Example sentences of "it be [not/n't] that [art] " in BNC.

  Next page
No Sentence
1 If it were n't that a judge has to decide a case , quite a few of Edward 's legal opinions would probably end in a question mark . ’
2 The then Lord Chief Justice in 1980 commented that , If it were not that a high proportion of cases are compromised long before they reach court the administration of justice would soon grind to a halt ; the courts would be overwhelmed by the volume of work . ’
3 It 's not that the jokes are not funny , but just that they are about as fresh as a tin of those pineapple chunks .
4 In fact it 's not that the memory is lost , so much as the person ca n't get out the facts which are stored in the memory .
5 It 's not that the PLP has anything against men as such .
6 It 's not that the TV folk like to be topical , it 's because they rarely have the nous to come up with anything original .
7 It 's not that the first one " speaks badly " .
8 It 's not that the expressions are n't spontaneous or genuine , Bernice said to herself , it 's just that they 're edited .
9 It 's not that the show secretary was er at club had not done his job .
10 It 's not that the bars on his cell have loosened any .
11 It is not that a major shift is suddenly taking place , although the stock market crash of October 1987 did make people feel as if the ground was unexpectedly moving beneath them .
12 It is not that the Canadians have deserted the railways , ’ says Roy Jamieson , their policy officer , ‘ the railways have deserted Canada . ’
13 It is not that the coin is of a fixed weight , since lumps of bullion can and often are produced to a specific weight standard .
14 It is not that the Bosox are chronically hapless in the manner of the Chicago Cubs or the Seattle Mariners .
15 This would be represented in the diagram by moving from point A to point C. The converse is true because if a school loses pupils ( represented by moving from point A to point B ) it is not that the school spends any more on fixed costs but because of the reduction in pupils and hence funding , fixed costs take a larger proportion of the available budget .
16 It is not that the arbitrator 's word is an absolute reason which has to be obeyed come what may .
17 It is not that the law claims that one ought to obey the law come what may .
18 It is not that the cells die because they are sick or somehow abnormal — dying is part of their programmed development .
19 It is not that the Sergeant really objects to the constable having a legitimate excuse for being late , but it is because he too has to satisfy his superior officers that his omission to visit all the constables regularly is due to efficient Police duty .
20 It is not that the questioners are unintelligent , but rather that they are uninformed — and , after all , as science writers information is our business .
21 It is not that the outlawing of all war apart from the overwhelming necessities of self-defence is unrealistic and therefore inevitably unefficacious as a means for controlling force , but rather that it runs counter to the sort of moral consensus on which the ethical authority of international law could be based .
22 It is not that the interventions were no good .
23 As regards the Dinka , he suggests that it may be possible to persuade users of the language to reply to questions about the mind — body dichotomy : it is not that the language is incapable , at a formal level , of making such a distinction , but that such usage would be unrepresentative in cultural terms .
24 It is not that the question of the ordination of women is being considered for the first time in our day !
25 It is not that the nature of the sensation can create a rule ; the rule creates a nature for the sensation , by enabling us to conceive of ways in which this sensation might resemble others .
26 It is not that the information in the second version is not true , but rather that it is assumed — and that the witness can assume it is assumed .
27 It is not that the advocates of these approaches to the curriculum take different views of the nature of society , but that they fundamentally differ regarding the purposes of education .
28 It is not that the expansion of the universe causes disorder to increase .
29 It is not that the west has failed to make an attempt to do so , and I pay genuine tribute to the work done by my right hon. Friend the Secretary of State for Foreign and Commonwealth Affairs and by my hon. and learned Friend the Minister of State , Foreign and Commonwealth Office , who is to reply to this debate , and to the tireless efforts of Lord Carrington and , more recently , Mr. Cyrus Vance .
30 As we shall see later , it is not that the superego does not exist in these circumstances , but that it is undeveloped , unsupported by cultural forces of a progressive character ( and therefore vulnerable to exploitation by those of a regressive nature ) , and is primitive in its functioning .
  Next page