Reading Comprehension for CAT 2025: RC Pattern, Type of Questions, How to Prepare

Before we discuss how to prepare for Reading Comprehension Section, it is useful to understand the overall CAT exam pattern and type of RC passages that have appeared in previous exams. CAT 2025 exam pattern is expected to be similar to CAT 2024 exam pattern. CAT 2024 Exam Pattern was same across all the three slots. Check table below. However, there were minor changes in section wise compositions. 

CAT 2024 paper saw four RC passages in Slot 1. Check topics and details below. 

CAT 2024: Verbal Ability & Reading Comprehension Section Questions & Topics 

Reading Comprehension (RC) is a very important part of the Verbal Ability and Reading Comprehension (VARC) section in the CAT exam. RC section involves reading passages from different subject areas such as literature, business, science, philosophy, and social sciences, and answering a set of questions that test candidate’s understanding. These passages test a candidate’s ability to understand complex information, identify key ideas, draw inferences, and evaluate arguments. In doing so, CAT exam assesses a candidate’s readiness for the MBA program (where different subjects like economics, psychology, marketing, finance etc are taught) and subsequently for managerial career. 

CAT RC passages are sourced from diverse areas, including:

• Social Sciences and Humanities – History, Philosophy, Sociology, Psychology, Political Science, etc.
• Science and Technology – AI, Robotics, Space Science, Climate Change, etc.
• Business and Economics – Market Trends, Global Economy, Financial Systems, Corporate Strategies.
• Current Affairs and Politics – International Relations, Governance, Public Policy.
• Literature and Art – Literary Criticism, Classical Literature, Art History.

Based on CAT previous year’s papers, Question Types asked in Reading Comprehension section are as below.

• Main Idea-Based Questions – Identify the primary theme of the passage.
• Fact-Based or Detail-Based Questions – Ask for specific details from the passage.
• Inference-Based Questions – Require deriving conclusions beyond the explicit text.
• Tone and Attitude-Based Questions – Understanding the author's perspective (e.g., optimistic, critical).
• Vocabulary-Based Questions – Word meaning, contextual usage.
• Title-Based Questions – Choosing the most appropriate title for the passage.
• Logical Structure-Based Questions – Understanding the flow and coherence of ideas.

While there is no fixed syllabus for RC in CAT, according to previous year CAT exam analysis, we can understand topics which often appear in RC section. Some of the topics are given in the table below.

CAT Reading Comprehension Syllabus 

Tips for how to prepare for reading comprehension section CAT exam is given below. 

1. Improve Reading Speed Without Dropping Comprehension: Read a variety of texts daily, including editorials, research papers, and opinion articles. Use techniques like skimming for general ideas and scanning for specific details. Avoid the habit of “reading in your head” to increase speed.
2. Develop a Strong Vocabulary: Use a popular book “Word Power Made Easy by Norman Lewis” to build vocabulary. Learn word the roots, prefixes, and suffixes to understand word meanings quickly. Maintain a vocabulary notebook and revise frequently. 
3. Identify and Adapt to Different Passage Types: Some passages are fact-based, while others are opinion-driven. Business and Science passages may be dense with data, requiring focus on cause-effect relationships. Literature and Philosophy passages often require understanding the author’s tone and intent.
4. Focus on the First and Last Paragraphs: The introduction usually states the main idea. The conclusion often summarizes key takeaways or provides the author's final opinion. These two sections help in answering main idea and tone-based questions.
5. Try to read the Questions First: Skim the questions before reading the passage to identify what to focus on. However, for abstract or inference-heavy passages, it’s better to read the passage first.
6. Learn to eliminate Incorrect Options Systematically: Many incorrect answers contain extreme words like "always," "never," "must," or "completely." Some options may be factually correct but not relevant to the question. When confused, eliminate two wrong choices first, and then compare the remaining two options. You will have better chance of getting answer correct. 
7. Practice to Solve RCs in Defined Time. In CAT, RC has a weightage of 60-70% of the VARC section. You should aim to complete one RC passage in 7-8 minutes, including answering questions. 
8. Analyze and Learn from Mistakes: Maintain a note book of errors – take down incorrect answers and the reason behind mistakes. Try to identify patterns of your mistakes. After understanding reattempt passages after a few days to check for improvement.

To prepare, CAT RC Passage Books are very helpful. Best Reading Comprehension for CAT Books are given below. 

