Example sentences of "[conj] what is [verb] [coord] " in BNC.

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1 Second , it is commonly the case that what is highlighted or backgrounded is an attribute , or range of attributes , of the entity referred to .
2 Some form of pupil assessment , intelligible to everyone and as far as possible uniform throughout the country , is held to be essential since it is through such public assessment that what is taught and learned at school is most clearly related to the world outside school .
3 The imperative 'need to find regularities ' which Popper speaks of , coupled with Bartlett 's ‘ effort after meaning ’ , constitute a powerful expectation in human beings that what is said or written will make sense in the context in which it appears .
4 It seems cruel that what is encouraged and praised in girls as children ( and is also , after all , an expression of identity and creativity which little boys too could benefit from ) is suddenly , at age eleven seen as vanity , and a sign of low intellect .
5 * Presuppositions are sometimes embedded with particular verbs , including FACTIVE VERBS like " regret " or " know " , which presuppose that what is regretted or known is a fact .
6 As Hopwood states ( 1982 , p. 43 ) : ‘ Familiarity with experience elsewhere should instil a greater realization of the differences between what should be done and what is said to be done , and what is done and what might be done . ’
7 It gives but a flavour of what has gone before and what is to come but how the appetite was whetted .
8 In certain areas there are mismatches between fiduciary duties and what is required or permitted by SIB and SRO rules .
9 It seems to me it 's almost impossible to do so , because what is threatening and abusive in one situation would n't be in another .
10 Refrain from finalising important transactions until after Mercury turns to direct motion on the 18th , even though what is offered or suggested around the 4th and 11th appears to fulfil your requirements .
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