Reading Comprehension

Directions: Rearrange the following six sentences (1), (2), (3), (4), (5) and (6) in the proper sequence to form a meaningful paragraph, then answer the question given below them.(1) The sailor was told it was placed there as warning signal to sailors to warn them of the danger. (2) He returned to the spot a few years later as captain of his own ship. (3) The ship was at sea for many days and finally anchored near the coastline. (4) The night was stormy and without a warning signal his ship was wrecked on that very rock. (5) One of the sailors on board saw a bell tied to a dangerous submerged rock. (6) As a joke the sailor decided to steal the bell and hide it despite being informed of this.

Which of the following should be the FIRST sentence after the rearrangement?

Directions: Read the following passage carefully and answer the given question:

There was a girl who sang beautifully at the temple every morning. The music master used to happily recall, "One day when I went into the woods to pluck flowers, I found this baby under a pipal tree." He picked her up carefully, raised her lovingly as if she was his own daughter and he taught her to sing before she spoke her first word.

The music master grew old and didn't see too well. The girl tended to him caringly. Many people including young men travelled from far and wide to hear her sing. This made the music master's heart quake with fear, "You will choose one of them as your husband. What is to become of me?" The girl replied, "I shall not be apart from you." But on a full moon night during the harvest festival, the master's chief disciple touched his feet reverently and said, "Master grant me your permission for your daughter has agreed to marry me." The master's tears flowed freely, "She has chosen well. Go and fetch her, let me hear you sing the first of many melodies that you will sing together." The two began to sing in harmony. But the song was interrupted by the arrival of the royal messenger. "Your daughter is very fortunate - the king has sent for her," the messenger said. At the palace, the Queen summoned the girl to her and said, "I place upon you the honour of making sure my daughter is never unhappy at her husband's home." There wasn't a single tear in the girl's eyes, but she thought of the master and her heart was heavy.

Choose the word which is most nearly the SAME in meaning as the word printed in bold as used in the passage.

Fortunate

Directions: Read the following passage carefully and answer the given question:

There was a girl who sang beautifully at the temple every morning. The music master used to happily recall, "One day when I went into the woods to pluck flowers, I found this baby under a pipal tree." He picked her up carefully, raised her lovingly as if she was his own daughter and he taught her to sing before she spoke her first word.

The music master grew old and didn't see too well. The girl tended to him caringly. Many people including young men travelled from far and wide to hear her sing. This made the music master's heart quake with fear, "You will choose one of them as your husband. What is to become of me?" The girl replied, "I shall not be apart from you." But on a full moon night during the harvest festival, the master's chief disciple touched his feet reverently and said, "Master grant me your permission for your daughter has agreed to marry me." The master's tears flowed freely, "She has chosen well. Go and fetch her, let me hear you sing the first of many melodies that you will sing together." The two began to sing in harmony. But the song was interrupted by the arrival of the royal messenger. "Your daughter is very fortunate - the king has sent for her," the messenger said. At the palace, the Queen summoned the girl to her and said, "I place upon you the honour of making sure my daughter is never unhappy at her husband's home." There wasn't a single tear in the girl's eyes, but she thought of the master and her heart was heavy.

The primary effect of the final paragraph (sentences 9 - 12) is to

Direction for questions 1 to 6: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – I
(1) Life is a white water river.  (2) At first I paddle slowly along the uncharacteristically-calm waters to school.  (3) I have got to steel myself to keep up with the tiresome work that lies ahead of me.
(4) The heavy waves of work pound me tirelessly as I attempt to manoeuvre around the feared whirlpool of depression. (5) It, with time, pulls me under and swallow me alive.
(6) The river, I may call life, would be in control at all times; I must quickly steer and paddle away from the massive rocks and devouring waves.  (7) When travelling along a rough river, it is essential that the rafter be a quick thinker, and only the experienced rafter can outwit the many perils that lie ahead.
(8) Sure, I am apt to make mistakes, I can only imagine how many times waves have knocked my raft over while learning, I can only imagine how many rocks my raft has crashed into when I did not receive a top mark: I can only imagine how many dreadful times my usually sturdy raft has almost been pulled into the whirlpool of depression.
(9) On the other hand, there are many positive aspects to this white water river with its exhilarating highs and its anticipated lows.  (10) There are many interested people whom I may accidentally bump my raft along the way. (11) Of course, the river giving me the ultimate thrill of knowing that I have managed to succeed the dastardly rough-waters. (12) Then, as the water begins to flow smoothly again, I can relax and cherish the experience, and anticipate the dangers and hard work that lie ahead.

