Example sentences of "what [pers pn] is [prep] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | But my husband always thought that my in-laws were good to me , because they never criticised me in his presence , He had told them beforehand ‘ I know this girl , what she is like , so I do n't want to hear anything about her from you . |
| 2 | I wonder what she is like at the theatre . |
| 3 | ‘ You know what she is like for fuss . ’ |
| 4 | In between times , a whole psychological scenario is elaborated , in which we piece together the flavour of his anxiety about the pay , his disappointment at not getting the information out of the lady , his interpretation of what she is like ( inferred from her appearance , actions , and conversation ) , his assessment of her son , his misunderstanding of the son 's errand , and his recollection of how he came to be involved in the interview . |
| 5 | But in ( 76 ) with the predicate qualifier the lady and her red hair are intensionally separated ; therefore while it is still possible to use ( 76 ) to the same effect as ( 75 ) , with everything that is constructed with the verb covered by without solid evidence , this notion may also be taken as only related to one of the two extending elements ; that is , Oliver may reliably know her and what she is like — it is her image as red-haired that was constructed without solid evidence . |
| 6 | Says our observer , ‘ Madonna has made herself what she is by ambition , not by training . |
| 7 | I think that what what she is in danger of doing is cutting across what the District Council 's doing , we , er and in East Hertfordshire we are running at a , a composting scheme in conjunction with the County at and I , I , I understand that looks to be very promising . |
| 8 | Two occasions in the book about his partisans quietly illustrate what he is for his readers in this respect . |
| 9 | The rest of the speech is saying that since the whole argument must have no excuse for what he is at the moment , it must be looked at like this : that when he becomes greater , he will become very dangerous to Rome : like a serpent still in the egg , which , when hatched , will become deadly . |
| 10 | He will almost always be in the life you describe what he is as a literary concept , a private investigator , a man with all the freedom of action of the amateur detective of old ( see how the blueprint formula still has its influence ) but who uses it actively . |
| 11 | That is why I want to find out , at least as well as I can by watching him , what he is like … . |
| 12 | Manager Lennie Lawrence said : ‘ The game will give us a decent idea of what he is like . ’ |
| 13 | ‘ It 's not going to bother Barnesy , everyone knows what he is like . |
| 14 | ‘ They all know what he is like . ’ |
| 15 | In fact , Wordsworth 's position begins to look surprisingly consistent , if one considers what he is against ; he is prepared to use any weapon to attack liberal commercial values and the new affluent middle class . |
| 16 | He does not , however , retract his proposal that the precepts of the imagist manifesto are still the best rules of thumb for ‘ the neophyte ’ , the beginner in his ‘ prentice-work ; and for what it is worth my own experience in the workshop certainly bears that out . |
| 17 | My own opinion — for what it is worth in view of the two cases above referred to — is that trustees are the proper persons to be assessed in all cases in which the income of the trust estate received by them , or to which they are entitled , is not tax-deducted at source ; and that — in the case of income of the trust estate which is tax deducted at source — they could not be heard to ask repayment of the tax on the plea that the income did not arise or accrue to them but to others , whether such others were income-beneficiaries or capital-beneficiaries . |
| 18 | This naturally prompts the question what it is for one purely particular object to stand for another . |
| 19 | We know some things about what God does , for once we recognise that there is this mystery we recognise that all that is is God 's doing — though we have no understanding of what it is for God to ‘ do ’ . |
| 20 | That it does so , so profoundly , is a vital part of what it is for . |
| 21 | It gives criticism , and critical theory , no way of knowing what it is for : no way , that is , — of arguing for one kind of production against another , or of valuing some forms over others . |
| 22 | There is no consensus about what education should be , what it is for , either in schools or places of higher education . |
| 23 | So how are we to reach any agreement now , at the end of the 1980s , on the function of education , what it is for , what needs it must meet ? |
| 24 | The child needs to learn how and why to use a potty and parents may need to be encouraged to take their child to the lavatory with them so that the child can imitate what happens , have a potty around , tell the child what it is for , and encourage him or her to get used to it by sitting on it . |
| 25 | Compare , ‘ One learns what it is for something to be absent through things being absent ’ ; and , ‘ One learns what it is for something to be absent through noticing the absence of things ’ . |
| 26 | Compare , ‘ One learns what it is for something to be absent through things being absent ’ ; and , ‘ One learns what it is for something to be absent through noticing the absence of things ’ . |
| 27 | If one can notice the absence of something one must already know what it is for things to be absent . |
| 28 | I asked her if her work at college had forced or stimulated her to think about school in general , and what it is for . |
| 29 | Consider Hart 's account of what it is for a social rule to exist and his distinction between the internal and the external points of view . |
| 30 | The concept of women 's standpoint also provides an interpretation of what it is for a theory to be comprehensive . |