tes the AUTHOR'S OPINION!

should - this modal auxiliary clearly indica

So, In the abov e exam ple,
of writin g the conte xt?
(1) Wha t is the auth or's PURPOSE
the team.
- to imply that X should be removed from
r used?
(2) What is the EVIDENCE the autho
- thc1t his scores have been single digit runs.

· · ?
Remember! of the cont ext - Why was some thing wntten •
POSE (MAIN Idea)
(A) It is important to understand the PUR
·suB ORD INAT E Idea -
rest of the context merely becorties the
(B) Once the PURPOSE is identified,
? How was the context written?
What did the author use to support his claim
writing:
(C) Authors may use different styles of
(a) State the PURP OSE and then go on supporting it; OR
re (arrive at) the PURPOSE
(b) Build their case and then decla
to organise their points:
(D) Authors may use different strategies
n - autho rs tend to conv ey information in an objective manner . .
(a) descriptio
to supp ort a position'against another
(b) persuasion - authors tend pluse s and minu ses of the s,tua hon
,ibe a situation and analyze it giving the
(c) evaluation - author& tend to descr

.
IMPORTANT: er ques tions not only in Critic al Reas oning or Read ing
xt helps students answ
This approach of understanding any conte which has been tested very often in the
prehe nsion , but also in 'Para graph Sum mary - Identify the author's position',
·com
CAT in the recent years.

Material book are focus ed towa rds

Practice Exercises) in this practice Study
The first few exercises (Critical Reasoning es. . •
er contexts/passag
fine-tuning your thought process.with short

Once you develop a comfort with

xts,
➔ understanding the structure of the conte
the SUBO RDINATE IDEAS,
➔ filtering the MAIN IDEA from
➔ understanding your approach to
answering different question types,
➔ eliminating incorrect answ er optio ns
the thought process to large r contexts.
rehension Practice Exercises to apply
you may then move to the Reading Comp
we can clear ly see
SONING: The above passage is an argument as
BASIC CONCEPTS OF CRIT ICAL REA autho r finally want s us to belie ve that crick eter X
that the
from the team and he supports this by
1. ARGUMENT: should be removed
provi ding relev ant reasons.
the author tries to
An argument is a passage through which Hence, the cqnclusion of the argu
ment is: Crick eter
r abou t c!n idea/o pinion /claim/suggestion
convince the reade X should be removed.
by providing supporting reasons.
The premises are:
2. CONCLUSION: ly in the World Cup.
(a) C~e ter X has pe rf~ disastrous
singl e digit runs.
to convince (b) His scores have been
The mai~ idea that the author' is trying
providing supp orting reaso ns is called (c) He has failed to perform consistently.
the reader about by
the conclusion of the argumenVa uthor .
DEAL WITH ANY
IMPORTANT NOTE: TO BE 'ABLE TO
3. PREMISE/S: STIO N COR REC TLY, ONE SHO ULD IDENTIFY
CR QUE
THE PREM ISES CORRECLlY
r provides in the THE CONCLUSION AND '
The supporting reason/s that the autho WHIC H IS NOT AS EASY AS IT MAY SEEM.
called premise/s.
argument to support his conclusion is,!are
me that the 'first
Example: For example, a stude nt may now assu
nces of the para grap h are
sentenc~. or the fi(st few sente
trous ly In the last World , ~nd/o r the- last sente nce of the para grap h
Cricketer X has performed disas s
~he prem1se/s
In the exam ple
hes, his score 1~ the . conclusion, ~s Is the case
Cup. Since then, in almost all the matc has so. Rem embe r
This show s that he e. Well, 11 need not be
have been sing!~ digit runs. given abov
tion of
he shou ld bf) repre senta
consistently failed to perform. Therefore, the paragraph is just the phys ical S.
team . ent WHIC H IS A THO UGH T PRO CES
removed from the the argum
PvL Ltd. (TJ.M .E.) HO: 95B 2"" Fl S'dd c 500 003.
Triumphant Institute of Management Educ
ation
. . • . . • uor, 1 amsc:ny omplc:x, Sccundcrubud -
. . otion.com webs ite, www tini •4cd •
em11I: 1nfu~1 J11mo 4educ SM I 002402/J
Tel• 040-400!!R400 Fu. 040-27847)34 • • c ucation.cum