Comprehension practice passages are created to help CSS aspirants practice and prepare for the comprehension questions. I have meticulously designed comprehensive practice passages to help you, especially my students, understand and learn comprehension skills. The practice materials cover a wide range of essential comprehension aspects that I have already explained in my lectures.
Comprehension Practice Passages
Comprehension questions are a must component of many competitive examinations worldwide. They require aspirants to read a passage and answer the given questions by understanding the content and inferring the context. They are set to assess an aspirant’s ability to grasp, understand, interpret, and analyze information presented. In this article, I will explain why they are essential in competitive exams and how to effectively attempt comprehension-based multiple-choice questions (MCQs). For more details, revise the lecture and practice those 50 comprehension practice passages.
What are Comprehension Practice Passages (Questions)?
Comprehension questions are designed to evaluate a reader’s understanding of a given text. The text can be an article, a passage, a dialogue, or even a poem, followed by a series of questions that test various aspects of comprehension. These questions may require the reader to:
In CSS or other competitive examinations, comprehension questions are usually set to evaluate aspirants’ understanding of the given text. The text may encompass a passage, article, dialogue, or a poem. Each comprehension question is accompanied by a series of queries, sometimes in the form of multiple-choice questions for one-paper commission or entrance exams. These questions aim to evaluate various aspects of comprehension and typically necessitate candidates to demonstrate their understanding of the given text. These questions usually require aspirants to
- Identify the main idea or theme of the passage.
- Infer meanings of words or phrases in context.
- Understand the author’s tone, purpose, or attitude.
- Analyze arguments or opinions presented in the text.
- Synthesize information or draw conclusions based on the passage.
- Evaluate the logical structure or coherence of the text.
CSS 2016: Comprehension (Practice Passage)
The New Year is the time for resolution. Mentally, at least most of us could compile formidable lists of ‘do’s and ‘don’ts’. The same old favorites recur year in and year out with the children, do a thousand and one job about the house, be nice to people we don’t like, drive carefully, and take the dog for a walk every day. Past experience has taught us that certain accomplishments are beyond attainment. If we remain deep rooted liars, it is only because we have so often experienced the frustration that results from failure. Most of us fail in our efforts at self-improvement because our schemes are too ambitious and we never have time to carry them out. We also make the fundamental error of announcing our resolution to everybody so that we look even more foolish when we slip back into our bad old ways. Aware of these pitfalls, this year I attempted to keep my resolution to myself. I limited myself to two modest ambitions, to do physical exercise every morning and to read more in the evening. An overnight party on New Year’s Eve provided me with a good excuse for not carrying out either of these new resolutions on the first day of the year, but on the second, I applied myself assiduously to the task. The daily exercise lasted only eleven minutes and I proposed to do them early in the morning before anyone had got up. The self-discipline required to drag myself out of bed eleven minutes earlier than usual was considerable. Nevertheless, I managed to creep down into the living room for two days before anyone found me out. After jumping about in the carpet and twisted the human frame into uncomfortable positions. I sat down at the breakfast table in an exhausted condition. It was this that betrayed me. The next morning the whole family trooped into watch the performance. That was really unsettling but I fended off the taunts and jibes of the family good humoredly and soon everybody got used to the idea. However, my enthusiasm waned, the time I spent at exercises gradually diminished. Little by little the eleven minutes fell to zero. By January10th I was back to where I had started from. I argued that if I spent less time exhausting myself at exercises in the morning. I would keep my mind fresh for reading when I got home from work. Resisting the hypnotizing effect of television, I sat in my room for a few evenings with my eyes glued to a book. One night, however, feeling cold and lonely, I went downstairs and sat in front of the television pretending to read. That proved to be my undoing, for I soon got back to the old bad habit of dozing off in front of the screen. I still haven’t given up my resolution to do more reading. In fact, I have just bought a book entitled ‘How to Read a Thousand Words a Minute’. Perhaps it will solve my problem, but I just have not had time to read it.
Questions
| 1. Why do most of us fail in our efforts for self-improvement? |
| 2. Why is it a basic mistake to announce our resolution to everybody? |
| 3. Why did the writer not carry out his resolution on New Year’s Day? |
| 4. Find out the words in the above passage which convey a similar meaning to the following: Intimidating Peril Dwindle Repel Barb |
Multiple Choice Questions (MCQs)
Q.1 – Why did the author decide to keep his resolutions private this year?
- Due to the desire to avoid putting pressure on themselves to succeed
- Due to the desire to prevent family members from interfering with their goals
- Due to the desire to reduce the embarrassment of potential failure
- Due to the desire to create a sense of mystery and intrigue
Q.2 – The main reason that the author’s exercise routine ultimately failed is
- The exercises themselves were too physically demanding.
- The author lacked a clear plan for incorporating them into their schedule.
- The initial success led to complacency and decreased effort.
- Family members actively discouraged the author from continuing.
Q.3 – What does the author’s decision to buy the book “How to Read a Thousand Words a Minute” imply about him?
