Example sentences of "[is] [adv] [to-vb] that [prep] " in BNC.
Next page| No | Sentence |
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| 1 | It is merely to affirm that in the end if education is to grow deep roots in the working-class , they will be nourished more by what people learn than how they learn ’ . |
| 2 | That is not to say that without them growth would have been seriously less . |
| 3 | This is not to say that at some point such studies may not eventually facilitate or enter into explanations of a traditional theoretical kind , but this is not their point . |
| 4 | The point of counterfactuals , on this view , is not to suggest that at any particular moment something else might have happened , but to indicate and test the relations between causes and consequences . |
| 5 | Barthes 's S/Z brings the reader into particular prominence first in its concept of the scriptible that calls for active involvement on the part of the reader in the production of the text ( which is not to forget that in Critique et vérité Barthes had already described the critic as someone who has actively to produce a meaning for the polysemic text ) ; and second , in its thoroughly intertextual view of literature . |
| 6 | What we have done is we have erm been able to utilise some A C T capacity or generate some A C T capacity within one of the subsidiaries within the group um the reason for highlighting it highlighting it is not particularly to make a song and dance about it but is particularly to say that on the cash flow statement there is this in-flood and it is a one off in-flood we 're not going to be seeing that being brought forward every year , but basically what it is is we have profits in previous elements of the group which enabled us to generate A C T capacity enabled us to off set this A C T which we paid on dividends and bringing forward earlier than we would otherwise have done . |