These are direct questions based on the names, dates, figure, data, facts or opinions mentioned in
the passage. Questions with some specific details are negative and their answers are to be found by

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elimination method. Questions on explicit information should be verified by reading specific parts of
the passage that contain the answer.
4. Questions based on Implicit Information:
Answers to these questions are not clearly stated but are to be inferred or deducted from the
passage.
5. Questions based on Language Expressions:
These questions are based on specific words or phrases mentioned in the passage. Sometimes they
are based on synonyms or antonyms which test an understanding of a word in the context of the
passage.
6. Questions based on the Organisation of the Passage:
These questions are based on the structure of the passage and the literary techniques used by the
author in expressing his arguments.
7. Questions based on Analogous Argument:
These questions test a candidate's comprehension and ability to illustrate the analysis formed in our
mind after reading the passage. A candidate is required to choose the option that is similar or
conforms to reasoning along the same lines as the arguments mentioned in the passage. The key to
answer such questions is to understand the base argument having a look at the options and then
eliminate the options according to the reasoning provided in the question stem.
8. Questions based on Statements:
In such type of questions two or three statements are provided and a candidate has to answer which
of the statement or statements are true.
9. Questions based on Guess:
Such type of questions are based on the given views or opinions of the author. These questions
answers are to be guessed as such as why the author is admiring or criticising someone in a
particular part of the passage.

COMPREHENSION EXAMPLES
EXAMPLE-1
Now, India's children have to receive at least eight years of education. The gnawing question is
whether it will remain on paper or it will become a reality. One hardly needs a reminder that this right
is different from others enshrined in the constitution, that the beneficiary a six-year-old child cannot
demand it, nor can he or she fight a legal battle when the right is denied or violated. In all cases, it is
the adult society that must act on behalf of the child. In another peculiarity, where a child's right to
education (RTE) is denied, no compensation offered later can be adequate or relevant. This is so
because childhood does not last long. If a legal battle fought on behalf of a child is eventually won, it
may be of little use to a boy or girl because the opportunity missed at school during childhood cannot
serve the same purpose later in life. This may be painfully true for girls because our society permits
them only a short childhood, if at all. The RTE has become a crucial point of law in India's history
when the ghastly practice of female infanticide has resurfaced in the form of foeticide. This is
'symptomatic of deeper turmoil' in society, which is compounding the traditional obstacles to girls
education. Tenacious prejudice against intellectual potential of girls runs across our cultural diversity
and the system of education has not been able to address it.
Questions:
1. With reference to the passage, consider the following statements.
(i) When children are denied education, adult society does not act on behalf of them.
(ii) Right to education as a law cannot be enforced in the country. Which of the statements given
above is/are incorrect?

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(a) Only (i) (b) Both (i) and (ii) (c) Only (ii) (d) Either (i) or (ii)
2. According to the passage, what could be traditional obstacles to the education of girls?
(i) Inability of the parents to fight a legal battle when the right to education is denied to their
children. (ii) The traditional way of thinking about girls' role in society. (iii) The prejudice against the
intellectual potential of girls. (iv) Improper system of education. Select the correct answer from the
codes given below.
(a) Only (i) and (ii) (b) Only (i), (iii), and (iv) (c) Only (ii), (iii), and (iv) (d) (i), (ii), (iii), and (iv)
3. Where a child's right to education is denied, no compensation offered later can be adequate or
relevant is reflected through the fact that
(a) Childhood is short.
(b) Opportunity to learn missed during specific childhood period may not be compensated later in
life.
(c) Both (a) and (b) (d) None of the above
4. The expression, symptomatic of deeper turmoil reflects
(a) Lack of proper girl's education in society. (b) Enactment of right to education.
(c) Prevailing political environment in the country. (d) None of the above
5. Which one of the following statement conveys the key message of the passage?
(a) India has declared that education is compulsory for its children.
(b) Adult society is not keen on implementing the right to education.
(c) The right to education, particularly for a girl child, needs to be safeguarded.
(d) None of the above
6. Which one of the following statements convey the inference of the passage?
(a) The society has a tenacious prejudice against the intellectual potential of girls.
(b) Adults cannot be relied upon to fight on behalf of children for their right to education.
(c) The legal fight to get education for children is protracted and prohibitive.
(d) There is no sufficient substitute for education received in childhood.
Example-1 Answers:
1. Statement (i) is incorrect. The enactment of RTE itself shows that adult society may act on behalf of
children to ensure their education. Statement (ii) is incorrect as the passage does not indicate that
the right cannot be enforced the country but rather mentions the shortfalls and difficulties which may
occur in the act of enforcing the law. Hence (b) is the right answer.
2. Statement (i) is not mentioned in the passage anywhere. The statements (ii), (iii) and (iv) are
mentioned as traditional obstacles at the end of paragraph. Hence, (c) is the correct answer.
3. Explicitly mentioned in the passage. Both (a) and (b) apply. Hence, the correct option is (c).
4. There is a mention of girl's education in the second part of the sentence. Hence, the correct option
is (a).
5. Option (a) is incorrect as there is no mention of education being made compulsory. Option (b) is
also incorrect, as there is no mention of adults not being keen in implementing the right to education
and it simply mentions that it is the adult society which must act on behalf of the child. The author is
specifically concerned about girl child's education. Hence, the correct option is (c).
6. The option (a) is directly mentioned in the passage and hence, it is not an inference. Option (c) has
the word 'prohibitive' that cannot be inferred from the passage. Option (d) is supported by 'if a legal
battle... if at all' which points out the opportunity cost of a missed childhood, particularly for girls.
Hence, the correct option is (d).

