The four sentences (labelled 1, 2, 3, 4) given below, when properly sequenced…
2024
The four sentences (labelled 1, 2, 3, 4) given below, when properly sequenced would yield a coherent paragraph. Decide on the proper sequence of the order of the sentences and key in the sequence of the four numbers as your answer.
1. Conceptualisations of ‘women’s time’ as contrary to clock-time and clock-time as synonymous with economic rationalism are two of the deleterious results of this representation.
2. While dichotomies of ‘men’s time’, ‘women’s time’, clock-time, and caring time can be analytically useful, this article argues that everyday caring practices incorporate a multiplicity of times; and both men and women can engage in these multiple-times
3. When the everyday practices of working sole fathers and working sole mothers are carefully examined to explore conceptualisations of gendered time, it is found that caring time is often more focused on the clock than generally theorised.
4. Clock-time has been consistently represented in feminist literature as a masculine artefact representative of a ‘time is money’ perspective
- A.
2134
- B.
4123
- C.
4132
- D.
2431
Attempted by 298 students.
Show answer & explanation
Correct answer: C
Correct sequence: 4 → 1 → 3 → 2.
Why this order works:
Sentence 4 introduces the representation. — it states that clock-time is represented as a masculine 'time is money' perspective, providing the topic and context.
Sentence 1 follows by referring to that representation. — it uses "this representation" and discusses two deleterious results, so it logically comes immediately after the description in sentence 4.
Sentence 3 provides a specific finding that complicates the representation. — it reports that caring time can be more clock-focused than theorised, giving evidence that nuances the earlier claims.
Sentence 2 serves as the concluding generalization. — it argues that everyday caring practices involve multiple times and that both men and women can engage in them, which is an appropriate closing statement after the evidence and discussion.
Overall flow: introduce the commonly held representation, mention its negative consequences that follow from that representation, present a finding that complicates or qualifies the representation, and finish with a broader argumentative conclusion.