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I answered (a) / the questions (b) / as best as (c) / I would (d) / No error (e)
a)I answered
b)the questions
c)I would
d)as best as
e)No error
Correct answer is option 'C'. Can you explain this answer?
Most Upvoted Answer
I answered (a) / the questions (b) / as best as (c) / I would (d) / No...
C is the correct option. the sentence should be – I answered the questions as best as I ‘could’.
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Community Answer
I answered (a) / the questions (b) / as best as (c) / I would (d) / No...
D)I would , is the answer. because the sentence should be – I answered the questions as best as I could.
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Directions: Read the passage and answer the question based on it.The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian, when asked by outsiders why he studies history, may come out with an argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.Q. Common people consider some of the questions asked by scholars as unimportant

Direction: Read the passage and answer the question based on it.The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian when asked by outsiders why he studies history, may come out with argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.Q. In the statement 'that is mainly what a university is for', 'that' refers to

Direction: Read the passage and answer the question based on it.The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian when asked by outsiders why he studies history, may come out with argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.Q. The writer compares the scientist to

The questions in this section are based on a single passage. The questions are to be answered on the basis of what is stated or implied in the passage.Please note that for some of the questions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer; that is, the response that most accurately and completely answers the question.Passage for QuestionIn 1954, a Bombay economist named A.D. Shroff began a Forum of Free Enterprise, whose ideas on economic development were somewhat at odds with those then influentially articulated by the Planning Commission of the Government of India. Shroff complained against the ‘indifference, if not discouragement’ with which the state treated entrepreneurs.At the same time as Shroff, but independently of him, a journalist named Philip Spratt was writing a series of essays in favour of free enterprise. Spratt was a Cambridge communist who was sent by the party in 1920s to foment revolution in the subcontinent. Detected in the act, he spent many years in an Indian jail. The books he read in the prison, and his marriage to an Indian woman afterwards, inspired a steady move rightwards. By the 1950s, he was editing a pro-American weekly from Bangalore, called MysIndia. There he inveighed against the economic policies of the government of India. These, he said, treated the entrepreneur ‘as a criminal who has dared to use his brains independently of the state to create wealth and give employment’. The state’s chief planner, P.C. Mahalanobis, had surrounded himself with Western leftists and Soviet academicians, who reinforced his belief in ‘rigid control by the government over all activities’. The result, said Spratt, would be ‘the smothering of free enterprise, a famine of consumer goods, and the tying down of millions of workers to soul-deadening techniques.’The voices of men like Spratt and Shroff were drowned in the chorus of popular support for a model of heavy industrialization funded and directed by the governments. The 1950s were certainly not propitious times for free marketers in India. But from time to time their ideas were revived. After the rupee was devalued in 1966, there were some moves towards freeing the trade regime, and hopes that the licensing system would also be liberalized. However, after Indira Gandhi split the Congress Party in 1969, her government took its ‘left turn’, nationalizing a fresh range of industries and returning to economic autarky.Q.Select the statement that could be most plausibly inferred from this passage.

Direction: Read the passage and answer the question based on it.The world dismisses curiosity by calling it idle, or mere idle curiosity – even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced every day with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is mainly what a university is for. Some of the questions that scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question, he may say, especially if he is a scientist, that the answer will, in some obscure way, make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility. But to you who are now part of the university, he will say that he wants to know the answer, simply because he does not know it. The way a mountain climber wants to climb a mountain simply because it is there. Similarly a historian when asked by outsiders why he studies history, may come out with argument that he has learnt to repeat on such occasions, something about knowledge of the past, making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened, and he would like to know what. All this does not mean that the answers which scholars find to their questions have no consequences. They may have enormous consequences, but these seldom form the reason for asking the question or pursuing the answers. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary function of the scholar, for the consequences are usually subordinate to the satisfaction of curiosity.Q. Idle curiosity means

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I answered (a) / the questions (b) / as best as (c) / I would (d) / No error (e)a)I answeredb)the questionsc)I wouldd)as best ase)No errorCorrect answer is option 'C'. Can you explain this answer?
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I answered (a) / the questions (b) / as best as (c) / I would (d) / No error (e)a)I answeredb)the questionsc)I wouldd)as best ase)No errorCorrect answer is option 'C'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about I answered (a) / the questions (b) / as best as (c) / I would (d) / No error (e)a)I answeredb)the questionsc)I wouldd)as best ase)No errorCorrect answer is option 'C'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for I answered (a) / the questions (b) / as best as (c) / I would (d) / No error (e)a)I answeredb)the questionsc)I wouldd)as best ase)No errorCorrect answer is option 'C'. Can you explain this answer?.
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