• How to Prepare for Verbal Ability and Reading Comprehension for CAT by Arun Sharma and Meenakshi Upadhyay
• Verbal Ability and Reading Comprehension for CAT by Nishit Sinha (Pearson) 

CAT RC preparation material by TIME, IMS and other coaching institutes is good too. 

CAT RC Passage Online Resources are also very useful to prepare for this section. Check details below. 

• AON Essays and The Guardian – Good for high-quality, opinion-based reading 
• The Hindu Editorials and Indian Express Explained Section – Helps in comprehension of complex contemporary topics. 
• New York Times, The Economist – Good for understanding global issues and developments 

“I started with 10 Books, a mix of fiction and notification books for VARC Preparation and then switched to CR practice over free resources like the GMAT club. Also, I enrolled for GEJO's VARC 1000 that helped me know the techniques or strategies I was missing” Ekansh Gupta, CAT Topper 99.91%; IIM Calcutta MBA 2021-23

“VARC is one section which requires existing acumen and little of current preparation” Nandan Goel, CAT Topper 99.95%, IIM Calcutta MBA 2021-23

“I used to give practice all the three sections consistently. I never skipped a particular section, say VARC, because I had to focus on Quants. Learning to strike a balance between three sections is really necessary.”

Nikita Agarwal, CAT Topper 99.22%; MDI Gurgaon PGDM 2020-22

Reading Comprehension for CAT Tips by Topper Rohan Joshi (99.63 % in CAT) 
In an interview with MBAUniverse.com, CAT Topper Rohan Joshi (99.63 % in CAT 2017) explained how he prepared and cracked VARC section. He said, “VARC was most challenging for me and my motive was to just clear the sectional cut off.” However, Rohan ended up with a sectional CAT score of 96.40 in VARC section. He achieved this high percentile by consistent study and taking all sectionals for 
Verbal Ability & Reading Comprehension 

Reading Comprehension for CAT Tips by Topper Akhil Garg, (99.73% in CAT) 
Sharing with MBAUniverse.com, CAT topper Akhil Garg IIM Ahmedabad student of 2017-19 batch, said “I focused a lot on reading different articles and novels, conversing in English with friends and even watching English TV series and movies. I wrote down whatever new words I encountered after reading at least 5-6 newspaper articles every day.”

Reading Comprehension for CAT Tips by Topper Gyayak Jain, (100% in CAT)
In an interview with MBAUniverse.com, CAT topper with 100 percentile and IIM Ahmedabad student of 2017-19 batch, Gyayak Jain said, “I believe I was weak in VARC and therefore I started by looking into model answers given in the solutions and tried to understand if I associated with the logic given in the solution. If I was satisfied with the logic given in the solution, which was not always true, I tried to look problems from that point of view also in the next mock. When I was not convinced with the solution, I ignored the mistake and went ahead with my intuition/logic in next mocks too. If I find that same mistake is repeating, then I tried to find out situations where my logic will not work. I tried experimenting with various exam attempting strategies and realised I get fatigued if I do same kind of problems together in one go, so I mix-matched various types of questions.”

Reading Comprehension for CAT Tips by Topper Rachit Gupta, (99.83% in CAT)
CAT topper with 99.83 percentile, Rachit Gupta, IIM Lucknow student of 2017-19 batch shared with MBAUniverse.com, “I was very weak at the verbal section. The key reason was the slow reading speed. I took course material from TIME and my strategy was to emphasize more on my weakness which was the Verbal section.”

Reading Comprehension for CAT Tips by Topper Sai Praneeth Reddy (100% in CAT)
Sai Praneeth Reddy felt that he needed hard work in VARC which he did in the last one month to CAT. Mocks helped him to improve a lot in CAT preparation.  His advice on Verbal Ability preparation for CAT is to learn from mistakes and don’t miss AIMCAT. To improve in VARC the best way, is to start reading novels and articles.

Sample RC based questions, CAT previous year Reading Comprehension question papers, RC based Mock tests are the best tool to prepare for CAT Reading Comprehension section. Improving on Reading Comprehension Questions and Answers is important because if you do well in the RC for CAT, you will do well in other related Verbal Ability questions. Below is shared Reading comprehension test for CAT, comprising sample Reading Comprehension Questions and Answers. These CAT Reading Comprehension questions and answers are based on RC passages from latest CAT exam question papers.

Sample RC Passage-1 with Questions & Answers

The passage below is accompanied by four questions. Based on the passage, choose thebest answer for each question.

