Odd Sentence Out Practice Questions for CAT: 264+ Solved Questions with Step-by-Step Solutions

    Solve 264+ Odd Sentence Out practice questions for CAT with answers and detailed solutions. Free sample questions below.

    Chapter Roadmap: Mastering Odd Sentence Out

    Chapter Roadmap

    01

    Science, Environment, & Biotech

    Factual mechanisms, cause-and-effect, empirical evidence.

    02

    Society, Education, & Work

    Institutional structures, social dynamics, systemic critiques.

    03

    Culture, History, & Language

    Chronological evolution, cultural shifts, linguistic nuances.

    04

    Ethics, Psychology, & Behaviour

    Moral dilemmas, cognitive biases, behavioural patterns.

    End Goal: Develop a universal framework to identify the central theme and eliminate the outlier in under sixty seconds.

    The Core of Science and Environment Passages

    Passages in this domain are grounded in the physical, biological, or ecological world. They are rarely subjective; they are highly structured, objective, and follow a strict logical progression.

    The Mechanism Anchor Explaining how a physical or biological process works (e.g., photosynthesis, chemical synthesis, neural pathways).
    The Impact Anchor Arguing the consequences, benefits, or risks of a scientific phenomenon (e.g., climate change mitigation, biotech ethics).
    First-Timer Intuition: Do not get intimidated by technical vocabulary. The jargon is just a label. Look for the action or the argument happening behind the jargon. The odd sentence is simply the one that stops contributing to that specific action or argument.

    Odd Sentence Out: Solved Questions with Step-by-Step Explanations (5 Problems)

    Question 1 · Verbal Ability and Reading Comprehension NAT
    Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given below. Four of them can be put together to form a coherent paragraph. Identify the odd sentence and key in the number of that sentence as your answer.
    1. The concept of "moral luck," introduced by Thomas Nagel, challenges the intuition that moral responsibility should depend only on factors within an agent's control.
    2. For instance, two drivers may behave identically recklessly, yet only one strikes a pedestrian who happens to cross the street at that moment, creating vastly different moral assessments.
    3. This asymmetry suggests that our ethical judgments are far more contingent on external circumstances than most philosophical frameworks acknowledge.
    4. Empirical studies in developmental psychology confirm that children as young as four begin to distinguish between intentional harm and accidental outcomes when evaluating peer behavior.
    5. Consequently, any comprehensive theory of moral responsibility must account for the uncomfortable reality that chance plays an irreducible role in determining blame.
    Correct Answer:

    4

    Step-by-Step Solution

    Key idea: This is an empirical_vs_moral trap question, recognisable because four sentences construct a tight philosophical argument about moral luck and its implications for ethical theory, while one sentence pivots to citing empirical developmental psychology data that shifts the domain from normative philosophy to descriptive science.

    Step 1: Identify the core theme. The paragraph builds a philosophical argument about moral luck. Sentence 1 introduces Nagel's concept. Sentence 2 provides the classic thought experiment (two reckless drivers). Sentence 3 draws the philosophical implication (contingency of ethical judgment). Sentence 5 concludes with the theoretical demand (any theory must account for chance).

    Step 2: Analyze the outlier. Sentence 4 cites empirical developmental psychology studies about children's moral reasoning. While topically adjacent to "morality," it shifts the paragraph from a normative philosophical argument to a descriptive scientific finding. The paragraph argues about what moral theory should accommodate; sentence 4 reports what children actually do, which is a fundamentally different mode of discourse.

    Step 3: Verify the chain. 1 (Philosophical concept) → 2 (Thought experiment) → 3 (Implication) → 5 (Theoretical conclusion). Sentence 4 breaks the normative chain with empirical data.

    Answer: 4

    Question 2 · Verbal Ability and Reading Comprehension MCQ

    According to the Final Exam Checklist, under what condition can a scientifically accurate sentence still be correctly identified as the odd one out?

    1. A.

      If it breaks the specific argumentative thread of the paragraph

    2. B.

      If it is the longest sentence in the paragraph

    3. C.

      If it uses passive voice

    4. D.

      If it contains a statistical figure

    Correct Answer:

    A

    Step-by-Step Solution

    Key idea: This tests a specific, counterintuitive rule from the final exam checklist.

    Step 1: Recall the checklist's final point regarding scientifically true statements.

    Step 2: Understand that coherence is about the argumentative thread, not just factual accuracy.

    Step 3: Conclude that a scientifically true sentence can still be the odd one out if it breaks the specific moral or logical argument being built.

