“Dia [Robert Somerville] mengambil kalimat yang agak panjang dan memecahnya menjadi komponen-komponennya, menggunakan warna tinta yang berbeda: hitam, merah, biru dan hijau. Subjek, predikat, penambahan; kalimat bawahan dan kondisional, menghubungkan dan membagi serikat pekerja! Masing-masing memiliki warna sendiri, kelompoknya sendiri. Itu seperti pelatihan, dan kami melakukannya hampir setiap hari. ”
"Tidak mungkin untuk menulis halaman agar tidak mengalami kesenangan dari kekayaan, keragaman, mobilitas dan kedalaman bahasa Inggris."
The hour arrived. I sat in the corner seat above the gangway, immediately behind the Ministers, the same seat from which my father had made his speech of resignation and his terrible Piggott attack. On my left, a friendly counsellor, sat the long-experienced Parliamentarian, Mr. Thomas Gibson Bowles. Towards nine o'clock the House began to fill. Mr. Lloyd George spoke from the third bench below the gangway on the Opposition side, surrounded by a handful of Welshmen and Radicals, and backed by the Irish Nationalist party. He announced forthwith that he did not intend to move his amendment, but would instead speak on the main question. Encouraged by the cheers of the 'Celtic fringes' he soon became animated and even violent. I constructed in succession sentence after sentence to hook on with after he should sit down. Each of these poor couplings became in turn obsolete. A sense of alarm and even despair crept across me. I repressed it with an inward gasp. Then Mr. Bowles whispered 'You might say «instead of making his violent speech without moving his moderate amendment, he had better have moved his moderate amendment without making his violent speech.»' Manna in the wilderness was not more welcome! It fell only just in time. To my surprise I heard my opponent saying that he 'would curtail his remarks as he was sure the House wished to hear a new member', and with this graceful gesture he suddenly resumed his seat.***. , , . , . . , , . , , . « », . , , . . , , , . : « : „ , “». . , , , , « , , , », , , .
Misalnya, kosakata rata-rata seseorang yang belajar bahasa Inggris sebagai bahasa asing dan berada pada tingkat Mahir adalah rata-rata 4000-7000 kata.Seorang penutur asli dengan pendidikan tinggi memiliki cadangan 20.000-30.000 kata. Artinya, sekitar 5 kali lebih banyak. Dan perbedaan antara Churchill dan siswa Mahir adalah sebanyak 10 kali!