Example sentences of "we can not [verb] that " in BNC.

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1 We can not suppose that one action is good and another not good unless we can pick out a further relevant difference between them .
2 This is important because , in the early days of life when replicators first arose , we can not suppose that there were enzymes around to help them to replicate .
3 We can not feel that such an arrangement is in any way unjust to you .
4 But we can not forget that in fabliau terms the wife of the Shipman 's Tale can be credited as a successful trickster ; in so far as the Shipman 's Tale does develop an antifeminist perspective in the ways suggested above , it enhances the antifeminist possibilities of a genre that is characteristically only playfully antifeminist .
5 We can not hope that Protestant and Catholic would begin peacefully to coexist once peace-keeping British soldiers had departed .
6 A second ploy used by buyers is the ‘ sell cheap , the future looks bright ’ technique : ‘ We can not pretend that our offer meets you on price , but the real pay-off for you will come in terms of future sales . ’
7 We can not expect that the experience and experiments of other people in other places occupied with other problems will produce answers off the peg which will fit our particular requirements .
8 Certainly it is true that we can not expect that writers in Palestine thousands of years ago would have talked about sicknesses in the jargon of medical aetiology .
9 We can not assume that what the linguist identifies as significant should correspond with aspects of language to be focused on in the teaching and learning of a language as a school subject .
10 Just because Ms Average is a cooperative rather than competitive speaker , we can not assume that Jane Smith who is sitting in front of you will not deliver the goods .
11 Thus if we have a whole W , made up of parts X and Y then we can not assume that the value of W is the value of X added to the value of Y , for W may be an organic unity .
12 But we can not assume that this is always the case .
13 And , certainly , we can not assume that processes in writing are unvarying .
14 We can not assume that these interpretations will be made in the same way in all cultures and in all languages , so understanding how interpretation proceeds in the culture of the language we are teaching is crucial if we are to help foreign learners to make their words function in the way that they intend .
15 We can not assume that these interpretations will be made in the same way in all cultures and in all languages , so understanding how interpretation proceeds in the culture of the language we are teaching is crucial if we are to help foreign learners to make their words function in the way that they intend .
16 If we are to understand the significance of subject specialization , then we must take the choices made by women seriously : we can not assume that the student who chooses physical science is somehow ‘ right ’ while the student who chooses the humanities is somehow ‘ wrong ’ .
17 We can not assume that any part of the education system works as it is supposed to ; as Macdonald ( 1980a ) has pointed out , we can not just analyse the production of cultural messages ; we also have to analyse their reception .
18 We can not assume that a divergent phonological system , for example , is structurally similar to or derivative from RP , or that lexical items belong to the same phonemic sets , or that the tense/aspect system is structured in the same way as that of standard English .
19 Since standard English and Irish English syntactic forms do not mark the same temporal and aspectual distinctions , we can not assume that they are embedded in the same underlying grammar .
20 Just because the technology offers exciting possibilities , we can not assume that they will be realised .
21 In short , we can not assume that higher education is a site of pure reason .
22 In other words , in this case , we can not assume that the position in 1974 represented inter-generational equity .
23 We can not assume that such areas were unsettled , however , since areas of woodland often belonged to other places which are better documented .
24 The consultation paper and video are designed to mean all things to all men — we can not assume that points we support will be retained .
25 On the other hand , we can not assume that all people accused of Jacobite activity were guilty as charged ; some fell victim to the false allegations of professional perjurers .
26 Guy ( 1980 ) has concluded from his study of final stop deletion that the individual follows the group norm very closely ; but since we know that scores for different linguistic variables are not distributed within or between groups in a comparable way , we can not conclude that all variables will behave in the same way as the syllable-final alveolar stop .
27 We can not let that happen — can we ? ’
28 Because it is both difficult and painful to maintain one 's stomach in a state of emptiness , we can not doubt that there are powerful psychic motivations for sustaining such an activity , which is not only abnormal , but directly contrary to both physiological and social pressures .
29 They all require us to make sense of the realist thought that it is always possible that , unknown to us , the world differs radically from the way it appears to us , and argue from this that we can not know that the world really is the way it appears to us .
30 we can not accept that there can be a breach of the peace unless there has been an act done or threatened to be done which either actually harms a person , or in his presence his property , or is likely to cause such harm , or which puts someone in fear of such harm being done .
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