GMAT Exam  >  GMAT Questions  >  Mary Stuart was born in Scotland, but never d... Start Learning for Free
Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.
  • a)
    Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France. 
  • b)
    Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it. 
  • c)
    Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France. 
  • d)
    Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France.    
  • e)
    Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France.  
Correct answer is option 'C'. Can you explain this answer?
Verified Answer
Mary Stuart was born in Scotland, but never did possess great fluency ...
Meaning Analysis
  • Mary Stuart
    • was born in Scotland,
    • but never did possess great fluency in the language of the country
      • over which she had later been called to rule;
  • her knowledge of it was acquired chiefly, if not wholly,
    • after she returned from France.   
This sentence states a contrast: although Mary Stuart was born in Scotland, she was not fluent in the language of Scotland, over which she was asked to rule later in her life. Most of the knowledge she had of the language was gained after she returned to Scotland from France.  
Error Analysis
1)     The past perfect tense “had been called” is incorrect in this sentence since there is no other related event from the past for which sequencing of the verbs is needed.
2)    “Comma + but” expression is used to connect two verbs. This is incorrect. To connect two verbs, “but” should be used without a comma before it. “Comma + but” is used to connect two independent clauses. 
Answer Choices
A
Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France. 
Incorrect:       
This choice has the errors pointed out in the error analysis. 
B
Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it. 
Incorrect:       
1)     There is no antecedent for the pronoun “she” as the noun Mary Stuart is used in the possessive form.  
2)     The past perfect tense verb “had been acquired” is incorrect since this action did not take place before any related action from the past.
3)     In the original sentence, the fact that Mary Stuart never possessed fluency in the language is stated in contrast to the fact that she was born in Scotland. That contrast is missing here.
C
Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France. 
Correct:          
This choice corrects the errors in the original sentence.
D
Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France.    
Incorrect:       
1)     The intended contrast is completely distorted in this choice. It states that:
  1. though she was born in Scotland and wasn’t fluent in the language,
  2. her knowledge of it was acquired after she returned from France.
There is no logical contrast between these two pieces of information. The intended contrast is that although she was born in Scotland, Stuart wasn’t fluent in the language of the country. In this choice, these two facts are connected using “and”, which fails to indicate the intended contrast.
2)     The modifiers “born in Scotland” and “never possessing…” illogically modify “Mary Stuart’s knowledge”. They should modify Mary Stuart.
3)     This choice has the same pronoun error as in choice B.    
E
Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France.  
Incorrect:       
The contrast that Mary Stuart was born in Scotland but was not fluent in its language is missing in this choice.   
View all questions of this test
Most Upvoted Answer
Mary Stuart was born in Scotland, but never did possess great fluency ...
Meaning Analysis
  • Mary Stuart
    • was born in Scotland,
    • but never did possess great fluency in the language of the country
      • over which she had later been called to rule;
  • her knowledge of it was acquired chiefly, if not wholly,
    • after she returned from France.   
This sentence states a contrast: although Mary Stuart was born in Scotland, she was not fluent in the language of Scotland, over which she was asked to rule later in her life. Most of the knowledge she had of the language was gained after she returned to Scotland from France.  
Error Analysis
1)     The past perfect tense “had been called” is incorrect in this sentence since there is no other related event from the past for which sequencing of the verbs is needed.
2)    “Comma + but” expression is used to connect two verbs. This is incorrect. To connect two verbs, “but” should be used without a comma before it. “Comma + but” is used to connect two independent clauses. 
Answer Choices
A
Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France. 
Incorrect:       
This choice has the errors pointed out in the error analysis. 
B
Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it. 
Incorrect:       
1)     There is no antecedent for the pronoun “she” as the noun Mary Stuart is used in the possessive form.  
2)     The past perfect tense verb “had been acquired” is incorrect since this action did not take place before any related action from the past.
3)     In the original sentence, the fact that Mary Stuart never possessed fluency in the language is stated in contrast to the fact that she was born in Scotland. That contrast is missing here.
C
Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France. 
Correct:          
This choice corrects the errors in the original sentence.
D
Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France.    
Incorrect:       
1)     The intended contrast is completely distorted in this choice. It states that:
  1. though she was born in Scotland and wasn’t fluent in the language,
  2. her knowledge of it was acquired after she returned from France.
There is no logical contrast between these two pieces of information. The intended contrast is that although she was born in Scotland, Stuart wasn’t fluent in the language of the country. In this choice, these two facts are connected using “and”, which fails to indicate the intended contrast.
2)     The modifiers “born in Scotland” and “never possessing…” illogically modify “Mary Stuart’s knowledge”. They should modify Mary Stuart.
3)     This choice has the same pronoun error as in choice B.    
E
Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France.  
Incorrect:       
The contrast that Mary Stuart was born in Scotland but was not fluent in its language is missing in this choice.   
Free Test
Community Answer
Mary Stuart was born in Scotland, but never did possess great fluency ...
Meaning Analysis
  • Mary Stuart
    • was born in Scotland,
    • but never did possess great fluency in the language of the country
      • over which she had later been called to rule;
  • her knowledge of it was acquired chiefly, if not wholly,
    • after she returned from France.   
This sentence states a contrast: although Mary Stuart was born in Scotland, she was not fluent in the language of Scotland, over which she was asked to rule later in her life. Most of the knowledge she had of the language was gained after she returned to Scotland from France.  
Error Analysis
1)     The past perfect tense “had been called” is incorrect in this sentence since there is no other related event from the past for which sequencing of the verbs is needed.
2)    “Comma + but” expression is used to connect two verbs. This is incorrect. To connect two verbs, “but” should be used without a comma before it. “Comma + but” is used to connect two independent clauses. 
Answer Choices
A
Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France. 
Incorrect:       
This choice has the errors pointed out in the error analysis. 
B
Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it. 
Incorrect:       
1)     There is no antecedent for the pronoun “she” as the noun Mary Stuart is used in the possessive form.  
2)     The past perfect tense verb “had been acquired” is incorrect since this action did not take place before any related action from the past.
3)     In the original sentence, the fact that Mary Stuart never possessed fluency in the language is stated in contrast to the fact that she was born in Scotland. That contrast is missing here.
C
Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France. 
Correct:          
This choice corrects the errors in the original sentence.
D
Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France.    
Incorrect:       
1)     The intended contrast is completely distorted in this choice. It states that:
  1. though she was born in Scotland and wasn’t fluent in the language,
  2. her knowledge of it was acquired after she returned from France.
There is no logical contrast between these two pieces of information. The intended contrast is that although she was born in Scotland, Stuart wasn’t fluent in the language of the country. In this choice, these two facts are connected using “and”, which fails to indicate the intended contrast.
2)     The modifiers “born in Scotland” and “never possessing…” illogically modify “Mary Stuart’s knowledge”. They should modify Mary Stuart.
3)     This choice has the same pronoun error as in choice B.    
E
Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France.  
Incorrect:       
The contrast that Mary Stuart was born in Scotland but was not fluent in its language is missing in this choice.   
Explore Courses for GMAT exam

