Reading Comprehension: Part Ideas to Main Ideas

What is the underlying idea of the whole passage?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Those of us who watched the lunar voyage of Apollo 11 were transfixed as we saw the first men walk on the moon and return to the earth. Superlatives such as ‘fantastic’ and ‘incredible’ were inadequate to describe those eventful days. But to go there, those astronauts literally had to break out of the tremendous gravity pull of the earth. More energy was spent in the first few minutes of lift-off, in the first few miles of travel, than was used over the next several days to travel half a million miles.
Habits too have tremendous gravity pull — more than most people realize or would admit. Breaking out of deeply imbedded habitual tendencies such as procrastination, impatience, criticalness, or selfishness that violate basic principles of human effectiveness involves more than a little willpower and a few minor changes in our lives. ‘Lift-off’ takes a tremendous effort, but once we break out of the gravity pull, our freedom takes on a whole new dimension.
Like any natural force, gravity pull can work with us or against us. The gravity pull of some of our habits may currently be keeping us from going where we want to go. But it is also gravity pull that keeps our world together, that keeps the planets in their orbits and our universe in order. It is a powerful force, and if we use it effectively, we can use the gravity pull of habit to create the cohesiveness and order necessary to establish effectiveness in our lives.
Habit can be defined as the intersection of knowledge, skill, and desire. Knowledge is the theoretical paradigm, the what to do and the why. Skill is how to do. And desire is the motivation, the want to do. In order to make something a habit in our lives, we have to have all three. In order to interact effectively with others it is necessary to listen to them for which we must have the skill. But this alone would not hold unless we also have the desire to interact. Creating a habit requires work in all three dimensions. By working on knowledge, skill, and desire, we can break through to new level of personal and interpersonal effectiveness as we break with old paradigms that may have been a source of pseudo-security for years. It’s sometimes a painful process. It’s a change that has to be motivated by a higher purpose, by the willingness to subordinate what we think we want now from what we would want later. But this process produces happiness which can be defined, in part at least, as the fruit of the desire and ability to sacrifice what we want now for what we want eventually.

What is the underlying idea of the third paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Those of us who watched the lunar voyage of Apollo 11 were transfixed as we saw the first men walk on the moon and return to the earth. Superlatives such as ‘fantastic’ and ‘incredible’ were inadequate to describe those eventful days. But to go there, those astronauts literally had to break out of the tremendous gravity pull of the earth. More energy was spent in the first few minutes of lift-off, in the first few miles of travel, than was used over the next several days to travel half a million miles.
Habits too have tremendous gravity pull — more than most people realize or would admit. Breaking out of deeply imbedded habitual tendencies such as procrastination, impatience, criticalness, or selfishness that violate basic principles of human effectiveness involves more than a little willpower and a few minor changes in our lives. ‘Lift-off’ takes a tremendous effort, but once we break out of the gravity pull, our freedom takes on a whole new dimension.
Like any natural force, gravity pull can work with us or against us. The gravity pull of some of our habits may currently be keeping us from going where we want to go. But it is also gravity pull that keeps our world together, that keeps the planets in their orbits and our universe in order. It is a powerful force, and if we use it effectively, we can use the gravity pull of habit to create the cohesiveness and order necessary to establish effectiveness in our lives.
Habit can be defined as the intersection of knowledge, skill, and desire. Knowledge is the theoretical paradigm, the what to do and the why. Skill is how to do. And desire is the motivation, the want to do. In order to make something a habit in our lives, we have to have all three. In order to interact effectively with others it is necessary to listen to them for which we must have the skill. But this alone would not hold unless we also have the desire to interact. Creating a habit requires work in all three dimensions. By working on knowledge, skill, and desire, we can break through to new level of personal and interpersonal effectiveness as we break with old paradigms that may have been a source of pseudo-security for years. It’s sometimes a painful process. It’s a change that has to be motivated by a higher purpose, by the willingness to subordinate what we think we want now from what we would want later. But this process produces happiness which can be defined, in part at least, as the fruit of the desire and ability to sacrifice what we want now for what we want eventually.

