Module 2 · SSC CGL Reasoning
Statement & Arguments
Strong/Weak Arguments, Assumptions, Conclusions, and Courses of Action.
Strong/Weak Arguments · Assumptions · Conclusions
Learning Objectives
- Understand the fundamental concepts of Statement & Arguments
- Apply key techniques to evaluate strong vs weak arguments
- Practice with exam-level questions to build speed and accuracy
Key Concepts
What are Statement & Arguments?
In SSC CGL reasoning, Statement & Arguments questions present a statement followed by arguments for or against it. You must evaluate whether each argument is strong (logically sound, directly relevant) or weak (vague, irrelevant, or based on emotion). These questions test your logical reasoning and decision-making ability.
Tip 1: Strong Argument Checklist
A strong argument must be: (a) directly related to the statement, (b) factually correct and verifiable, (c) logically sound, (d) important enough to affect the decision, (e) specific rather than vague. If even one condition fails, the argument is weak.
1. Statement & Arguments — Strong vs Weak
Arguments are statements that support (for) or oppose (against) a given proposition. SSC CGL typically presents a statement followed by two arguments labelled I and II. You must decide which argument(s) are strong.
Characteristics of a Strong Argument:
- Directly addresses the statement
- Based on facts, not opinions
- Comprehensive and covers the main issue
- Practical and feasible
- Not based on vague terms like "all", "every", "never" without evidence
Characteristics of a Weak Argument:
- Vague or ambiguous language
- Based on emotion, sentiment, or personal bias
- Not directly related to the statement
- Trivial or insignificant
- Uses extreme words (all, never, none) without evidence
- Appeals to popularity ("everyone does it")
Example: Strong vs Weak Argument
Statement: Should the voting age be reduced to 16?
Argument I: Yes, because 16-year-olds are mature enough to vote.
Argument II: No, because teenagers are not interested in politics.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Argument I: Yes, because 16-year-olds are mature enough to vote.
Argument II: No, because teenagers are not interested in politics.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Solution: d) Neither is strong. Argument I is vague ("mature enough" is subjective). Argument II is based on a generalization ("not interested" is not universally true). A strong argument would cite specific evidence about political awareness at 16.
Tip 2: The Relevance Test
Ask: "Does this argument directly affect the issue in the statement?" An argument about cost is irrelevant if the statement is about moral values. Map the argument to the core issue. If it misses the target, it's weak.
Tip 3: Watch for Extreme Words
Arguments containing words like "all", "every", "never", "always", "none" are usually weak unless they can be proven beyond doubt. Example: "No one will follow this rule" is weak. "Many people may not follow this rule" is stronger because it's more measured.
Tip 4: Fact vs Opinion Distinction
An argument based on facts/data is stronger than one based on opinions/emotions. "This policy has failed in 3 out of 5 countries" (fact) is stronger than "This policy feels wrong" (opinion). Look for statistics, examples, or verifiable claims.
Tip 5: Positive vs Negative Arguments
A positive argument (supporting the statement) is not automatically strong. Similarly, a negative argument (opposing) is not automatically weak. Evaluate each on its merit, not its stance. SSC CGL deliberately mixes strong and weak on both sides.
Example: Fact-Based Strong Argument
Statement: Should there be a ban on single-use plastics?
Argument I: Yes, because single-use plastics account for 50% of ocean pollution according to UNEP data.
Argument II: No, because the plastics industry employs 2 million people worldwide.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Argument I: Yes, because single-use plastics account for 50% of ocean pollution according to UNEP data.
Argument II: No, because the plastics industry employs 2 million people worldwide.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Solution: c) Both are strong. Argument I cites a specific statistic from a credible source. Argument II cites a concrete economic impact. Both are directly relevant and factual.
Tip 6: SSC CGL Pattern — Two Argument Format
Most SSC CGL questions have exactly two arguments (I and II). The answer choices are: (a) Only I is strong, (b) Only II is strong, (c) Both are strong, (d) Neither is strong. Both arguments cannot be weak simultaneously in some exam patterns, but always check independently.
2. Statement & Assumptions — Implicit vs Explicit
An assumption is something that is taken for granted or accepted as true without proof. In SSC CGL, you are given a statement followed by two assumptions. You must decide which assumption(s) are implicit (hidden/understood) in the statement.
Implicit Assumption: A belief or idea that is not directly stated but is necessary for the statement to make sense. It is the hidden link between the statement and its conclusion.
