Sentence examples for the interlocutor in from inspiring English sources

The interlocutor, in whiteface, usually wore formal attire; the others, in blackface, wore gaudy swallow-tailed coats and striped trousers.

In part one the performers were arranged in a semicircle, with the interlocutor in the centre and the end men Mr.

The cousins may be gun thugs, but both of them were college English majors — one specializing in Hemingway, the other in neoclassical poetry, whose thesis, he brags, was titled "The Role of the Interlocutor in Pope's Horatian Satires".

The ability to use new methods and tools, the ability to communicate with the interlocutor in different ways, the ability to set good examples in interacting with individuals, and the ability to manage students' teamwork are examples of this relationship.

In this sense, the interlocutor in charge of the contract elaboration mentioned that the clause 'was thought to be a concession to the Muslim organisations and maybe useful for them in order to advance in the national debate'.35 Muslim actors indeed have explicitly emphasised their hope to promote their rights at the national level through the negotiations at the local level.

The 67-year-old Jang, married to the youngest daughter of North Korea's founder, Kim Il Sung, was for decades the trusted eminence grise, the interlocutor in an otherwise eccentric family.

Scaevola is one of the interlocutors in Cicero's De oratore ("On Oratory"), De amicitia ("On Friendship"), and De republica ("On the Republic").

One of the interlocutors in his Convivium religiosum suggests that it would be better to lose the Scholastic theologian Duns Scotus than the ancient Roman thinkers Cicero or Plutarch, and another speaker restrains himself with difficulty from praying to the Greek philosopher Socrates (c. 470 399 bce) as if he were a Roman Catholic saint.

That is, the interlocutors in some sense begin from their beliefs (for example, "virtue is good").

These results may contradict Baralt and Gurzynski-Weiss (2011) and Ahmadi and Sadeghi (2016) where teachers may be a cause for greater anxiety when they are also the interlocutors in a task, especially due to differentials in power relationships.

Strictly speaking, he does not himself affirm anything in his dialogues; rather, it is the interlocutors in his dialogues who are made by Plato to do all of the affirming, doubting, questioning, arguing, and so on.