Many human phenomena and characteristics – such as behaviours, beliefs, economies, genes, incomes, life expectancies, and other things – are influenced both by geographic factors and by non-geographic factors. Geographic factors mean physical and biological factors tied to geographic location, including climate, the distributions of wild plant and animal species, soils, and topography. Non-geographic factors include those factors subsumed under the term culture, other factors subsumed under the term history, and decisions by individual people. . . .

[T] he differences between the current economies of North and South Korea . . . cannot be attributed to the modest environmental differences between [them] . . . They are instead due entirely to the different [government] policies . . . At the opposite extreme, the Inuit and other traditional peoples living north of the Arctic Circle developed warm fur clothes but no agriculture, while equatorial lowland peoples around the world never developed warm fur clothes but often did develop agriculture. The explanation is straightforwardly geographic, rather than a cultural or historical quirk unrelated to geography. . . . Aboriginal Australia remained the sole continent occupied only by hunter/gatherers and with no indigenous farming or herding . . . [Here the] explanation is biogeographic: the Australian continent has no domestic able native animal species and few domestic able native plant species. Instead, the crops and domestic animals that now make Australia a food and wool exporter are all non-native (mainly Eurasian) species such as sheep, wheat, and grapes, brought to Australia by overseas colonists.

Today, no scholar would be silly enough to deny that culture, history, and individual choices play a big role in many human phenomena. Scholars don’t react to cultural, historical, and individual-agent explanations by denouncing “cultural determinism,” “historical determinism, “or “individual determinism,” and then thinking no further. But many scholars do react to any explanation invoking some geographic role, by denouncing “geographic determinism” . 

Several reasons may underlie this widespread but nonsensical view. One reason is that some geographic explanations advanced a century ago were racist, thereby causing all geographic explanations to become tainted by racist associations in the minds of many scholars other than geographers. But many genetic, historical, psychological, and anthropological explanations advanced a century ago were also racist, yet the validity of newer non-racist genetic etc. explanations is widely accepted today.

Another reason for reflex rejection of geographic explanations is that historians have a tradition, in their discipline, of stressing the role of contingency (a favorite word among historians) based on individual decisions and chance. Often that view is warranted . . . But often, too, that view is unwarranted. The development of warm fur clothes among the Inuitliving north of the Arctic Circle was not because one influential Inuit leader persuaded other Inuit in 1783 to adopt warm fur clothes, for no good environmental reason.

A third reason is that geographic explanations usually depend on detailed technical facts of geography and other fields of scholarship . . . Most historians and economists don’t acquire that detailed knowledge as part of the professional training.

Q.1: The author criticises scholars who are not geographers for all of the following reasons EXCEPT:

Ans. Options

1. The importance they place on the role of individual decisions when studying human phenomena.

2. Their labelling of geographic explanations as deterministic.

3. Their outdated interpretations of past cultural and historical phenomena.

4. Their rejection of the role of biogeographic factors in social and cultural phenomena.

Correct Answer: 3

Q.2: All of the following are advanced by the author as reasons why non-geographers disregard geographic influences on human phenomena EXCEPT their:

Ans Options

1. Dismissal of explanations that involve geographical causes for human behaviour.

2. Lingering impressions of past geographic analyses that were politically offensive.

3. Disciplinary training which typically does not include technical knowledge of geography.

4. Belief in the central role of humans, unrelated to physical surroundings, in influencing phenomena.

Correct Answer: 1

Q.3: The examples of the Inuit and Aboriginal Australians are offered in the passage to show:

Ans Options

1. Human resourcefulness across cultures in adapting to their surroundings.

2. That despite geographical isolation, traditional societies were self-sufficient and adaptive.

3. How environmental factors lead to comparatively divergent paths in livelihoods and development.

4. How physical circumstances can dictate human behaviour and cultures.

Correct Answer: 4

Q.4: All of the following can be inferred from the passage EXCEPT:

Ans Options

1. Agricultural practices changed drastically in the Australian continent after it was colonised.

2. While most human phenomena result from culture and individual choice, some havebio-geographic origins.

3. Several academic studies of human phenomena in the past involved racist interpretations.

4. Individual dictat and contingency were not the causal factors for the use of fur clothing in some very cold climates.

Correct Answer: 2

Sample RC Passage-2 with Questions and Answers

The passage below is accompanied by four questions. Based on the passage, choose the best answer for each question.

