Example sentences of "that [Wh det] [noun] " in BNC.
Next page| No | Sentence |
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| 1 | Note that what Firbas describes as functional sentence perspective in this example would be analysed purely in terms of information structure in Halliday 's model . |
| 2 | Jesus went on to say that what Isaiah had prophesied has come true . |
| 3 | Little did they know that what Koo was in fact telling Mo was much more to do with the Royal Wee . |
| 4 | He was satisfied that what parliament had in mind when passing the act was that there must be a person in life when the injuries were sustained . |
| 5 | He was satisfied that what parliament had in mind when passing the act was that there must be a person in life when the injuries were sustained . |
| 6 | He knew nothing about Situationism , and cared even less ; but he suspected that what McLaren wanted to do was force Virgin , just as he had forced EMI and A&M , to drop them — and pay the appropriate price . |
| 7 | So that what Nick , he imagines Nick is doing , whereas he opposes that . |
| 8 | He also makes the point that what evidence there is may be culture-bound , since most of it comes from the USA and possesses a dominant technological perspective . |
| 9 | It is clear that what Bukharin had in mind here was that the ‘ town ’ must provide consumer goods and means of production to agriculture on such a scale as to make it worthwhile for the peasants to produce more than for their own immediate needs . |
| 10 | I have tried to suggest that what Lévi-Strauss is doing is a form of discourse analysis that both attempts to articulate the rules governing the formation of the type of discourse and interpret the ‘ meanings ’ of utterances within the particular discourse . |
| 11 | It might be said that what Wittgenstein says about the criteria of someone having understood a colour-word provides a reason for answering the question affirmatively . |
| 12 | He was vaguely surprised that what sense of loss he did have seemed to be connected in some way with Cyprus . |
| 13 | W. K. C. Guthrie , who has drawn attention to this myth , also points out that what Aristotle particularly deplored in the recurrent world catastrophes was the loss of accumulated knowledge and wisdom that they entailed . |
| 14 | Rex refused to cooperate when he realized that what Minter was really looking for was a scandal — any scandal . |
| 15 | The believe that what women are looking for is sensitivity , though they also say that women are looking for funloving men . |
| 16 | So we find that what women believed was an easy , imperceptible way of coping with menstruation is n't really the panacea we have been sold . |
| 17 | So it seems to me that what Williamson has shown in one particular case is clear evidence of punctuation , but no reasons at all that I can see for supposing that the mechanism of change was any other which Darwin described over a hundred years ago . |
| 18 | Right , now the other thing is that what Jim 's doing which is that programme , how is that coming along ? |
| 19 | As we have seen , the usual belief is that what teachers need is descriptions , with the implication that they need not be bothered with the theoretical ideas upon which they are based . |
| 20 | If it is the case that what teachers need to know , and to experience , can not be continued within the limits of available time , then either that time must be extended , or some part of what is traditionally included must be curtailed or omitted or postponed to in-service training . |
| 21 | This suggests that what Mill may have meant in saying that one pleasure is of higher quality than another is that it may be pleasanter without there being a quantifiable relation between them , in terms of which there must be some amount of the second which is as worth while , in hedonic terms , as the first . |
| 22 | I have suggested that what Gandhi may be trying to point out by referring to the convertibility of the terms means and ends in his teaching is that our ideals not only inform the ends we aim at but also the means we employ to reach them . |
| 23 | In my own case , the motivation to stop free-basing followed the realisation that what crack promises in the rush is never delivered . |
| 24 | Some people felt that what West Belfast needs is the development of an industrial base rather than the current proliferation of shopping centres . |
| 25 | In the prevailing exclusionist literature , which is controlled by the professionally intelligent , the attitude that what professionals define as ‘ intelligence ’ does not matter , and that their child 's humanity does , may be seen as a symptom of pathology as severe as ( and similar to ) a child 's intellectual disabilities . |
| 26 | It occurred to her that what Pascoe had said earlier was n't at all coy ; in fact , the more she thought about it , the more carefully judged it seemed to be . |
| 27 | This was specifically endorsed by Lord Pearce in Esso where he explained that what Lord MacNaghten meant was that the adequacy of consideration was a key to oppression and that oppression is a key to reasonableness . |
| 28 | When they dissociate themselves from the academic world of their time , they are making the time-honoured mystical point that what Wordsworth would call ‘ the meddling intellect ’ had nothing to do with the vision of God . |
| 29 | But short of such extreme situations , it seems that what punishments are actually inflicted on offenders makes little difference to general deterrence . |
| 30 | Browne says that what users want is ‘ real customer service that supports their business needs ’ . |