sentences
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| time the long complex periodic | sentences | adorned with classical borrowings and |
| ordinate structure [click] [inhale] periodic | sentences | became more popular towards the |
| prose writing the long periodic | sentences | built up of subordinate clauses |
| you have the long periodic | sentences | built up of subordinate clauses |
| importation of long complex periodic | sentences | is accelerated by the fact |
| mediated by the polished periodic | sentences | of the particularly catholic renaissance |
| contains grammatical structures called periodic | sentences | or simply periods [inhale] now |
| we have the elaborate periodic | sentences | the neologisms coined from latin |
| have the extremely elaborate periodic | sentences | the neologisms coined from latin |
| ultimately latin tradition of periodic | sentences | writers either leaned towards one |
| is fairly straightforward [inhale] the | sentences | are largely main clauses independent |
| grammar types and combinations of | sentences | clauses and phrases phonology patterns |
| style makes use of complicated | sentences | in english you put clauses |
| put clauses inside other clauses | sentences | inside other sentences like russian |
| other clauses sentences inside other | sentences | like russian dolls and you |
| the use of clauses and | sentences | linked by and together with |
| that are funny clauses into | sentences | why don t you join |
| overdo the use of short | sentences | with very few subordinate clauses |
| approval by resolution the extended | sentences | for violent offenders scotland order |
| regulations 2002 draft the extended | sentences | for violent offenders scotland order |
| january 2003 the draft extended | sentences | for violent offenders scotland order |
| january 2003 the draft extended | sentences | for violent offenders scotland order |
| january 2003 the draft extended | sentences | for violent offenders scotland order |
| january 2003 the draft extended | sentences | for violent offenders scotland order |
| in consideration of the extended | sentences | for violent offenders scotland order |
| drilled in grammatical analysis of | sentences | and parsing of parts of |
| build up as many grammatical | sentences | as they can the person |
| build up as many grammatical | sentences | as they can the pupil |
| ehm you know are these | sentences | grammatical and some of them |
| games to create meaningful grammatical | sentences | in rummy type pupils exchange |
| on making more normal grammatical | sentences | in you ll have to |
| rules which generate the grammatical | sentences | of the language while excluding |
| points can be awarded for | sentences | that make normal grammatical sense |
| make sense of words in | sentences | the grammatical awareness may indeed |
| required to create complete grammatical | sentences | whether whimsical or not as |
| prisoners who are serving longer | sentences | but as members will agree |
| any problem with prisoners serving | sentences | in jails in scotland as |
| that people will avoid serving | sentences | in scotland until we have |
| prisoners who are serving shorter | sentences | much of the effort has |
| many sex offenders were serving | sentences | of four years or over |
| for serious sex offenders serving | sentences | of more than four years |
| cards one for one clause | sentences | and one for conjunctions which |
| a list of one clause | sentences | associated with their topic or |
| a clause the resulting silly | sentences | can then be discussed as |
| converted into mainly one clause | sentences | using an oht of the |
| exercises on the correction of | sentences | such exercises set up many |
| exercises the correction of incorrect | sentences | the punctuation of depunctuated passages |
| exercises on the correction of | sentences | where pupils were expected to |
| the number of prosecutions and | sentences | for offenders funding the cost |
| the number of prosecutions and | sentences | for offenders funding the cost |
| words work in phrases and | sentences | and through which teachers can |
| also re ordering phrases within | sentences | and thus developing their awareness |
| and more noun phrases elastic | sentences | for younger pupils this is |
| requires precise translation of certain | sentences | or phrases as well as |
| which serve to link the | sentences | particularly linking words or phrases |
| re putting sentences inside other | sentences | and making what are called |
| assume a partial knowledge of | sentences | and non sentences that is |
| potential of connectives to extend | sentences | in everlasting sentences pupils in |
| do that you re putting | sentences | inside other sentences and making |
| as new sentences the new | sentences | may not make sense but |
| to extend sentences in everlasting | sentences | pupils in turn add a |
| knowledge of sentences and non | sentences | that is we may assume |
| to combine them as new | sentences | the new sentences may not |
| be asked to take boring | sentences | and to extend and enliven |
