Example sentences of "[pron] [Wh adv] " in BNC.

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1 For our part , the only time our heart comes close to missing a beat is when Denice wedges the still-full carton of popcorn between her thighs and invites us to help ourselves whenever we feel like it .
2 Before we leave this topic , with some doubtless well-received witticisms about the American ateliers that are called Schools of Creative Writing , let us ask ourselves how an artistic tradition is transmitted from generation to generation in England , if it is not transmitted in the way that Pound took for granted .
3 We therefore weighing with ourselves how to prevent the endeavours of such wicked persons … thought necessary to disunite and dissociate the Apothecaries of our City of London from the Freedom of the Mystery of Grocers … into one body Corporate and politic … to whom in all future time the management of those inconveniences might be given charge and committee … after the manner of other Companies .
4 But here we could see for ourselves how timber-framed partition walls , filled in with brickwork , were used on the upper storeys over the larger rooms to ensure no weight pressed on their ceilings ; and how joiners had constructed the mahogany bookcases in the library .
5 Few provides of longstay care for dependent people have provided really high-quality care , and we have to ask ourselves how far our attitudes to dependence in old age are affected by the kind of care that is offered .
6 We need to ask ourselves how LEA advisers should be spending their increased time in schools , bearing in mind that due to the ratio of schools to inspectors , the time spent in any one school will still not be generous .
7 One particularly searching way of appraising informal interviews is to ask ourselves how much we accept what the interviewer tells us simply because it fits in with our own preconceptions or biases .
8 We had to believe the photographs which appeared in the newspapers , but I think we all asked ourselves how such things could be in a so-called civilised world .
9 But Presley points out : ‘ With the discovery that a membrane bone can totally mimic a basic cartilaginous constituent of the developing skull , we have to ask ourselves how widespread such a phenomenon may have been in vertebrate evolution . ’
10 I think that Lawrence gives us our first clue in the writing of dialogue : that we must listen and , having listened , ask ourselves how we feel about the voice we 've just heard .
11 We have to ask ourselves how that has affected him .
12 Neither of us wanted to admit even to ourselves how we really felt , ’ Maureen said .
13 Let us rather ask ourselves how we would score bar 5 if it stood alone apart from its context , and adapt the first four bars to this arrangement so as to lead naturally into it .
14 We should also note that there are at least two different factors which may lead us to feel that some notion deserves emphasis ; one of course is contrast with another property that might have been expressed ; the second is salience of the notion within the particular situation envisaged ; this would presumably be true for : ( 16 ) Geraldine told us a long story about bee-keepers With these points in mind , we should now compare ( 15 ) with ( 17 ) and ask ourselves how much emphasis of either kind is present in ( 17 ) , provided that it is not " read in " in order to support the hypothesis : ( 17 ) the ideas discussed will be put to our colonel topics suitable could include divorce and bankruptcy buildings adjacent will be closed for three days Since there is no doubt that these sentences might be used in situations where the property of the adjective would not be contrastive , the only candidate which may have any plausibility is the " salient on this occasion " variety , though there does not seem to be very strong reason to believe that in all cases where these sentences could be used the adjective property will be salient ; we return to this later .
15 When we look at these disasters we must again ask ourselves how it was that Harris and Eaker could sustain those losses and go time and again .
16 And what business is it of yours how I feel about Jonathan ? ’
17 I How often are relevant descriptions of educational context made available and studied by curriculum workers as a basis for their decision making ? 2 How often are staff seminars on these issues held in university departments , teachers ' colleges or curriculum centres ( or are all the workers always too ‘ busy ’ to attend them ) ? 3 Do syllabuses and textbooks used in colleges or universities adequately reflect our considerable current knowledge about the educational context in Africa — particularly our knowledge about children ?
18 Th th er th did I tell you about er how I how I started at , how I left school ?
19 Yeah that 's it I how
20 I how you gon na find out whether it 's a or have they got stock control problems or they need management .
21 But I how I got there is a mystery !
22 I how are you ?
23 Erm , they give a complex number of cues , erm , when they are about to finish their conversation , erm , I how did they manage to it 's shown , it shown through the gaze of the speaker erm , erm , the speaker coming to the end of long actions has been shown to gaze heavily at the listener .
24 My how like is Mary she looked so very pretty .
25 they 'd got it in right , cos she was showing my how it worked and that , all
26 Oh right , well I pay my how much are they ?
27 Oh my how drunk were you ?
28 My boyfriend knew nothing of these habits and the first move was to tell him , which relieved me incredibly ( actually to admit to someone how unhappy I was with these eating habits ) .
29 She wanted to tell someone how it had counted for her rather than against her ; how in that dimming world of the Left Bank nearly ten years before , she 'd set lovers adrift on Gauguinesque , and Baudelairean voyages of luxe , calme et volupté .
30 What is wrong in telling someone how to make the best of themselves ? ’
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