Example sentences of "[conj] [adv] what [pers pn] [verb] [verb] " in BNC.
Next page| No | Sentence |
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| 1 | Literary criticism has often taken precisely this assumption as its starting point , and has presumed that a literary text is not necessarily saying what it intends to say or even what it appears to say — hence the need for critical interpretation . |
| 2 | I know also that some Conservatives that feel that perhaps what I 've laid before you this afternoon has some credence . |
| 3 | Because we felt that the application for mining , the timing would be picked by the companies , there would be immense pressure on the people to change their position because at that stage it would be out in the open that there was money there and that it would be in the government 's hands and we felt we would lose that so what we had to do was get it stopped before it got to that stage ’ . |
| 4 | Although just what she had done with all her unencumbered time since he 'd moved the rest of them to Almsmead , other than take an excessive interest in the mill-school he 'd had to build to keep on the right side of that damned , interfering Factory Act , he was uncertain . |
| 5 | To her annoyance , although quite what she 'd expected him to do after that she could n't think , Tammuz grinned . |
| 6 | And , and so what we 've got to do is organise ourselves so that we spend more of our time , ensure , actually doing the things which actually do what the business does . |
| 7 | Erm and so what we need to think about tomorrow , we 're organizing this plan , or whatever , is how , how do we implement that . |
| 8 | On , on the point of representation , in fact , er , I think there have been representations made already be those authorities who felt they were disadvantaged in the first case , and so what you 've seen with , using this method of distribution , is a switch actually , of expenditure to London boroughs , London boroughs felt that they had lost , er , in the first round of S T G , but now if you look at the overall spread they and the er , Mets have gained . |
| 9 | Er , obviously on a more serious note , er it was very disappointing that we had such a severe er downturn in profitability last year after several years of steadily rising profits , and so what I want to do this morning was tell you a little bit about what happened in the last part of the year , since we met at the time of the interim results presentation last September , tell you the actions that have been taken and give you a little bit of insight as to where we stand at the present time . |
| 10 | And perhaps what she does know wo n't help me , anyway . |
| 11 | If only what we 'd done had given proof |
| 12 | And basically what they need to do is create peasant economy to increase production as they learn from the land . |
| 13 | Er and basically what I want to do is to put the winner , the winning e exhibition into the new reception area , for the new erm office at Ruddington when it opens . |
| 14 | And when the great gentleman detective got hold of the village postman and subjected him to an interrogation which ranged from what he had eaten for breakfast to whether or not he possessed a wireless set and if so what he had listened to on the previous morning , Sergeant Bramble maintained a stoic countenance . |
| 15 | erm , I I let the person do what they wanted to do and not what I wanted to do I just went along with what they said |
| 16 | But er I then explained to them that I realize that it does n't actually matter and it 's the quality of the image that you produce that matters and not what it 's made of or on . |
| 17 | And just what he intended to say . |
| 18 | On the criteria we 've been talking about today , so find yourself a partner that you have n't worked with today somebody erm if you go in the same group that Kathy 's in because then if it comes up to four o'clock Kathy wants to go then you can be the other partner you 've got half an hour to put on one sheet of paper clearly and concisely what we 've done on communications . |
| 19 | ‘ I know , ’ I said , ‘ that he wants what I have , and also what I hope to have one day . ’ |
| 20 | Donna told her sister what had happened in Ireland , the information she 'd accumulated about The Hell Fire Club and also what she 'd found in the library in Edinburgh . |
| 21 | And now what she had to do was maintain her temper at white heat until he had pumped his pleasure into her so that she would not lose her nerve — and possibly her satin — by cringing away from him at that vital last moment — vital for him , fatal perhaps for her — and pleading with him not to make her pregnant . |
| 22 | As stated earlier , the purpose of this book is to examine certain aspects of company law from a particular point of view : one which takes the relevant rules to be part of the machinery by which power , and particularly what we have called social decision-making power , is sustained and regulated . |
| 23 | Well , she decided emphatically , whatever Luke was , Rob was pleasant company , and surely what she chose to do in her own lunch-hour was entirely her own affair . |
| 24 | Sit and write down what you like or love in life and then what you want to change . |
| 25 | So he 's got it there and then what he 's done then , is he 's deducted the non fee earning element of the organization . |
| 26 | ‘ Mama — ’ He seemed to say nothing else ; he was proud of her , and yet what she proposed ran somewhat downhill socially ; lodgers , and a lawyer 's widow ! |
| 27 | It is my little pet theory about religious poetry that the greatest religious poetry is an act of renunciation and therefore what you have to do is put in what you 're giving away . |
| 28 | When , when erm Phil has had is training tomorrow , he will become an expert amongst us and will erm put my rather partial knowledge into the into the shade , but basically what I 've got here is a blank form for everybody to fill in — a job description questionnaire — together with job description guide notes , which should go together . |
| 29 | it 's entirely up to you , but apparently what you want to do , make it an evening then ? |
| 30 | stresses the importance of direct experience in the education of children : ‘ Children soon forget what they say or what is said to them , but not what they have done nor what has been done to them ’ ; ‘ Give your scholar no verbal lessons ; he should be taught by experience only ’ ( ibid . |