Similar GMAT Doubts

Though the truism about Inuits having a hundred words for snow is an exaggeration, languages really are full of charming quirks that reveal the character of a culture. Dialects of Scottish Gaelic, for instance, traditionally spoken in the Highlands and, later on, in fishing villages, have a great many very specific words for seaweed, as well as names for each of the components of a rabbit snare and a word for an egg that emerges from a hen sans shell. Unfortunately for those who find these details fascinating, languages are going extinct at an incredible clip, - one dies every 14 days - and linguists are rushing around with tape recorders and word lists, trying to record at least a fragment of each before they go. The only way the old tongues will stick around is if populations themselves decide that there is something of value in them, whether for reasons of patriotism, cultural heritage, or just to lure in some language-curious tourists. But even when the general public opinion is for preservation of their linguistic diversity, linguists are finding it increasingly difficult to achieve such a task.Mathematicians can help linguists out in this mission. To provide a test environment for programs that encourage the learning of endangered local languages, Anne Kandler and her colleagues decided to make a mathematical model of the speakers of Scottish Gaelic. This was an apposite choice because the local population was already becoming increasingly conscious about the cultural value of their language and statistics of the Gaelic speakers was readily available. The model the mathematicians built not only uses statistics such as the number of people speaking the languages, the number of polyglots and rate of change in these numbers but also figures which represent the economic value of the language and the perceived cultural value amongst people. These numbers were substituted in the differential equations of the model to find out the number of new Gaelic speakers required annually to stop the dwindling of the Gaelic population. The estimate of the number determined by Kandlers research helped the national Gaelic Development Agency to formulate an effective plan towards the preserving the language. Many languages such as Quechua, Chinook and Istrian Vlashki can be saved using such mathematical models. Results from mathematical equations can be useful in strategically planning preservation strategies. Similarly mathematical analysis of languages which have survived against many odds can also provide useful insights which can be applied towards saving other endangered languages.The Authors conclusion that languages such as Quechua, Chinook, and Istrian Vlashki can be saved using such mathematical models (beginning of last para.) is most weakened if which of the following is found to be true?