EXAMPLE-2
The concept of creative society refers to the phase of development of a society in which a large
number of potential contradictions become articulate and active. This is most evident when oppressed
social groups get politically mobilized and demand their rights. The upsurge of peasants and tribes,
the movements for regional autonomy and self-determination, the environmental movements and the
women's movements in the developing countries are signs of emergence of creative society in
contemporary times. The forms of social movements and their intensity may vary from country to
country and place to place within a country, but the very presence of movements for social

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transformations in various spheres of a society indicates the emergence of a creative society in a

country.
Questions
1. What does the author imply by creative society?
(i) A society where diverse art forms and literary writings seek incentive.
(ii) A society where social inequalities are accepted as a norm.
(iii) A society where a large number of contradictions are articulate.
(iv) A society where the exploited and the oppressed groups grow conscious of their human rights
and upliftment. Select the correct answer using the codes given below:
(a) (i), (ii), and (iii) (b) Only (iv) (c) Only (iii) and (iv) (d) Only (ii) and (iv)
2. According to the passage, what are the manifestations of social movements?
(i) Being aggressive (ii) Involvement of the whole society.
(iii) Quest for social equality and individual freedom. (iv) None of the above
Select the correct answer using the codes given below.
(a) Only (i) and (ii) (b) Only (iii) (c) Only (ii) and (iii) (d) (i), (ii) and (iii)
3. With reference to the passage, consider the following statements.
(i) To be a creative society, it is essential to have a variety of social movements.
(ii) To be a creative society, it is imperative to have potential contradictions and conflicts.
Which of the statements given above is/are correct?
(a) Only (i) (b) Only (ii) (c) Both (i) and (ii) (d) Neither (i) nor (ii)
4. Which of the following are examples of different social movements?
(i) Upsurge of peasants and tribes.
(ii) The movements for regional autonomy and self-determination.
(iii) The environmental movements (iv) The women's movements
(a) (i), (ii) and (iii) (b) (ii), (iii) and (iv) (c) (i), (ii) and (iv) (d) All the above
5. Which of following can be described as the most appropriate aim(s) for various social movements?
(i) To achieve the status of a creative society (ii) To achieve rights (iii) Social transformation
(a) (i) and (ii) (b) (ii) and (iii) (c) (i) and (iii) (d) Only (iii)
Example-2 Answers:
1. Statement (i) takes the literal meaning of creative society, which is not appropriate in the given
context of the paragraph. Statement (ii) contradicts the passage as there is talk of oppressed
social groups get politically mobilized and … rights. Statement (iii) is mentioned in the first
sentence where potential contradictions become 'articulate'. Statement (iv) is mentioned in 'this is
most evident ... creative society in temporary times'. Hence, the correct option is (c).
2. Social movements do not need to be aggressive. Hence, (i) is in incorrect. Statement (ii) contradicts
the passage since social groups get politically mobilized and demand their rights internally and not
externally. The entire passage supports statement (iii). Hence, the correct option is (b).
3. Statements (i) and (ii) invert the argument in the passage. The paragraph does not mention having
a variety of social movements as a necessary condition to be creative in the entire paragraph, so
statement (i) is incorrect. For statement (ii), just the presence of potential contradictions and
conflicts is itself not a necessary condition for social movement, but their 'articulation and (being)
active' is also required. So statement (ii) is also incorrect. Hence, the correct option is (d).
4. It is explicitly mentioned in the third line of the passage. Hence, the correct option is (d).
5. Statement (i) is not the explicit aim of any movement. Statement (ii) is mentioned in the second line
of the paragraph. Social transformation has been mentioned in the last line of the paragraph.
Hence, the correct option is (b).