There are many interested people whom I may accidently bump my raft along the way. Of course the river giving me the ultimate thrill.... What is the best way to combine these two sentences?

Direction for questions 1 to 6: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – I
(1) Life is a white water river.  (2) At first I paddle slowly along the uncharacteristically-calm waters to school.  (3) I have got to steel myself to keep up with the tiresome work that lies ahead of me.
(4) The heavy waves of work pound me tirelessly as I attempt to manoeuvre around the feared whirlpool of depression. (5) It, with time, pulls me under and swallow me alive.
(6) The river, I may call life, would be in control at all times; I must quickly steer and paddle away from the massive rocks and devouring waves.  (7) When travelling along a rough river, it is essential that the rafter be a quick thinker, and only the experienced rafter can outwit the many perils that lie ahead.
(8) Sure, I am apt to make mistakes, I can only imagine how many times waves have knocked my raft over while learning, I can only imagine how many rocks my raft has crashed into when I did not receive a top mark: I can only imagine how many dreadful times my usually sturdy raft has almost been pulled into the whirlpool of depression.
(9) On the other hand, there are many positive aspects to this white water river with its exhilarating highs and its anticipated lows.  (10) There are many interested people whom I may accidentally bump my raft along the way. (11) Of course, the river giving me the ultimate thrill of knowing that I have managed to succeed the dastardly rough-waters. (12) Then, as the water begins to flow smoothly again, I can relax and cherish the experience, and anticipate the dangers and hard work that lie ahead.

In context, which of the following revisions is necessary in sentence 8 (reproduced below)? Sure, I am apt to make mistakes, I can only imagine how many times waves have knocked my raft over while learning, I can only imagine how many rocks my raft has crashed into when I did not receive a top mark: I can only imagine how many dreadful times my usually sturdy raft has almost been pulled into the whirlpool of depression.

Direction for questions 1 to 6: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – I
(1) Life is a white water river.  (2) At first I paddle slowly along the uncharacteristically-calm waters to school.  (3) I have got to steel myself to keep up with the tiresome work that lies ahead of me.
(4) The heavy waves of work pound me tirelessly as I attempt to manoeuvre around the feared whirlpool of depression. (5) It, with time, pulls me under and swallow me alive.
(6) The river, I may call life, would be in control at all times; I must quickly steer and paddle away from the massive rocks and devouring waves.  (7) When travelling along a rough river, it is essential that the rafter be a quick thinker, and only the experienced rafter can outwit the many perils that lie ahead.
(8) Sure, I am apt to make mistakes, I can only imagine how many times waves have knocked my raft over while learning, I can only imagine how many rocks my raft has crashed into when I did not receive a top mark: I can only imagine how many dreadful times my usually sturdy raft has almost been pulled into the whirlpool of depression.
(9) On the other hand, there are many positive aspects to this white water river with its exhilarating highs and its anticipated lows.  (10) There are many interested people whom I may accidentally bump my raft along the way. (11) Of course, the river giving me the ultimate thrill of knowing that I have managed to succeed the dastardly rough-waters. (12) Then, as the water begins to flow smoothly again, I can relax and cherish the experience, and anticipate the dangers and hard work that lie ahead.

The best way to describe the relationship of sentence 2 to sentence 1 is that sentence 2

Direction for questions 1 to 6: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – I
(1) Life is a white water river.  (2) At first I paddle slowly along the uncharacteristically-calm waters to school.  (3) I have got to steel myself to keep up with the tiresome work that lies ahead of me.
(4) The heavy waves of work pound me tirelessly as I attempt to manoeuvre around the feared whirlpool of depression. (5) It, with time, pulls me under and swallow me alive.
(6) The river, I may call life, would be in control at all times; I must quickly steer and paddle away from the massive rocks and devouring waves.  (7) When travelling along a rough river, it is essential that the rafter be a quick thinker, and only the experienced rafter can outwit the many perils that lie ahead.
(8) Sure, I am apt to make mistakes, I can only imagine how many times waves have knocked my raft over while learning, I can only imagine how many rocks my raft has crashed into when I did not receive a top mark: I can only imagine how many dreadful times my usually sturdy raft has almost been pulled into the whirlpool of depression.
(9) On the other hand, there are many positive aspects to this white water river with its exhilarating highs and its anticipated lows.  (10) There are many interested people whom I may accidentally bump my raft along the way. (11) Of course, the river giving me the ultimate thrill of knowing that I have managed to succeed the dastardly rough-waters. (12) Then, as the water begins to flow smoothly again, I can relax and cherish the experience, and anticipate the dangers and hard work that lie ahead.

