How to Effectively Tackle Paragraph Summary Questions

Fri Sep 11, 2020

How to Effectively Tackle Paragraph Summary Questions


Paragraph Summary questions had first showed up in CAT in the 2003 retest (they had seemed two or multiple times before as a major aspect of critical reasoning questions). There were four questions that requested that understudies pick the choice that best caught the quintessence of the content, from the four alternative summaries. At that point, five of these questions showed up in the 2004 CAT. From that point forward, these questions as of late made a reapparance in the 2014 CAT. They likewise show up, now and again, in different tests. The abilities needed to unravel these questions are basically equivalent to those needed to tackle general Reading Comprehension questions that request the fundamental thought or title.

In this inquiry type, a paragraph of around 6-8 sentences is given to the understudy followed by four summaries of that paragraph. The test taker needs to pick that alternative which best catches the creator's position or the pith of the paragraph. In CAT 2015 and 2016, Paragraph Summary questions were TITA questions however from CAT 2017 onwards they have been ordinary MCQ questions with negative checking for an off-base endeavor. There have been three paragraph summary questions in the CAT since CAT 2015 and a striking element of this inquiry type is that in every one of the CATs, every summary inquiry was on an alternate subject of topic. Consequently, this inquiry type presents no unjustifiable bit of leeway to moves on from a particular stream of study.

In spite of the fact that, Paragraph Summary questions currently have negative stamping for wrong endeavors, it is prudent to endeavor these questions since they are moderately simpler than the other inquiry types in the Verbal Ability part of the CAT. With industrious practice, it is prominently conceivable to distinguish the right alternative from the four choices introduced. Besides, they are less tedious to comprehend than other inquiry types, for example, Jumbled Paragraphs or Reading Comprehension questions. Thirdly, the paragraphs given are moderately more clear and grasp when contrasted with Reading Comprehension sections or Jumbled Paragraphs. The CAT dodges thick, conceptual sections for this inquiry type making it a divine being send for test takers new to extract reading material.

Techniques for solving Paragraph Summary Questions

1. Peruse the paragraph first and afterward feature what you believe are the most essential focuses that must show up in the right answer.
2. Recollect that it isn't vital for representations, models, explicit dates and times to be remembered for the summary. In any case, the point that these models are attempting to make (the reason for the contention) must be available.
3. Wipe out choices that pass up the basic data, contain data that negates the paragraph, or present new data.
4. Recall not to pick choices that contain any new data, regardless of how sensible or legitimate it might appear. In such questions, the appropriate response should just sum up the paragraph, not draw deductions from it.
5. Wipe out alternatives that misshape the importance of the paragraph.
6. Now and then, the main contrast between two choices might be that one is more straightforward and sets up more clear connections between the principle entertainers and their condition. In the event that two alternatives seem right, pick the more succinct one and reject the more verbose choice. Recollect that the appropriate response ought to be a summary, so it ought to be compact and direct, not superfluously long and meandering aimlessly.
Let us settle a couple of models and match each off-base answer alternative with the strategies featured previously:
Bearings: Four alternative summaries are given underneath every content. Pick the alternative that best catches the pith of the content.

Headings: Four alternative summaries are given underneath every content. Pick the alternative that best catches the embodiment of the content.

Paragraph Summary Questions Example 1:
George R.R. Martin has consistently kept up that his dream books have been affected at any rate as much by history and verifiable fiction as by the customary epic dream of journalists like J.R.R. Tolkien. Fans realize that his books are approximately founded on the Wars of the Roses, a horrendous arrangement of skirmishes of progression that occurred in fifteenth century England. It would likely shock a few ages of British schoolchildren to discover that the dynastic legislative issues of the 1400s could be changed into anything sound, not to mention engaging. ('It's more regrettable than the Wars of the Roses!' youthful Lucy Pevensie cries with apprehension when somebody attempts to clarify an especially complicated piece of Narnian history in Prince Caspian. She represents many.)

(1) George R.R. Martin's dream books have been propelled by the Wars of the Roses, fifteenth century English skirmishes of progression, however schoolchildren probably won't consider the subject fascinating.
(2) George R.R. Martin's dream books depend on history as much as dream, however their recorded foundation – the fifteenth century English Wars of the Roses – isn't especially engaging.
(3) British schoolchildren, for example, Lucy Pevensie would be shocked to discover that the Wars of the Roses, fifteenth century English skirmishes of progression, could be fascinating, as appeared by George R.R. Martin in his dream books.

(4) Though George R.R. Martin's dream books are roused by the Wars of the Roses, clashes of progression in fifteenth century England, British schoolchildren don't discover them engaging.

Arrangement: The primary concerns to be incorporated are: George R.R. Martin's dream books have been halfway motivated by dream and mostly by the Wars of the Roses, however schoolchildren probably won't consider the subject intriguing. (Point 1).

Choice (2) is wrong, as it suggests that the Wars of the Roses are seen as an impartially dull point, though the paragraph infers that just or fundamentally British schoolchildren think so. Choice 2 misshapes the importance of the paragraph. (Point 5).

(4) recommends that the British schoolchildren loathe George R.R. Martin's dream books – not their recorded foundation, as expressed in the paragraph. So (4) is wrong too. Choice 4, repudiates the paragraph (Point 3).

(3) superfluously incorporates the incidental case of Lucy Pevensie; additionally, it wrongly centers around the British schoolchildren instead of George R.R. Martin's dream books, which are the subject of the paragraph. The case of Lucy Pevensie isn't fundamental. (Point 2).

Just (1) is a completely right summary. Henceforth, (1).

