Reading Comprehension for CSAT

Lecture 1
In UPSC CSAT paper II (Aptitude), youll face the Comprehension in two sectors
1. Passages to test your Comprehension power (the difficult ones) =passage+questions
given in both English + Hindi.
2. Passages to test your basic English knowledge (easier ones)= passage+questions given in
English only.
Analysis of 2011 and 2012 CSAT paper:
2011
Passage
Right to Education
Inclusive growth
Creative society
Foreign domination
Keystone species
Ecosystem
Moral Act

Total

Qs
5
5
4
4
4
3
3
0
28

Words Approx
250
250
100
200
250
150
150
0
1350

2012
Passage
Education
Western liberal
Pesticide
Climate
Exotic species
Democracy
Collectivities
FDI
Total

Qs
3
3
6
6
5
3
3
3
32

Words Approx
150
200
400
300
350
350
150
200
2100

Reading comprehension questions measure your ability to understand, analyze and apply information
and concepts presented in written form. All questions are to be answered on the basis of what is stated
or implied in the reading material, and no specific knowledge of the material is required. Reading
comprehension, therefore evaluates your ability to
Understand words and statements in the reading passages (questions of this type are not
vocabulary questions. These questions test your understanding of and ability to use
specialized terms as well as your understanding of the English language. You may also find
that questions of this type ask about the overall meaning of the passage)
Understand the logical relationship between significant points and concepts in the reading
passages, for instance, such questions may ask you to determine the strong and weak points
of an argument or to evaluate the importance of arguments and ideas in a passage.
Draw inferences from facts and statements in the reading passages. (The inference questions
will ask you to consider factual statements or information and on the basis of that
information, reach a general conclusion).

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Most Important: CSAT reading comprehension questions are more on the lines of analysis
in 2TF or 4TF form i.e. to answer one question you need to follow all the answer choices and
strike out the incorrect ones.

This makes the RC-exercise very time consuming. Youve to re-read several
sentences again and again to verify/eliminate those 2 or 4 statements.
An example:
During the 1950s, a radical change was recorded in the clinical outlook of patients in mental
institutions previously thought to be hopelessly psychotic by the development of neuroleptics,
which are antipsychotic drugs. Psychotherapy was made possible by controlled delusions
resulting from daily medication. Many who earlier had no chance of returning to society left
institutions. Now physicians have learned that there is a price to be paid for these benefits. A
group of symptoms, tardive dyskinesia were developed by about 10 to 15 percent of the patients
undergoing long term treatment with antipsychotic drugs. Involuntary repetitive movement of the
tongue, mouth, and face and sometimes the limbs and trunk were the most common symptoms.
These drugs hinder the action of dopamine, an important neurotransmitter in the brain, by
binding to the dopamine receptors of nerve cells, and dopamine is a prime suspect in the
pathophysiology of schizophrenia. Large doses of drugs such as amphetamines, lead to the
stimulation of the secretion of dopamine, producing a psychosis resembling schizophrenia. The
delusions, which cause psychotic behavior, are alleviated if the activity of this neurotransmitter is
reduced. Researchers are of the view that the central nervous system in certain patients adapts to
long term therapy by increasing the number of specific dopamine binding sites, though the
inhibition of dopamine activity can control psychotic behavior. Finally it results in dopamine
hypersensitivity, which is correlated with the subsequent appearance of tardive dyskinesia.
The doctors have not yet considered abandoning the usage of antipsychotic drugs as the risk of
developing tardive dyskinesia is not very great. The physical side effects are very mildly
bothersome, though the abnormal movements are troublesome and may hinder social adjustment.
But the movement disorders can be decreased by early diagnosis and prompt discontinuation of
the neuroleptics. Regrettably the psychotic behavior returns when the administering of
neuroleptic drugs is stopped. By lowering the dosage to a level , which both minimizes
movement disorders and yet controls psychosis the researchers have attempted to achieve a
satisfactory balance between the two effects. In a five-year study of twenty-seven psychiatric
patients treated with neuroleptics representing all classes of antipsychotic drugs, researchers
attempted to decrease drug doses to their lowest effective levels. The studies have shown that
both low and moderate doses of antipsychotic drugs can control psychoses as effectively as high