Residents of Lozère, a hilly department in southern France, recite complaints familiar to many rural corners of Europe. In remote hamlets and villages, with names such as Le Bacon and Le Bacon Vieux, mayors grumble about a lack of local schools, jobs, or phone and internet connections. Farmers of grazing animals add another concern: the return of wolves. Eradicated from France last century, the predators are gradually creeping back to more forests and hillsides. “The wolf must be taken in hand,” said an aspiring parliamentarian, Francis Palombi, when pressed by voters in an election campaign early this summer. Tourists enjoy visiting a wolf park in Lozère, but farmers fret over their livestock and their livelihoods.

As early as the ninth century, the royal office of the Luparii—wolf-catchers—was created in France to tackle the predators. Those official hunters (and others) completed their job in the1930s, when the last wolf disappeared from the mainland. Active hunting and improved technology such as rifles in the 19th century, plus the use of poison such as strychnine later on, caused the population collapse. But in the early 1990s the animals reappeared. They crossed the Alps from Italy, upsetting sheep farmers on the French side of the border. Wolves have since spread to areas such as Lozère, delighting environmentalists, who see the predators’ presence as a sign of wider ecological health. Farmers, who say the wolves cause the deaths of thousands of sheep and other grazing animals, are less cheerful. They grumble that green activists and politically correct urban types have allowed the return of an old enemy.

Various factors explain the changes of the past few decades. Rural depopulation is part of the story. In Lozère, for example, farming and a once-flourishing mining industry supported a population of over 140,000 residents in the mid-19th century. Today the department has fewer than 80,000 people, many in its towns. As humans withdraw, forests are expanding. In France, between 1990 and 2015, forest cover increased by an average of 102,000 hectares each year, as more fields were given over to trees. Now, nearly one-third of mainland Franceis covered by woodland of some sort. The decline of hunting as a sport also means more forests fall quiet. In the mid-to-late 20th century over 2m hunters regularly spent winter weekends tramping in woodland, seeking boars, birds and other prey. Today the Fédération Nationale des Chasseurs, the national body, claims 1.1m people hold hunting licences, though the number of active hunters is probably lower. The mostly protected status of the wolfin Europe—hunting them is now forbidden, other than when occasional culls are sanctioned by the state—plus the efforts of NGOs to track and count the animals, also contribute to the recovery of wolf populations.

As the lupine population of Europe spreads westwards, with occasional reports of wolves seen closer to urban areas, expect to hear of more clashes between farmers and those who celebrate the predators’ return. Farmers’ losses are real, but are not the only economic story. Tourist venues, such as parks where wolves are kept and the animals’ spread is discussed, also generate income and jobs in rural areas. 

Q.5: Which one of the following has NOT contributed to the growing wolf population inLozère?

Ans Options

1. The shutting down of the royal office of the Luparii.

2. An increase in woodlands and forest cover in Lozère.

3. The granting of a protected status to wolves in Europe.

4. A decline in the rural population of Lozère.

Correct Answer: 1

Q.6: Which one of the following statements, if true, would weaken the author’s claims?

Ans Options

1. Wolf attacks on tourists in Lozère are on the rise.

2. Having migrated out in the last century, wolves are now returning to Lozère.

3. Unemployment concerns the residents of Lozère.

4. The old mining sites of Lozère are now being used as grazing pastures for sheep.

Correct Answer: 1

Q.7: The author presents a possible economic solution to an existing issue facing Lozère that takes into account the divergent and competing interests of:

Ans Options

1. Politicians and farmers.

2. Environmentalists and politicians.

3. Farmers and environmentalists.

4. Tourists and environmentalists.

Correct Answer: 3

Q.8: The inhabitants of Lozère have to grapple with all of the following problems, EXCEPT:

Ans Options

1. Livestock losses.

2. Poor rural communication infrastructure.

3. Lack of educational facilities.

4. Decline in the number of hunting licences.

Correct Answer: 4

Sample RC Passage-3 with Questions and Answers

The passage below is accompanied by four questions. Based on the passage, choose thebest answer for each question.

Fifty years after its publication in English in 1972, and just a year since Marshall Sahlins himself died—we may ask: why did his essay “Original Affluent Society” have such an impact, and how has it fared since? . . . Sahlins’s principal argument was simple but counterintuitive: before being driven into marginal environments by colonial powers, hunter-gatherers, or foragers, were not engaged in a desperate struggle for meager survival. Quite the contrary, they satisfied their needs with far less work than people in agricultural and industrial societies, leaving them more time to use as they wished. Hunters, he quipped, keep bankers’ hours. Refusing to maximize, many were “more concerned with games of chance than with chances of game.” . . . The so-called Neolithic Revolution, rather than improving life, imposed a harsher work regime and set in motion the long history of growing inequality.