What is the underlying idea of the third paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

The temptation, to any man who is interested in ideas and primarily in literature, to put literature into the corner until he cleaned up the whole country first, is almost irresistible. Some persons have succeeded so well in this later profession of setting the house in order, and have attracted so much more attention than Arnold, that we must conclude that it is indeed their proper role, and that they have done well for themselves in laying literature aside.
Not only is the critic tempted outside of criticism. The criticism proper betrays such poverty of ideas and such atrophy of sensibility that men who ought to preserve their critical ability for the improvement of their own creative work are tempted into criticism. This is not to suggest as a corollary to this that the ‘creative’ gift is ‘higher’ than the critical.  When one creative mind is better than another, the reason often is that the better is the more critical. But the great bulk of the work of criticism could have been done by minds of the second order, and it is just these minds of the second order that are difficult to find. They are necessary for the rapid circulation of ideas. The periodical press — the ideal literary periodical — is an instrument of transport; and the literary periodical press is dependent upon the existence of a sufficient number of second-order (not ‘second rate,’ the expression is too derogatory) minds to supply its material. These minds are necessary for that ‘current of ideas,’ that ‘society permeated by fresh thought,’ of which Arnold speaks.
It is a perpetual heresy of English to believe that only the first-order mind, the Genius, the Great Man, matters; that he is solitary, and produced best in the least favourable environment, perhaps the Public School; and that it is most likely a sign of inferiority that Paris can show so many minds of the second order. If too much bad verse is published in London, it does not occur to us to raise our standards, to do anything to educate the poetasters; the remedy is, kill them off.
We quite agree that poetry is not a formula. It is part of the business of the critic to preserve tradition — where a good tradition exists. It is part of his business to see literature steadily and to see it whole; and this is eminently to see it not as consecrated by time, but to see it beyond time; to see the best work of our time and the best work of twenty-five hundred years ago with the same eyes. It is part of his business to help the poetaster to understand his own limitations. The poetaster who understands his own limitations will be one of our useful second-order minds; a good minor poet (something which is very rare) or another good critic. As for the first-order minds, when they happen, they will be none the worse off for a ‘current of ideas’; the solitude with which they will always and everywhere be invested is a very different thing from isolation, or a monarchy of death.

What is the underlying idea of the opening paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

The temptation, to any man who is interested in ideas and primarily in literature, to put literature into the corner until he cleaned up the whole country first, is almost irresistible. Some persons have succeeded so well in this later profession of setting the house in order, and have attracted so much more attention than Arnold, that we must conclude that it is indeed their proper role, and that they have done well for themselves in laying literature aside.
Not only is the critic tempted outside of criticism. The criticism proper betrays such poverty of ideas and such atrophy of sensibility that men who ought to preserve their critical ability for the improvement of their own creative work are tempted into criticism. This is not to suggest as a corollary to this that the ‘creative’ gift is ‘higher’ than the critical.  When one creative mind is better than another, the reason often is that the better is the more critical. But the great bulk of the work of criticism could have been done by minds of the second order, and it is just these minds of the second order that are difficult to find. They are necessary for the rapid circulation of ideas. The periodical press — the ideal literary periodical — is an instrument of transport; and the literary periodical press is dependent upon the existence of a sufficient number of second-order (not ‘second rate,’ the expression is too derogatory) minds to supply its material. These minds are necessary for that ‘current of ideas,’ that ‘society permeated by fresh thought,’ of which Arnold speaks.
It is a perpetual heresy of English to believe that only the first-order mind, the Genius, the Great Man, matters; that he is solitary, and produced best in the least favourable environment, perhaps the Public School; and that it is most likely a sign of inferiority that Paris can show so many minds of the second order. If too much bad verse is published in London, it does not occur to us to raise our standards, to do anything to educate the poetasters; the remedy is, kill them off.
We quite agree that poetry is not a formula. It is part of the business of the critic to preserve tradition — where a good tradition exists. It is part of his business to see literature steadily and to see it whole; and this is eminently to see it not as consecrated by time, but to see it beyond time; to see the best work of our time and the best work of twenty-five hundred years ago with the same eyes. It is part of his business to help the poetaster to understand his own limitations. The poetaster who understands his own limitations will be one of our useful second-order minds; a good minor poet (something which is very rare) or another good critic. As for the first-order minds, when they happen, they will be none the worse off for a ‘current of ideas’; the solitude with which they will always and everywhere be invested is a very different thing from isolation, or a monarchy of death.

