SSC CGL 13 September 2025 · Shift 2 · English Comprehension — questions with answers

76

Select the most appropriate synonym of the given word: Book-lover

A.Publisher
B.Bibliophile
C.Shelf
D.Librarian

Solution

Synonym — Book-lover A 'bibliophile' (biblio = book, phile = lover) is a person who loves or collects books. A publisher produces books and a librarian manages a library — neither means a lover of books. Hence option (b).

77

Select the most appropriate meaning of the highlighted idiom. Even if his first plan fails, Ramesh isn't worried — he has two strings to his bow.

A.to have another skill or a back up plan
B.unable to decide in important situations
C.having two personal relationships at the same time
D.achieving goals through dishonest means

Solution

Idiom — two strings to his bow 'To have two strings to one's bow' means to have an alternative resource — another skill or backup plan. The sentence itself hints at it: even if the first plan fails, Ramesh is not worried. Hence option (a).

78

Select the most appropriate antonym of the word given in brackets to complete the sentence. His ____ (lachrymose) laughter filled the entire room.

A.Tearful
B.Mournful
C.Sad
D.Jovial

Solution

Antonym in blank — lachrymose 'Lachrymose' means tearful or given to weeping. Its antonym is 'jovial' — cheerful and full of good humour — which also suits 'laughter'. Tearful, mournful and sad are all synonyms of lachrymose — option (d).

79

Select the incorrect spelling.

A.Acquiescence
B.Consciencious
C.Burgeoning
D.Episode

Solution

Incorrect spelling The correct spelling is 'conscientious'. 'Consciencious' is therefore misspelt. Acquiescence, burgeoning and episode are all correctly spelt — option (b).

80

Choose the correct spelling of the given word. The role of cytokrome c is vital for cellular respiration.

A.Cytochrome
B.Cytochome
C.Cytocrome
D.Cytochrone

Solution

Correct spelling — cytochrome The biological term is formed from cyto- (cell) + -chrome (colour). The correct spelling is 'cytochrome'. Hence option (a).

81

Choose the correct one-word substitute for: A state of being suspended or put aside temporarily.

A.Intermission
B.Termination
C.Abeyance
D.Dormancy

Solution

One-word — abeyance 'Abeyance' means a state of temporary suspension or disuse ('kept in abeyance'). 'Intermission' is a break in a performance and 'termination' means ending permanently. Hence option (c).

82

Select the correct option: Although the expedition was fraught with peril, they encountered ____ challenges than anticipated.

A.fewer
B.less
C.much
D.many

Solution

Fewer vs less 'Challenges' is a countable plural noun. Countable nouns take 'fewer', not 'less'. 'Fewer challenges than anticipated' — option (a).

83

Select the correct option: The new software promised to streamline operations; ____ initial implementation proved unexpectedly complex.

A.therefore
B.moreover
C.however
D.consequently

Solution

Connector — contrast The second clause contrasts with the promise made in the first. The contrastive connector 'however' fits the blank. 'Therefore' and 'consequently' show result and 'moreover' adds — option (c).

84

Select the correct option: Without his intervention, the negotiation could easily have ____ into a prolonged conflict.

A.evolved
B.devolved
C.emerged
D.preserved

Solution

Vocabulary — evolved into 'Evolve into' means to change or develop gradually into something. Without intervention, the talks could gradually have turned into a prolonged conflict. 'Emerged' and 'preserved' do not take 'into' this way — option (a).

85

Find the part of the sentence that contains an error: She was confident that her plan would succeed, (1)/ for it was not only innovative (2)/ but also it was thoroughly tested (3)/ before the final presentation. (4)

A.(1)
B.(2)
C.(3)
D.(4)

Solution

Error — not only…but also 'Not only … but also' must join parallel elements: 'not only innovative but also thoroughly tested'. Part (3) wrongly repeats the subject and verb — 'it was' after 'but also' breaks the parallelism. Hence the error is in part (3) — option (c).