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doses and that tardive dyskinesia exhibited a stabilizing, a gradual diminishing or a complete
disappearance.
A drug more specifically affecting the mechanism of psychoses might not cause movement
disorders this is suggested by the fact that psychoses can be controlled at the same time that
tardive dyskensia symptoms are reduced. Sulpiride, a drug not available in the United States but
widely used in Europe, where it was developed, may be one such alternative. Sulpiride
selectively blocks D-2 dopamine receptors, probably especially in the limbic area of the brain,
which is connected to emotions and behavior. It does not adversely affect the adenylate eyelaselinked D-1 dopamine receptors. Researchers have not been able to say whether sulpiride
suppresses tardive dyskenesia over a long period of treatment, though it has proven effective in
the short term.
Question 1 :
Among the following statements, which is true with reference to D-2 dopamine receptors?
Answer Choices:
I. These receptors are found only in the limbic area of the brain.
II. The drug sulpiride affects its functioning.
III. They initiate motor movements.
A.
B.
C.
D.

I only
II only
I and II only
II and III only

Where are these CSAT reading passages drawn from? Are they from college textbooks? No.
These passages are drawn from:
1.

Pure Sciences :
articles from biology, chemistry, physics, earth sciences or any other sub branches or related
disciplines.
or
evaluation of research hypotheses
discussion of recent findings
research reports drawn from science journals
new scientific observations
new developments in a specific science discipline
history of a discovery / events that led to a discovery

2.

Socio-political/cultural :
A passage pertaining to social /economic / political / history
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3.

It may be a discussion on:

achievements of Indians, since Independence
cultural heritage
an event from history
cultural aspects of our life
economic/ trade matters
contributions of famous personalities
discussion of cults / movements etc.

Art / literature :
A passage from humanities - related to art, literary criticism, or history of any of these.
discussion on / evaluation of art forms
book review
author review
comparative discussion of books / authors
trends / progress in art / literature
philosophical discourses / discussions
literary movements
philosophical articles
anthropological discussions

B. QUESTION TYPES
The common comprehension questions are:
I.

CONTENT BASED QUESTIONS

The questions that are based on the information stated directly in the passage (denotations) include
these.
Content-based questions are of two types:
i main idea question
ii. specific idea question (mostly line numbered or with paragraph references)
II. STRUCTURE BASED QUESTIONS
These questions ask you to analyze and evaluate
i. the organization and logic of a passage
ii. the authors style of writing
iii. how the paragraphs are arranged
iv. how the author takes the discussion forward
III. APPLICATION QUESTIONS
These are questions that ask how information given in the passage can be applied in contexts outside the
passage.
These include
i. working with hypothetical situations
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ii. recognizing scope of the text outside its context
iii. evaluating analogous situations
iv. the ideas the author would agree / disagree with
IV.

INFERENCE QUESTIONS

These questions ask about ideas that are implied in the passage (connotations)
i. meanings that are drawn from the passage
ii. suggested ideas
iii. inferences based on comparisons
iv. inferences based on cause-effects
v. drawing generalizations / conclusions

V.

EVALUATION QUESTIONS

A higher-difficulty question type based on a passage involves evaluation questions. The question
requires you to judge the information given in the passage, evaluate the authors arguments and/ or assess
the scope and application of the information in the passage. These questions would also require you to
identify, if any, the flaws in judgment, question the validity of a proposition and the like.

VI.

ASSUMPTION QUESTIONS

These are questions in which you are required to identify the assumption that the author is making while
stating something within a passage.

VII. LOGICAL CONCLUSION QUESTIONS

In this question type you are asked to identify a statement that would logically follow the passage. The
answer is closely related to the content in that it summarises the ideas discussed in the passage.

VIII.

ATTITUDE / TONE QUESTIONS

These questions require you to make a statement about the author, his attitudes, values, and principles as
inferable from the passage or the tone of the passage (again an indirect reference to the author himself).

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IX.

SPECIALISATION OF THE AUTHOR

A not so common question; nevertheless, there could be questions in which you are asked to infer the
specialization of the author.

X.

IDENTIFYING THE SOURCE OF THE PASSAGE

An occasional question may be asked on the source from which the passage is drawn.