EXAMPLE-3
Read the following passage carefully and answer the questions that follow. [NET DEC 2018]
One of the findings of the research into successful leadership is the fact that respect is always a two-
way street. No matter how powerful you are, no matter what your experience, skills and

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accomplishments, you will not be respected by others if you consistently treat them disrespectfully.
Friendliness-that is, treating others politely and showing interest in them-is a way of showing your
respect for other people and in return they respect you. If as a manager you are respected, preventive
maintenance strategy will be accepted as a sincere attempt to resolve problems rather than a mean-
spirited attempt to cause problems.
As important as friendliness is, I want to make sure you are not mislead into believing that friendliness
will replace or correct poor management. I have seen effective managers who did not use this
friendliness element but could have been more effective if they did use it. I have seen very friendly
managers who were ineffective because they were not doing effective management things. In other
words, managers who intervene effectively in a friendly way are always more effective than managers
who intervene effectively in a non-friendly way. Maintaining a friendly relationship is another part of
maintaining work performance. It also helps you avoid having people try to hurt you because they do
not like you. It might save your life.
Questions:
1. According to the passage, friendliness in management terms implies
(a) making management effective. (b) making management ineffective.
(c) replacing poor management. (d) correcting ineffective management.
2. The central idea of the passage is
(a) friendliness improves the work-ethos (b) friendliness avoids change of feeling hurt
(c) friendliness is necessary for management (d) friendliness is a negative factor for management
3. The passage highlights which of the following feature of a successful leadership?
(a) Reciprocity of the leader (b) Least concern for relationship by the leader
(c) Independence of the leader (d) Dependence of the leader
4. What is reported in respect of successful leadership?
(a) Respect depends on the accomplishments of the leader. (b) Respect comes out of respect.
(c) Respect depends on the skills of the leadership.
(d) Respect depends on experience of the leadership.
5. The preventive maintenance strategy used by a respected manager will mean to the subordinates.
(a) An attempt to become sincere. (b) An attempt to become mean-spirited.
(c) An attempt to resolve problems. (d) An attempt to cause problems.
Example-3 Answers:
1. Friendliness is more important in making management effective because managers who intervene
effectively in a friendly way are always more effective. Therefore, friendliness in management
terms making management effective. Ans: (a)
2. Friendliness, that means treating others politely and showing interest in workers, is a way of
showing respect towards other people or workers. It leads to enhance the work-ethos. It is
reciprocal element such as give respect and take respect. Therefore, the central idea of the
passage is friendliness improves the work-ethos. Ans: (a)
3. Respect is always a reciprocal element means a two-way street. If someone shows respect to other
and in return they respect you and you easily resolve the problems rather than a mean-spirited
attempt to cause problems. Therefore, reciprocity of the leader highlights his successful feature.
Ans: (a)
4. Successful leadership always applies the friendliness attitudes. No matter how powerful he is, no
matter what experience, skills, and accomplishments he has. One of the findings of the research
into successful leadership is the fact that respect is always a two-way street. A successful leader
will not be respected by others if he consistently treat them disrespectfully. Hence, Ans: (b)
5. Maintaining a friendly relationship leads to good working performance and also leads to resolve the
problems. It helps a manager to avoid those people who try to hurt him because they do not like him
and might save his life. Thus, through showing the friendliness nature a manager resolve the
problem rather than a mean-spirited attempt to cause problems. Therefore, the preventive
maintenance strategy used by a respected manager will mean to the subordinates an attempt to
resolve problems. Ans: (c)

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EXAMPLE-4
Read the following passage carefully and answer the questions that follow. [NET JUL 2018]
If India has to develop her internal strengths, the nation has to focus on the technological imperatives,
keeping in mind three dynamic dimensions: the people, the overall economy and the strategic
interests. These technological imperatives also take into account a 'fourth' dimension, time, an
offshoot of modern day dynamism in business, trade and technology that leads to continually shifting
targets.
We believe that technological strengths are especially crucial in dealing with this fourth dimension
underlying continuous change in the aspirations of the people, the economy in the global context and
the strategic interests. The progress of technology lies at the heart of human history. Technological
strengths are the key to creating more productive employment in an increasingly competitive market
place and to continually upgrade human skills.
Without a pervasive use of technologies, we cannot achieve overall development of our people in the
years to come. The direct linkages of technology to the nation's strategic strengths are becoming
more and more cleat, especially since 1990. India's own strength in a number of cote areas still puts it
in a position of reasonable strength in geo-political context. Any nation aspiring to become a
developed one needs to have strengths in various strategic technologies and the ability to continually
upgrade them through its own creative strengths. For people-oriented actions as well, whether for the
creation of large scale productive employment or ensuring nutritional and health security for people
for better living conditions, technology is the only vital input.
The absence of greater technological impetus could lead to lower productivity and wastage of
precious natural resources. Activities with low productivity or low value addition, in the final analysis
hurt the poorest most. The technological imperatives to lift our people to a new life and to a life they
are entitled to is important.
India, aspiring to become a major economic power in terms of trade and increase in GDP, cannot
succeed on the strength of turnkey projects designed and built abroad or only through large-scale
imports of plant machinery, equipment and know how. Even while being alive to the short-term
realities, medium and long-term strategies to develop core technological strengths within our industry
are vital for envisioning a developed India.
Questions:
1. Envisioning a developed India requires
(a) focus on short-term projects (b) development of core technological strengths
(c) aspiration to become a major economic player (d) dependence upon projects designed abroad
2. Absence of technology would lead to
I. less pollution. II. wastage of precious natural resources.
III. low value addition. IV. hurting the poorest most.
Select the most appropriate answer from the following codes.
(a) I, II and IV (b) II, I and IV (c) I, II and III (d) II, III and IV
3. According to the given passage, which of the following are indicative of the fourth dimension?
I. Aspirations of people. II. Modern day dynamism.
III. Economy in the global context. IV. Strategic interests.
Select the most appropriate answer from the following codes.
(a) I, III and IV (b) I, II and IV (c) I, II and III (d) II, III and IV
4. More productive employment demands
(a) geo-political considerations. (b) large industries.
(c) pervasive use of technology. (d) limiting competitive market place.
5. The advantage of technological inputs would result in
(a) sidelining environmental issues. (b) lifting our people to a life of dignity.
(c) unbridled technological growth. (d) importing plant machinery.