What is the underlying idea of the fourth paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Those of us who watched the lunar voyage of Apollo 11 were transfixed as we saw the first men walk on the moon and return to the earth. Superlatives such as ‘fantastic’ and ‘incredible’ were inadequate to describe those eventful days. But to go there, those astronauts literally had to break out of the tremendous gravity pull of the earth. More energy was spent in the first few minutes of lift-off, in the first few miles of travel, than was used over the next several days to travel half a million miles.
Habits too have tremendous gravity pull — more than most people realize or would admit. Breaking out of deeply imbedded habitual tendencies such as procrastination, impatience, criticalness, or selfishness that violate basic principles of human effectiveness involves more than a little willpower and a few minor changes in our lives. ‘Lift-off’ takes a tremendous effort, but once we break out of the gravity pull, our freedom takes on a whole new dimension.
Like any natural force, gravity pull can work with us or against us. The gravity pull of some of our habits may currently be keeping us from going where we want to go. But it is also gravity pull that keeps our world together, that keeps the planets in their orbits and our universe in order. It is a powerful force, and if we use it effectively, we can use the gravity pull of habit to create the cohesiveness and order necessary to establish effectiveness in our lives.
Habit can be defined as the intersection of knowledge, skill, and desire. Knowledge is the theoretical paradigm, the what to do and the why. Skill is how to do. And desire is the motivation, the want to do. In order to make something a habit in our lives, we have to have all three. In order to interact effectively with others it is necessary to listen to them for which we must have the skill. But this alone would not hold unless we also have the desire to interact. Creating a habit requires work in all three dimensions. By working on knowledge, skill, and desire, we can break through to new level of personal and interpersonal effectiveness as we break with old paradigms that may have been a source of pseudo-security for years. It’s sometimes a painful process. It’s a change that has to be motivated by a higher purpose, by the willingness to subordinate what we think we want now from what we would want later. But this process produces happiness which can be defined, in part at least, as the fruit of the desire and ability to sacrifice what we want now for what we want eventually.

What is the underlying idea of the first paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Those of us who watched the lunar voyage of Apollo 11 were transfixed as we saw the first men walk on the moon and return to the earth. Superlatives such as ‘fantastic’ and ‘incredible’ were inadequate to describe those eventful days. But to go there, those astronauts literally had to break out of the tremendous gravity pull of the earth. More energy was spent in the first few minutes of lift-off, in the first few miles of travel, than was used over the next several days to travel half a million miles.
Habits too have tremendous gravity pull — more than most people realize or would admit. Breaking out of deeply imbedded habitual tendencies such as procrastination, impatience, criticalness, or selfishness that violate basic principles of human effectiveness involves more than a little willpower and a few minor changes in our lives. ‘Lift-off’ takes a tremendous effort, but once we break out of the gravity pull, our freedom takes on a whole new dimension.
Like any natural force, gravity pull can work with us or against us. The gravity pull of some of our habits may currently be keeping us from going where we want to go. But it is also gravity pull that keeps our world together, that keeps the planets in their orbits and our universe in order. It is a powerful force, and if we use it effectively, we can use the gravity pull of habit to create the cohesiveness and order necessary to establish effectiveness in our lives.
Habit can be defined as the intersection of knowledge, skill, and desire. Knowledge is the theoretical paradigm, the what to do and the why. Skill is how to do. And desire is the motivation, the want to do. In order to make something a habit in our lives, we have to have all three. In order to interact effectively with others it is necessary to listen to them for which we must have the skill. But this alone would not hold unless we also have the desire to interact. Creating a habit requires work in all three dimensions. By working on knowledge, skill, and desire, we can break through to new level of personal and interpersonal effectiveness as we break with old paradigms that may have been a source of pseudo-security for years. It’s sometimes a painful process. It’s a change that has to be motivated by a higher purpose, by the willingness to subordinate what we think we want now from what we would want later. But this process produces happiness which can be defined, in part at least, as the fruit of the desire and ability to sacrifice what we want now for what we want eventually.