- Skeptical about the book’s effectiveness
- Open to trying new methods to improve their reading habits
- Giving up on traditional reading methods altogether
- More interested in speed than comprehension when reading
Q.4 – What is the main purpose of the humorous tone employed in the passage?
- To make the author appear superior to others who struggle with resolutions
- To provide a step-by-step guide for achieving self-improvement
- To create a relatable and engaging reading experience
- To express genuine frustration with the difficulty of keeping resolutions
Q.5 – Which statement highlights the main theme of the passage?
- The importance of celebrating past successes in self-improvement
- The crucial role of family support in achieving personal goals
- The effectiveness of self-help books for overcoming challenges
- The difficulty of maintaining New Year’s resolutions due to unrealistic goals and lack of planning
CSS 2017: Comprehension (Practice Passage)
Education ought to teach us how to be in love and what to be in love with. The great things of history have been done by the great lovers, by the saints and men of science, and artists, and the problem of civilization is to give every man a chance of being a saint, a man of science, or an artist. But this problem cannot be attempted, much less solved, unless men desire to be saints, men of science, and artists. And if they are to desire that continuously and consciously they must be taught what it means to be these. We think of the man of science or the artist, if not of the saint, as a being with peculiar gifts, not as one who exercises, more precisely and incessantly perhaps, activities which we all ought to exercise. It is a commonplace now that art has ebbed away out of our ordinary life, out of all the things which we use, and that it is practiced no longer by workmen but only by a few painters and sculptors. That has happened because we no longer recognize the aesthetic activity of the spirit, so common to all men. We do not know that when a man makes anything he ought to make it beautiful for the sake of doing so, and that when a man buys anything he ought to demand beauty in it, for the sake of beauty. We think of beauty if we think of it at all as a mere source of pleasure, and therefore it means to us ornament, added to things for which we can pay extra as we choose. But beauty is not an ornament to life, or to the things made by man. It is an essential part of both. The aesthetic activity, when it reveals itself in things made by men, reveals itself in design, just as it reveals itself in the design of all natural things. It shapes objects as the moral activity shapes actions, and we ought to recognize it in the objects and value it, as we recognize and value moral activity in actions. And as actions empty of the moral activity are distasteful to us, so should objects be that are empty of the aesthetic activity. But this is not so with most of us. We do not value it; do not even recognize it, or the lack of it, in the work of others. The artist, of whatever kind, is a man so much aware of the beauty of the universe that he must impart the same beauty to whatever he makes. He has exercised his aesthetic activity in the discovery of the beauty in the universe before he exercises it in imparting beauty to that which he makes. He has seen things in that relation in his own work, whatever it may be. And just as he sees that relation for its own sake, so he produces it for its own sake and satisfies the desire of his spirit in doing so. And we should value his work; we should desire that relation in all things made by man, if we too have the habit of seeing that relation in the universe, and if we knew that, when we see it, we are exercising an activity of the spirit and satisfying a spiritual desire. And we should also know that work without beauty means unsatisfied spiritual desire in the worker; that it is waste of life and common evil and danger, like thought without truth, or action without righteousness.
Questions
| 1. What has been lamented in the text? |
| 2. What is the difference between an ordinary man and an artist? |
| 3. How can we make our lives beautiful and charming? |
| 4. What does the writer actually mean when he says, “Beauty is not an ornament to life”? |
| 5. Do art and beauty affect our practical lives and morals? Justify whether you agree or disagree. |
Multiple Choice Questions (MCQs)
Q.1 – The author uses the example of “Art ebbing away from ordinary life” to highlight
A. The decline of traditional artistic forms
B. The rise of technology and mass production
C. The loss of appreciation for beauty in everyday objects
D. The increasing popularity of abstract art
Q.2 – How does the “Aesthetic Activity” manifest in both natural and man-made objects according to the passage’s context?
A. Through the use of vibrant colours and intricate details
B. Solely through the specific function or purpose of the object
C. Through the inherent design and form of the object
D. By reflecting the cultural values of the time period
Q.3 – The passage compares the “Moral Activity” to the “Aesthetic Activity”, which suggests that
A. Morality is more important than aesthetics in our lives.
B. Both morality and aesthetics are essential to a fulfilling life.
C. Moral actions are inherently beautiful, and vice versa.
D. Artistic expression can be used to promote moral values.
Q.4 – What does the author’s statement about “Work without beauty” imply that such work results in?