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Example-4 Answers:
1. Envisioning a developed India requires the development of core technological strengths and
capabilities within our industry. Along with short term realities, we must focus on medium and long
term plans of action so that we do not depend totally on foreign machinery or projects. Ans: (b)
2. Absence of technology means lower productivity and wastage of natural resources. Low
productivity and low income eventually affects the poor most. Ans: (d)
3. According to the given passage, continuous change in the aspirations of people, the economic
growth in global perspective and strategic interests are indicative of fourth dimension. To develop
India's internal strengths, the nation has to focus on the technological imperatives. The fourth
dimension suggests an ever changing targets in business, trade and technology in modern days.
Ans: (a)
4. More productive employment demands extensive use of technology and upgrading of human skills
according to the demands of technology. Without extensive use of technology, overall
development of any country is not possible. We must learn to change our strategies according to
the need of time. Ans: (c)
5. There will be many advantages of extensive use of technology. The most important will be
providing our people a life of dignity. More use of technology can lead to more productive
employment to people, thereby generating more wealth for people of all strata specially the
vulnerable ones. Technology is the answer for ensuring nutritional and health security, better living
conditions and overall dignified life for all. Ans: (b)

EXAMPLE-5 [NET JAN 2017]

Read the following passage carefully and answer the questions that follow.
The last great war, which nearly shook the foundations of the modern world, had little impact on
Indian literature beyond aggravating the popular revulsion against violence and adding to the growing
disillusionment with the 'humane pretensions' of the Western World. This was eloquently voiced in
Tagore's later poems and his last testament, 'Crisis in Civilisation'. The Indian intelligentsia was in a
state of moral dilemma.
On the one hand, it could not help sympathising with England's dogged courage in the hour of peril,
with the Russian fighting with their backs to the wall against the ruthless Nazi hordes, and with China
groaning under the heel of Japanese militarism; on the other hand, their own country was practically
under military occupation of their own soil and an Indian army under Subhas Bose was trying from the
opposite camp to liberate their country.
No creative impulse could issue from such confusion of loyalties. One would imagine that the
achievement of Indian Independence in 1947, which came in the wake of the Allies' victory and was
followed by the collapse of colonialism in the neighbouring countries of South-East Asia, would have
released an upsurge of creative energy.
No doubt it did, but unfortunately it was soon submerged in the great agony of partition, with its
inhuman slaughter of the innocents and the uprooting of millions of people from their homeland,
followed by the martyrdom of Mahatma Gandhi. These tragedies, along with Pakistan's invasion of
Kashmir and its later atrocities in Bangladesh, did indeed provoke a poignant writing, particularly in
the languages of the regions most affected, Bengali, Hindi, Kashmiri, Punjabi, Sindhi and Urdu. But
poignant or passionate writing does not by itself make great literature.
What reserves of enthusiasm and confidence survived these disasters have been mainly absorbed in
the task of national reconstruction and economic development. Great literaturehas always emerged
out of chains of convulsions. Indian literature is richer today in volume, range and variety than it ever
was in the past.
Questions:
1. What was the impact of the last Great War on Indian literature?
(a) It had no impact. (b) It aggravated popular revulsion against violence.
(c) It shook the foundations of literature. (d) It offered eloquent support to the Western World.

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2. What did Tagore articulate in his last testament?