Explicit Assumption: A belief or idea that is directly stated in the passage. If an assumption is directly mentioned, it is not implicit — it's explicit.
Example: Implicit Assumption
Statement: "The school has decided to organize extra classes on weekends to improve student performance."
Assumption I: Students are not performing well currently.
Assumption II: Students will attend weekend classes voluntarily.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: Students are not performing well currently.
Assumption II: Students will attend weekend classes voluntarily.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: a) Only I is implicit. If the school wants to "improve performance," it implies current performance is not satisfactory. Assumption II is not necessarily implicit — attendance may be mandatory, so we cannot assume it's voluntary.
Tip 7: The Necessity Test for Assumptions
An assumption is implicit if it is NECESSARY for the statement to be valid. Ask: "If this assumption were false, would the statement still make sense?" If yes, it's not implicit. If the statement breaks down without it, it is implicit.
Tip 8: Direct Restatement Trap
If an assumption directly repeats what the statement says, it is NOT implicit — it is explicit (restated). Example: Statement: "Buy this phone for its great camera." Assumption: "The phone has a good camera." This is explicit, not implicit.
Tip 9: Action→Need/Demand Pattern
If a statement proposes an action (e.g., "The government should build more hospitals"), the implicit assumption is that there is a need/demand for that action. Example: Statement about building hospitals → implicit: there is an inadequate number of hospitals.
Example: Advertisement Assumption
Statement: "Use GlowShine toothpaste for whiter teeth in 7 days!"
Assumption I: People want whiter teeth.
Assumption II: GlowShine toothpaste can whiten teeth in 7 days.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: People want whiter teeth.
Assumption II: GlowShine toothpaste can whiten teeth in 7 days.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: c) Both are implicit. I: The ad appeals to the desire for whiter teeth, so it assumes people want this. II: The ad makes a claim, so it assumes the product can deliver the promised result (otherwise the ad would be false).
Tip 10: Solution→Problem Assumption
When a statement offers a solution, it implicitly assumes that the problem exists. "Install CCTV cameras in the colony" → assumes security is a concern. "Introduce free lunch in schools" → assumes children go hungry.
Example: Policy Statement
Statement: "The government should reduce taxes on electric vehicles to promote clean energy."
Assumption I: Electric vehicles are currently more expensive due to taxes.
Assumption II: Tax reduction will lead to increased adoption of EVs.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: Electric vehicles are currently more expensive due to taxes.
Assumption II: Tax reduction will lead to increased adoption of EVs.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: c) Both are implicit. I: For tax reduction to help, taxes must currently be contributing to the high cost. II: The purpose of reduction is to promote EVs, so the statement assumes reduction will achieve this goal.
3. Statement & Conclusions — Definite vs Possible
In these questions, you are given a statement (or set of facts) followed by conclusions. You must determine which conclusions definitely follow from the statement (definitely true), which possibly follow (may be true), and which do not follow at all.
Definite Conclusion: Logically follows from the given statement. Cannot be false if the statement is true.
Possible Conclusion: May be true based on the statement, but is not guaranteed. It is a plausible inference but not a necessary one.
Does Not Follow: Not supported by the statement. Either contradicts it or goes beyond what is stated.
Example: Definite vs Possible
Statement: All cats are mammals. All mammals have a spine.
Conclusion: All cats have a spine.
a) Definitely true b) Possibly true c) Does not follow
Conclusion: All cats have a spine.
a) Definitely true b) Possibly true c) Does not follow
Solution: a) Definitely true. If all cats are mammals and all mammals have a spine, then logically all cats must have a spine. This is a valid syllogistic conclusion.
Tip 11: The Venn Diagram Mental Model
Visualize statements as sets. "All A are B" means A is inside B. "Some A are B" means A and B overlap. "No A is B" means A and B are separate. Draw mental Venn diagrams to test whether conclusions follow.
Tip 12: Beyond the Statement Trap
A conclusion that adds new information not present in the statement does NOT follow. Statement: "Ravi is taller than Rohan." Conclusion: "Ravi is tall." This does not follow — "taller" is comparative, not absolute. Ravi could be short and still taller than Rohan.
Example: Comparative Statement
Statement: "Team A scored more goals than Team B in the tournament."
Conclusion I: Team A won the tournament.
Conclusion II: Team B lost all its matches.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Conclusion I: Team A won the tournament.
Conclusion II: Team B lost all its matches.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: d) Neither follows. Scoring more goals than another team does not guarantee winning the tournament (others may have scored more). Team B could have won some matches with fewer goals. The statement does not provide enough information for either conclusion.