What is the best way to deal with sentence 17?

Direction for questions 7 to 12: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – II
(1) “When kids are tossed together everyday, six hours a day for the entire school year,” says psychologist Thomas J. Berdnt, “friendship groupings form quite naturally. (2) ”These“ friendship groupings,” better known as cliques, are small, tightly knit, autonomous, and sometimes inclusive groups of people that share the same interests or characteristics.(3) Members of cliques often share the same values and exhibit the same behavior. (4) They have been known to form in elementary school, cliques are commonly associated with middle and high school students.
(5) In a recent nationwide survey of teenage girls’ views of cliques, 96.3 percent of the  claimed that cliques existed in their schools. (6) In addition, 84.2 percent of the respondents reported that most of their classmates belonged to cliques.
(7) Cliques “can be based on appearance, athletic ability, academic achievement, social or economic status, talent, ability to attract the opposite sex, or seeming sophistication,” according to adolescent development experts Anita Gurian and Alice Pope.(8) The prominent characteristic of a clique usually becomes the clique’s label. (9) A group of self-assured, varsity-jacketed male students might be known as “jocks” while another group’s unkempt appearance and spacey demeanor could earn them the “stoner” or “druggie” label. (10) While every high school in America seems to have its own “jocks,” “stoners,” or “druggies,” cliques can become well defined and evolve based on a school’s particular environment and culture.
(11) There are strong incentives for adolescents to join cliques.(12) For example, teenagers use cliques to ease their way through large peer groups. (13) Psychiatry professor Mitch Prinstein claims that cliques are a “sort of shortcut for adolescents to develop friendships and romantic relationships.” (14) Prinstein explains that teenagers use cliques to categorize their peers. (15) He further says that they use the cliques when they move on to middle or high school, where student populations can reach the thousands.(16) Cliques and peer groups also help them establish an identity.(17) Importantly most, teenagers join cliques to gain a sense of belonging.

In contest, which is the best way to revise and combine the underlined portions of sentences 14 and 15 (reproduced below)? Prinstein explains that teenagers use cliques to categorize their peers. (15) He further says that they use the cliques when they move on to middle or high school, where student populations can reach the thousands.

Direction for questions 7 to 12: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – II
(1) “When kids are tossed together everyday, six hours a day for the entire school year,” says psychologist Thomas J. Berdnt, “friendship groupings form quite naturally. (2) ”These“ friendship groupings,” better known as cliques, are small, tightly knit, autonomous, and sometimes inclusive groups of people that share the same interests or characteristics.(3) Members of cliques often share the same values and exhibit the same behavior. (4) They have been known to form in elementary school, cliques are commonly associated with middle and high school students.
(5) In a recent nationwide survey of teenage girls’ views of cliques, 96.3 percent of the  claimed that cliques existed in their schools. (6) In addition, 84.2 percent of the respondents reported that most of their classmates belonged to cliques.
(7) Cliques “can be based on appearance, athletic ability, academic achievement, social or economic status, talent, ability to attract the opposite sex, or seeming sophistication,” according to adolescent development experts Anita Gurian and Alice Pope.(8) The prominent characteristic of a clique usually becomes the clique’s label. (9) A group of self-assured, varsity-jacketed male students might be known as “jocks” while another group’s unkempt appearance and spacey demeanor could earn them the “stoner” or “druggie” label. (10) While every high school in America seems to have its own “jocks,” “stoners,” or “druggies,” cliques can become well defined and evolve based on a school’s particular environment and culture.
(11) There are strong incentives for adolescents to join cliques.(12) For example, teenagers use cliques to ease their way through large peer groups. (13) Psychiatry professor Mitch Prinstein claims that cliques are a “sort of shortcut for adolescents to develop friendships and romantic relationships.” (14) Prinstein explains that teenagers use cliques to categorize their peers. (15) He further says that they use the cliques when they move on to middle or high school, where student populations can reach the thousands.(16) Cliques and peer groups also help them establish an identity.(17) Importantly most, teenagers join cliques to gain a sense of belonging.

