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English words and Examples of Usage

use "entire class " in a sentence


The science teacher assigned each child to do an experiment which would be presented in front of the entire class.

The teacher has promised that he will dedicate an entire class to reviewing the material that will be on the test.

Our French professor took the entire class to lunch at the faculty club.

The entire class fastened their attention on the student as she stood up to give her presentation.

An entire class of susceptibilities, and a gift connected with them-of no great richness or value, but the best I had-was gone from me.

"Recently in a university lecture I was giving, a student in the front row got a call on his cell phone, and took the call, letting the entire class wait and stare at him while he chatted with his girlfriend.

The movie, based on the Flaming Carrot/Mysterymen comics, unfolds in a dirigible-filled urban metropolis in which superheroes routinely mix it up with supervillains, and in which there exists an entire class of nerdy superhero wannabes, each of whom struggles to concoct a persona that will fully embody what he or she does most .

For each trial, we surveyed the entire class of approximately 200 third-year medical students at 6 months, after approximately half of the class had taken the course (intervention group).

Make no mistake, the explosion of my bomb is not only the cry of the rebel Vaillant, but the cry of an entire class which vindicates its rights, and which will soon add acts to words.

From the study of the living Ceratodus, it is certain that the genus belongs to the same group as the existing Mud-fishes (Dipnoi), and we therefore learn that this, the highest, group of the entire class of Fishes existed in Triassic times under forms little or not at all different from species now alive, whilst it has become probable that the order can be traced back into the Devonian period.

The entire class suffers from such a procedure.

A mind of any candour will only be able to deny the truths of this entire class of phenomena so long as it remains in ignorance of the facts that have been related concerning them, but, again, a continuance in this ignorance can only arise from unwillingness to be convinced.

Not only is the attribute of having wings denied of the entire class Man, but that class is severed and cast out from the whole of the class Winged, and not merely from some part of that class.

All ratiocination, therefore, starts from a general proposition, principle, or assumption: a proposition in which a predicate is affirmed or denied of an entire class; that is, in which some attribute, or the negation of some attribute, is asserted of an indefinite number of objects distinguished by a common characteristic, and designated, in consequence, by a common name.

It follows that the attribute affirmed or denied of the entire class may (if that affirmation or denial was correct) be affirmed or denied of the object or objects alleged to be included in the class: and this is precisely the assertion made in the conclusion.

But if, instead of concluding straight to the particular case, we place before ourselves an entire class of facts-the whole contents of a general proposition, every tittle of which is legitimately inferable from our premises, if that one particular conclusion is so; there is then a considerable likelihood that if the premises are insufficient, and the general inference therefore, groundless, it will comprise within it some fact or facts the reverse of which we already know to be true; and we shall thus discover the error in our generalization by a reductio ad impossibile.

Following out this line of thought, it is equally evident that if we knew exactly what proportion the “most” in each of the premises bear to the entire class B, we could increase in a corresponding degree the definiteness of the conclusion.

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