This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.
One example is below.
Q: Passage: In 1763, Spain traded Florida to the Kingdom of Great Britain for control of Havana, Cuba, which had been captured by the British during the Seven Years' War. It was part of a large expansion of British territory following the country's victory in the Seven Years' War. Almost the entire Spanish population left, taking along most of the remaining indigenous population to Cuba. The British soon constructed the King's Road connecting St. Augustine to Georgia. The road crossed the St. Johns River at a narrow point, which the Seminole called Wacca Pilatka and the British named "Cow Ford", both names ostensibly reflecting the fact that cattle were brought across the river there.
A: Who owned Cuba after the Eight Years War?
Rationale: This question appears to be relevant to the passage as both involves words such as 'Cuba' and 'War' which also exist in the passage. The passage mentions that "after the war, almost the entire Spanish population left, taking along most of the remaining indigenous population to Cuba". This information is not sufficient to conclude that which country owned cuba.
Q: Passage: In the visual arts, the Normans did not have the rich and distinctive traditions of the cultures they conquered. However, in the early 11th century the dukes began a programme of church reform, encouraging the Cluniac reform of monasteries and patronising intellectual pursuits, especially the proliferation of scriptoria and the reconstitution of a compilation of lost illuminated manuscripts. The church was utilised by the dukes as a unifying force for their disparate duchy. The chief monasteries taking part in this "renaissance" of Norman art and scholarship were Mont-Saint-Michel, Fécamp, Jumièges, Bec, Saint-Ouen, Saint-Evroul, and Saint-Wandrille. These centres were in contact with the so-called "Winchester school", which channeled a pure Carolingian artistic tradition to Normandy. In the final decade of the 11th and first of the 12th century, Normandy experienced a golden age of illustrated manuscripts, but it was brief and the major scriptoria of Normandy ceased to function after the midpoint of the century.
A:
What kind of art did the Normans have a rich tradition of?