| them to extend their isolated | sentences | into the basis of a |
| conjunctions which could extend those | sentences | one sentence card is turned |
| student can form more complex | sentences | and introduces less common verbs |
| making what are called complex | sentences | [click] [inhale] but we don |
| don t have many complex | sentences | here here we have a |
| tries to form more complex | sentences | performances in this category are |
| as respects the sentence or | sentences | 1d subsection 1c a above |
| specified 1c where the court | sentences | a person to a sentence |
| sentence the middle ones two | sentences | and the good ones three |
| of two or more previous | sentences | frame the sentence to take |
| of two or more previous | sentences | frame the sentence to take |
| possible sentence like a concertina | sentences | into paragraphs sequencing one of |
| pay attention to are these | sentences | the sentence structure in this |
| the underlying elements from which | sentences | are formed thus an ambiguous |
| allow pupils to create crazy | sentences | by permutating the elements of |
| opening or final elements of | sentences | the p7 class will meet |
| first or last elements in | sentences | they have to imagine that |
| on latin of long elaborate | sentences | [door opens and student enters] oh [speaker passes handout to student, who thanks him] there you |
| grammar as exemplified in such | sentences | as auld men dees an |
| grammar was to generate correct | sentences | of the language any language |
| verbs at the ends of | sentences | such prescriptions about english grammar |
| that it includes the clear | sentences | and excludes the clear non |
| other sequences are definitely non | sentences | in many intermediate cases we |
| extension of soft non custodial | sentences | simply to empty scotland s |
| extension of soft non custodial | sentences | simply to empty scotland s |
| and excludes the clear non | sentences | this is a familiar feature |
| a list of our nonsensical | sentences | cheating bingo individual pupils are |
| pupils can profitably discuss how | sentences | might be joined together by |
| in scottish classrooms 3 matching | sentences | to genres pupils can be |
| teams have to complete the | sentences | appropriately next saturday lorraine will |
| command and awareness of complete | sentences | by exploiting their ability to |
| predicates as they form complete | sentences | thus although the terms subject |
| friends night at house crazy | sentences | this is simply a set |
| simply periods [inhale] now these | sentences | were self conscious- consciously literary |
| sequences of phonemes are definitely | sentences | and that certain other sequences |
| release on licence certain consecutive | sentences | in section 1a application to |
| be given a list of | sentences | which are typical of certain |
| doing words by making simple | sentences | about members of their family |
| are two ways of making | sentences | in english basically you can |
| make the longest and shortest | sentences | possible from the list of |
| english word many of the | sentences | were in the form of |
| higher penalty when a court | sentences | a person convicted of such |
| in solemn proceedings the court | sentences | a person to imprisonment or |
| relation to the enforcement of | sentences | and orders of that court |
| of their own these written | sentences | are cut up into subjects |
| d was composed of 15 | sentences | written in english with one |
| the close relationship with english | sentences | written in scots sometimes look |
| bunny is really funny the | sentences | written on strips of paper |
| made from a set of | sentences | written vertically on different pages |
| other give three or four | sentences | about the person these will |
| can the person with fewest | sentences | on each round is out |
| able to put 2 coherent | sentences | together it s frightening still |
| basically you can link together | sentences | using things like and or |
| predict possible endings to the | sentences | which are left on the |
| spangled guitar ferociously other possible | sentences | which do not work quite |
| properly and reads her three | sentences | in her clear nice almost |
| of loosely connected old english | sentences | in a kind of spoken |
| asked to read the english | sentences | paying close attention to the |
| in the context of english | sentences | to produce results like alasdair |
| series of three or four | sentences | about the setting and the |
| up to read his three | sentences | in his hoarse bellow as |
| and the good ones three | sentences | this is the second year |
| left on the board concertina | sentences | three oddly random nouns and |
| children are presented with three | sentences | with gaps to be filled |
| children are presented with three | sentences | with gaps to be filled |
| uses learned words beautifully constructed | sentences | and a prestige accent must |
| the occasional use of verbless | sentences | e g every one of |
| possession of knives with tough | sentences | for possession and use of |
