Arguments, Courses of Action, and Cause and Effect
Arguments, Courses of Action, and Cause and Effect
Three more statement-based types complete this chapter. A strong argument is relevant, directly related to the question and backed by a sound reason; a weak one is trivial, emotional or based on opinion. A course of action is a practical step that addresses the problem stated. In cause-and-effect, you decide which of two events led to the other, or whether both come from a common cause.
1. Rules Box
| Type | Accept | Reject |
|---|---|---|
| Strong argument | Important, relevant, logical, from a "yes" or "no" with a solid reason | Trivial, emotional, "everyone does it", extreme or unrelated |
| Course of action | Practical, solves or reduces the problem, within the authority concerned | Extreme (ban everything), impractical, unrelated, or only blames someone |
| Cause and effect | One event clearly happens because of the other | The events are unrelated or both result from a third cause (then choose the independent or common-cause option) |
Courses of action usually come in two kinds: immediate relief and long-term prevention; both can follow
In cause-effect, the cause comes first in time and explains the effect
| Cause-effect answer options |
|---|
| I is the cause, II the effect / II is the cause, I the effect / Both independent causes / Both effects of independent causes / Both effects of a common cause |
✗ "Mobile phones should be banned in offices" is a strong course of action against wasted time | ✓ A blanket ban is extreme; a usage policy is the practical step
✗ Two events reported on the same day must be cause and effect | ✓ Check that one actually explains the other; they may share a common cause
हिंदी नोट: प्रबल तर्क वह है जो प्रश्न से सीधे जुड़ा हो और ठोस कारण दे। कार्यवाही व्यावहारिक हो और समस्या घटाए; "सब बंद कर दो" जैसी चरम कार्यवाही गलत होती है। कारण-प्रभाव में कारण पहले आता है और प्रभाव को समझाता है।
Exam Pointer: Verified NTPC patterns: strong and weak arguments (January 2021 CBT-1), courses of action (January 2021 CBT-1, June 2022 CBT-2) and cause and effect (June 2022 CBT-2). Common-cause cause-effect questions had no separate verified shift and are tagged syllabus-based.
Pariksha Pattern: Every Way NTPC Asks This Topic
Pattern 1: Strong and weak arguments
[PYQ: NTPC CBT-1 18-Jan-2021 Shift-1]
EXAM LEVEL
Q. Should school buses be fitted with GPS trackers? Arguments: I. Yes, parents and schools can track buses and respond quickly in emergencies. II. No, other countries also do not do it.
I gives a relevant safety reason. II only points to others, which is no reason at all.
Answer: Only I is strong
EXAMATLAS LEVEL
Q. Should railway stations sell only locally made products in their shops? Arguments: I. Yes, it will give local artisans a market and income. II. No, it will reduce choice for passengers who need everyday items. III. Yes, every station in the world does this.
I and II give real, relevant consequences on each side. III is a false generalisation and gives no reason.
Answer: I and II are strong
Pattern 2: Courses of action
[PYQ: NTPC CBT-1 16-Jan-2021 Shift-1 | NTPC CBT-2 13-Jun-2022 Shift-2]
EXAM LEVEL
Q. Statement: Many passengers are falling ill after drinking water from taps at a station. Courses of action: I. The water should be tested and the supply cleaned at once. II. The station should be closed permanently.
I addresses the problem directly and practically. Closing the station for ever is extreme.
Answer: Only I follows
EXAMATLAS LEVEL
Q. Statement: Ticket counters at a busy station have very long queues every morning. Courses of action: I. More counters should be opened during the morning rush. II. Passengers should be encouraged to book tickets on the mobile app. III. Passengers arriving in the morning should be fined.
I gives immediate relief and II reduces the load in the long run; both are practical. Fining passengers punishes them for the problem rather than solving it.
Answer: I and II follow
Pattern 3: Which statement is the cause
[PYQ: NTPC CBT-2 16-Jun-2022 Shift-1]
EXAM LEVEL
Q. I. Heavy rain fell in the hills for three days. II. The river in the plains rose above the danger mark.
Rain in the catchment raises the river downstream. I is the cause and II the effect.
Answer: I is the cause, II the effect
EXAMATLAS LEVEL
Q. I. The price of onions has doubled in the city markets. II. Unseasonal rain damaged much of the onion crop this year.
Crop damage reduces supply, which pushes prices up. II happened first and explains I.
Answer: II is the cause, I the effect
Pattern 4: Common cause and independent causes
[Pattern: syllabus-based, PYQ-style]
EXAM LEVEL
Q. I. Schools in the district were closed for two days. II. Many trains in the district were cancelled for two days.
Neither closure causes the other; both are likely results of one event, such as a storm warning.
Answer: Both are effects of a common cause
EXAMATLAS LEVEL
Q. I. The government reduced the tax on electric scooters. II. The state government opened ten new primary health centres. Which option fits?
Neither event explains the other, and they share no common cause; each is a separate decision that will produce its own effects.
Answer: Both are independent causes
60-Second Revision
- Strong argument: relevant, important and backed by a reason.
- Course of action: practical, solves or reduces the problem; avoid extremes.
- Cause comes first and explains the effect.
- Two results of one event: effects of a common cause.
Next Step: Statement-based reasoning done. Try the statement set in the ExamAtlas RRB NTPC 2026 mock tests; underline every extreme word before you choose.