Self Studies

Sentence Correc...

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  • Question 1
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    Directions(Q1-Q10):  In the following question, out of the four alternatives, select the alternative which will improve the bracketed part of the sentence. In case no improvement is needed, select no improvement. 

    Q. "She is (the best and wisest ) girl in the class." 

  • Question 2
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    "The people of Japan are (wiser than America )."

  • Question 3
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    "I absolutely must (seen ) him, however painful it may be for me."

     

  • Question 4
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    "He (to be ) positively rude."

  • Question 5
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    Improve the bracketed part of the sentence.
    "By rescuing the child from fire, the local resident (added another feather to his cap )." 

     

  • Question 6
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    "She glanced back to make sure she (wasn 't to be ) observed."

  • Question 7
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    "He must not (to be left ) like this."

  • Question 8
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    "I 'm (having to ) too much fun."

     

  • Question 9
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    "What would the cavalry (doing ) out here?" 

  • Question 10
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    "(No sooner the advertisement regarding the launch of new smart phone appeared ) than there was a rush on the online website for prebooking the same."

  • Question 11
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    Directions for the following four questions: In each of the following questions there are sentences that form a paragraph. Identify the sentence(s) or part(s) of sentence(s) that is/are correct in terms of grammar and usage (including spelling, punctuation and logical consistency). Then, choose the most appropriate option.

    A. In 1849, a poor Bavarian imigrant named Levi Strauss

    B. landed in San Francisco, California,

    C. at the invitation of his brother-in-law David Stern

    D. owner of dry goods business.

    E. This dry goods business would later became known as Levi Strauss &Company.

  • Question 12
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    Directions for the following four questions: In each of the following questions there are sentences that form a paragraph. Identify the sentence(s) or part(s) of sentence(s) that is/are correct in terms of grammar and usage (including spelling, punctuation and logical consistency). Then, choose the most appropriate option.

    A. Charges and countercharges mean nothing

    B. to the few million who have lost their home.

    C. The nightmare is far from over, for the government

    D. is still unable to reach hundreds who are marooned.

    E. The death count have just begun.

  • Question 13
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    DIRECTIONS for the following three questions:

    In each question, there are five sentences or parts of sentences that form a paragraph. Identify the sentence(s) or part(s) of sentence(s) that is/are correct in terms of grammar and usage. Then, choose the most appropriate option.

    A. So once an economy is actually in recession,

    B. The authorities can, in principle, move the economy

    C. Out of slump - assuming hypothetically

    D. That they know how to - by a temporary stimuli.

    E. In the longer term, however, such policies have no affect on the overall behaviour of the economy.

  • Question 14
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    In each question, there are five sentences or parts of sentences that form a paragraph. Identify the sentence(s) or part(s) of sentence(s) that is/are correct in terms of grammar and usage. Then, choose the most appropriate option.

    A. When I returned to home, I began to read

    B. everything I could get my hand on about Israel.

    C. That same year Israel ’s Jewish Agency sent

    D. a Shaliach a sort of recruiter to Minneapolis.

    E. I became one of his most active devotees.

  • Question 15
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    Some sentences are grammatically incorrect or inappropriate. Select the option that indicates the grammatically correct and appropriate sentence(s).

    A. When virtuoso teams begin their work, individuals are in and group consensus is out.

    B. As project progresses, however, the individual stars harness themselves to the product of the group.

    C. Sooner or later, the members break through their own egocentrism and become a plurality with single-minded focus on the goal.

    D. In short, they morph into a powerful team with a shared identity.

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