A. A sense of dissatisfaction and wasted potential for both the worker and society
B. Increased productivity and economic growth
C. A greater appreciation for skilled craftsmanship
D. A need for more advanced technology in the workplace
Q.5 – The central theme highlighted in the passage is the importance of
A. Prioritizing artistic pursuits over scientific and moral endeavours
B. Obtaining exceptional talent to achieve greatness in any field
C. Focusing solely on the practical applications of education
D. Cultivating a love for beauty and the potential for creativity within everyone
CSS 2018: Comprehension (Practice Passage)
The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man’s servants; yet he has grown so dependent on them that they are in a fair way to become his master. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all around them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals. And this brings me to the point at which I asked, “What do we do with all the time which the machines have saved for us, and the new energy they have given us?” On the whole, it must be admitted, we do very little. For the most part we use our time and energy to make more and better machines; but more and better machines will only give us still more time and still more energy, and what are we to do with them? The answer, I think, is that we should try to become mere civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and linking beautiful things. Thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against. If he will give his time and energy which his machines have won for him to making more beautiful things, to finding out more and more about the universe, to removing the causes of quarrels between nations, to discovering how to prevent poverty, then I think our civilization would undoubtedly be the greater, as it would be the most lasting that there has ever been.
Questions
| 1. Instead of making machines our servants the author says they have become our masters. In what sense has this come about? |
| 2. The use of machines has brought us more leisure and more energy. But the author says that this has been a curse rather than a blessing. Why? |
| 3. What exactly is the meaning of ‘civilization’? Do you agree with the author’s views? |
| 4. ‘Making more beautiful things’ – what does this expression mean? Make a list of the beautiful things that you would like to make and how you would make them. |
| 5. Mention some plans you may have to prevent poverty in the world. Who would receive your most particular attention, and why? |
Multiple Choice Questions (MCQs)
Q.1 – The passage is critical of modern society for its failure to
A. Develop new and innovative technologies
B. Manage and utilize the advancements brought about by technology
C. Appreciate the beauty and wonder of the universe
D. Encourage free thinking and intellectual pursuits
Q.2 – The metaphor of machines “growing sulky” that the author used emphasizes
A. The increasing sophistication of artificial intelligence.
B. The potential danger posed by uncontrolled technology.
C. The dependence and vulnerability humans have developed towards machines.
D. There is a lack of innovation in modern machine design.
Q.3 – The main reason the author believes having more time and energy due to technology is not inherently beneficial
A. Humans are naturally lazy and won’t utilize the extra time productively.
B. Technological advancements inevitably lead to social unrest.
C. Increased energy consumption will create environmental problems.
D. The focus remains on creating more machines instead of using them for personal growth.
Q.4 – The passage‘s core argument revolves around the concept of
A. The inevitability of machines surpassing human intelligence.
B. There is a need for stricter regulations on technological development.
C. The inherent dangers of scientific progress.
D. The potential of technology, if utilized correctly, to usher in a new era of human flourishing.
Q.5 – The passage debates that true civilization is achieved through
A. Unrestrained technological progress and innovation.
B. The accumulation of wealth and material possessions.
C. Pursuing beauty, knowledge, justice, and peaceful coexistence
D. The development of military power and global influence.
CSS 2019: Comprehension (Practice Passage)
When I returned to the common the sun was setting. The crowd about the pit had increased, and stood out black against the lemon yellow of the sky-a couple of hundred people, perhaps. There were raised voices, and some sort of struggle appeared to be going on about the pit. Strange imaginings passed through my mind. As I drew nearer I heard Stent’s voice: “Keep back! Keep back!” A boy came running towards me. “It’s movin’,” he said to me as he passed; “it’s screwin’ and screwin’ out. I don’t like it. I’m goin’ home, I am.” I went on to the crowd. There were really, I should think, two or three hundred people elbowing and jostling one another, the one or two ladies there being by no means the least active. “He’s fallen in the pit!” cried someone. “Keep back!” said several. The crowd swayed a little, and I elbowed my way through. Everyone seemed greatly excited. I heard a peculiar humming sound from the pit. “I say!” said Ogilvy. “Help keep these idiots back. We don’t know what’s in the confounded thing, you know!” I saw a young man, a shop assistant in Woking I believe he was, standing on the cylinder and trying to scramble out of the hole again. The crowd had pushed him in. The end of the cylinder was being screwed out from within. Nearly two feet of shining screw projected. Somebody blundered against me, and I narrowly missed being pitched onto the top of the screw. I turned, and as I did so the screw must have come out, for the lid of the cylinder fell upon the gravel with a ringing concussion. I stuck my elbow into the person behind me, and turned my head towards the Thing again. For a moment that circular cavity seemed perfectly black. I had the sunset in my eyes. I think everyone expected to see a man emerge-possibly something a little unlike us terrestrial men, but in all essentials a man. I know I did. But, looking, I presently saw something stirring within the shadow: greyish billowy movements, one above another, and then two luminous disks-like eyes. Then something resembling a little grey snake, about the thickness of a walking stick, coiled up out of the writhing middle, and wriggled in the air towards me-and then another. A sudden chill came over me. There was a loud shriek from a woman behind. I half turned, keeping my eyes fixed upon the cylinder still, from which other tentacles were now projecting, and began pushing my way back from the edge of the pit. I saw astonishment giving place to horror on the faces of the people about me. I heard inarticulate exclamations on all sides. There was a general movement backwards. I saw the shopman struggling still on the edge of the pit. I found myself alone, and saw the people on the other side of the pit running off, Stent among them. I looked again at the cylinder and ungovernable terror gripped me. I stood petrified and staring. A big greyish rounded bulk, the size, perhaps, of a bear, was rising slowly and painfully out of the cylinder. As it bulged up and caught the light, it glistened like wet leather. Two large dark-coloured eyes were regarding me steadfastly. The mass that framed them, the head of the thing, was rounded, and had, one might say, a face. There was a mouth under the eyes, the lipless brim of which quivered and panted, and dropped saliva. The whole creature heaved and pulsated convulsively. A lank tentacular appendage gripped the edge of the cylinder, another swayed in the air. Those who have never seen a living Martian can scarcely imagine the strange horror of its appearance. The peculiar V-shaped mouth with its pointed upper lip, the absence of brow ridges, the absence of a chin beneath the wedge like lower lip, the incessant quivering of this mouth, the Gorgon groups of tentacles, the tumultuous breathing of the lungs in a strange atmosphere, the evident heaviness and painfulness of movement due to the greater gravitational energy of the earth above all, the extraordinary intensity of the immense eyes-were at once vital, intense, inhuman, crippled and monstrous. There was something fungoid in the oily brown skin, something in the clumsy deliberation of the tedious movements unspeakably nasty. Even at this first encounter, this first glimpse, I was overcome with disgust and dread.