(a) Offered support to Subhas Bose (b) Exposed the humane pretensions of the Western World
(c) Expressed loyalty to England (d) Encouraged the liberation of countries.
3. What was the stance of Indian intelligentsia during the period of great war?
(a) Indifference to Russia's plight. (b) They favoured Japanese militarism.
(c) They prompted creativity out of confused loyalties.
(d) They expressed sympathy for England's dogged courage.
4. Identify the factor responsible for the submergence of creative energy in Indian literature.
(a) Military occupation of one's own soil. (b) Resistance to colonial occupation.
(c) Great agony of partition. (d) Victory of Allies.
5. What was the aftermath that survived tragedies in Kashmir and Bangladesh?
(a) Suspicion of other countries. (b) Continuance of rivalry.
(c) Menace of war. (d) National reconstruction.
6. The passage has the message that
(a) disasters are inevitable (b) great literature emerges out of chains of convulsions
(c) Indian literature does not have a marked landscape
(d) literature has no relation with war and independence
Example-5 Answers:
1. The last Great War of World War II had little effect on Indian literature as resentment of people
against violence increased manifold. People were also disillusioned that Western countries were
sympathetic towards humanity after bombing and killing of innocent people all around the world.
People realised the hypocritic nature of Western political leaders. Ans: (b)
2. Tagore, in his last testament 'Crisis in Civilisation' and in his later poem exposed the pretensions of
so called civilized England and other Western countries who were ruthless in their treatment to
Indians while they themselves were experiencing the great wealth and luxury. Ans: (b)
3. The Indian intelligentsia or class of educated people were in a state of moral dilemma due to great
World War. They had sympathy and admiration for the Britishers for their dauntless courage during
the war but at the same time, this educated class was annoyed and frustrated with the Britishers
over the way in which they were ruling over Indians and torturing people for their own self-interest.
Ans: (d)
4. The creativity of Indians intelligentsia was lost in the wake of partition which had resulted in so
much killing, displacement and agony of millions of Indians and finally assassination of Mahatma
Gandhi. These factors were too disturbing for any creativity to flourish in any part of India. Ans: (c)
5. The consequences or aftermaths after surviving tragedies in Kashmir and Bangladesh were
national reconstruction and economical development. Main focus of everyone after these tragedies
was rebuilding of our country and finding ways through planning for economic development and
well being of people so that nation becomes self-sufficient and independent in real term. Ans: (d)
6. It can be inferred from the passage that great literature blooms out of great political and violent
social upheavals. This is true in case of Indian literature which has flourished after independence
and partition of India. Indian literature today is enriched with great range, volume and variety of
writing from different intellectuals and people from different parts of country. Ans: (b)

COMPREHENSION EXERCISES
EXERCISE-1
Read the following passage and answer the questions. [NET DEC 2000]
The previous decade has reversed the presumptions about development and more than
anything else, it has made it difficult to decide what is in store during the next decade. However, there
are some things about which one can make claims with some confidence.
Firstly, education, health and productive employment are the decisive factors for development
and impartiality. We believe that all these are the results of rapid economic development and to

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achieve these ends, development only can generate resources. In the present form, it will be best to
view it as a better reason than as a result of development. In fact, in every case of successful
development, the evaluation of previous reforms in education, technical skills, health, existence and
productive tasks are included.
Secondly, technical ability is a vital resource and explains the high ratio of development in
production and trade as compared to ratios of development in more traditional factors, such as natural
resources or capital formation. There is no requisite capability in research. In fact, industrial
momentum in a factory or farm is more important than the presence of a research organization.
Thirdly, essentially required environment also cannot be ignored for a long time period, which is
next only to the issue of disarmament in the list of international issues. At the national level, there has
been a definite rise in ignorance towards the environment due to development.
In the context of India, at least two immediate factors increase the ratio mentioned above. The
first one of these is the rise in population level. By giving momentum to expansion of population and
the workforce, human resource development has achieved synergistic importance. An increase in
population is also a factor but is not the most important one, which delineated environmental decay in
rural and urban areas. Second, as a large country, we cannot make an independent place for
ourselves in the global system without developing appropriate ability for the development of our self-
respect. In order to achieve this objective, the achievement of technical skills is a decisive step.
So far, we have taken human resource development, technical and environmental issues as
supporting factors of the main part of the plan. Along with the expansion of quality of basic
infrastructure and targets of production (tonnes of steel and kilowatt hours of electricity), other targets
of capacity (kilometres) and other targets (number of schools and students, number of electrified
villages), known techniques, full use of natural resources and maximum possible use of available
financial resources have been emphasized upon.
Questions:
1. According to this passage, what has been considered to be the most important by us out of the
following?
(a) Basic facilities and increase in the number of achieved targets.
(b) Ideal use of available natural resources.
(c) Maximum use of available financial resources. (d) All the above
2. According to the author of the passage, whose effect, out of the following is felt at the national
level?
(a) Expansion of workforce of high quality.
(b) Lack of care and activism for the protection of environmental resources.
(c) Continuous decay of technical potentialities in urbanized countries.
(d) Emphasis on a slower pace of disarmament as compared to disarmament in other nations.
3. According to the author of the passage, which of the following factors is of synergistic importance?
(a) Population growth (b) Workforce (c) Human resource development (d) None of the above
4. Which of the following areas has not been included among various 'targets' mentioned in the
passage?
(a) Maximum use of financial resources (b) Electricity production
(c) Population growth (d) Number of schools and children
5. Which of the following can be the most suitable title of the passage?
(a) Potential obstacles in economic development. (b) Main factors of development.
(c) Targets in development process. (d) Role of population growth in development.