| by more use of community | sentences | including supervised attendance orders evaluate |
| an author s use of | sentences | it is worth noting here |
| or by examining their own | sentences | or an author s use |
| pairs have to put the | sentences | in order so as to |
| been tried and other community | sentences | actively considered before imprisonment is |
| for convictions of murder that | sentences | for other crimes committed during |
| b two or more previous | sentences | of imprisonment or other detention |
| used it in their own | sentences | dashing dad children can focus |
| asking the children to categorise | sentences | from a limited range of |
| questions for example the two | sentences | the children went down to |
| at least some of the | sentences | a more explicit and more |
| and expressively leaving spaces between | sentences | playing two or more roles |
| do you think so many | sentences | start with and e look |
| guitar on the stage these | sentences | and others of a similar |
| start again he reads two | sentences | and miss wood says that |
| a set of cut up | sentences | from a paragraph on a |
| back to reveal such surrealistic | sentences | as my little old granny |
| speech for example in such | sentences | as the weeds cums throu |
| their partner s chart such | sentences | as when i was 5 |
| levels of prosecutions fines and | sentences | relating to such offences will |
| characters in action or the | sentences | can be laid out as |
| are compatible in that meaningful | sentences | can be made up from |
| even doing spelling and writing | sentences | f1112: so we we can |
| can he can actually construct | sentences | or periods that go on |
| strangers stepping out from unsuspected | sentences | snow snow can be kind |
| are card games based on | sentences | from a novel or topic |
| or as james puts it | sentences | high and learned topics should |
| this section any of whose | sentences | in the country or territory |
| endlessly c the types of | sentences | whether statement or question or |
| the hague to serve their | sentences | in the united kingdom the |
| call out all their completed | sentences | on the card for checking |
| where people might serve their | sentences | which the icc will decide |
| in those which fit their | sentences | winners have to call out |
| then to make up different | sentences | which might be found in |
| and they would make up | sentences | which they became very proficient |
| of uther historeis quhair sindrie | sentences | and change of purposis are |
| then compare and discuss the | sentences | and how the adjectives are |
| speech are actually used in | sentences | and how this depends on |
| you could argue that the | sentences | are also framed according to |
| assault will be notified when | sentences | are appealed against and notified |
| to work on how statement | sentences | are structured as in the |
| in which a number of | sentences | all begin monotonously with he |
| speech which link parts of | sentences | the teacher calls out prepositions |
| new cumnock were finishing the | sentences | [laugh] as i was coming |
| to frame your wordis and | sentences | according to the mater as |
| neidfull to be usit in | sentences | alsweill as in wordis as |
| prepositions at the end of | sentences | as in to whom did |
| player with most points the | sentences | agreed to be the funniest |
| deals with the enforcement of | sentences | and orders it will provide |
| to rely pretty much on | sentences | linked with things like and |
| with pre printed cards of | sentences | with missing spaces for those |
| for the next one wobbly | sentences | from a simple opening in |
| to expand the availability of | sentences | that work to stop reoffending |
| research on the effectiveness of | sentences | and alternative disposals handed out |
| the basis of partially completed | sentences | and the cards left over |
| tradition of loosely connected oe | sentences | and the continental european ultimately |
| prepositions at the end of | sentences | similarly derived from a stylistic |
| quality of justice and the | sentences | that have been handed down |
| meaning in the too polished | sentences | i have little idea what |
| and wales to ensure that | sentences | will apply and be implemented |
| and then to write several | sentences | in response to each question |
| be rolled and the resultant | sentences | scrutinised for acceptable variations adjuncts |
| vice versa silly and sensible | sentences | this card game provides a |
| british islands to the crime | sentences | act 1997 c 43 in |
| computers operate on keywords not | sentences | so i wonder if in |
| on 8 october 2002 what | sentences | for drug dealing offences were |
| is they employ co ordinate | sentences | structures keeping pretty much to |
| rules until they formed acceptable | sentences | like saussure chomsky used some |
| an sometimes ye get through | sentences | an you think oh ye |
| a ve just descrived twae | sentences | back a hed seemilar expairencies |
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