    Answer: A

    Question 3 · Verbal Ability and Reading Comprehension MCQ

    During the "Execute Elimination" step of the 3-Step Elimination Checklist, what is the primary evaluation criteria for each sentence?

    1. A.

      Whether it advances the specific argument or merely shares the same jargon

    2. B.

      Whether it contains the most complex technical vocabulary

    3. C.

      Whether it is the longest sentence in the paragraph

    4. D.

      Whether it introduces a completely new, unrelated topic

    Correct Answer:

    A

    Step-by-Step Solution

    Key idea: This question tests recall of the specific protocol for the final step of the elimination checklist.

    Step 1: Recall the 3-Step Elimination Checklist. Step 3 is "Execute Elimination".

    Step 2: The core instruction for this step is to evaluate each sentence against the established Anchor and Flow.

    Step 3: The specific check is to determine if the sentence advances the specific argument or if it is merely a distractor sharing the same jargon.

    Answer: A

    Question 4 · Verbal Ability and Reading Comprehension MCQ

    Which of the following is a key step in the "3-Step Elimination Checklist" for Science Odd Sentence Out questions?

    1. A.

      Memorize all scientific terms in the passage

    2. B.

      Define the central theme in five to seven words

    3. C.

      Count the number of sentences in the paragraph

    4. D.

      Translate the passage into another language

    Correct Answer:

    B

    Step-by-Step Solution

    Key idea: This is a procedure recall question based on the summary card for the topic.

    Step 1: Recall the 3-Step Elimination Checklist from the smart notes.

    Step 2: Step 1 is "Define the Anchor" by drafting the central theme in five to seven words.

    Step 3: Option B matches this step exactly.

    Answer: B

    Question 5 · Verbal Ability and Reading Comprehension MCQ

    During Step 3 ("Execute Elimination") of the 3-Step Elimination Checklist, which of the following is a specific check a student should perform?

    1. A.

      Verifying the historical accuracy of every date mentioned in the text

    2. B.

      Rewriting the entire paragraph in their own words to test comprehension

    3. C.

      Checking for broken contrast linkages and anecdotal distractions

    4. D.

      Counting the total number of adjectives used by the author to determine tone

    Correct Answer:

    C

    Step-by-Step Solution

    Key idea: This question tests recall of the specific evaluation checks outlined in Step 3 of the elimination protocol.

    Step 1: Review the 3-Step Elimination Checklist. Step 3 is "Execute Elimination."

    Step 2: The explicit instructions for this step are to evaluate each sentence against the theme and the arc.

    Step 3: The specific checks listed are to look for "plausible but peripheral statements, anecdotal distractions, and broken contrast linkages."

    Answer: C

    More practice questions in this unit

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    Odd Sentence Out Practice Questions for CAT: 264+ Solved Questions with Step-by-Step Solutions

    Solve 264+ Odd Sentence Out practice questions for CAT with answers and detailed solutions. Free sample questions below.

    A question from this chapter

    Question 1
    Five jumbled up sentences (labelled 1, 2, 3, 4 and 5), related to a topic, are given below. Four of them can be put together to form a coherent paragraph. Identify the odd sentence and key in the number of that sentence as your answer.
    1. The concept of "moral luck," introduced by Thomas Nagel, challenges the intuition that moral responsibility should depend only on factors within an agent's control.
    2. For instance, two drivers may behave identically recklessly, yet only one strikes a pedestrian who happens to cross the street at that moment, creating vastly different moral assessments.
    3. This asymmetry suggests that our ethical judgments are far more contingent on external circumstances than most philosophical frameworks acknowledge.
    4. Empirical studies in developmental psychology confirm that children as young as four begin to distinguish between intentional harm and accidental outcomes when evaluating peer behavior.
    5. Consequently, any comprehensive theory of moral responsibility must account for the uncomfortable reality that chance plays an irreducible role in determining blame.
    Question 2

    According to the Final Exam Checklist, under what condition can a scientifically accurate sentence still be correctly identified as the odd one out?

    Question 3

    During the "Execute Elimination" step of the 3-Step Elimination Checklist, what is the primary evaluation criteria for each sentence?

    Question 4

    Which of the following is a key step in the "3-Step Elimination Checklist" for Science Odd Sentence Out questions?

    Question 5

    During Step 3 ("Execute Elimination") of the 3-Step Elimination Checklist, which of the following is a specific check a student should perform?

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