Example sentences of "and what [is] [adv] [verb] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | ‘ Well , we 'd been so public I suppose everyone thought they had a right to make it their business , and what 's more according to us they did . ’ |
| 2 | ‘ Why should Craig want to steal from his own company and what 's more share the proceeds with an accountant ? ’ |
| 3 | Thereafter it 's no more than a recurrent talking-point or a way of talking down , with all this I do n't feel I really know you and What 's really going on in there ? and Show me the real you . |
| 4 | By so phrasing each paragraph and bringing each incident to a proper conclusion , Nijinska gives both dancers and audience time to consider what has been done and what is yet to happen . |
| 5 | To say this is , it should be noted , is to make a theological point : since it is held that God is the creator , so that what is natural , and what is also found to be the case , must accord with what is God 's intention . |
| 6 | ‘ The public is treated with contempt by the art establishment , and there is a huge gap between what the public likes and wants and what is officially accepted as art . |
| 7 | Right you have to come I think the basis of this evening was to get people to come along and put there points of view and to say what 's happening and what is n't happening and I think we can take that take that away and considerate it yes I mean I I think the board or the management committee will be happy to meet with people to discuss the use of the theatre er what it 's used for what might what the unhappiness is if there is unhappiness and the positive and the positive as well as the negative points yes . |
| 8 | The exception is important as it avoids having to repeat descriptions on the plant schedule and makes clear what we are covering and what is not covered . |
| 9 | In relation to affirmative action , it was felt that the Act is very unclear about what is and what is not permitted . |
| 10 | The researches of Frances Yates into the relationship between science and what is loosely called magic at the end of the 16th century are enlightening . |
| 11 | This work has shed much new light not only on chronology , and therefore on the development of Bach 's style , but also on performance practice and what is loosely termed reception history . |
| 12 | Bernstein argues that some school subjects have very tight definitions of knowledge , and clear boundary lines marking what is considered relevant ‘ knowledge ’ and what is either considered not relevant or as belonging to another subject . |
| 13 | How else is the good reader to learn the difference between what others — critics for example — say is good , and what is personally judged to be good ? |
| 14 | And what is more believed ? |
| 15 | Anybody who swears allegiance to United must share the same sense of dismay at what has happened , and what is still going on — for me , it 's almost a sense of revulsion . |
| 16 | The issue has been cast in scientific circles and the press as a clash between ‘ good ’ science and what is scornfully described as ‘ junk ’ science because it fails to meet tests of scientific legitimacy . |
| 17 | In 1965 , Lukacs retrospectively described his critical essays as the " two-front " struggle which constituted " an indictment of the impoverishment in artistic content and in fictional representation both in Western avant-garde movements and what is customarily called socialist realism " . |
| 18 | What line A leaves open and what is further specified by line B is the question : in whose estimation are the nations as nothing beside him ? |
| 19 | People should be free to do as they wish — I believe that this should be so , even dickheads like you should be free to spout off their racist homophobic thoughts , and what is so f—ing good about the Union Jack ? |
| 20 | What has been done , and what is morally judged , is partly determined by external factors . |