Questions
| 1. What leads us to believe that this passage is from a science fiction story? |
| 2. How was the crowd behaving? |
| 3. Why did the mood of the crowd alter? |
| 4. What was the narrator’s initial reaction to the “Thing”? |
| 5. Why did the writer feel disgusted? |
Multiple Choice Questions (MCQs)
Q.1 – Which theme is most prominent in the passage?
A. The importance of scientific discovery.
B. The dangers of curiosity.
C. The fear of the unknown.
D. The power of technology.
Q.2 – The tone of the passage can be best described as
A. Humorous
B. Suspenseful
C. Nostalgic
D. Informative
Q.3 – Why does the crowd initially gather around the pit?
A. To help a person who fell in
B. To witness a magic trick
C. Out of curiosity about the strange object
D. To participate in a community event
Q.4 – Which of the following best describes the FIRST creature to emerge from the cylinder?
A. A human-like figure with advanced technology
B. A small, grey snake-like creature followed by more
C. A large, monstrous being with glowing eyes
D. A friendly alien seeking communication
Q.5 – What can be inferred about the atmosphere on Mars based on the Martian creature’s behaviour?
A. It is similar to Earth’s atmosphere.
B. It is much denser than Earth’s atmosphere.
C. It is much thinner than Earth’s atmosphere.
D. The passage doesn’t provide enough information.
CSS 2020: Comprehension (Practice Passage)
Globalization is viewed by its proponents as a process of cementing economic, cultural and political bonds between peoples of different countries of the world. One may regard it as a process by which they are welded into a single world society, to be termed as global society. It means internationalization of production and labour leading to integration of economies of developing and developed countries into global economy. To quote Rosaberth M. Kanter, “The world is becoming a global shopping mall in which ideas and products are available everywhere at the same time.”
Globalization is a natural outcome of computer networking and electronic mass communication. Information technology has made it possible for nations of the world to contact one another beyond their national borders. Besides, globalization is also promoted through the growth and proliferation of multinational companies and corporations that operate as transporter networks. Anyhow the flow of capital technology and labour across the borders of countries has accentuated the process of globalization. Deregulation, liberalism and privatization being assiduously pursued in the developing countries are some other manifestations of globalization. These countries are opening their economies to follow these trends. The size of the public sector is shrinking for the private sector to assume an increasingly important role in the economic development of the Third World countries. The downsizing of the public sector is in line with the spirit of market economy. This is suggested as a measure to cover up their fiscal deficit.
Questions
| 1. Define globalization. |
| 2. What is electronic mass communication? |
| 3. What does the term Third World denote? |
| 4. What is privatization? |
| 5. Explain ‘liberalism’ in the above context. |
Multiple Choice Questions (MCQs)
Q.1 – What is the central idea of the passage?
A. The benefits of globalization for developing countries
B. The definition and characteristics of globalization
C. The role of information technology in promoting globalization
D. The negative impacts of globalization on public sectors
Q.2 – According to the passage, globalization can be compared to
A. A political revolution
B. A single global government
C. A global marketplace
D. A cultural exchange program
Q.3 – How does information technology contribute to globalization according to the passage?
A. By promoting cultural homogenization
B. By facilitating communication and interaction between nations
C. By creating new job opportunities in developing countries
D. By reducing the role of private companies in international trade
Q.4 – What is the most likely consequence of deregulation and privatization according to the passage?