Which of the following best replaces the word 'them' in sentence 16?

Direction for questions 7 to 12: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – II
(1) “When kids are tossed together everyday, six hours a day for the entire school year,” says psychologist Thomas J. Berdnt, “friendship groupings form quite naturally. (2) ”These“ friendship groupings,” better known as cliques, are small, tightly knit, autonomous, and sometimes inclusive groups of people that share the same interests or characteristics.(3) Members of cliques often share the same values and exhibit the same behavior. (4) They have been known to form in elementary school, cliques are commonly associated with middle and high school students.
(5) In a recent nationwide survey of teenage girls’ views of cliques, 96.3 percent of the  claimed that cliques existed in their schools. (6) In addition, 84.2 percent of the respondents reported that most of their classmates belonged to cliques.
(7) Cliques “can be based on appearance, athletic ability, academic achievement, social or economic status, talent, ability to attract the opposite sex, or seeming sophistication,” according to adolescent development experts Anita Gurian and Alice Pope.(8) The prominent characteristic of a clique usually becomes the clique’s label. (9) A group of self-assured, varsity-jacketed male students might be known as “jocks” while another group’s unkempt appearance and spacey demeanor could earn them the “stoner” or “druggie” label. (10) While every high school in America seems to have its own “jocks,” “stoners,” or “druggies,” cliques can become well defined and evolve based on a school’s particular environment and culture.
(11) There are strong incentives for adolescents to join cliques.(12) For example, teenagers use cliques to ease their way through large peer groups. (13) Psychiatry professor Mitch Prinstein claims that cliques are a “sort of shortcut for adolescents to develop friendships and romantic relationships.” (14) Prinstein explains that teenagers use cliques to categorize their peers. (15) He further says that they use the cliques when they move on to middle or high school, where student populations can reach the thousands.(16) Cliques and peer groups also help them establish an identity.(17) Importantly most, teenagers join cliques to gain a sense of belonging.

In context, which of the following is the best phrase to insert at the beginning of sentence 17?

Direction for questions 13 to 18: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – III
(1) I believe that religion is a very scary thing. (2) It scares me that parents can bring their children up in a family dominated so much by their belief in God that they know of nothing else.
(3) Children go through their life believing that if their faith is strong enough, nothing will harm them. (4) God will protect them overall, all will be fine... perfect. (5) How can people so blindly believe in something without proof.  (6) Doubt society, doubt conformity; it is the norm.
(7) Faith and the utter belief in something lacking in proof scares me. (8) It becomes such a self involved thing, 'God will love me if I just believe in him', it is a cycle that goes on till the believer simply lives in a bubble of blind faith. (9) What happens when someone pops that bubble? (10) When they enter the real world and realize that "Hey! it's not as wonderful as I thought". (11) How's their faith going to help them then?
(12) All faith will do is force them into either another bubble of complete denial or one of opposing their own parents and their norms.  (13) Obviously there has to be more to life than this. (14) How can we truly believe that we are the be-all and end-all of life? (15) Believing in that is as bad as blind faith.
(16) But do we truly all need to be pumped from other spiritual believers trying to force us into their bubble of blindness. (17) Please think more rationally about life. (18) Don't do something just because your parents do.
(19) This is what life is about, finding things out for yourself, trying to gain as much information on everything as we can. Don't believe blindly in God, think about your faith.

Which of the following could be added at the beginning of sentence 9, so as to represent a better relationship between sentences 8 and 9?