What is the underlying idea of the second paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

The temptation, to any man who is interested in ideas and primarily in literature, to put literature into the corner until he cleaned up the whole country first, is almost irresistible. Some persons have succeeded so well in this later profession of setting the house in order, and have attracted so much more attention than Arnold, that we must conclude that it is indeed their proper role, and that they have done well for themselves in laying literature aside.
Not only is the critic tempted outside of criticism. The criticism proper betrays such poverty of ideas and such atrophy of sensibility that men who ought to preserve their critical ability for the improvement of their own creative work are tempted into criticism. This is not to suggest as a corollary to this that the ‘creative’ gift is ‘higher’ than the critical.  When one creative mind is better than another, the reason often is that the better is the more critical. But the great bulk of the work of criticism could have been done by minds of the second order, and it is just these minds of the second order that are difficult to find. They are necessary for the rapid circulation of ideas. The periodical press — the ideal literary periodical — is an instrument of transport; and the literary periodical press is dependent upon the existence of a sufficient number of second-order (not ‘second rate,’ the expression is too derogatory) minds to supply its material. These minds are necessary for that ‘current of ideas,’ that ‘society permeated by fresh thought,’ of which Arnold speaks.
It is a perpetual heresy of English to believe that only the first-order mind, the Genius, the Great Man, matters; that he is solitary, and produced best in the least favourable environment, perhaps the Public School; and that it is most likely a sign of inferiority that Paris can show so many minds of the second order. If too much bad verse is published in London, it does not occur to us to raise our standards, to do anything to educate the poetasters; the remedy is, kill them off.
We quite agree that poetry is not a formula. It is part of the business of the critic to preserve tradition — where a good tradition exists. It is part of his business to see literature steadily and to see it whole; and this is eminently to see it not as consecrated by time, but to see it beyond time; to see the best work of our time and the best work of twenty-five hundred years ago with the same eyes. It is part of his business to help the poetaster to understand his own limitations. The poetaster who understands his own limitations will be one of our useful second-order minds; a good minor poet (something which is very rare) or another good critic. As for the first-order minds, when they happen, they will be none the worse off for a ‘current of ideas’; the solitude with which they will always and everywhere be invested is a very different thing from isolation, or a monarchy of death.

What is the underlying idea of the second paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

Those of us who watched the lunar voyage of Apollo 11 were transfixed as we saw the first men walk on the moon and return to the earth. Superlatives such as ‘fantastic’ and ‘incredible’ were inadequate to describe those eventful days. But to go there, those astronauts literally had to break out of the tremendous gravity pull of the earth. More energy was spent in the first few minutes of lift-off, in the first few miles of travel, than was used over the next several days to travel half a million miles.
Habits too have tremendous gravity pull — more than most people realize or would admit. Breaking out of deeply imbedded habitual tendencies such as procrastination, impatience, criticalness, or selfishness that violate basic principles of human effectiveness involves more than a little willpower and a few minor changes in our lives. ‘Lift-off’ takes a tremendous effort, but once we break out of the gravity pull, our freedom takes on a whole new dimension.
Like any natural force, gravity pull can work with us or against us. The gravity pull of some of our habits may currently be keeping us from going where we want to go. But it is also gravity pull that keeps our world together, that keeps the planets in their orbits and our universe in order. It is a powerful force, and if we use it effectively, we can use the gravity pull of habit to create the cohesiveness and order necessary to establish effectiveness in our lives.
Habit can be defined as the intersection of knowledge, skill, and desire. Knowledge is the theoretical paradigm, the what to do and the why. Skill is how to do. And desire is the motivation, the want to do. In order to make something a habit in our lives, we have to have all three. In order to interact effectively with others it is necessary to listen to them for which we must have the skill. But this alone would not hold unless we also have the desire to interact. Creating a habit requires work in all three dimensions. By working on knowledge, skill, and desire, we can break through to new level of personal and interpersonal effectiveness as we break with old paradigms that may have been a source of pseudo-security for years. It’s sometimes a painful process. It’s a change that has to be motivated by a higher purpose, by the willingness to subordinate what we think we want now from what we would want later. But this process produces happiness which can be defined, in part at least, as the fruit of the desire and ability to sacrifice what we want now for what we want eventually.