Moreover, foragers had other options. The contemporary Hadza of Tanzania, who had long been surrounded by farmers, knew they had alternatives and rejected them. To Sahlins, this showed that foragers are not simply examples of human diversity or victimhood but something more profound: they demonstrated that societies make real choices. Culture, away of living oriented around a distinctive set of values, manifests a fundamental principle of collective self-determination.

But the point of the essay is not so much the empirical validity of the data—the real interest for most readers, after all, is not in foragers either today or in the Paleolithic—but rather its conceptual challenge to contemporary economic life and bourgeois individualism. The empirical served a philosophical and political project, a thought experiment and stimulus to the imagination of possibilities.

With its title’s nod toward The Affluent Society (1958), economist John Kenneth Galbraith’s famously skeptical portrait of America’s post-war prosperity and inequality, and dripping with New Left contempt for consumerism, “The Original Affluent Society” brought this critical perspective to bear on the contemporary world. It did so through the classic anthropological move of showing that radical alternatives to the readers’ lives really exist. If the capitalist world seeks wealth through ever greater material production to meet infinitely expansive desires, foraging societies follow “the Zen road to affluence”: not by getting more, but by wanting less. If it seems that foragers have been left behind by “progress,” this is due only to the ethnocentric self-congratulation of the West. Rather than accumulate material goods, these societies are guided by other values: leisure, mobility, and above all, freedom.

Viewed in today’s context, of course, not every aspect of the essay has aged well. While acknowledging the violence of colonialism, racism, and dispossession, it does not thematize them as heavily as we might today. Rebuking evolutionary anthropologists for treating present-day foragers as “left behind” by progress, it too can succumb to the temptation to use them as proxies for the Paleolithic. Yet these characteristics should not distract us from appreciating Sahlins’s effort to show that if we want to conjure new possibilities, we need to learn about actually inhabitable worlds.

Q.9: The author of the passage criticizes Sahlins’s essay for its:

Ans Options

1. Outdated values regarding present-day foragers versus ancient foraging communities.

2. Failure to supplement its thesis with robust empirical data.

3. Cursory treatment of the effects of racism and colonialism on societies.

4. Critique of anthropologists who disparage the choices of foragers in today’s society.

Correct Answer: 3

Q.10: The author of the passage mentions Galbraith’s “The Affluent Society” to:

Ans Options

1. Document the influence of Galbraith’s cynical views on modern consumerism on Sahlins’s analysis of pre-historic societies.

2. Show how Sahlins’s views complemented Galbraith’s criticism of the consumerism and inequality of contemporary society.

3. Show how Galbraith’s theories refute Sahlins’s thesis on the contentment of pre-hunter-gatherer communities.

4. Contrast the materialist nature of contemporary growth paths with the pacifist content ways of living among the foragers.

Correct Answer: 2

Q.11: We can infer that Sahlins's main goal in writing his essay was to:

Ans Options

1. Put forth the view that, despite egalitarian origins, economic progress brings greaterinequality and social hierarchies.

2. Hold a mirror to an acquisitive society, with examples of other communities that have chosensuccessfully to be non-materialistic.

3. Highlight the fact that while we started off as a fairly contented egalitarian people, we haveprogressively degenerated into materialism.

4. Counter Galbraith’s pessimistic view of the inevitability of a capitalist trajectory for economicgrowth.

Correct Answer: 2

Q.12: The author mentions Tanzania’s Hadza community to illustrate:

Ans Options

1. That hunter-gatherer communities’ subsistence-level techniques equipped them to survivewell into contemporary times.

2. That forager communities’ lifestyles derived not from ignorance about alternatives, but fromtheir own choice.

3. How two vastly different ways of living and working were able to coexist in proximity forcenturies.

4. How pre-agrarian societies did not hamper the emergence of more advanced agrarianpractices in contiguous communities.

Correct Answer: 2

Sample RC Passage-4 with Questions and Answers

The passage below is accompanied by four questions. Based on the passage, choose the best answer for each question.

For early postcolonial literature, the world of the novel was often the nation. Postcolonial novels were usually concerned with national questions. Sometimes the whole story of the novel was taken as an allegory of the nation, whether India or Tanzania. This was important for supporting anti-colonial nationalism, but could also be limiting – land-focused and inward-looking.