EXERCISE-2
Read the following passage and answer the questions. [NET JUN 2001]
The great Acharyas have said that everything discovered has a great goal; surrender yourself to
that goal and act towards it by drawing your inspiration from that goal whereby you will get a new
column of energy. Do not allow this energy to be dissipated in the futile memory of past regrets or
failures, or excitement of the present and bring that entire energy focused into activity, i.e., the highest

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creative action in the world outside, whereby the individual who is till now considered the most
inefficient finds his way to the highest achievement and success.
This can be said very easily in a second. In order to train our mind to this attitude, considerable
training is needed because we have already trained our mind wrongly to such an extent that we have
become perfect in imperfections. Not knowing the art of action, we have mastered artists in doing
wrong things and the totality of activity will bring the country to a wrong end indeed.
If each one is given a car to achieve an ideal socialistic pattern and nobody knows driving, but
starts driving, what would be the condition on road? Everybody has equal rights on the public road.
Then, each car will necessarily dash against the other and there is bound to be a jumble.
There seems to be a very apt pattern of life that we are heading to. Every one of us is a vehicle.
We know how to go forward. The point intellect is very powerful and everybody is driving but nobody
knows how to control the mental energy and direct it properly or guide it to the proper destination.
Questions:
1. What is the effect of wrong training of our mind?
(a) Becoming perfect in all aspects of life. (b) Becoming master artists.
(c) Taking the country to wrong destination.
(d) Carrying on activities without knowing how to control mental energies.
2. The source of energy according to the author is
(a) Highest creative action. (b) Proper training of mind.
(c) Inspiration from past events. (d) Stimulation obtained from a set goal.
3. The author's main focus in the passage is
(a) Finding out a worthy goal in life. (b) Regulation of energy in proper channels.
(c) Struggle for equal rights. (d) Car accidents due to lack of driving skills.
4. The country may perish because of
(a) Failures in past acts. (b) Wrong deeds performed without proper knowledge.
(c) Completely surrender to anyone goal. (d) Directing mental energy to the right destination.
5. The author considers everyone to be a vehicle that knows how to go forward
(a) Without driving energy (b) With least consideration for others
(c) With no sense of direction (d) With no control on speed

EXERCISE-3
Read the following passage and answer the questions.
Modern biotechnology, especially, the creation of genetically modified (GM) crops is often
presented as a magical solution or universal panacea for the problems of poverty, inadequate
nutrition and even environmental degradation across the world. Conversely, there are people who
present the picture of tech-generated monsters and major human health hazards being created by
science. Many of the technological changes currently being utilized in agriculture can have
unforeseen consequences, and their safety and future viability are far from secure.
The reality, as always, is far more complex than either of these two extremes. Even today, the
total food production in the world is adequate to feed the hungry of the world. The problem is rather
one of unequal distribution, a large part of the population of developing countries engaged in
agriculture, face many problems, such as lack of infrastructure, poor or unstable market access,
volatile input and output prices, etc. These issues cannot be addressed by biotechnology as their
solution is a far cry.
It is true that transgenic plants can offer a range of benefits (more effective pest resistance of
seeds and crops through genetically controlled methods and leads to improved yield), which are
above and beyond those that emerged from more traditional innovations. A basic question, of course,
is whether the new GM technology is safe, and whether this is absolutely crucial since the effects may
only be known much later. The jury is still very much out on this matter and the controversy does not
appear to resolve quickly.

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The trouble is that most governments in developing countries have relatively low food and
beverage regulatory standards and public systems for monitoring and surveillance of such standards
are either poor or non-existent. This leaves them open for entry and even dumping of a range of
agricultural products of new technology, which may not pass the regulatory standards in more
developed countries.
Questions:
1. Which of the following is true in context of the passage?
(a) Genetically modified crops have been universally recognized as a solution to poverty and
environmental degradation.
(b) The only way to improve the deficit in food requirement and food production in the world is by
adapting genetically modified crops.
(c) Genetically modified crops produce more yield as compared to yield from traditional methods.
(d) Taking advantage of the absence of regulatory standards, scientists have been dumping new
products in the market without appropriate approval.
2. Choose the word/group of words which is most similar in meaning to OPEN in the context of the
passage.
(a) Vulnerable (b) Capable (c) Threatened (d) Uncertain
3. Choose the word/group of words which is most opposite in meaning to VOLATILE as used in the
passage
(a) Never-ending (b) Valuable (c) Irreversible (d) Stable
4. The author of the given passage seems to be definitely
(a) Suggesting the use of traditional methods of agriculture as against biotechnology by developing
countries owing to their poor regulatory standards.
(b) In favour of utilizing biotechnology as a tool for the alleviation of poverty in the world.
(c) Urging the policy makers to improve infrastructural facilities so that farmers can maximize the
benefits of genetically modified crops.
(d) Unconvinced of the long-term effects and rationale for immediate requirement of genetically
modified products.
5. Why, according to the author, is genetic modification of crops not an answer to the problem of
hunger in the world?
(I) People being highly doubtful of the long-term effects of genetically modified crops do not buy
the products grown by such methods.
(II) The problem of hunger in the world is not due to inadequate production of food but due to
unequal distribution of it.
(III) Many developing countries have banned genetically modified products as developed
countries have been using such countries as dumping groups for new genetically modified
products.
(a) Only (I) (b) Only (II) (c) Both (II) and (III) (d) Both (I) and (III)