Tip 13: SSC CGL Conclusion Flow
1) Read the statement carefully. 2) Identify if conclusions are about all/some/none. 3) Check for definite vs possible language in conclusion. 4) Match with statement. 5) If conclusion contains "all" but statement says "some", it does not follow.
Example: Definite Conclusion
Statement: "Delhi receives more rainfall than Mumbai. Kolkata receives less rainfall than Mumbai."
Conclusion: Delhi receives more rainfall than Kolkata.
a) Definitely true b) Possibly true c) Does not follow
Conclusion: Delhi receives more rainfall than Kolkata.
a) Definitely true b) Possibly true c) Does not follow
Solution: a) Definitely true. Delhi > Mumbai and Kolkata < Mumbai. By transitivity, Delhi > Mumbai > Kolkata, so Delhi > Kolkata is definitely true.
Tip 14: Only vs Mainly Distinction
"Only" means exclusively — it's a very strong claim. "Mainly" means primarily but not exclusively. Statement: "Most students in this class are boys." Conclusion: "Only boys are in this class." Does not follow. Correct conclusion: "The class mainly has boys." But even that is possible, not definite — "most" could be 51%.
4. Statement & Courses of Action
A course of action is a step or administrative decision taken to improve a situation or resolve a problem. In SSC CGL, you are given a situation (often a problem) followed by proposed courses of action. You must decide which course(s) are logical, practical, and appropriate.
Criteria for a Valid Course of Action:
- Directly addresses the problem
- Is practical and feasible
- Is within the scope of the authority involved
- Does not create a bigger problem
- Is immediate and urgent when required
Example: Course of Action
Situation: "Waterlogging occurs in City X every monsoon, causing traffic jams and health issues."
Course I: The municipality should clean the drainage system before monsoon.
Course II: The government should build flyovers to reduce traffic.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Course I: The municipality should clean the drainage system before monsoon.
Course II: The government should build flyovers to reduce traffic.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: a) Only I follows. Cleaning drainage directly addresses waterlogging. Building flyovers (II) addresses traffic, not the root cause of waterlogging.
Tip 15: Root Cause Analysis
A course of action that attacks the root cause is stronger than one that manages symptoms. If the problem is "frequent power cuts," a course about "installing inverters" manages symptoms, while "upgrading the power grid" addresses the root cause. Choose the root-cause solution when available.
Example: Multiple Courses
Situation: "Reports show that students in rural areas have low digital literacy."
Course I: The government should provide free computers to all rural schools.
Course II: The government should train teachers in digital education methods.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Course I: The government should provide free computers to all rural schools.
Course II: The government should train teachers in digital education methods.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: c) Both follow. Both courses directly address the problem: providing computers (infrastructure) and training teachers (human capacity). They are practical, feasible, and complementary.
Tip 16: Extreme Courses Trap
Courses of action that propose extreme measures (e.g., "shut down all factories," "ban everything") are usually invalid. Look for balanced, proportional responses. "Regulate factory emissions" is better than "Close all factories."
Tip 17: Authority Scope Check
A course of action must be within the authority of the entity mentioned. If the situation involves a "school," the course should be something the school administration can implement — not something requiring central government legislation.
Example: Authority Scope
Situation: "Students in a government school are found to be consuming junk food regularly."
Course I: The school should ban junk food in the canteen.
Course II: The central government should ban junk food nationwide.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Course I: The school should ban junk food in the canteen.
Course II: The central government should ban junk food nationwide.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: a) Only I follows. The school can ban junk food in its own canteen (within its authority). A nationwide ban (II) is disproportionate and beyond the scope of the stated problem.
SSC CGL Shortcut Techniques
Tip 18: The 3-Second Argument Scan
Scan each argument for: (1) Is it directly relevant? (2) Does it use facts or emotions? (3) Does it contain extreme language? If any answer is negative, mark it weak. This 3-second scan works for 80% of SSC CGL argument questions.
Tip 19: Assumption — The Gap Filler
An implicit assumption is the logical gap between the statement and its conclusion. Draw a line: Statement → [Assumption] → Conclusion/Purpose. Whatever fills the gap is the assumption. Example: "We should hire more teachers" → [current teachers are inadequate] → "to improve education quality."
Tip 20: Conclusion — Match the Quantifiers
Match quantifiers exactly. Statement: "Some politicians are honest." Conclusion: "All politicians are honest" — does not follow. Conclusion: "Some honest people are politicians" — follows (conversion of "some"). Conclusion: "Some politicians are not honest" — does not follow (some does not imply some-not).
Tip 21: Course of Action — Immediate vs Long-Term
Some questions expect immediate action. If the situation is urgent (e.g., "flood warning issued"), an immediate course (evacuation) is needed over a long-term one (building dams). For non-urgent situations, long-term solutions are acceptable. Prioritize based on urgency.
Tip 22: SSC CGL Common Traps
Trap 1: An argument that sounds logical but uses vague terms like "many", "some people say". Trap 2: An assumption that restates the statement. Trap 3: A conclusion that is possibly true but presented as definitely true. Trap 4: A course of action that addresses a different problem.
Solved Examples
Solved Example 1 (Strong/Weak Argument)
Statement: Should capital punishment be abolished?
Argument I: Yes, because it violates the right to life.
Argument II: No, because it deters serious crimes.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Argument I: Yes, because it violates the right to life.
Argument II: No, because it deters serious crimes.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Solution: c) Both are strong. I raises a fundamental rights issue directly relevant to capital punishment. II raises a practical deterrence argument. Both are substantive and directly relevant.
Solved Example 2 (Strong/Weak Argument)
Statement: Should internet access be declared a fundamental right?
Argument I: Yes, because the internet is essential for modern life.
Argument II: No, because it will cost the government too much money.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Argument I: Yes, because the internet is essential for modern life.
Argument II: No, because it will cost the government too much money.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Solution: d) Neither is strong. I is vague and general ("essential for modern life" is not a precise legal argument). II is about cost, which is a practical concern but not a direct argument against it being a right. Stronger arguments would address legal, social, or specific economic impacts.
Solved Example 3 (Assumption — Implicit)
Statement: "The company should invest in renewable energy sources."
Assumption I: Renewable energy is more cost-effective in the long run.
Assumption II: The company currently uses non-renewable energy.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: Renewable energy is more cost-effective in the long run.
Assumption II: The company currently uses non-renewable energy.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: c) Both are implicit. I: The recommendation to invest assumes there is a benefit (cost-effectiveness). II: The statement says "should invest in renewable" which implies the company is not already fully using renewables.
Solved Example 4 (Assumption — Implicit)
Statement: "Due to rising pollution, the government has banned firecrackers this Diwali."
Assumption I: Firecrackers contribute to pollution.
Assumption II: The ban will be followed by everyone.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: Firecrackers contribute to pollution.
Assumption II: The ban will be followed by everyone.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: a) Only I is implicit. I is the reason for the ban, so it is necessarily assumed. II is not implicit — governments can impose bans without assuming universal compliance; enforcement is a separate matter.
Solved Example 5 (Conclusion — Definite)
Statement: All roses are flowers. Some flowers fade quickly.
Conclusion: Some roses fade quickly.
a) Definitely true b) Possibly true c) Does not follow
Conclusion: Some roses fade quickly.
a) Definitely true b) Possibly true c) Does not follow
Solution: c) Does not follow. All roses are in the flowers set. Some flowers fade quickly — but we don't know if roses are in the "fade quickly" subset. The conclusion could be true but it is not guaranteed by the statement.
Solved Example 6 (Conclusion — Definite)
Statement: Either Rohan is lying or Sohan is telling the truth. Rohan is not lying.
Conclusion: Sohan is telling the truth.
a) Definitely true b) Possibly true c) Does not follow
Conclusion: Sohan is telling the truth.
a) Definitely true b) Possibly true c) Does not follow
Solution: a) Definitely true. This is a logical disjunction (either A or B). If A (Rohan is lying) is false, then B (Sohan is telling the truth) must be true.
Solved Example 7 (Course of Action)
Situation: "Frequent cyber attacks on government websites have compromised citizen data."
Course I: The government should strengthen cybersecurity infrastructure immediately.
Course II: The government should stop digitizing services to prevent future attacks.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Course I: The government should strengthen cybersecurity infrastructure immediately.
Course II: The government should stop digitizing services to prevent future attacks.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: a) Only I follows. I directly addresses the problem (improve security). II is an extreme, impractical response — stopping digitization is disproportionate and harms citizens.
Solved Example 8 (Strong/Weak Argument)
Statement: Should homework be banned in schools?
Argument I: Yes, because children need time for extracurricular activities.
Argument II: No, because homework reinforces classroom learning.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Argument I: Yes, because children need time for extracurricular activities.
Argument II: No, because homework reinforces classroom learning.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Solution: c) Both are strong. Both arguments present valid, directly relevant points about the purpose of homework and children's development. Neither uses extreme language or irrelevant points.
Solved Example 9 (Assumption)
Statement: "The highway department has decided to install speed cameras on the accident-prone stretch."
Assumption I: Speed is a factor in accidents on this stretch.
Assumption II: Speed cameras will reduce accidents.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: Speed is a factor in accidents on this stretch.
Assumption II: Speed cameras will reduce accidents.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: c) Both are implicit. I: Installing speed cameras implies that speed is a concern. II: The purpose of cameras is to reduce accidents, so their effectiveness is implicitly assumed.
Solved Example 10 (Conclusion)
Statement: No bats are birds. All birds lay eggs.
Conclusion: No bats lay eggs.
a) Definitely true b) Possibly true c) Does not follow
Conclusion: No bats lay eggs.
a) Definitely true b) Possibly true c) Does not follow
Solution: c) Does not follow. The statement tells us about birds (they lay eggs) but says nothing about whether bats lay eggs. Bats are not birds, but they could still lay eggs (they don't in reality, but logically the statement doesn't prove it).
Solved Example 11 (Course of Action)
Situation: "A recent survey shows that 60% of office workers in Metro City suffer from back pain."
Course I: Companies should invest in ergonomic furniture.
Course II: The government should mandate a 4-day work week.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Course I: Companies should invest in ergonomic furniture.
Course II: The government should mandate a 4-day work week.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: a) Only I follows. Ergonomic furniture directly addresses back pain at the source. A 4-day work week is a broad policy change that may not reduce back pain and is disproportionate to the stated problem.
Solved Example 12 (Strong/Weak Argument)
Statement: Should zoos be banned?
Argument I: Yes, because keeping animals in captivity is cruel.
Argument II: No, because zoos are popular tourist attractions.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Argument I: Yes, because keeping animals in captivity is cruel.
Argument II: No, because zoos are popular tourist attractions.
a) Only I is strong b) Only II is strong c) Both are strong d) Neither is strong
Solution: a) Only I is strong. I raises a direct ethical concern about animal welfare. II appeals to popularity/tourism, which is a weak argument — the moral question of banning zoos should not be decided by tourist footfall.
Solved Example 13 (Assumption)
Statement: "To reduce traffic congestion, the city will introduce a congestion tax for vehicles entering the downtown area."
Assumption I: The tax will discourage some drivers from entering downtown.
Assumption II: Public transport alternatives are available for commuters.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Assumption I: The tax will discourage some drivers from entering downtown.
Assumption II: Public transport alternatives are available for commuters.
a) Only I is implicit b) Only II is implicit c) Both are implicit d) Neither is implicit
Solution: c) Both are implicit. I: The tax is meant to reduce congestion, which assumes it will change driver behavior. II: For the policy to be fair and practical, alternative transport must exist — otherwise the tax would be unreasonable.
Solved Example 14 (Conclusion)
Statement: Some doctors are surgeons. No surgeon is a dentist.
Conclusion: Some doctors are not dentists.
a) Definitely true b) Possibly true c) Does not follow
Conclusion: Some doctors are not dentists.
a) Definitely true b) Possibly true c) Does not follow
Solution: a) Definitely true. Some doctors are surgeons. No surgeon is a dentist. Therefore, those doctors who are surgeons are not dentists. So at least some doctors are not dentists. This conclusion definitely follows.
Solved Example 15 (Course of Action)
Situation: "A shortage of drinking water has been reported in 20 villages during the summer months."
Course I: The government should supply water through tankers immediately.
Course II: The government should build permanent water storage facilities.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Course I: The government should supply water through tankers immediately.
Course II: The government should build permanent water storage facilities.
a) Only I follows b) Only II follows c) Both follow d) Neither follows
Solution: c) Both follow. I is an immediate short-term solution (water tankers are urgent). II is a long-term sustainable solution. Both are valid and address the problem at different levels — immediate relief and permanent infrastructure.
Summary of SSC CGL Statement & Arguments Shortcuts
- Strong Argument: Relevant, factual, specific, not extreme, directly addresses the statement
- Weak Argument: Vague, emotional, irrelevant, extreme language, trivial
- Implicit Assumption: Hidden but necessary for the statement to make sense; use the Necessity Test
- Definite Conclusion: Logically guaranteed by the statement; cannot be false if statement is true
- Course of Action: Must be relevant, practical, within authority, address root cause
- Elimination Strategy: Check relevance first → check fact/fiction → check extreme language → check scope