A. Increased government control over the economy
B. A stronger public sector in developing countries
C. Enhanced role for the private sector in developing economies
D. Reduced international trade between countries
Q.5 – The passage suggests that globalization is primarily driven by
A. Political ideologies of developed countries
B. Economic forces and technological advancements
C. Cultural exchange programs and social movements
D. Environmental concerns and resource scarcity
CSS 2021: Comprehension (Practice Passage)
In its response to 9/11, America has shown itself to be not only a hyperpower but increasingly assertive and ready to use its dominance as a hyperpower. After declaring a War on Terrorism, America has led two conventional wars, in Afghanistan and Iraq, demonstrating its overwhelmingly awesome military might. But these campaigns reveal something more: America’s willingness to have recourse to arms as an appropriate and legitimate means to secure its interests and bolster its security. It has set forth a new doctrine: the right of pre-emptive strike when it considers its security, and therefore its national interests, to be at risk. The essence of this doctrine is the real meaning of hyperpower.
Prime Minister Tony Blair has consistently argued that the only option in the face of hyperpower is to offer wise counsel. But increasingly this is a course that governments and people across the world have refused. The mobilisation for war against Iraq split the United Nations and provoked the largest anti-war demonstrations the world has ever seen. And through it all, America maintained its determination to wage war alone if necessary and not to be counselled by the concerns of supposedly allied governments when they faithfully represented the wishes of their electorates. Rather than engaging in debate, the American government expressed its exasperation. The influential new breed of neoconservative radio and television hosts went much further. They acted as ringmasters for outpourings of public scorn that saw French fries renamed ‘freedom fries’ and moves to boycott French and German produce across America. If one sound-bite can capture a mood, then perhaps it would be Fox News’ Bill O’Reilly. At the height of the tension over a second Security Council resolution to the legitimate war in Iraq, Mr O’Reilly told his viewers that the bottom line was security, the security of his family, and in that matter, ‘There’s no moral equivalence between the US and Belgium’. It is, in effect, the ethos of hyperpower articulated and made manifest in the public domain of 24-hour talk. And America’s willingness to prosecute war has raised innumerable questions about how it engages with other countries. Afghanistan has seen the removal of the Taliban. But there are no official statistics on the number of innocent civilians dead and injured to achieve that security objective. The people of Afghanistan have witnessed a descent into the chaos that preceded the arrival of the Taliban, a country administered not by a new era of democracy under the tutelage of hyperpower but merely by the return of the warlords. Beyond Kabul, much of the country remains too insecure for any meaningful efforts at reconstruction, and there is enormous difficulty in bringing relief aid to the rural population.
Questions
| 1. Why does the doctrine of power set by neo-imperial America deny space to counselling? |
| 2. What is the essence of ‘moral equivalence’ whereas War has no moral justification? |
| 3. Why do countries occupied and under the tutelage of hyperpower have no peace? |
| 4. Arguably, Europe and hyperpower US are at cross purposes over the concept of war. Are they? Why? |
| 5. What Tony Blair’s meant by ‘wise counsel’, and did it prevail? |
Multiple Choice Questions (MCQs)
Q.1 – What is the central theme of the passage?
A. The importance of international cooperation to fight terrorism
B. The economic consequences of the war on terror for the United States
C. The shift in American foreign policy after the 9/11 attacks
D. The effectiveness of military intervention in promoting democracy
Q.2 – What does the term “hyperpower” refer to in the passage?
A. A nation with a strong cultural influence
B. A country with a dominant military force
C. A state with advanced technological capabilities
D. A government with a large and diverse population
Q.3 – How does the author portray the relationship between the US and other countries after 9/11?
A. Strained due to unilateral US actions and disregard for allies’ concerns
B. Marked by increased cooperation and shared goals
C. Characterized by open communication and mutual respect
D. Focused on rebuilding trust after the initial disagreements
Q.4 – What is the significance of the anecdote about renaming French fries “freedom fries”?
A. To highlight the economic impact of the war on the US
B. To showcase American creativity in times of crisis
C. To illustrate the rise of patriotism after the 9/11 attacks
D. To demonstrate the importance of cultural exchange between nations
Q.5 – What criticism does the passage imply about the US actions in Afghanistan?