Direction for questions 7 to 12: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – II
(1) “When kids are tossed together everyday, six hours a day for the entire school year,” says psychologist Thomas J. Berdnt, “friendship groupings form quite naturally. (2) ”These“ friendship groupings,” better known as cliques, are small, tightly knit, autonomous, and sometimes inclusive groups of people that share the same interests or characteristics.(3) Members of cliques often share the same values and exhibit the same behavior. (4) They have been known to form in elementary school, cliques are commonly associated with middle and high school students.
(5) In a recent nationwide survey of teenage girls’ views of cliques, 96.3 percent of the  claimed that cliques existed in their schools. (6) In addition, 84.2 percent of the respondents reported that most of their classmates belonged to cliques.
(7) Cliques “can be based on appearance, athletic ability, academic achievement, social or economic status, talent, ability to attract the opposite sex, or seeming sophistication,” according to adolescent development experts Anita Gurian and Alice Pope.(8) The prominent characteristic of a clique usually becomes the clique’s label. (9) A group of self-assured, varsity-jacketed male students might be known as “jocks” while another group’s unkempt appearance and spacey demeanor could earn them the “stoner” or “druggie” label. (10) While every high school in America seems to have its own “jocks,” “stoners,” or “druggies,” cliques can become well defined and evolve based on a school’s particular environment and culture.
(11) There are strong incentives for adolescents to join cliques.(12) For example, teenagers use cliques to ease their way through large peer groups. (13) Psychiatry professor Mitch Prinstein claims that cliques are a “sort of shortcut for adolescents to develop friendships and romantic relationships.” (14) Prinstein explains that teenagers use cliques to categorize their peers. (15) He further says that they use the cliques when they move on to middle or high school, where student populations can reach the thousands.(16) Cliques and peer groups also help them establish an identity.(17) Importantly most, teenagers join cliques to gain a sense of belonging.

In contest, which is the best version of the underlined portions of sentences 3 and 4 (reproduced below)? Members of cliques often share the same values and exhibit the same behavior. They have been known to form in elementary school, cliques are commonly associated with middle or high school students.

Direction for questions 7 to 12: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – II
(1) “When kids are tossed together everyday, six hours a day for the entire school year,” says psychologist Thomas J. Berdnt, “friendship groupings form quite naturally. (2) ”These“ friendship groupings,” better known as cliques, are small, tightly knit, autonomous, and sometimes inclusive groups of people that share the same interests or characteristics.(3) Members of cliques often share the same values and exhibit the same behavior. (4) They have been known to form in elementary school, cliques are commonly associated with middle and high school students.
(5) In a recent nationwide survey of teenage girls’ views of cliques, 96.3 percent of the  claimed that cliques existed in their schools. (6) In addition, 84.2 percent of the respondents reported that most of their classmates belonged to cliques.
(7) Cliques “can be based on appearance, athletic ability, academic achievement, social or economic status, talent, ability to attract the opposite sex, or seeming sophistication,” according to adolescent development experts Anita Gurian and Alice Pope.(8) The prominent characteristic of a clique usually becomes the clique’s label. (9) A group of self-assured, varsity-jacketed male students might be known as “jocks” while another group’s unkempt appearance and spacey demeanor could earn them the “stoner” or “druggie” label. (10) While every high school in America seems to have its own “jocks,” “stoners,” or “druggies,” cliques can become well defined and evolve based on a school’s particular environment and culture.
(11) There are strong incentives for adolescents to join cliques.(12) For example, teenagers use cliques to ease their way through large peer groups. (13) Psychiatry professor Mitch Prinstein claims that cliques are a “sort of shortcut for adolescents to develop friendships and romantic relationships.” (14) Prinstein explains that teenagers use cliques to categorize their peers. (15) He further says that they use the cliques when they move on to middle or high school, where student populations can reach the thousands.(16) Cliques and peer groups also help them establish an identity.(17) Importantly most, teenagers join cliques to gain a sense of belonging.

Sentence 10 in the passage is best described as

Direction for questions 13 to 18: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – III
(1) I believe that religion is a very scary thing. (2) It scares me that parents can bring their children up in a family dominated so much by their belief in God that they know of nothing else.
(3) Children go through their life believing that if their faith is strong enough, nothing will harm them. (4) God will protect them overall, all will be fine... perfect. (5) How can people so blindly believe in something without proof.  (6) Doubt society, doubt conformity; it is the norm.
(7) Faith and the utter belief in something lacking in proof scares me. (8) It becomes such a self involved thing, 'God will love me if I just believe in him', it is a cycle that goes on till the believer simply lives in a bubble of blind faith. (9) What happens when someone pops that bubble? (10) When they enter the real world and realize that "Hey! it's not as wonderful as I thought". (11) How's their faith going to help them then?
(12) All faith will do is force them into either another bubble of complete denial or one of opposing their own parents and their norms.  (13) Obviously there has to be more to life than this. (14) How can we truly believe that we are the be-all and end-all of life? (15) Believing in that is as bad as blind faith.
(16) But do we truly all need to be pumped from other spiritual believers trying to force us into their bubble of blindness. (17) Please think more rationally about life. (18) Don't do something just because your parents do.
(19) This is what life is about, finding things out for yourself, trying to gain as much information on everything as we can. Don't believe blindly in God, think about your faith.

