| 1. | Osborn glared at him. "why for waiting?" he challenged .
奥斯本怒目注视着纳斯。“还要等？”他反诘道。 |
| 2. | "why did you bring me here?" returned the old man fiercely .
“你为什么把我带到这里？”老人气势汹汹地反诘。 |
| 3. | Give me time to respond , uniess it ' s rhetoricai
给我时间思考，除非那是个反诘 |
| 4. | . . . in which case the answer is obvious : yes
如果是反诘，答案肯定是? “是的” |
| 5. | . . . give me time to respond , uniess it ' s rhetoricai . .
给我时间思考，除非那是个反诘… |
| 6. | In which case the answer is obvious : yes
如果是反诘，答案肯定是“是的” |
| 7. | Osborn glared at him . " why for waiting ? " he challenged
奥斯本怒目注视着纳斯。 “还要等？ ”他反诘道。 |
| 8. | " why did you bring me here ? " returned the old man fiercely
“你为什么把我带到这里？ ”老人气势汹汹地反诘。 |
| 9. | Abstract : middle chinese adverb geng was used in a varity of grammatical meanings : expressing a tone of transition or rhetoric question ; the repeated occurrence of actions ; and the reaching of a further degree . the semantic direction of geng is more complicated : it directs subject , predicate and other compositions
文摘:中古汉语副词“更”语法意义比较复杂，既可表示转折或反诘语气，也可表示动作行为、情况反复、轮迭进行或出现，还可表示程度的加深；在语义指向上，副词“更”既可指向主语、谓语，还可以指向多个成分。 |
| 10. | On the whole , the laws and regulations on primary and middle school teachers show a characteristic evolution rhythm . tracing back and inspecting the construction course of the laws and regulations on primary and middle school teachers is to retort this special - valued history rationally . by drawing a reference lesson , we reform , perfect and design the new century scheme of managing teacher by law
回溯、检视20世纪下半叶我国中小学教师法规建设的历程，是为了对这段有特殊价值的历史进行理性的反诘，从中总结、提炼出可资借鉴的经验教训，藉此筹划其在21世纪的发展走向：构建较为完善的中小学教师法规体系，建立富有成效的教育法律监督机制，注重法律文化建设、增强教育法律意识，实现教师法规的个体价值和社会价值。 |
