CAT Verbal Ability Questions with Solutions PDF

CAT Verbal Ability questions with solutions are available below. CAT VARC section accounts for a total of 24 questions. Of all questions in Verbal Ability and Reading Comprehension section, eight questions are dedicated to Verbal Ability. These eight questions are high scoring and can significantly improve the sectional scores.

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Find CAT Verbal Ability practice questions with answers.

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In the CAT exam, the test takers do not usually attempt all RC questions to avoid negative marking and wasting time in reading passages. CAT VA questions become the main character of the section. CAT Verbal Ability questions are based on para-jumbles, para-summaries, and odd-one-out sentences. Since there is no formula to memorise for solving CAT Verbal Ability questions, preparation of this section is primarily dependent on practice of CAT previous year question papers and CAT mock test.

CAT Verbal Ability Questions for Practice with Solutions

Directions for question 1: In the following questions, there are sentences that form a paragraph. Identify the sentence(s) or part(s) of sentence(s) that is/are correct in terms of grammar and usage (including spelling, punctuation and logical consistency). Then, choose the most appropriate option.

1. Wren was standing just outside the High Council doors, staring absently at patches of bright, star-filled sky

2. and thought that she could barely remember her life before the beginning of her quest, when Gavilan came up to her.
3. The others had already gone, all but Garth, who lounged against a tree some distance over, looking out at the city.
4. Earlier, Wren had searched for Eowen, hoping to speak with her, but she has disappeared.
5. Now she turned as Gavilan approached, thinking of speaking with him instead, of asking him the questions she was still anxious to have answered.

Answer Options:

1. A & C
2. A & E
3. B & E
4. C & D

Directions for question 2: In the following questions, a word has been used in sentences in four different ways. Choose the option corresponding to the sentence in which the usage of the word is incorrect or inappropriate. "HEART"

Answer Options:

1. She used to wear her heart on her sleeve when she was younger, but life taught her to be more reserved.
2. He met his heart of hearts when he was just a teenager, and they have been together ever since.
3. He had his heart set on becoming a musician, so he was miserable when his parents forced him to study engineering instead.
4. Though our father was always strict and stern, we knew his heart was in the right place. 

Directions for question 3: In each question, there are four sentences. Each sentence has a pair of words that are italicised and highlighted. From the italicised and highlighted words, select the most appropriate words (A or B) to form correct sentences. The sentences are followed by options that indicate the words that may be selected to correctly complete the set of sentences. From the options given, choose the most appropriate ones.

The lower classes were not powerful enough to come out from under the yolk (A) / yoke (B) of oppression.
The servant returned after a long time, abased (A) / abashed (B) that he had been unable to find his master and convey the message to him.
The defendant is liable (A) / libel (B) to be found guilty, unless he can produce some evidence that he did not threaten the victim.
Electromagnetic signals tend to attenuate (A) / accentuate (B) over a distance, so over the large interstellar distances, much information is lost.

Answer Options:

1. BBAA
2. BBAB
3. ABAB
4. AABB

Directions for question 4: Each question has four sentences pertaining to a subject, which may or may not be in sequence. One of the sentences is contextually/logically incorrect. Choose the option corresponding to the sentence that is incorrect or inappropriate.

Answer Options:

1. Many alchemists believed that all matter was a mixture of four elementary substances: water, air, earth and fire.
2. The transmutation of the elements was pursued in medieval laboratories in a quest called alchemy.
3. The defining objectives of alchemy included the creation of the fabled philosopher’s stone, which among other things, could create an elixir of life conferring youth and longevity.
4. By altering the relative proportions of earth and fire, say, you would be able, they thought, to change copper into gold.

Directions for Question 5: The sentences given in each question, when properly sequenced, form a coherent paragraph. Each sentence is labelled with a letter. Choose the most logical order of sentences, from among the given choices, to construct a coherent paragraph.

1. These creation myths insist on a continuum, or at least a negotiable boundary, between animate and inanimate matter.
2. That is usually regarded as the work of the gods.
3. Many creation myths insist that the first people were fashioned from clay, mud, dirt: primal matter given a life-soul by supernatural means.
4. Who made humans?
5. That continuity is also demanded by any purely scientific theory of life’s origins on earth, but in myth this usually takes the form of a kind of animism in which life is immanent in all matter.
6. The Egyptian god Khnum made humankind this way from the clay of the Nile basin; the goddess Nuwa formed the Chinese people from yellow earth; in the Book of Genesis, the Judaeo-Christian god ‘created man of the dust of the ground’.

Answer Option:

1. CFADBE
2. DFCAEB
3. CAEDBF
4. DBCFAE