Example sentences of "[Wh adv] [be] [pron] [det] [adj] [noun] " in BNC.

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1 How are they this fine morning ? ’ '
2 How are you this fine morning ? "
3 But if , indeed , higher returns on retirement can be bought at the expense of derisory returns on death , how is it that terminal bonuses play such an important part in the ultimate returns .
4 If the Chinese think it is worth going to all the trouble and expense of shipping this equipment 12,000 miles around the world , how is it that British industry can not make it pay ? ’
5 How was it that secondary education for all , the organising impulse behind the 1944 Act , should have been interpreted in so restricted a way ?
6 If no one wants them , why are there such strong campaigns to keep them ?
7 Why are there such large differences in the vegetation of wasteland throughout Britain ?
8 Where were you all last night ? ’
9 Where is there another large area of Carboniferous Limestone ?
10 Why 's it that stupid colour anyway ? ’
11 Why is there this major detour ?
12 Why is it that bogus applicants , and even genuine asylum seekers , are given housing when they claim to have no alternative accommodation ?
13 Why is it that European companies do not regard looking after their workers well in terms of hours and wages as destroying competitiveness , but instead see it as a way to obtain good work from their workers ?
14 Why is it that Eastern peoples acquire languages so easily while we in the West make such heavy weather of it ?
15 Why is it that content words tend to be preserved and function words omitted ?
16 So what is why is it that labour party oppose education spend ?
17 Why is it that black kids are so amenable to the influences of their peers ?
18 Why is it that black kids develop their sporting progress to the point that , by the time they leave school , their educational motivation is rather low , while their sporting motivation is soaring ?
19 And , finally , why is it that black kids find support for the idea that they have only limited employment opportunities ahead of them , not only from their peers but also from the school ?
20 But why is it that Northern towns , like anywhere else , have their monumental civic buildings , public libraries and baths , named after and often founded by the old city fathers , local entrepreneurs , the class enemy ?
21 That is , if observation provides us with a secure set of observation statements as our starting-point ( an assumption that we have granted for the sake of the argument of this chapter ) , why is it that inductive reasoning leads to reliable and perhaps even true scientific knowledge ?
22 Why is it that German competitiveness can stand the social chapter and British competitiveness can not ?
23 Why is it that structural ageism sanctions discrimination against older people and enables it to continue unnoticed on a daily basis , and remain unchanged over many years ?
24 ( Why is it that American Football , an infinitely more static , convoluted sport should draw such paeans of admiration from the same sportswriters who condemn rugby union matches for being dull and boring ?
25 Why is it that clinical usefulness of colonic pressure measurements remains elusive ?
26 Why was it that other women did n't mind ?
27 Why was it that British industrialists took advantage of rising labour productivity to reduce their labour force , rather than to develop new forms of production using more sophisticated techniques and making improved products to sell at home and abroad ?
28 Why was it that bad things always happened when you were feeling happy ?
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