EXERCISE-4
Read the following passage carefully and answer the questions that follow. [NET JUN 2014]
Traditional Indian values must be viewed both from the angle of the individual and from that of the
geographically delimited agglomeration of peoples or groups enjoying a common system of
leadership which we call the 'State'. The Indian state's special feature is the peaceful or perhaps
mostly peaceful co-existence of social groups of various historical provinances which mutually adhere
in a geographical, economic and political sense, without ever assimilating to each other in social
terms, in
ways of thinking or ever in language. Modern Indian law will determine certain rules especially in
relation to the regime of the family, upon the basis of how the loin-cloth is tied or how the turban is
worn, for this may identify the litigants as members of a rational group and therefore as participants in
its traditional law, though their ancestors left the region three or four centuries earlier.
The use of the word 'State' above must not mislead us. There was no such thing as a conflict
between the individual and the state atleast before Foreign Governments became established, just as

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there was no concept of state 'sovereignty or of any church and state dichotomy. Modern Indian
'Secularism' has an admittedly peculiar feature: It requires the state to make a fair distribution of
attention and support amongest all religions.
These blessed aspects of India's famed tolerance (Indian kings so rarely persecuted religious
groups that the exceptions prove the rule) at once struck Portuguese and other European visitors to
the West Coast of India in the 16th century and the impression made upon them in this and other
ways gave rise, at one remove to the basic Constitution of Thomas More's Utopia. There is little about
modern India that strikes one at once as Utopian but the insistence upon the inculcation of norms and
the absence of bigotry and institutionalised exploitation of human or natural resources are two very
different features which link the realities of India and her tradition with the essence of all Utopians.
Questions:
1. The author uses the word 'State' to highlight
(a) antagonistic relationship between the state and the individual throughout the period of history
(b) absence of conflict between the state and the individuals upto a point in time.
(c) the concept of state sovereignty. (d) dependence on religion.
2. Which one is the peculiar feature of modern India 'Secularism"?
(a) No discrimination on religious considerations. (b) Total indifference to religion.
(c) No space for social identity. (d) Disregard for social law.
3. The basic construction of Thomas More's Utopia was inspired by
(a) India tradition of religious tolerance. (b) persecution of religious groups by Indian rulers.
(c) social inequality in India. (d) European perception of Indian State.
4. Which of the following is a special feature of the Indian State?
(a) Peaceful co-existence of people under a common system of leadership.
(b) Peaceful co-existence of social groups of different historical provinances attached to each other
in a geographical economic and political sense.
(c) Social integration of all groups. (d) Cultural assimilation of all social groups.
5. What is the striking feature of modern India?
(a) A replica of Utopian state. (b) Uniform laws.
(c) Adherence to traditional values. (d) Absence of bigotry.

EXERCISE-5
Read the following passage and answer the questions.
A sanctuary may be defined as a place where Man is passive and the rest of nature active. Till
recently, nature had her own sanctuaries, whereas man either did not go at all or only as a tool-using
animal in comparatively small numbers. But now, in this machinery age, there is no place left where
man cannot go with overwhelming forces at his command. He can strangle to death all the nobler
wildlife in the world today. Tomorrow he certainly will have done so, unless he exercises due foresight
and self-control in the mean time.
There is not the slightest doubt that birds and mammals are now being killed off much faster than
they can breed. And it is always the largest and noblest forms of life that suffer most. The whales and
elephants, lions and eagles, go. The rats and flies, and all mean parasites remain. This is inevitable in
certain cases., But it is wanton killing off that I am speaking of tonight. Civilized man begins by
destroying the very forms of wild life he learns to appreciate most when he becomes still more
civilized. The obvious remedy is to begin conservation at an earlier stage, when it is easier and better
in every way by enforcing laws for close seasons, game preserves, the selective protection of certain
species and sanctuaries.
I have just defined a sanctuary as a place where man is passive and the rest of Nature is active.
But this general definition is too absolute for any special case. The mere fact that man has to protect
a sanctuary does away with his purely passive attitude. Then, he can be beneficially active by
destroying pests and parasites, like botflies or mosquitoes and by finding antidotes for diseases like
the epidemic which periodically kills off the rabbits and thus starves many of the carnivora to death.