Now lets discuss each of these question types in detail and the strategies for answering for each of
these.
I. MAIN IDEA QUESTION
Each reading comprehension passage in the CAT verbal section is a unified whole that is, the
individual statements and paragraphs support and develop one main idea or central point. Sometimes
the central idea is told in the passage explicitly and sometimes it will be necessary for you to determine
the central point from the overall organization of the passage. You may be required to recognize a
correct restatement, or paraphrase, of the main idea of a passage, or to assign a title that summarizes, in
a clause or sentence, the central idea of the passage or a particular paragraph.
The central idea question is phrased in one of the following ways.

Which of the following best states the central idea of the passage?
The authors primary purpose / objective is to...
Which of the following is the principal topic of the passage?
The authors main concern is...
The central idea / theme / topic of the passage is...
Which of the following best summarizes the passage as a whole?
In the passage, the author is primarily interested in...
Which of the following titles best summarizes the passage as a whole?
The primary purpose of the second paragraph is which of the following?
The last paragraph of the passage performs which of the following functions?
A suitable title for the passage would be...
Which of the following questions answers the central theme of the passage?

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ANSWERING STRATEGIES
Central idea questions are general questions; therefore, they will always have general answers. This
helps you to eliminate choices that are specific choices that contain information pertaining to a specific
paragraph alone. The wrong choices are partly true or are centered on any of the paragraphs.
The main idea may be presented immediately in the very first sentence.
Or
it may be presented in the end of the first paragraph.
Or
the main idea may be a sum of the opening sentences of each paragraph.
Just focus on the first and last sentence of each of the paragraphs and it is unlikely that you do
not get the main idea.
Now lets answer a main idea question:
PASSAGE-1
The behavioral school of psychologists believes that all learning is responses to stimuli. And that all
learning should be assessed through definable responses. For behaviorists the concept of size among
children for example, is assessed by cuing the child to respond to questions pertaining to size; if a child
is unable to respond to the stimulus, the child is assessed as not having developed the concept of size.
However, for Piaget, this is a mechanical view of the behaviorists. The concept of size, among
children, Piaget says, is one dimension of an array of interrelated images (mental images): Covert
responses can be expressed only with the image of all other concepts, say, length, height, weight etc. All
these contribute toward a childs response to say, the expression of size. Difficulties arise only if a child
is unable to express a concept through a response to a single stimulus without the other images. In such
a case, Piaget argues, that any dimension of concept formation can be assessed by providing clues on
other related dimensions, in order to make the child respond covertly to achieve the fundamental
requirement of assessment through response to stimulus, even if one has to present tangible examples of
other conceptual dimensions.
1.

The author of the passage is primarily concerned with presenting

A. Criticism of Piagets views on the conceptualization of behaviorism.
B. Evidence to support Piagets claims about the problems inherent in behaviorism.
C. An account of Piagets counter proposal to one of the traditional assumptions of behaviorism.
D. An overview of behaviorism and its contributions to Piagets alternate understanding of
behaviorism.
E. A history of behaviorism and Piagets reservations about it.

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Analysis of the question:
A. Does the author criticize Piagets views? No. He doesnt criticize either Piaget or Behaviorists.
B. Is the author supporting Piagets claim? Not really. He doesnt support Behaviorists either.
C. Is the author presenting Piagets counter proposal to Behaviourists assumptions? Yes! He is.
In the second paragraph the author presents Piagets criticism of Behaviourists assumptions
and offers alternate solutions (remember the author himself doesnt criticize Behaviorists)
D. Is the passage about an overview of Behaviourism? No. Does Behaviourism contribute to
Piagets understanding? Not really.
E. Is the author presenting a history of Behaviourism? No; you can easily eliminate this choice.
Now look at the choices of this question:
The author of the passage is primarily concerned with presenting
A. Criticism of Piagets views on the conceptualization of behaviorism.
B. Evidence to support Piagets claims about the problems inherent in behaviorism.
C. An account of Piagets counter proposal to one of the traditional assumptions of behaviorism.
D. An overview of behaviorism and its contributions to Piagets alternate understanding of
behaviorism.
E. A history of behaviorism and Piagets reservations about it.
Analysis of the question:
Youre asked to identify the primary purpose of the passage.
Lets look at the choices:
A] Resolve a dispute. Is the author stating any dispute and offering solutions? No.
B] Discuss controversial perspectives similar to choice [A]. is there any controversy discussed
in the passage? No.
C] Is the author comparing and contrasting three approaches? No. The author only discusses three
historiographical considerations (opening line of the passage).
D] Set forth the authors position on historiographical issues? Yes. This is the authors purpose.
E] Is the author questioning the validity of methods used by historians? No. Unrelated to the
passage.
You may find it interesting to know that it is possible to eliminate choices with the first word of each of
the choices itself.
[In a central idea question, all that matters in the choices is the first word, which summarizes the
purpose of the entire passage.]
Is the author presenting criticism? (Not his)
Evidence (the author gives no evidence)
Account of counterproposal? (Yes)
Overview of Behaviourism (No)
History (No)
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Lets answer another question:

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PASSAGE-2
Three historiographical considerations played an important role in my decision to write a history of
Black women in the United States. First, I was persuaded that Black people and White people in the
United States clearly represent two different cultures, with different traditions and often times
diametrically opposed past experiences. The same may hold true for the two sexes, whose roles, history
and contributions seem on close examination to be almost different enough to constitute different
cultures. Of course, all groups share in the common history. I do not believe that recognizing the
existence of large cultural subdivisions means succumbing to separatism, cultural nationalism, and a
narrow particularistic vision. There is a place for universalistic interpretations of that, which is common
to all humanity, and there is a place for that which is particular to one special entity. We accept that
there are both a world history and a history of France or of India, histories that are not the same, but that
fit into similar categories. Our historical perceptions can only be enriched by accepting the fact that,
since sex and race are frequently used (however unfairly) to assign certain roles and statuses to people,
these people have had different historical experiences from those of the dominant group.
Second, I became convinced that standard histories of the United States have tended to overlook the
contributions and viewpoints of Black Americans and women. I hope and expect that the present
generation of United States historians will rectify this mistake, recognizing that women and Blacks were
there and that their special contributions to the building and shaping of American society were different
from those of White men. In the meantime, a separate history of Black women is needed.
Finally, I had to consider the role that a White historian can legitimately play in the writing of Black
history. Certainly, historians who are members of the culture about which they write will bring a special
quality to their material. Their understandings are apt to be different from those of an outsider. But
scholars from outside a culture have frequently had a view that contrasts with the view of those closely
involved in and bound by their own culture. These angles of vision are complementary in arriving at an
accurate picture of the past. The interpretation of the Black past made by Blacks will probably be
somewhat different from that made by Whites. This does not mean that Black history can or should be
interpreted only by Blacks. It should be interpreted by both groups, so that, in the juxtaposition of
different interpretations, in debate, and in the clash of opinions, a richer and fuller and more solidly
based history will emerge.
1.

The primary purpose of the passage is to

A. resolve a historiographical dispute.
B. discuss a controversial historiographical perspective.
C. compare and contrast three alternative historiographical approaches
D. set forth the authors positions on three historiographical issues.
E. question the validity of three historiographical methods used by the other historians.

It will also help you to know, when and for what kind of passages these key words are used. Take a
look at some of them.
A.

Describe
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What do we generally describe?
- A scientific phenomenon
- An event / incident
- A piece of history

B.

Explain / discuss / elucidate

A concept, an idea with definitions, illustrations, features, cause-effect relationships.

C.

Analyze
An issue, argument, problem, hypothesis

D.

Question
Assumptions, validity of a hypothesis, policies, new scientific propositions

E.

Compare and contrast

two books, two authors, two hypotheses, two schools of thought. (pointing out similarities and
differences)

F.

Propose
Suggest a new hypothesis, a new theory, a solution for a problem alternative methods.

G.

Argue
Against a policy, for an idea, to establish ones own idea, to disprove/ refute a claim.

H.

Criticize
a book, an author, a policy, hypothesis, or a point of view.

I.

Evaluate
an argument, validity of a hypothesis, a new theory, suggested solutions, proposed solutions /
ideas.
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