Example sentences of "[adj] [pers pn] [vb -s] that [pron] [verb] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | From this it follows that they satisfy the exclusion principle . |
| 2 | it 's just that with this it means that you 've finalized it in your name . |
| 3 | By this he means that they possess a certain sacred connotation or depth dimension . |
| 4 | To the extent that activities are spontaneous it appears that they belong to the realm of the caused ( which in the case of biological process is obvious enough ) , and that he is a free agent only to the extent that he learns to direct them . |
| 5 | In being normative it avows that it does not necessarily conform to everyone 's notion of authority in all detail . |
| 6 | But despite a guest appearance by Jack Nicholson , and the assistance of the ingenious Simenon ( a man so uninfatuated by Prince and all his works that he fell asleep during the Sign O The Times movie ) , does Cat have the creative wherewithal to make it as a solo act ? |
| 7 | We offer the other hand , and eventually a life line is discovered , although it 's so short it appears that we died several years ago . |
| 8 | This interpretation of the General Theory labour supply function seems initially quite plausible , but the further one pursues Keynes 's chain of reasoning , the more apparent it becomes that he had something altogether different from the formulation in mind . |
| 9 | In Scale 1 he protests that he speaks of more than he has directly experienced : In the second book which complements the material in the first , there is an often remarked upon change of tone : the reservation and distancing of Scale 1 is absent from the imagistic structures which embody his thought and insight in Scale 2 . |
| 10 | By marginal he means that he does n't know whether it will clear up or become irretrievably hopeless . |
| 11 | Tony Davies attests to the continuing force even in the 1980s of the " fluid and contradictory debris of discursive fragments which surrounds such limp , but none the less coercive , questions as " Well , what do you think of this then ? " 150 It seems that what continues largely to hold these fragments together are those practically-embedded assumptions into which Barbara Hardy , in her strict attention to the humdrum interactions rather than the more formal discursive superstructure , offers a degree of insight unusual for writings on English in higher education . |