illustrate
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| memory of the following cases | illustrate | in 1926 william carson the |
| by former pupils which vividly | illustrate | the breadth and brilliance of |
| perception these last examples neatly | illustrate | the classification i was proposing |
| think burns is most successful | illustrate | your answers by quotations hardly |
| novels and essays so clearly | illustrate | it was smith on the |
| an environmental impact assessment and | illustrate | the point by describing the |
| holidays this was meant to | illustrate | differences between formal and informal |
| of yes minister several examples | illustrate | that the january issue of |
| the following examples of haiku | illustrate | the use of this format |
| indeed earlier you could easily | illustrate | james principles by referring to |
| its purpose is simply to | illustrate | a feature of the poet |
| 1980s units of work to | illustrate | how the new purposes were |
| the student to define and | illustrate | the overall patterns of meaning |
| the following notices from newspapers | illustrate | the variety of dances held |
| not critical but which merely | illustrate | my lack of experience on |
| the various regions the figures | illustrate | a national increase in that |
| weapon known to man to | illustrate | at one end of the |
| glasgow tables 10 and 11 | illustrate | that in graph form 11 |
| to have been written to | illustrate | the proverb pride comes before |
| finger round her ear to | illustrate | i div like his tattoos |
| a felt pen pretending to | illustrate | it artless annie couldn t |
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