What is the underlying idea of the fourth paragraph?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

The temptation, to any man who is interested in ideas and primarily in literature, to put literature into the corner until he cleaned up the whole country first, is almost irresistible. Some persons have succeeded so well in this later profession of setting the house in order, and have attracted so much more attention than Arnold, that we must conclude that it is indeed their proper role, and that they have done well for themselves in laying literature aside.
Not only is the critic tempted outside of criticism. The criticism proper betrays such poverty of ideas and such atrophy of sensibility that men who ought to preserve their critical ability for the improvement of their own creative work are tempted into criticism. This is not to suggest as a corollary to this that the ‘creative’ gift is ‘higher’ than the critical.  When one creative mind is better than another, the reason often is that the better is the more critical. But the great bulk of the work of criticism could have been done by minds of the second order, and it is just these minds of the second order that are difficult to find. They are necessary for the rapid circulation of ideas. The periodical press — the ideal literary periodical — is an instrument of transport; and the literary periodical press is dependent upon the existence of a sufficient number of second-order (not ‘second rate,’ the expression is too derogatory) minds to supply its material. These minds are necessary for that ‘current of ideas,’ that ‘society permeated by fresh thought,’ of which Arnold speaks.
It is a perpetual heresy of English to believe that only the first-order mind, the Genius, the Great Man, matters; that he is solitary, and produced best in the least favourable environment, perhaps the Public School; and that it is most likely a sign of inferiority that Paris can show so many minds of the second order. If too much bad verse is published in London, it does not occur to us to raise our standards, to do anything to educate the poetasters; the remedy is, kill them off.
We quite agree that poetry is not a formula. It is part of the business of the critic to preserve tradition — where a good tradition exists. It is part of his business to see literature steadily and to see it whole; and this is eminently to see it not as consecrated by time, but to see it beyond time; to see the best work of our time and the best work of twenty-five hundred years ago with the same eyes. It is part of his business to help the poetaster to understand his own limitations. The poetaster who understands his own limitations will be one of our useful second-order minds; a good minor poet (something which is very rare) or another good critic. As for the first-order minds, when they happen, they will be none the worse off for a ‘current of ideas’; the solitude with which they will always and everywhere be invested is a very different thing from isolation, or a monarchy of death.

What is the underlying idea of the whole passage?

Directions: The reading passage is divided into four paragraphs. Select, from the options given, part idea of each paragraph and see whether these part ideas, taken together, lead to the main idea of the whole passage.

The temptation, to any man who is interested in ideas and primarily in literature, to put literature into the corner until he cleaned up the whole country first, is almost irresistible. Some persons have succeeded so well in this later profession of setting the house in order, and have attracted so much more attention than Arnold, that we must conclude that it is indeed their proper role, and that they have done well for themselves in laying literature aside.
Not only is the critic tempted outside of criticism. The criticism proper betrays such poverty of ideas and such atrophy of sensibility that men who ought to preserve their critical ability for the improvement of their own creative work are tempted into criticism. This is not to suggest as a corollary to this that the ‘creative’ gift is ‘higher’ than the critical.  When one creative mind is better than another, the reason often is that the better is the more critical. But the great bulk of the work of criticism could have been done by minds of the second order, and it is just these minds of the second order that are difficult to find. They are necessary for the rapid circulation of ideas. The periodical press — the ideal literary periodical — is an instrument of transport; and the literary periodical press is dependent upon the existence of a sufficient number of second-order (not ‘second rate,’ the expression is too derogatory) minds to supply its material. These minds are necessary for that ‘current of ideas,’ that ‘society permeated by fresh thought,’ of which Arnold speaks.
It is a perpetual heresy of English to believe that only the first-order mind, the Genius, the Great Man, matters; that he is solitary, and produced best in the least favourable environment, perhaps the Public School; and that it is most likely a sign of inferiority that Paris can show so many minds of the second order. If too much bad verse is published in London, it does not occur to us to raise our standards, to do anything to educate the poetasters; the remedy is, kill them off.
We quite agree that poetry is not a formula. It is part of the business of the critic to preserve tradition — where a good tradition exists. It is part of his business to see literature steadily and to see it whole; and this is eminently to see it not as consecrated by time, but to see it beyond time; to see the best work of our time and the best work of twenty-five hundred years ago with the same eyes. It is part of his business to help the poetaster to understand his own limitations. The poetaster who understands his own limitations will be one of our useful second-order minds; a good minor poet (something which is very rare) or another good critic. As for the first-order minds, when they happen, they will be none the worse off for a ‘current of ideas’; the solitude with which they will always and everywhere be invested is a very different thing from isolation, or a monarchy of death.