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Query was: sentence

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• Title: Art of Lecturing: Lecture I
  Matching lines:
  • in the next days as abstract sentences.
  • first sentences touch on something that, until now, had not
  • not formulate the same sentences. They would be so much
  • foolishness. For, when one speaks concretely, such a sentence
  • Verbal formulation of the first and the last sentences. Our thought
  • sentences when we begin to lecture. But the thought content
  • speaks from the first sentence on under direct inspiration,
  • first sentences in such a way that certainly the feeling of
  • most, the fifth sentences. Then one proceeds to the
  • formulated the closing sentences. For, in winding up a
  • not find one's last sentence. This stage fright is necessary
  • that one is anxious about finding the last sentence. Now, if
  • most, five — sentences. Thus, a lecture should really
  • sentences. And, in between, the lecture should be free. As
  • sentences such as one speaks in ordinary life only now and
  • are shaped, the sentences are shaped, and the arrangement is
• Title: Art of Lecturing: Lecture II
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  • [einschnappte] into the language. The sentence
  • The sentence is that out of which one evolves the judgment.
  • But the judgment is in truth so laid into the sentence that
  • feels, when a sentence is uttered, whether one may or may not
  • is still widespread that there can be sentences which one
  • present, there are no longer such sentences. Every sentence
  • speaking the language must be adequate; the sentence must fit
  • something insufficient, every sentence as something
  • word, the adequate sentence; one can only conduct oneself as
• Title: Art of Lecturing: Lecture III
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  • one's conceiving one statement after the other, one sentence
• Title: Art of Lecturing: Lecture V
  Matching lines:
  • formulation of key sentences. Speech exercises.
  • to several concluding sentences of which I have already said
  • opening sentences in a way one considers necessary. One will
  • sentences that serve as catch-phrases. They do not make the
  • sentence perhaps ten or eight or twelve will result. But one
  • should write such sentences down. One should therefore not
  • these sentences down on one's piece of paper. So, let us say,
  • say these sentences aloud, but in such a way that one always
  • read you a number of such sentences whose content is often
  • can or should only be practiced with sentences that are
  • meaningful for the intellect. Because in those sentences that
  • words, the word-formation, the sentence-construction, how
  • from one sentence to another. This is why tea is indeed the
  • disposition through catch-sentences, as our inner
• Title: Art of Lecturing: Lecture VI
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  • back and re-read a sentence he has not understood. The
  • indirectly, so that a sentence which falls during an
  • changing the word order. You should speak some sentences in
  • attention to the sentence concerned but also to the one that
  • the second sentence if you interlace your word-order a bit.