A. The failure to establish a lasting democratic government
B. The economic burden of reconstruction efforts
C. The lack of transparency regarding civilian casualties
D. The decision to remove the Taliban regime from power
CSS 2022: Comprehension (Practice Passage)
Civil society refers to all of the places where individuals gather together to have conversations, pursue common interests and occasionally try to influence public opinion or public policy. In many respects, civil society is where people spend their time when they are not at work or at home. For example, a group of people gather at a local park every Thursday afternoon for a game of football. Most of them arrive well before the game begins and stay for some time after it ends. Some of them go out for dinner or a drink after the game. In the course of their meetings, they talk about a wide range of topics, including football but also extending to include issues such as work, family, relationships, community events, racial issues and politics. This kind of solidarity can be found in a variety of other places in civil society – such as sports clubs, bowling leagues, reading groups and social movements – where individuals get together to associate on the basis of some shared interest, fostering more effective forms of citizenship. Even though people may come together on the basis of an interest they all share in common, they eventually have to develop productive strategies for dealing with conflicts and differences that emerge within the association. Teammates in a bowling league discover, on certain issues, significant differences of opinion. And yet, because they value the association and look forward to participating in its activities, they do not respond to these differences by exiting the scene. Instead, they search for ways of interacting that will not threaten the solidarity of the group. In the process, they learn to appreciate and tolerate social differences, a valuable skill to have in an increasingly multicultural nation. They also develop a general sense of social trust and mutual obligation, which makes society function more efficiently (this is what political scientists and sociologists are talking about when they refer to the importance of social capital). Gathering together is an association, people begin to think about their shared private interest as a collective public interest, and they try to make sure that this public interest is safe and secured. For example, the group that gets together for a weekly football game begins to talk about the park as an important community resource; if feel that the park is being mistreated or mismanaged, will organise a ‘save the park’ campaign to try to influence their local politicians and the other residents of the community. Recently, there has been growing concern that civil society is weaker than it used to be, because people are losing interest in joining associations. As citizens become increasingly disconnected from voluntary associations, they will experience less trust and less social connection, and as a result, political institutions will function less efficiently. However, some scholars opined that many people are simply choosing to participate in different kinds of associations with fewer face to face meetings but supplemented with ‘virtual’ interactions facilitated by resources.
Questions
| 1. How does the author characterize the concept of civil society? |
| 2. Why does civil society strive towards better socialization driven by tolerance? |
| 3. What do you understand by the term ‘Social Capital’ used in this passage? |
| 4. Why does a civil society assume the role of a public stakeholder? |
| 5. What impact is feared by the weakening state of civil society? |
Multiple Choice Questions (MCQs)
Q.1 – What is the main idea of the passage?
A. Civil society activities mainly revolve around sports and leisure.
B. Civil society fosters social trust, mutual obligation, and effective citizenship.
C. Virtual interactions are replacing face-to-face meetings in civil society.
D. Political institutions are more important than civil society in building social trust.
Q.2 – How do individuals in civil society typically handle conflicts and differences within their associations, as described in the passage?
A. They exit the group to avoid confrontation.
B. They seek ways to interact without threatening group solidarity.
C. They ignore the differences and focus solely on common interests.
D. They involve legal authorities to resolve the conflicts.
Q.3 – What is the significance of social capital, as mentioned in the passage?
A. It refers to the economic investments made by individuals in society.
B. It is the trust and mutual obligation developed through social interactions.
C. It describes the political power held by influential individuals.
D. It pertains to the physical infrastructure of a community.
Q.4 – According to the passage, what recent trend is causing concern about the strength of civil society?
A. Increased face-to-face interactions in social groups
B. Growing interest in joining voluntary associations
C. Decreasing participation in traditional associations
D. Enhanced efficiency of political institutions
Q.5 – How do some scholars explain the changing nature of participation in civil society?
A. People are participating in more associations and more frequent face-to-face meetings.
B. Individuals are avoiding all forms of social interaction.
C. Participation in civil society now includes fewer face-to-face meetings and more virtual interactions.
D. People are relying solely on political institutions to fulfil their social needs.
CSS 2023: Comprehension (Practice Passage)
The majority of people have always lived simply, and most of humanity still struggles on a daily basis to eke out a meager existence under dire circumstances. Only in affluent industrialized countries do people have the luxury of more goods and services than they need to survive. On the basis of material wealth, North Americans and Europeans should be the happiest people on earth, but according to the 2012 Happy Planet Index (HPI), they are not. Surprisingly, what had begun as an experimental lifestyle evolved into a quiet revolution that spread the word through books such as Duane Elgin’s best-selling Voluntary Simplicity: Toward a Way of Life that is Outwardly Simple, Inwardly Rich (1981), as well as numerous magazines, alternative communities of the like-minded, and, later, Internet websites. Combined with a growing awareness of the environmental consequences of consumerism, the voluntary simplicity movement sought to reduce the consumption of goods and energy and to minimize one’s personal impact on the environment. “Voluntary” denotes a free and conscious choice to make appropriate changes that will enrich life in a deeper, spiritual sense. “Simplicity” refers to the lack of clutter, that is, eliminating all those things, patterns, habits, and ideas that take control of our lives and distract us from our inner selves. However, this is not to be confused with poverty, which is involuntary, degrading, and debilitating. Neither does it mean that people must live on a farm or reject progress or technology, or do without what is necessary for their comfort and welfare. To practice voluntary simplicity, one must differentiate between what one wants (psychological desires) and what one needs (basic requirements of life), and seek a healthy balance that is compatible with both. In a consumer society where advertising bombards us with the message that without this, that, and the other product, we are unsuccessful, undesirable, and unimportant, being clear on what you really need and resisting what you don’t can be an ongoing struggle. The beauty of voluntary simplicity is that it is a philosophy, and not a dogma. How one goes about it depends on individual character, cultural background, and climate. For this, the three Rs (i.e., Reduce, Recycle, & Reuse) represent the best way to get a handle on rampant consumerism. In economies driven by the quest for evermore, living with less is erroneously equated with poverty and social inferiority. By conserving energy, for instance, you are actually ensuring that more resources are available for future use. By making a frugal budget and sticking to it, you can eliminate unnecessary expenses. Recycling paper, metal, plastic, and glass and reusing building materials and old clothing keep materials in the loop and out of landfills. Pooling skills and resources through barter networks not only saves money, but sharing with others establishes bonds and fosters a sense of community. With the glut of cheap goods that are usually designed for obsolescence, quality products that last are becoming progressively harder to find. In the long run, a more expensive but durable and repairable item or even an older used item that is still in good condition is a better investment than a brand new piece of junk that will only break down and end up in the trash. Thus, at the heart of voluntary simplicity is the conscious realization that less is really more. Less consumption means more resources for future generations. Less activity that brings little satisfaction or reward is more time for yourself and your loved ones. Less stuff is more space to move around in. Less stress means more relaxation and better health. Less worry provides more enjoyment and more fulfilment in life.
