Example sentences of "in [adj] chapter [pers pn] [am/are] " in BNC.
Next page| No | Sentence |
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| 1 | In this chapter we are able to witness a typical day in its life . |
| 2 | In this chapter we are concerned with key aspects of the Police and Criminal Evidence Act 1984 , an Act based to some extent on the report of a Royal Commission under the chairmanship of Sir Cyril Philips . |
| 3 | In this chapter we are looking a little more closely at speech , the ‘ twin ’ of speechreading . |
| 4 | In this chapter we are concerned to explore the interpretation and genesis of disorder and violence in the schoolroom from the point of view of the pupils . |
| 5 | In this chapter we are not concerned with these responses of the oppressed they will be discussed in Chapter 6 on power . |
| 6 | IN this chapter we are concerned with a group of torts the function of which is to protect some of a person 's intangible interests — those which may loosely be called his business interests — from unlawful interference . |
| 7 | In this chapter we are dealing with a set of phenomena for which there is not a clearly identified name and which therefore presents different faces in different theories . |
| 8 | At the stepping rates considered in this Chapter we are justified in regarding the rotor velocity as constant ; the system inertia is sufficient to maintain a steady speed , even if the motor torque varies slightly during each step . |
| 9 | But in this chapter we are asking how improbable , how miraculous , a single event we are allowed to postulate . |
| 10 | It should be remembered that in this chapter we are dealing only with stress within the word ; this means that we are looking at words as they are said in isolation , which is a rather artificial situation — we do not often say words in isolation , except for a few such as ‘ yes ’ , ‘ no ’ , ‘ possibly ’ , ‘ please ’ and interrogative words such as ‘ what ’ , ‘ who ’ , etc. , but looking at words in isolation does help us to see stress placement and stress levels more clearly than studying them in the context of continuous speech . |
| 11 | But in this chapter I am going to argue just the opposite . |