Paragraph Summary Questions Example 2:

There’s been a gradual, yet growing sense in the last year that the golden age of TV, so named for the recent decade of dark, cable antiheroes and intricate serialization, is coming to an end. I’ve seen this crop up in more and more places this summer. The primary idea driving this is that Mad Men will be halfway through its final season, and Breaking Bad will be long over by the time I write a fall TV season preview next year, and those two shows are some of the last remaining links to the age The Sopranos kicked off. (Indeed, a former Sopranos writer created Mad Men.) There are still antihero-driven shows out there, from the good – Boardwalk Empire – to the bad – Ray Donovan – but the dominant form of the TV drama is slowly moving away from dark men in dark times doing dark things.

(1) A new golden age of TV will come about when the current crop of dark and depressing shows about antiheroes such as Breaking Bad and Mad Men end.

(2) It will be the end of an era when the decade-long run of TV shows about antiheroes, which started with The Sopranos, concludes with Breaking Bad and Mad Men.

(3) A golden age of TV began a decade ago with shows about antiheroes like The Sopranos, and will end when Breaking Bad and Mad Men are over.

(4) There is a sense that the golden age of TV, characterized by shows about antiheroes, is coming to an end, with shows like Breaking Bad and Mad Men getting over.

Solution: The main points to be included are: The golden age of TV characterized by shows about antiheroes may be coming to an end with the ending of shows like Breaking Bad and Mad Men. (Point 1).

According to the paragraph, the current age of TV is the golden age, so (1), which states that the golden age is yet to come, is a complete misinterpretation of the paragraph. Option 1 distorts the meaning of the paragraph (Point 5).

The paragraph does not categorically state that the current golden age will end soon – rather, it only says that there is a ‘growing sense’ that this may be the case. So, both (2) and (3), which say that the age will definitely end, are incorrect. Options 2 and 3 contradict the paragraph and contain new information about the end of the golden age of TV. (Point 3).

Option (4), which maintains the uncertainty, is the best summary. Hence, (4).

Paragraph Summary Questions Example 3:

As a rule, conifer trees are light sweethearts – an odd idea, as you meander through the green shade of the redwood woodland, or companion through the nearby set boles of some tidy manor, or think about the long, dim winter months that the tidies and pines suffer in the subboreal backwoods of the Baltic or the really boreal timberlands of Alaska and Canada, Scandinavia and Russia.

(1) It is odd that conifer trees love light, given that they for the most part develop in dim backwoods or cool, dim spots.

(2) Conifer trees are commonly light darlings, which may appear to be odd given that they develop in obscure woodlands and dull spots.

(3) Since Conifer trees develop in obscure woods with long, dull winters, they are light darlings.

(4) Though conifer trees love light, they can in some cases even develop in dull woodlands in chilly places.

Solution: The central matters to be incorporated are: Conifer trees are light darlings which may appear to be odd since they develop in obscure woods with long, dim winters. (Point 1)

There is nothing in the paragraph to propose where conifer trees 'by and large develop' – the subboreal and boreal timberlands and cool, dim spots referenced are just instances of where they do develop. By a similar token, it can't be construed that they develop in such places just 'once in a while'. So the two choices (1) and (4) are erroneous. Choices 1 and 4 contain new data (Point 2).

Choice 3 is a wrong deduction. The entry makes reference to that in spite of the fact that conifer trees develop in obscure backwoods they are light sweethearts while alternative 3 bends this reality to derive that since conifer trees live in obscure timberlands they become light darlings. (Point 4).

Alternative (2) is a superior summary, as it additionally specifies the point made in the paragraph about the peculiarity of conifer trees cherishing light however they live in dull spots. Alternative 1 passes up basic data (Point 3).

Henceforth, (2).

Paragraph Summary Questions Example 4:

Greek and Shakespearian lamentable show displays human torment, destruction, unmotivated ruin and even physical loathsomeness (those blindings, mutilations and murders). However we don't leave the playhouse (or the reading) squashed, miserable and planning to maintain a strategic distance from such presentation in future. Unexpectedly. Our reasonableness is intricately advanced and, by one way or another, compensated. We register, in Nuttall's mindful expression, 'an unusual pleasantness of despondency and dread'. Certainly, this 'weird pleasantness' has positive components. It can incite, at extraordinary profundities of cognizance and understanding, a sort of unique harmony, a strained balance.

1] Though grievous dramatization shows human misery, we don't dodge their presentations later on. However, we are compensated with a sort of harmony that we don't in any case understanding.

2] Though disastrous dramatization displays human misery, we are enhanced in some sure ways by watching it. The blend of dread and pain can stimulate a powerful balance.

3] Tragic show causes us in a positive manner by giving us a balance which we can't stay away from later on. So we are advanced by watching human misery and loathsomeness.

4] Though Greek and Shakespearian grievous show displays enduring of the assorted types, it has positive components to it and as per Nuttal's expression it prompts a pleasantness of distress and dread which thusly instigates cognizance and it makes in us a sort of unique harmony and balance.

Arrangement: The primary concerns to be incorporated are: unfortunate dramatization incites enduring however we are improved by it since it can make in us a feeling of dynamic harmony and balance. (Point 1)

[1] discusses the harmony that we can't encounter in any case. The entry doesn't state that we can't encounter this harmony in any case. In this way, [1] is an extraordinary proclamation and mutilates the significance of the paragraph (Point 5).

[2] effectively draws out the primary concerns of the paragraph.

[3] wrongly expresses that we can't maintain a strategic distance from a harmony later on. [3] twists the importance of the paragraph (Point 5).

[4] is right however is excessively verbose and nitty gritty when contrasted with choice [2]. Choice [2] is more concise and dodges names and models. (Point 6).

Consequently, [2].

Team Headache