Questions
| 1. How important is happiness to most people, and what is the relationship between material wealth and happiness? |
| 2. How does the author characterize the concept of ‘Voluntary Simplicity’ as a movement and as a philosophy? |
| 3. What impact is feared by the growing consumerism of modern society? |
| 4. What influences make it difficult for people to reduce their consumption patterns? |
| 5. What are the challenges and rewards of voluntary simplicity? |
Multiple Choice Questions (MCQs)
Q.1 – What is the main point of the passage?
A. Most people in the world are happy because they have a lot of stuff.
B. Voluntary simplicity is a way to reduce consumption and live a more meaningful life.
C. Consumerism is the key to happiness for everyone.
D. People in North America and Europe are the poorest on Earth.
Q.2 – According to the Happy Planet Index, who should be the happiest people?
A. People in developing countries
B. People in affluent industrialized countries.
C. People who live a simple life
D. It is impossible to tell from the passage.
Q.3 – According to the passage, what distinguishes voluntary simplicity from poverty?
A. Poverty is a lifestyle choice, while simplicity is involuntary.
B. Poverty involves rejecting progress and technology, while simplicity does not.
C. Poverty is debilitating and involuntary whereas simplicity is a conscious choice.
D. Poverty requires living on a farm, while simplicity does not.
Q.4 – According to the passage, what is the primary goal of the voluntary simplicity movement?
A. To reject all forms of progress and technology.
B. To reduce personal impact on the environment.
C. To increase personal wealth and material possessions.
D. To encourage excessive consumption of goods and energy.
Q.5 – Which of the following best defines “voluntary simplicity” as described in the passage?
A. Rejecting all modern conveniences for a simpler lifestyle.
B. Choosing to live with less in order to enrich life spiritually.
C. Moving away from affluent societies to live in poverty voluntarily.
D. Living on a farm and rejecting all forms of technology
CSS Special 2023: Comprehension (Practice Passage)
During the past two decades, there has been a mushroom growth of universities and degree-awarding institutions in Pakistan, which our policy makers consider a source of pride and prestige. This increase in the number of universities and the students enrolled therein has been recurrently projected as a major parameter for qualifying national development. No one can deny the pivotal importance of education for the progress and prosperity of a nation. In the contemporary world, human resource has emerged as the greatest asset of unequivocal primacy, and education aims at creating and enhancing that resource. But can it be done through higher education only, or even primarily through higher education? Looking at the developed countries of the world-almost all having progressed by virtue of better human resource-one can easily explore that they don’t encourage massive enrolment in universities. In other words, they don’t want the domain of higher education open to every member of the population. After completing the 12-year school education (which is both compulsory and free for everyone), students are counselled and assessed for choice of further studies according to interest and aptitude. Those with true interest in academics and research, along with requisite scholarly aptitude, are encouraged to undertake long-term courses leading to certificates and diplomas in colleges and training institutes. The admission criteria and fee structure of these colleges and institutes vary according to a number of factors. The latter class acquire practical skills in their chosen areas of utilitarian nature without an undue burden of theoretical discourses. Consequently, due to these marketable skills and practical training, they easily get employed, earn for themselves, and contribute to the national economy. On the other hand, we produce an unskilled lot of university graduates without even a basic understanding of other subjects. They consider themselves highly qualified but have no meaningful knowledge. Hence, instead of becoming an asset, they become a social and economic liability. We need to realize that, unlike the fundamental right of basic education, higher education should be treated as a privilege of the deserving ones. This realization is imperative for enabling our universities to produce scholars, scientists, and researchers as done by the developed world.
Questions
| 1. What can be inferred from the passage as the main goal of education? |
| 2. What is the benefit of guiding students in their choice of careers? |
| 3. Is the only direct question in the paragraph answered affirmatively or negatively? |
| 4. Which sentence do you think to be the topic sentence of this paragraph, capturing its central point? |
| 5. Which sentence looks redundant and out of place in the context of the paragraph, seeming a later addition rather than part of the original? |
Multiple Choice Questions (MCQs)
Q.1 – According to the passage, what is the primary concern regarding the increase in universities and degree-awarding institutions in Pakistan?