My new book “Writing Ocean Worlds” explores another kind of world of the novel: not the village or nation, but the Indian Ocean world. The book describes a set of novels in which the Indian Ocean is at the centre of the story. It focuses on the novelists Amitav Ghosh, Abdulrazak Gurnah, Lindsey Collen and Joseph Conrad who have centred the Indian Ocean world in the majority of their novels. . . . Their work reveals a world that is outward-looking –full of movement, border-crossing and south-south interconnection. They are all very different– from colonially inclined (Conrad) to radically anti-capitalist (Collen), but together draw on and shape a wider sense of Indian Ocean space through themes, images, metaphors and language. This has the effect of remapping the world in the reader’s mind, as centred in the interconnected global south. . . .

The Indian Ocean world is a term used to describe the very long-lasting connections among the coasts of East Africa, the Arab coasts, and South and East Asia. These connections were made possible by the geography of the Indian Ocean. For much of history, travel by sea was much easier than by land, which meant that port cities very far apart were often more easily connected to each other than to much closer inland cities. Historical and archaeological evidence suggests that what we now call globalisation first appeared in the Indian Ocean. This is the interconnected oceanic world referenced and produced by the novels in my book.

For their part Ghosh, Gurnah, Collen and even Conrad reference a different set of histories and geographies than the ones most commonly found in fiction in English. Those [commonly found ones] are mostly centred in Europe or the US, assume a background of Christianity and whiteness, and mention places like Paris and New York. The novels in [my] book highlight instead a largely Islamic space, feature characters of colour and centralise the ports of Malindi, Mombasa, Aden, Java and Bombay. . . . It is a densely imagined, richly sensory image of a southern cosmopolitan culture which provides for an enlarged sense of place in the world.

This remapping is particularly powerful for the representation of Africa. In the fiction, sailors and travellers are not all European. . . . African, as well as Indian and Arab characters, are traders, nakhodas (dhow ship captains), runaways, villains, missionaries and activists. This does not mean that Indian Ocean Africa is romanticised. Migration is often a matter of force; travel is portrayed as abandonment rather than adventure, freedoms are kept from women and slavery is rife. What it does mean is that the African part of the Indian Ocean world plays an active role in its long, rich history and therefore in that of the wider world.

Q.13: Which one of the following statements is not true about migration in the Indian Oceanworld?

Ans Options

1. The Indian Ocean world’s migration networks were shaped by religious and commercial histories of the region.

2. Migration in the Indian Ocean world was an ambivalent experience.

3. The Indian Ocean world’s migration networks connected the global north with the global south.

4. Geographical location rather than geographical proximity determined the choice ofdestination for migrants.

Correct Answer: 3

Q.14: All of the following statements, if true, would weaken the passage’s claim about the relationship between mainstream English-language fiction and Indian Ocean novels EXCEPT:

Ans Options

1. The depiction of Africa in most Indian Ocean novels is driven by a postcolonial nostalgia for an idyllic past.

2. Very few mainstream English-language novels have historically been set in American and European metropolitan centres.

3. The depiction of Africa in most Indian Ocean novels is driven by an Orientalist imagination of its cultural crudeness.

4. Most mainstream English-language novels have historically privileged the Christian, white, male experience of travel and adventure.

Correct Answer: 4

Q.15: All of the following claims contribute to the “remapping” discussed by the passage, EXCEPT:

Ans Options

1. The global south, as opposed to the global north, was the first centre of globalisation.

2. The world of early international trade and commerce was not the sole domain of white Europeans.

3. Cosmopolitanism originated in the West and travelled to the East through globalisation.

4. Indian Ocean novels have gone beyond the specifics of national concerns to explore rich regional pasts.

Correct Answer: 3

Q.16: On the basis of the nature of the relationship between the items in each pair below,choose the odd pair out:

Ans Options

1. Postcolonial novels : Anti-colonial nationalism

2. Indian Ocean world : Slavery

3. Postcolonial novels : Border-crossing

4. Indian Ocean novels : Outward-lookingz

Correct Answer: 3

(VARC Prep Plan, Out of the comprehensive CAT Preparation Plan from preparation page)

In conclusion, Reading Comprehension for CAT 2025 exam involves reading passages from different subject areas such as literature, business, science, philosophy, and social sciences, and answering a set of questions that test candidate’s understanding. Above article covers CAT RC Pattern, Type of Questions asked in previous year CAT Papers, and how to prepare. Reading Comprehension For CAT PDF download is available below.