Though the truism about Inuits having a hundred words for snow is an exaggeration, languages really are full of charming quirks that reveal the character of a culture. Dialects of Scottish Gaelic, for instance, traditionally spoken in the Highlands and, later on, in fishing villages, have a great many very specific words for seaweed, as well as names for each of the components of a rabbit snare and a word for an egg that emerges from a hen sans shell. Unfortunately for those who find these details fascinating, languages are going extinct at an incredible clip, - one dies every 14 days - and linguists are rushing around with tape recorders and word lists, trying to record at least a fragment of each before they go. The only way the old tongues will stick around is if populations themselves decide that there is something of value in them, whether for reasons of patriotism, cultural heritage, or just to lure in some language-curious tourists. But even when the general public opinion is for preservation of their linguistic diversity, linguists are finding it increasingly difficult to achieve such a task.Mathematicians can help linguists out in this mission. To provide a test environment for programs that encourage the learning of endangered local languages, Anne Kandler and her colleagues decided to make a mathematical model of the speakers of Scottish Gaelic. This was an apposite choice because the local population was already becoming increasingly conscious about the cultural value of their language and statistics of the Gaelic speakers was readily available. The model the mathematicians built not only uses statistics such as the number of people speaking the languages, the number of polyglots and rate of change in these numbers but also figures which represent the economic value of the language and the perceived cultural value amongst people. These numbers were substituted in the differential equations of the model to find out the number of new Gaelic speakers required annually to stop the dwindling of the Gaelic population. The estimate of the number determined by Kandlers research helped the national Gaelic Development Agency to formulate an effective plan towards the preserving the language. Many languages such as Quechua, Chinook and Istrian Vlashki can be saved using such mathematical models. Results from mathematical equations can be useful in strategically planning preservation strategies. Similarly mathematical analysis of languages which have survived against many odds can also provide useful insights which can be applied towards saving other endangered languages.The passage is primarily concerned with which of the following?

Though the truism about Inuits having a hundred words for snow is an exaggeration, languages really are full of charming quirks that reveal the character of a culture. Dialects of Scottish Gaelic, for instance, traditionally spoken in the Highlands and, later on, in fishing villages, have a great many very specific words for seaweed, as well as names for each of the components of a rabbit snare and a word for an egg that emerges from a hen sans shell. Unfortunately for those who find these details fascinating, languages are going extinct at an incredible clip, - one dies every 14 days - and linguists are rushing around with tape recorders and word lists, trying to record at least a fragment of each before they go. The only way the old tongues will stick around is if populations themselves decide that there is something of value in them, whether for reasons of patriotism, cultural heritage, or just to lure in some language-curious tourists. But even when the general public opinion is for preservation of their linguistic diversity, linguists are finding it increasingly difficult to achieve such a task.Mathematicians can help linguists out in this mission. To provide a test environment for programs that encourage the learning of endangered local languages, Anne Kandler and her colleagues decided to make a mathematical model of the speakers of Scottish Gaelic. This was an apposite choice because the local population was already becoming increasingly conscious about the cultural value of their language and statistics of the Gaelic speakers was readily available. The model the mathematicians built not only uses statistics such as the number of people speaking the languages, the number of polyglots and rate of change in these numbers but also figures which represent the economic value of the language and the perceived cultural value amongst people. These numbers were substituted in the differential equations of the model to find out the number of new Gaelic speakers required annually to stop the dwindling of the Gaelic population. The estimate of the number determined by Kandlers research helped the national Gaelic Development Agency to formulate an effective plan towards the preserving the language. Many languages such as Quechua, Chinook and Istrian Vlashki can be saved using such mathematical models. Results from mathematical equations can be useful in strategically planning preservation strategies. Similarly mathematical analysis of languages which have survived against many odds can also provide useful insights which can be applied towards saving other endangered languages.Which of the following best describes the relation of the first paragraph to the passage as a whole?