86

Find the part of the sentence that contains an error: What the ancient philosophers believed about the nature of reality (1)/ and the purpose of human existence (2)/ remain a subject of intense debate (3)/ among contemporary thinkers. (4)

A.(1)
B.(2)
C.(3)
D.(4)

Solution

Error — noun clause subject The subject is the noun clause 'What the ancient philosophers believed …' — grammatically singular. Part (3) uses the plural 'remain'; it should be 'remains a subject of intense debate'. Hence the error is in part (3) — option (c).

87

Change the following from active to passive: The security team will have completed the final perimeter check by midnight.

A.The final perimeter check will have completed by the security team by midnight.
B.The final perimeter check will have been completed by the security team by midnight.
C.The final perimeter check will be completed by the security team by midnight.
D.The final perimeter check would have been completed by the security team by midnight.

Solution

Voice — future perfect The active sentence is in the future perfect ('will have completed'). Its passive requires 'will have been + past participle'. 'The final perimeter check will have been completed by the security team by midnight.' — option (b).

88

Select the sentence using the highlighted word with a different meaning. Sunlight streamed through the oriel in the afternoon.

A.Scientists used the Oriel to measure light intensity.
B.The architect designed an oriel overlooking the garden.
C.The carved oriel added charm to the old building.
D.Sunlight streamed through the oriel in the afternoon.

Solution

Homonym — oriel In the given sentence, an 'oriel' is a bay window projecting from a building’s wall — the same sense used in options (b), (c) and (d). In option (a), 'Oriel' is the name of a scientific instrument used to measure light intensity — a different sense. Hence option (a).

89

Convert the sentence provided below from its passive voice structure to an active voice structure: A new high-speed rail line is being constructed by the government across the region.

A.The government is constructing a new high-speed rail line across the region.
B.The government constructs a new high-speed rail line across the region.
C.The government constructed a new high-speed rail line across the region.
D.The government has constructed a new high-speed rail line across the region.

Solution

Passive → active — present continuous The passive is in the present continuous ('is being constructed'). Its active form keeps the tense: 'is constructing'. 'The government is constructing a new high-speed rail line across the region.' — option (a).

90

Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow. The perennial discussion surrounding the value of a liberal arts education in a technologically driven world often pits practical, vocational training against broader intellectual development. Critics argue that in an era demanding specialized skills and immediate job readiness, degrees in fields like philosophy, literature, or history are impractical and fail to equip graduates for the modern workforce. They emphasize the need for STEM (Science, Technology, Engineering, and Mathematics) fields, which directly contribute to economic growth and offer clearer career paths with higher earning potential, asserting that a focus on specific, marketable skills is the most efficient route to professional success. However, proponents of a liberal arts education contend that its value lies precisely in its capacity to cultivate adaptable, critical thinkers — qualities that are increasingly vital in a rapidly changing global landscape. Instead of narrowly focusing on 'what to think,' a liberal arts curriculum teaches 'how to think.' It exposes students to a wide range of disciplines, fostering intellectual curiosity, analytical reasoning, effective communication, and problem-solving abilities that transcend specific industries or technologies. Graduates learn to interpret complex information, articulate persuasive arguments, understand diverse cultural contexts, and approach challenges from multiple perspectives — skills that are foundational for leadership, innovation, and civic engagement. In a world where automation and AI are poised to transform many specialized jobs, the uniquely human capacities developed through a liberal arts education — creativity, ethical reasoning, empathy, and holistic understanding — become more, not less, valuable. Employers increasingly seek individuals who can adapt to new challenges, collaborate effectively, and contribute to organizational culture, rather than merely possessing a narrow technical skill set that might quickly become obsolete. Therefore, a liberal arts education, far from being impractical, provides a robust intellectual toolkit that prepares individuals not just for a first job, but for a lifetime of learning, career transitions, and meaningful contributions to society.

What is the primary argument made by critics against a liberal arts education?

A.It is too expensive compared to STEM degrees.
B.It fails to provide immediate job readiness and specialized skills for the modern workforce.
C.It does not encourage intellectual curiosity.
D.It focuses too much on science and technology.

Solution

RC — critics’ argument Critics, per the passage, find liberal arts degrees impractical in an era demanding specialised skills. Their central charge is the failure to equip graduates with immediate job readiness. Hence option (b).

91

Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow. The perennial discussion surrounding the value of a liberal arts education in a technologically driven world often pits practical, vocational training against broader intellectual development. Critics argue that in an era demanding specialized skills and immediate job readiness, degrees in fields like philosophy, literature, or history are impractical and fail to equip graduates for the modern workforce. They emphasize the need for STEM (Science, Technology, Engineering, and Mathematics) fields, which directly contribute to economic growth and offer clearer career paths with higher earning potential, asserting that a focus on specific, marketable skills is the most efficient route to professional success. However, proponents of a liberal arts education contend that its value lies precisely in its capacity to cultivate adaptable, critical thinkers — qualities that are increasingly vital in a rapidly changing global landscape. Instead of narrowly focusing on 'what to think,' a liberal arts curriculum teaches 'how to think.' It exposes students to a wide range of disciplines, fostering intellectual curiosity, analytical reasoning, effective communication, and problem-solving abilities that transcend specific industries or technologies. Graduates learn to interpret complex information, articulate persuasive arguments, understand diverse cultural contexts, and approach challenges from multiple perspectives — skills that are foundational for leadership, innovation, and civic engagement. In a world where automation and AI are poised to transform many specialized jobs, the uniquely human capacities developed through a liberal arts education — creativity, ethical reasoning, empathy, and holistic understanding — become more, not less, valuable. Employers increasingly seek individuals who can adapt to new challenges, collaborate effectively, and contribute to organizational culture, rather than merely possessing a narrow technical skill set that might quickly become obsolete. Therefore, a liberal arts education, far from being impractical, provides a robust intellectual toolkit that prepares individuals not just for a first job, but for a lifetime of learning, career transitions, and meaningful contributions to society.

According to proponents, what is a key benefit of a liberal arts curriculum regarding critical thinking?

A.It teaches students 'what to think'.
B.It narrowly focuses on specific industry skills.
C.It teaches students 'how to think'.
D.It primarily emphasizes rote memorization.

Solution

RC — how to think The passage states: instead of narrowly focusing on 'what to think', a liberal arts curriculum teaches 'how to think'. This is presented as its core benefit for critical thinking. Hence option (c).

92

Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow. The perennial discussion surrounding the value of a liberal arts education in a technologically driven world often pits practical, vocational training against broader intellectual development. Critics argue that in an era demanding specialized skills and immediate job readiness, degrees in fields like philosophy, literature, or history are impractical and fail to equip graduates for the modern workforce. They emphasize the need for STEM (Science, Technology, Engineering, and Mathematics) fields, which directly contribute to economic growth and offer clearer career paths with higher earning potential, asserting that a focus on specific, marketable skills is the most efficient route to professional success. However, proponents of a liberal arts education contend that its value lies precisely in its capacity to cultivate adaptable, critical thinkers — qualities that are increasingly vital in a rapidly changing global landscape. Instead of narrowly focusing on 'what to think,' a liberal arts curriculum teaches 'how to think.' It exposes students to a wide range of disciplines, fostering intellectual curiosity, analytical reasoning, effective communication, and problem-solving abilities that transcend specific industries or technologies. Graduates learn to interpret complex information, articulate persuasive arguments, understand diverse cultural contexts, and approach challenges from multiple perspectives — skills that are foundational for leadership, innovation, and civic engagement. In a world where automation and AI are poised to transform many specialized jobs, the uniquely human capacities developed through a liberal arts education — creativity, ethical reasoning, empathy, and holistic understanding — become more, not less, valuable. Employers increasingly seek individuals who can adapt to new challenges, collaborate effectively, and contribute to organizational culture, rather than merely possessing a narrow technical skill set that might quickly become obsolete. Therefore, a liberal arts education, far from being impractical, provides a robust intellectual toolkit that prepares individuals not just for a first job, but for a lifetime of learning, career transitions, and meaningful contributions to society.

Which of the following is NOT listed as a skill fostered by a liberal arts education?

A.Analytical reasoning
B.Effective communication
C.Problem-solving abilities
D.Specialized vocational training

Solution

RC — NOT a skill The passage lists intellectual curiosity, analytical reasoning, effective communication and problem-solving. Specialized vocational training is what critics demand — not a liberal arts outcome in the passage. Hence option (d).

93

Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow. The perennial discussion surrounding the value of a liberal arts education in a technologically driven world often pits practical, vocational training against broader intellectual development. Critics argue that in an era demanding specialized skills and immediate job readiness, degrees in fields like philosophy, literature, or history are impractical and fail to equip graduates for the modern workforce. They emphasize the need for STEM (Science, Technology, Engineering, and Mathematics) fields, which directly contribute to economic growth and offer clearer career paths with higher earning potential, asserting that a focus on specific, marketable skills is the most efficient route to professional success. However, proponents of a liberal arts education contend that its value lies precisely in its capacity to cultivate adaptable, critical thinkers — qualities that are increasingly vital in a rapidly changing global landscape. Instead of narrowly focusing on 'what to think,' a liberal arts curriculum teaches 'how to think.' It exposes students to a wide range of disciplines, fostering intellectual curiosity, analytical reasoning, effective communication, and problem-solving abilities that transcend specific industries or technologies. Graduates learn to interpret complex information, articulate persuasive arguments, understand diverse cultural contexts, and approach challenges from multiple perspectives — skills that are foundational for leadership, innovation, and civic engagement. In a world where automation and AI are poised to transform many specialized jobs, the uniquely human capacities developed through a liberal arts education — creativity, ethical reasoning, empathy, and holistic understanding — become more, not less, valuable. Employers increasingly seek individuals who can adapt to new challenges, collaborate effectively, and contribute to organizational culture, rather than merely possessing a narrow technical skill set that might quickly become obsolete. Therefore, a liberal arts education, far from being impractical, provides a robust intellectual toolkit that prepares individuals not just for a first job, but for a lifetime of learning, career transitions, and meaningful contributions to society.

In the context of automation and AI, what does the passage suggest about the value of uniquely human capacities developed through liberal arts?

A.They become less relevant.
B.They become more valuable.
C.They are replaced by technical skills.
D.They are only useful in non-profit sectors.

Solution

RC — automation & AI As automation and AI transform specialised jobs, the passage says human capacities — creativity, ethics, empathy — become more, not less, valuable. Hence option (b).

94

Directions (Qs. 90-94): Read the following passage carefully and answer the questions that follow. The perennial discussion surrounding the value of a liberal arts education in a technologically driven world often pits practical, vocational training against broader intellectual development. Critics argue that in an era demanding specialized skills and immediate job readiness, degrees in fields like philosophy, literature, or history are impractical and fail to equip graduates for the modern workforce. They emphasize the need for STEM (Science, Technology, Engineering, and Mathematics) fields, which directly contribute to economic growth and offer clearer career paths with higher earning potential, asserting that a focus on specific, marketable skills is the most efficient route to professional success. However, proponents of a liberal arts education contend that its value lies precisely in its capacity to cultivate adaptable, critical thinkers — qualities that are increasingly vital in a rapidly changing global landscape. Instead of narrowly focusing on 'what to think,' a liberal arts curriculum teaches 'how to think.' It exposes students to a wide range of disciplines, fostering intellectual curiosity, analytical reasoning, effective communication, and problem-solving abilities that transcend specific industries or technologies. Graduates learn to interpret complex information, articulate persuasive arguments, understand diverse cultural contexts, and approach challenges from multiple perspectives — skills that are foundational for leadership, innovation, and civic engagement. In a world where automation and AI are poised to transform many specialized jobs, the uniquely human capacities developed through a liberal arts education — creativity, ethical reasoning, empathy, and holistic understanding — become more, not less, valuable. Employers increasingly seek individuals who can adapt to new challenges, collaborate effectively, and contribute to organizational culture, rather than merely possessing a narrow technical skill set that might quickly become obsolete. Therefore, a liberal arts education, far from being impractical, provides a robust intellectual toolkit that prepares individuals not just for a first job, but for a lifetime of learning, career transitions, and meaningful contributions to society.

