Example sentences of "[det] [verb] us to the [adj] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | This leads us to the disturbing conclusion that there is a degree of subjectivity in identifying a stretch of language as discourse — it may be meaningful and thus communicate to one person in a way which another person does not have the necessary knowledge to make sense of — yet in practice we find that discourse is usually perceived as such by groups , rather than individuals . |
| 2 | This brings us to the second proposition , which was evidently begotten of inability to answer that difficult , because inherently unanswerable , question . |
| 3 | This brings us to the second stimulus to the citizenship idea . |
| 4 | This brings us to the second of my three questions . |
| 5 | This brings us to the second general point : that women were not working in what were known as " skilled " occupations . |
| 6 | Nor was the scene confined to the city : half the picture was outside the wall , a stretch of which was shown near the middle ; and this brings us to the second great change , the opening up of space . |
| 7 | This brings us to the major problems of class observation . |
| 8 | This brings us to the final ingredient in P.D . |
| 9 | This brings us to the final point in this section : the relationship between authority , the market and rights . |
| 10 | This brings us to the key difference between the Keynesian and monetarist models . |
| 11 | And this brings us to the next chapter . |
| 12 | This brings us to the last perspective which has influenced us : the study , in the broadest sense , of personality . |
| 13 | This brings us to the Third Period , which started with the very first human emotions which heralded the dawn of civilisation . |
| 14 | This brings us to the third , and for our purposes the most significant , of the problems laid out at the start of this section . |
| 15 | This brings us to the third stage : the arrival of a new and sometimes troublesome predator in the British countryside . |
| 16 | This brings us to the third question : is regulation worthwhile ? |
| 17 | This brings us to the third phase , in which linguists have become more generally prepared to question the notion of linguistic equality and to accept that language differences might give rise to difficulties which are not due solely to the social and linguistic misconceptions of teachers . |
| 18 | This returns us to the earlier point about the other major forces which contributed to the development of political responses to the riots : namely the media , Parliament , the political parties , and popular ‘ common-sense ’ debate . |