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CAT 2002 Analysis and Paper Pattern
For the CAT aspirants across the nation, November 2002 was the grand finale. The tryst with destiny. Literally. When at 10:30 am sharp, the test paper was opened, and the 120 minutes of reckoning started, things started taking shape. For those who had – for months together – dreamt of nothing but the best, each moment brought immense joy and exhilaration. So what if some of the questions looked tricky, and some of the passages sounded philosophical. There is no fun if the bar is not raised high… right?

India started its process of economic reforms since 1991, and the CAT followed suit. Its shape, color and complexion have been changing ever since. Adapting to the changing corporate requirements. Analytical thinking, a cool headed approach and a capability to work under pressure is what the CAT is designed to check. Going by this yardstick, CAT 2002 did not disappoint!

In CAT 2002, at first sight, the Language area looked very manageable. However, true to the CAT tradition, there were the finer aspects. The options that were placed pretty close to each other, and the thrust on inference based reasoning made it worth its while. Students who would have worked hard on readings across the disciplines must have found the going rather easy. Apart from Comprehension, the sitters in Vocabulary made it a joy. Many cracked the same outright. The Grammar based set was an interesting exercise in comparison and elimination, and the Fill-in-the-blanks (cloze test) was neat. Closely placed options in 6 sentence para formation indeed took its toll! Time, that is. The Mathematical Aptitude portion had a nice sprinkling of questions that should have been solved. At least 15 questions were eminently solvable. Arithmetic got its due (after a long time) with algebra being a poor second cousin, and Geometry registering its presence once again. Frankly, the Maths section was not easy. It called for a good grip coupled with a lot of consistent practice. The DI-DS-LR section was classic. The DS twisters were well designed and seemingly innocuous. Seemingly. We say so because the options were jumbled up {for ex. (1) 2 (2) 1 (3) 3 (4) 4}. Students who did not heed the oft-repeated advice of teachers “Read the directions and options VERY carefully before you mark the answers” were big losers. It would be a pity, really! The huge tables in some DI sets made it important to make a strategic choice. To tackle or not to tackle? Some good choices, some intelligent calculations and some earlier exposure did the trick for many candidates. Reasoning was good. At least it lived upto its name!
Download paper here: CAT 2002 paper with solution
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