In context, which is the best version of the underlined portions of sentences 4 and 5 (reproduced below)? The heavy waves of work, pound me tirelessly as I attempt to manoeuvre around the feared whirlpool of depression. It, with time, pulls me under and swallow me alive.

Direction for questions 1 to 6: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – I
(1) Life is a white water river.  (2) At first I paddle slowly along the uncharacteristically-calm waters to school.  (3) I have got to steel myself to keep up with the tiresome work that lies ahead of me.
(4) The heavy waves of work pound me tirelessly as I attempt to manoeuvre around the feared whirlpool of depression. (5) It, with time, pulls me under and swallow me alive.
(6) The river, I may call life, would be in control at all times; I must quickly steer and paddle away from the massive rocks and devouring waves.  (7) When travelling along a rough river, it is essential that the rafter be a quick thinker, and only the experienced rafter can outwit the many perils that lie ahead.
(8) Sure, I am apt to make mistakes, I can only imagine how many times waves have knocked my raft over while learning, I can only imagine how many rocks my raft has crashed into when I did not receive a top mark: I can only imagine how many dreadful times my usually sturdy raft has almost been pulled into the whirlpool of depression.
(9) On the other hand, there are many positive aspects to this white water river with its exhilarating highs and its anticipated lows.  (10) There are many interested people whom I may accidentally bump my raft along the way. (11) Of course, the river giving me the ultimate thrill of knowing that I have managed to succeed the dastardly rough-waters. (12) Then, as the water begins to flow smoothly again, I can relax and cherish the experience, and anticipate the dangers and hard work that lie ahead.

Of the following, which is the best way to revise and combine the underlined portions of sentences 7 and 8 (reproduced below)? One must be willing to educate people about the environment. And educate those people who support other causes.

Direction for questions 19 to 24: The following passage is an early draft of an essay. Some parts of the passage need to be rewritten. Read the passage and select the best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Passage – IV
(1) Blowing bubbles in my open water class, I’ve logged over 100 dives. (2)This love for diving has evolved into an intense passion towards protecting the ocean, and all of its inhabitants. (3) I’ve chosen to put my love for the ocean into action, as an environmentalist. (4)  Actually, this passion extends out towards efforts that took to help all the planetary domains gain protection.  (5) As such, I appreciate when others take the time educate me on those other realms for which I know less about.  (6) To be an environmentalist, one must choose the cause which resonates within ones sole, and run with it. (7) One must be willing to educate people about the environment.(8) And educate those people who support other causes. (9)  Together we can help each other towards learning how to become a true “Environmentalist”.(10)  We must all encourage positive collaboration and education as opposed to being against something. (11)  For example, sharks are being decimated to near extinction simply for their fins. (12)  The fins are used to make Shark Fin soup, a delicacy popular particularly in Taiwan and Singapore.  (13) It would be easy to blame these communities for creating the demand. (14) However in conversing with Asian environmentalists, they liken the culture around eating Shark Fin soup to the culture surrounding Americans eating turkey for Thanksgiving dinner. (15) There are continuous  and progressing efforts to educate these people, by members of their own community, on just how dangerous his cultural practice is and the devastating impact this could have on their (our) world if all the sharks were to disappears as a result.
(16) Famous restaurants have taken endangered Swordfish off their menus, these same restaurants are buying wild-caught salmon (and boosting the economy of local fisheries in the process), laundromats have started selling green detergent, this just to name a few of these enlightened changes.  (17) This is how the “Environmentalist” can begin the revolution. (18)  Just find something you believe in and make a stand.  (19)  One by one, we can make our planet a cleaner place to live, steeped in healthy bio-diversity for generations to come.