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But, except in cases, where experiment has proved his intervention to be beneficial, the less he
upsets the balance of nature the better, even when he tries to be an earthly providence.
Questions:
1. The author implies that his first definition of a sanctuary is
(a) Totally wrong (b) Somewhat idealistic (c) Unhelpful (d) Indefensible
2. The author's argument that destroying botflies and mosquitoes would be a beneficial action is most
weakened by all of the following except
(a) Parasites have an important role to play in the regulation of populations.
(b) The elimination of any species can have unpredictable effects on the balance of nature.
(c) The pests themselves are part of the food chain.
(d) These insects have been introduced to the area by human activities.
3. It can be inferred that the passage is
(a) Part of an article in a scientific journal. (b) Extracted from the minutes of a nature club.
(c) Part of a speech delivered to an educated audience. (d) A speech delivered in a court of law.
4. What should be the most appropriate central idea of this passage?
(a) The author argues that man kills big animals but saves mosquitoes and other parasites.
(b) Man is selfish by nature so he is up against the wild life which is harmful for his survival
(c) Ecological balance, if not maintained by man will be harmful in the long run.
(d) The author proposes a programme for not disturbing the balance of nature as it is beneficial for
mankind.
5. Which of the following represents the tone of the author as has been expressed in the passage?
(a) Descriptive to analytical (b) Sarcastically humorous
(c) Objective to narrative (d) Sarcastically critical to suggestive

EXERCISE-6
Read the following passage and answer the questions that follow. [NET JUN 2015]
Storytelling is not in our genes. Neither it is an evolutionary history. It is the essence of what makes us
human. Human beings progress by telling stories. One event can result in a great variety of stories
being told about it. Sometimes, those stories differ greatly. Which stories are picked up and repeated
and which ones are dropped and forgotten often determines how we progress.
Our history, knowledge and understanding are all the collections of the few stories that survive. This
includes the stories that we tell each other about the future. And how the future will turn out depends
partly, possibly largely, on which stories we collectively choose to believe. Some stories are designed
to spread fear and concern. This is because some storytellers feel that there is a need to raise some
tensions.
Some stories are frightening, they are like totemic warnings. Fail to act now and we are all doomed.
Then, there are stories that indicate that all will be fine so long as we leave everything upto a few
especially able adults. Currently, this trend is being led by those who call themselves 'rational
optimists'.
They tend to claim that it is human nature to compete and to succeed and also to profit at the
expense of others. The rational optimists however, do not realise, how humanity has progressed
overtime through amiable social networks and how large groups work in less selfishness and in the
process accommodate rich and poor, high and low alike. This aspect in storytelling is considered by
the 'Practical Possibles', who sit between those who say all is fine and cheerful and be individualistic
in your approach to a successful future and those who ordain pessimism and fear that we are
doomed.
What the future holds for us is, which stories we hold on to and how we act on them.
Questions:
1. Our knowledge is a collection of
(a) all stories that we have heard during our life-time. (b) some stories that we remember.
(c) a few stories that survive. (d) some important stories.
2. Storytelling is
(a) an art. (b) a science. (c) in our genes. (d) the essence of what makes us human.

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MUTA-NET/SET COACHING MATERIAL

3. How the future will turn out to be, depends upon the stories?
(a) We collectively choose to believe in. (b) Which are repeatedly narrated.
(c) Designed to spread fear and tension. (d) Designed to make prophecy.
4. Rational optimists
I. look for opportunities. II. are sensible and cheerful. III. are selfishly driven.
Select the most appropriate answer from the following codes.
(a) I, II and III (b) Only I (c) I and II (d) II and III
5. Humans become less selfish when
(a) they work in large groups. (b) they listen to frightening stories.
(c) they listen to cheerful stories. (d) they work in solitude.
6. ‘Practical Possibles' are the ones who
I. follow midway path. II. are doom-mongers. III. are self-centred.
Select the most appropriate answer from the following codes.
(a) All of the above (b) Only I (c) Only II (d) II and III

COMPREHENSION ANSWERS

Exercise-1 1 (d) 2 (b) 3 (c) 4 (c) 5 (b)

Exercise-2 1 (d) 2 (d) 3 (b) 4 (b) 5 (c)
Exercise-3 1 (c) 2 (a) 3 (d) 4 (d) 5 (b)
Exercise-4 1 (d) 2 (a) 3 (a) 4 (b) 5 (d)
Exercise-5 1 (b) 2 (d) 3 (c) 4 (c) 5 (d)
Exercise-6 1 (c) 2 (d) 3 (a) 4 (b) 5 (a) 6 (b)

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