What do employers increasingly seek, according to the passage, in a rapidly changing world?

A.Individuals with only a narrow technical skill set.
B.Individuals who exclusively specialize in one technology.
C.Individuals who can adapt to new challenges and collaborate effectively.
D.Individuals who avoid career transitions.

Solution

RC — what employers seek The passage says employers increasingly seek people who can adapt to new challenges, collaborate effectively and contribute to organisational culture. Hence option (c).

95

Choose the most suitable option to replace the highlighted part of the sentence: The students formed a study group with a view to achieve higher grades.

A.achieving higher grades
B.to achieve higher grades
C.for achieving higher grades
D.achieve higher grades

Solution

With a view to + -ing In 'with a view to', the word 'to' is a preposition, not part of an infinitive. It must be followed by the -ing form: 'with a view to achieving higher grades'. Hence option (a).

96

Choose the most suitable option to replace the highlighted part of the sentence: Many people consider him as their leader.

A.for their leader
B.their leader
C.to be their leader
D.as being their leader

Solution

Consider + object The verb 'consider' takes its complement directly, without 'as'. 'Many people consider him their leader' is the correct form. Hence option (b).

97

A sentence is provided in direct speech. From the four given options, choose the one that most accurately conveys the sentence in its corresponding indirect speech. He said, "I prefer coffee to tea."

A.He said that he preferred coffee to tea.
B.He said that he prefers coffee to tea.
C.He said that he would prefer coffee to tea.
D.He said that I preferred coffee to tea.

Solution

Reported speech — preference With the past reporting verb 'said', the present simple 'prefer' moves back to 'preferred'. The pronoun 'I' becomes 'he'. 'He said that he preferred coffee to tea.' — option (a).

98

A sentence is provided in indirect speech. From the four given options, choose the one that most accurately conveys the sentence in its corresponding direct speech. She announced that she had completed the challenging project.

A."I completed the challenging project," she announced.
B."The challenging project has been completed by her," she announced.
C."I have completed the challenging project," she announced.
D."I was completed the challenging project," she announced.

Solution

Indirect → direct — announcement The past perfect 'had completed' in reported speech comes from the present perfect in direct speech. The direct form is: "I have completed the challenging project," she announced. Hence option (c).

99

Rearrange the following sentences to form a coherent paragraph: 1. This can manifest as filter bubbles, where individuals are only exposed to information confirming their existing beliefs. 2. The algorithms of social media platforms often contribute to the fragmentation of public opinion. 3. Consequently, reaching a broad consensus on complex issues becomes increasingly difficult. 4. These systems are designed to maximize engagement by feeding users content similar to what they have previously interacted with.

A.2, 4, 1, 3
B.1, 2, 4, 3
C.4, 1, 2, 3
D.2, 1, 4, 3

Solution

Para jumble — filter bubbles Sentence 2 introduces the theme; sentence 4 ('These systems') explains how the algorithms work. Sentence 1 ('This can manifest') gives the effect, and sentence 3 ('Consequently') concludes. Order: 2, 4, 1, 3 — option (a).

100

Rearrange the following sentences to form a coherent paragraph: 1. Academic integrity, therefore, is paramount in upholding the trustworthiness of these contributions. 2. Scientific papers, doctoral theses, and scholarly articles all represent significant intellectual endeavors. 3. These works collectively advance human understanding across diverse fields. 4. Any compromise in integrity, such as plagiarism or falsification of data, undermines the entire edifice of knowledge.

A.2, 1, 3, 4
B.3, 1, 2, 4
C.1, 4, 2, 3
D.2, 3, 1, 4

Solution

Para jumble — academic integrity Sentence 2 introduces the works; sentence 3 ('These works') states their collective role. Sentence 1 ('therefore') draws the conclusion about integrity, and sentence 4 warns what any compromise does. Order: 2, 3, 1, 4 — option (d).