A. Lack of interest in higher education among students.
B. The excessive burden on the national economy.
C. The production of unskilled graduates with no meaningful knowledge.
D. The decline in the quality of basic education.
Q.2 – What is the main theme of the passage?
A. The necessity of increasing university enrollment to improve national development.
B. The benefits of free and compulsory basic education for all.
C. The importance of aligning higher education with practical skills and vocational training in Pakistan.
D. The superiority of theoretical knowledge over practical skills in higher education
Q.3 – What does the passage suggest about the relationship between higher education and national development?
A. Higher education alone is sufficient for national development.
B. Practical skills and vocational training are crucial for national development.
C. The number of universities is the key indicator of national development.
D. Higher education should be accessible to every member of the population.
Q.4 – What is the implied solution in the passage to improve the quality of higher education in Pakistan?
A. Increasing the number of universities and degree-awarding institutions
B. Making higher education compulsory and free for everyone
C. Treating higher education as a privilege for deserving students and focusing on practical skills
D. Reducing the emphasis on vocational training and increasing theoretical courses
Q.5 – What does the passage imply about the outcomes for students who undergo vocational training in developed countries?
A. They struggle to find employment due to a lack of theoretical knowledge.
B. They acquire marketable skills and easily find employment.
C. They require an additional university education to be considered qualified.
D. They contribute little to the national economy.
CSS 2024: Comprehension (Practice Passage)
In the heart of innovation, where creativity dances with technology, a new era of possibilities emerges. The digital landscape, once a distant horizon, now envelops every facet of our lives. From communication to commerce, the symbolic relationship between humanity and technology shapes the contours of modern existence. In this age of rapid change, education has become pivotal. The traditional classroom, with its four walls, expands into the boundless realms of the internet. E-learning platforms and virtual classrooms redefine the notion of education, offering a dynamic space for collaboration and knowledge exchange. The democratization of information, facilitated by digital platforms, challenges traditional hierarchies and empowers learners across the globe. However, as we navigate the seas of technological progress, questions of ethics and inclusivity arise. The digital divide, a chasm separating those with access to technology from those without, underscores knowledge and fosters a sense of responsibility and ethical conduct in the digital realm. The integration of artificial intelligence (AI) into various aspects of our lives further blurs the boundaries between humans and machines. As AI algorithms make decisions that impact society, the importance of ethical considerations and transparency grows exponentially. The intersection of technology and ethics becomes a defining point in the evolution of our digital landscape. As we stand at the crossroads of innovation, the challenge is not merely to embrace technological advancements but to do so with a mindful and ethical approach. The synergy between humanity and technology holds immense promise, but it is our collective responsibility to navigate this path with wisdom, ensuring that progress aligns with the principles of equity, inclusivity, and ethical awareness.
Questions
| 1. What is the main theme of the passage, and how does it emphasize the evolving relationship between humanity and technology? |
| 2. According to the passage, how does education adapt to the digital landscape, and what challenges and opportunities does this transformation present? |
| 3. Discuss the concept of the ‘Digital Divide’ as presented in the passage. Why is inclusivity crucial in the context of technological advancements, and what role do educators play in addressing this divide? |
| 4. Explore the role of ethics in the digital realm, especially concerning artificial intelligence. How does the passage highlight the intersection between technology and ethical considerations? |
| 5. What is the message regarding the responsibility of individuals and society as a whole in navigating the intersection of humanity and technology? How can progress align with principles of equity, inclusivity, and ethical awareness? |
Multiple Choice Questions (MCQs)
Q.1 – The passage opens with a metaphorical description of the digital landscape. What is the main idea conveyed by this metaphor?
A. The digital landscape is a dangerous place full of challenges.
B. The digital landscape is a rapidly changing and exciting environment.
C. The digital landscape is a static and unchanging place.
D. The digital landscape is a source of competition and conflict.
Q.2 – According to the passage, how does the digital landscape impact education?
A. It increases the cost and complexity of learning.
B. It makes education less accessible to students.
C. It expands the boundaries of traditional classrooms.
D. It eliminates the need for teachers in the learning process.
Q.3 – The passage mentions a potential downside to the digital revolution. What is it?
A. The digital landscape reduces human creativity.
B. Technology makes communication more difficult.
C. The digital divide creates unequal access to information.
D. Artificial intelligence takes over all human decision-making.
Q.4 – What is the main concern regarding using Artificial Intelligence (AI) in the passage?
A. AI will lead to job losses in many fields.
B. AI systems are not reliable or accurate.
C. AI lacks the creativity and problem-solving skills of humans.
D. AI algorithms may make decisions without proper ethical considerations.
Q.5 – What is the overall message of the passage about the digital landscape?
A. We should avoid using technology altogether.
B. Technological advancements are always beneficial.
C. We should embrace technology responsibly and ethically.
D. The impact of technology on education is negative.
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