Example sentences of "[conj] [adj] [conj] [adv] a [noun sg] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Single mothers and separated mothers were the next largest groups at around 20 per cent each and widows and lone fathers ( of whom two thirds are divorced or separated and almost a quarter widows ) are the smallest groups . |
| 2 | From now on , music could be no more than tone-painting or else a stimulant for jaded nerves , where the words hardly mattered ( as was already the case in Euripidean lyrics ) . |
| 3 | With the current financial structuring of the service , even in trusts , until it is generally recognised that more than just a pen and speculum are required in gynaecological outpatient clinics the value of outpatient surgery will not be realised . |
| 4 | Yet , at the same time , there has not , in most cases , been a sharp break between one way of life and another but rather a process involving subtle shifts in emphasis , whereby one set of relationships — kin , friends and neighbours — take on new significances in place of or in addition to older or earlier established relationships . |
| 5 | A pupil at Hummersknott School , she is studying for GCSEs and hopes to go on to do A levels in politics , economics and English and eventually a degree . |
| 6 | What has to be shown he said , is that by deliberate acts the court order has been defied and broken and accordingly a contempt of court has taken place . |
| 7 | And then , when I put the phone down again , it resumes its full natural flow , inside my head instead of outside , as perfectly articulate and well-modulated as only a voice inside one 's head has a chance to be . |
| 8 | She had just stood there , scarcely able to breathe , and aware that only a hair 's breadth of control separated her from a fury that would shake her to her soul . |
| 9 | Alternatively there may be no marks as such but simply a set of grades to which the quality of pupils ' work may be assigned directly . |
| 10 | As a sociolinguist Stubbs sees reading , for instance , as more than simply a mechanism for decoding written into spoken words : he prefers to concern himself with understanding meaning , pointing out that ‘ we do not normally read meaningless material ’ ( ibid. p. 15 ) . |
| 11 | Stubbs makes some effort to link the conventions for the use of writing to general linguistic characteristics of writing , but finds it difficult to establish any hard and fast rules since different cultures see different characteristics as significant and so a variety of literacies has been developed . |