Directions: Read the given passage carefully and answer the question as follow.Among the speculative questions which arise in connection with the study of arithmetic from a historical standpoint, the origin of number is one that has provoked much lively discussion, and has led to a great amount of learned research among the primitive and savage languages of the human race. A few simple considerations will, however, show that such research must necessarily leave this question entirely unsettled, and will indicate clearly that it is, from the very nature of things, a question to which no definite and final answer can be given. Among the barbarous tribes whose languages have been studied, even in a most cursory manner, none have ever been discovered which did not show some familiarity with the number concept. The knowledge thus indicated has often proved to be most limited; not extending beyond the numbers 1 and 2, or 1, 2, and 3. At first thought it seems quite inconceivable that any human being should be destitute of the power of counting beyond 2. But such is the case; and in a few instances languages have been found to be absolutely destitute of pure numeral words.These facts must of necessity deter the mathematician from seeking to push his investigation too far back toward the very origin of number. Philosophers have endeavoured to establish certain propositions concerning this subject, but, as might have been expected, have failed to reach any common ground of agreement. Whewell has maintained that “such propositions as that two and three make five are necessary truths, containing in them an element of certainty beyond that which mere experience can give.” Mill, on the other hand, argues that any such statement merely expresses a truth derived from early and constant experience; and in this view he is heartily supported by Tylor.But why this question should provoke controversy, it is difficult for the mathematician to understand. Either view would seem to be correct, according to the standpoint from which the question is approached. We know of no language in which the suggestion of number does not appear, and we must admit that the words which give expression to the number sense would be among the early words to be formed in any language. They express ideas which are, at first, wholly concrete, which are of the greatest possible simplicity, and which seem in many ways to be clearly understood, even by the higher orders of the brute creation. The origin of number would in itself, then, appear to lie beyond the proper limits of inquiry; and the primitive conception of number to be fundamental with human thought.Q.What does the line, in the third para, ‘primitive conception of number to be fundamental with human thought’ mean?

Directions: Read the given passage carefully and answer the question as follow.Among the speculative questions which arise in connection with the study of arithmetic from a historical standpoint, the origin of number is one that has provoked much lively discussion, and has led to a great amount of learned research among the primitive and savage languages of the human race. A few simple considerations will, however, show that such research must necessarily leave this question entirely unsettled, and will indicate clearly that it is, from the very nature of things, a question to which no definite and final answer can be given. Among the barbarous tribes whose languages have been studied, even in a most cursory manner, none have ever been discovered which did not show some familiarity with the number concept. The knowledge thus indicated has often proved to be most limited; not extending beyond the numbers 1 and 2, or 1, 2, and 3. At first thought it seems quite inconceivable that any human being should be destitute of the power of counting beyond 2. But such is the case; and in a few instances languages have been found to be absolutely destitute of pure numeral words.These facts must of necessity deter the mathematician from seeking to push his investigation too far back toward the very origin of number. Philosophers have endeavoured to establish certain propositions concerning this subject, but, as might have been expected, have failed to reach any common ground of agreement. Whewell has maintained that “such propositions as that two and three make five are necessary truths, containing in them an element of certainty beyond that which mere experience can give.” Mill, on the other hand, argues that any such statement merely expresses a truth derived from early and constant experience; and in this view he is heartily supported by Tylor.But why this question should provoke controversy, it is difficult for the mathematician to understand. Either view would seem to be correct, according to the standpoint from which the question is approached. We know of no language in which the suggestion of number does not appear, and we must admit that the words which give expression to the number sense would be among the early words to be formed in any language. They express ideas which are, at first, wholly concrete, which are of the greatest possible simplicity, and which seem in many ways to be clearly understood, even by the higher orders of the brute creation. The origin of number would in itself, then, appear to lie beyond the proper limits of inquiry; and the primitive conception of number to be fundamental with human thought.Q.The author of the passage would most probably agree with each of the following EXCEPT

Top Courses for GMAT

Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer?
Question Description
Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? for GMAT 2025 is part of GMAT preparation. The Question and answers have been prepared according to the GMAT exam syllabus. Information about Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? covers all topics & solutions for GMAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer?.
Solutions for Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? in English & in Hindi are available as part of our courses for GMAT. Download more important topics, notes, lectures and mock test series for GMAT Exam by signing up for free.
Here you can find the meaning of Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer?, a detailed solution for Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? has been provided alongside types of Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.a)Mary Stuart was born in Scotland, but never did possess great fluency in the language of the country over which she had later been called to rule; her knowledge of it was acquired chiefly, if not wholly, after she returned from France.b)Mary Stuart’s knowledge of the language of the country over which she was later called to rule had been acquired chiefly, if not wholly, after her return from France to her birthplace in Scotland, and she never possessed great fluency in it.c)Though born in Scotland, Mary Stuart never possessed great fluency in the language of the country over which she was later called to rule; her knowledge of it was acquired chiefly, if not wholly, after her return from France.d)Although born in Scotland and never possessing great fluency in the language of the country over which she was later called to rule, Mary Stuart’s knowledge of it was acquired chiefly, if not wholly, after her return from France. e)Born in Scotland, Mary Stuart never did possess great fluency in the language of the country over which she was later called to rule, and her knowledge of it was acquired chiefly, if not wholly, after she returned from France. Correct answer is option 'C'. Can you explain this answer? tests, examples and also practice GMAT tests.
Explore Courses for GMAT exam

Top Courses for GMAT

Explore Courses
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev