Daily Reading Comprehensions For CAT 12 September 2026

Imagine you want to improve your character. You are a bit irresolute and would like to be able to persevere on tasks. Maybe you are a bore and desire to be humorous, or are impatient and need to learn to wait well. Perhaps you are stingy, aspiring to be generous, or cowardly and desire courage. How do you make these changes? How do you improve your character?

I have some advice you may expect: find someone you admire and emulate them. Read good books that clarify the human condition. Locate friends with similar character goals and hold each other accountable. Select your situations so you are not tempted by bad choices. Reflect. Say you are sorry and try again. Do good deeds until you are reliably disposed to perform them without thinking, and they define you in a stable way.

But I also have advice that may surprise you: sometimes the road to virtue comes by way of vice.

Several philosophers employ an image of warped wood to describe our moral character. Immanuel Kant wrote that ‘from such crooked timber as humankind is made nothing entirely straight can be made’. When Xunzi made his notorious declaration that human nature is evil, he said that we must be denatured, straightened like warped wood to correct our naturally twisted moral condition.

In Plato’s dialogue Protagoras, this image appears in a discussion about whether virtue can be taught. Protagoras offers a pedagogical sequence that is built around punishment and constraint, which are seemingly required because the student never comes to love what is choice-worthy. A student is given directives to ‘do this, and not do that. If he readily obeys, – so; but if not, they treat him as a bent and twisted piece of wood and straighten him with threats and blows.’

Aristotle also used the image of warped wood. He viewed moral virtue as a mean positioned between two vices – a vice of excess and a vice of deficiency. For example, courage is a mean between cowardice and rashness. Wittiness is the mean between buffoonery and boorishness. In the context of a virtue mean, the image of warped wood has interesting implications for character development.

This is like adopting hypothermia in response to heatstroke, or frostbite to fix a burn

In his Nicomachean Ethics, Aristotle offers advice for how to achieve the mean and attain virtue. First, we must notice the errors to which we are prone, since ‘different men are inclined by nature to different faults’. Then we should ‘drag ourselves away in the opposite direction, for by steering wide of our besetting error we shall make a middle course. This is the method adopted by carpenters to straighten warped timber.’

On the one hand, this is odd advice. People are like warped wood, which must be corrected not by inching closer to the mean but overshooting it entirely. You have a vice, so you should act in terms of a different vice, to develop a virtue.

Q1. In Paragraph 7, the author describes Aristotle's method of overshooting a vice as "like adopting hypothermia in response to heatstroke, or frostbite to fix a burn." What is the primary function of this medical analogy within the passage's broader argument? Correct Option C … Explanation: The author uses the extreme medical analogy to help the reader visualize the counterintuitive ("odd") logic behind Aristotle's method: curing a vice of deficiency or excess by intentionally engaging its opposite vice (overshooting the mean). Hypothermia and frostbite are harmful in isolation, but in this rhetorical hyperbole, applying an extreme opposite condition serves to pull a system back from the opposite extreme (heatstroke/burn). Option A takes a rhetorical analogy literally as ancient medical history. Option B misinterprets the analogy as a condemnation of philosophy, whereas the author presents it as an insightful, albeit surprising, framework. Option D treats a stylistic analogy as a literal biological equivalence. Hence, option C. Q2. How does Protagoras's application of the "warped wood" image (Paragraph 5) differ from Aristotle's application of the same image (Paragraphs 6–8)? Correct Option A … Explanation: In Paragraph 5, Protagoras uses the bent wood image to describe a pedagogical sequence built on external threats, punishment, and blows to force a disobedient student into compliance. In contrast, Paragraphs 6–8 describe Aristotle using the image to show how an individual can self-correct an internal fault by recognizing their natural inclination and dragging themselves toward the opposite vice to hit the virtuous mean. Option B misinterprets Protagoras (who treats wood as bent and requiring straightening) and scrambles Xunzi's "human nature is evil" declaration (Paragraph 4) into Aristotle. Option C contradicts both thinkers, who both view achieving virtue as requiring effort/discipline. Option D introduces unmentioned age restrictions unsupported by the text. Hence, option A. Q3. Suppose a person recognizes that they are naturally "stingy" (a vice of deficiency regarding generosity). Based on Aristotle's advice in Paragraphs 7–8, how should this person act in order to cultivate true generosity? Correct Option B … Explanation: Paragraph 8 notes that under Aristotle's method, warped wood must be corrected not by inching closer to the mean but overshooting it entirely — you have a vice, so you should act in terms of a different vice, to develop a virtue. For stinginess (a vice of deficiency), the opposite vice of excess is lavish extravagance/profligacy. To reach the mean (generosity), the person must overshoot by acting recklessly generous/extravagant to pull their character straight. Option A describes inching closer to the mean or calculated moderation, which Paragraph 8 explicitly states is not the method of straightening warped timber. Option C advocates complete withdrawal, which does not correct the character flaw through action. Option D scrambles Protagoras's external threat method (Paragraph 5) with Aristotle's vice-overshooting method. Hence, option B. Q4. What is the strategic narrative function of Paragraph 1 and Paragraph 2 in the overarching development of the passage? Correct Option B … Explanation: Paragraph 1 asks engaging, everyday questions about fixing common personal flaws (stinginess, cowardice, impatience). Paragraph 2 lists standard, intuitive advice (emulate role models, read books, reflect, build habits). This sets up the sharp turn in Paragraph 3: sometimes the road to virtue comes by way of vice. The familiar baseline makes the subsequent paradox far more striking. Option A is incorrect because the author does not dismiss conventional advice as useless, but rather introduces an additional, surprising perspective. Option C directly contradicts the premise of the entire passage, which centers on how to improve character. Option D brings in unmentioned works by Kant; Kant is introduced later in Paragraph 4 via a brief quote about "crooked timber." Hence, option B.