Example sentences of "to [be] so [adj] [adv] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Maybe , she idly wondered , as she drew a red biro daisy by the Metropole Hotel , maybe he chooses to be so offensive verbally in order to divert attention from his appearance ? |
| 2 | He had to be brilliant , she thought , to be so well up in his profession at his age . |
| 3 | As I listened to him fumbling for words of explanation , I wished he could have said boldly that what was thought to be so heinous today was not thought to be so then , but that looking back now , he deeply regretted what had happened . |
| 4 | To begin with I found the subject somewhat tedious , but as the weeks passed I became fascinated by how meticulously recording each transaction could prove to be so beneficial even to our little business . |
| 5 | In 1792 wages in Sheffield were said to be so high generally as to allow the leisure-preferring cutlers to live comfortably from working only three days a week . |
| 6 | Let us now look at the molecular disk in detail and try to understand why the gas seems to be so different there . |
| 7 | It is not healthy for the 45 million people of England to be so dependent both economically and politically on decisions made at the centre . |
| 8 | In the event of any Related company ceasing to be so related then ( unless the requisite rights are duly assigned to it by such Party by agreement ) each Party undertakes on request to grant to it continuing rights of a similar nature on fair and reasonable terms . |
| 9 | Satan must be pleased to be so fashionable again . |
| 10 | and you have to be so careful now erm and y you get in the the l the larger roundabouts and more and more lanes . |
| 11 | It was irrational to be so resentful now when it was so nearly over anyway , but she was too infuriated by his failure to love her to be thinking clearly . |
| 12 | In conclusion , joint problem-solving and the consultative sharing of expertise can maximise scarce existing resources and increase the capacity of teachers to meet the individual needs of all children ; stimulate teachers ' personal judgment and initiative as to the best educational ‘ therapies ’ open to them , raise their sights as to how to help all children , whatever their difficulties , to learn and to cope , how to offer them those ‘ good school experiences such as some form of success , accomplishment , sense of self-esteem or just pleasure in school activities ’ found to be so valuable even in later life ( cf Quinton and Rutter 1988 ) . |