The Data Interpretation and Logical Reasoning section does not have defined syllabus.Therefore, aspirants must spend time in getting exposure to variety of problems in line of CAT pattern, says PRADEEP KUMAR PANDEY

In the last three CATs, there was no sub-section in the name of DI and LR and majority of sets were amalgamation of DI and LR. So, practicing something off-beat and unconventional from quality material will provide a big boost to your preparation. The DI/LR section of last three CATs were medium to difficult level with quite a few easy and doable sets which one should have handpicked and scored decent marks.

One has to be flexible in his strategy while attempting this section. Scanning the section intensely and prioritising the doable sets is the key to fetch a decent percentile score. Problem sets of DILR can be primarily divided into following types.

Type-I: Solo DI Sets:

Questions are designed on a data set based on Tables, Bar graphs, Line charts, Pie charts, Routes and network diagram, Triangular diagram, Scattered Graphs, Bubble graphs, Cob-web graphs etc or the combination of two or more ways. Questions are more of calculation intensive nature once you are done with the interpretation. Some elements of arithmetic like variations, ratios, percentages, averages, weighted mean, reverse weighted mean are also required in formulations and calculations. Students equipped with the requisite arithmetic skills and know the art of minimising the unnecessary calculations have an edge.

Type-II: Solo LR Sets:

LR problem sets are based on Linear and circular arrangements, distributions, orders and sequencing, floor arrangements, binary logic and selections. Ability to comprehend questions followed by the correct and complete interpretation are the key attributes to succeed in concluding the sets .

Sometimes the questions are framed in such a way that you mark an obvious looking answer which is often wrong. Beware of the language trap, if required revisit the restrictions to narrow down the possibilities, and again reinterpret and fine tune the skeleton in progress made to reach the conclusions. Never select the sets just on the basis of familiarity. Decision-making of doable sets are based upon complexity or number of variables in problem sets.

Type-III: Topic Based DILR Sets:

Test takers are familiar with DILR sets based on the topics like Cubes, Venn-Diagrams, Round-Robin & Single elimination Tournaments, Maximisation and Minimisations based on Venn-diagrams etc only because of some sort of familiarity. Problem sets from these topics could be a kind of trap to woo the test takers. Although questions are from  familiar area, there is need to read the complete set with mindfulness to gauge the exact difficulty level.

Type-IV: Mixture of DI and LR Sets:

A few sets were based on mix of DI and LR sets like Reasoning based DI, Maximisation-minimisation questions based on DI, Quant based reasoning based upon Linear and circular arrangements, distributions and selections. Test takers needs to practice the quality materials in order to get accustomed with new types of DILR sets.

Type-V: New Puzzle types:

Test takers have witnessed several new puzzle types like Sudoku, matrix and grid, cryptography, coding-decoding, new type of quant-based reasoning in the recent past. Test makers used these problem sets as a kind of surprise elements to test on the spot thinking and ability to deal with various parameters and constraints. One needs to solve these sets with full concentration and absorb all the information given. Detailed reading and understanding of the set might take about 3-4 mins but once you find the set on the doable lines and are able to crack the set successfully, the investment would be a big differentiator.

One should scan DI/LR section and identify the sets which seem to be the first choice. Student should attempt this section in two rounds of approximately 30 minutes each. In the first round all the easily doable sets should be targeted. In the second, moderately difficult sets should be targeted. The time limit for each round could vary.

The writer is Academic Head, TIME, Delhi