Sentence examples for verbal resources from inspiring English sources
The phrase "verbal resources" is correct and usable in written English.
It can be used to refer to the various linguistic tools or skills one has at their disposal for communication, such as vocabulary, expressions, and rhetorical techniques. Example: "In order to improve your public speaking skills, it's essential to develop your verbal resources and practice using them effectively."
For all his prophetic genius he's a chronicler of reality, not a high-concept fantasist, and his lavish verbal resources seem to me wasted on trying to imbue this glorified meat-safe with consequentiality.
Through different combinations of these semiotic resources, people orchestrate meaning, and in doing so, draw upon nonverbal as well as verbal resources (Jewitt 2009; Kress et al. 1998).
Teacher talk is focused on as it interacts with the students, and at the same time it draws on the visual and verbal resources that construct the picture book texts.
A systemic functional analysis drawing on the Engagement system of the Appraisal theory will be used in this study in the attempt to uncover from teacher talk, how the teacher makes use of the visual and verbal resources in picture books to engage students in reading practices.
The analysis of teacher talk in this paper will draw on the Engagement system to identify, firstly the intentions of the teacher as she engages the students in discourse and secondly, her stance in relation to the visual and verbal resources in picture books.
He achieves this extended telling by using verbal resources such as nouns, numbers, a formulaic expression, and words like "but" to mark continuation and contrast, and "no" to negate an event (here, his stroke) and thus indicate a time before it occurred.
The verbal resource "dunno" appears to act as a means of holding the floor and overtly continuing the turn, rather than always contributing lexico-grammatical information.
Extracts 1 3, below, have been chosen to illustrate extended agrammatic turns that pass off with relatively little need for repair of mutual understanding, and the verbal and non-verbal resources deployed in their construction.
There is too much inert contemporary usage here: "I'll help with resources"; "Verbal exchanges like this ran on"; "Roughed up"; "He can monitor from there"; "let it ride"; "interpretive link"; "Mantua heads up their league" - and so on.
Experiments 3 and 4 crossed syntactic complexity and the complexity of a spatial integration task, which does not rely on verbal working memory resources.
This paper reports the results of four dual-task experiments that were designed to determine the extent of domain-specificity of the verbal working memory resources used in linguistic integrations.
