Intertextuality

1. I
prepared to connect together people's ideas.  I did this by joining the
texts in an anthropological setting.  First, I wrote down the text of the
self.  Second, I wrote down the text of the other.  Third, I connected
them.  In this way, I prepared to connect together people's ideas by
joining the texts in an anthropological setting.
2. I
prepared to add a reason to a sentence.  I did this by linguistically
joining the sentences together.  First, I wrote down the first sentence,
“I fed the ant”.  Second, I wrote down the
second sentence, “The ant was large”.
 Third, I wrote down the joint sentence, “I fed the ant, which was large”.  In this way, I prepared to add a reason
to a sentence by linguistically joining the sentences together.
3. I
prepared to circumcise the ant.  I did this by bridging sentences in
Engineering.  First, I wrote “I drew the hexagon”.  Second, I wrote “I drew the triangle”.  Third, I wrote “I drew the triangle in
the hexagon”.  In this way, I prepared to
circumcise the ant by bridging sentences in Engineering.
4. I
prepared to write new quasilogics.  I did this by blending systemic
meanings.  First, I wrote a+b.  Second, I wrote a^b.  Third, I
wrote a+^b (sic) meaning verifying a^b with one additional proposition, c,
yielding a^b^c.  In this way, I prepared to write new quasilogics by
blending systemic meanings.
5. I
prepared to use the mouth to eat and breathe.  I did this by blending
bodily meanings.  First, I wrote the predicate of the Prolog body program.
 Second, I used it for the first use.  Third, I used it for the
second use.  In this way, I prepared to use the mouth to eat and breathe
by blending bodily meanings.
6. I
prepared to answer the next question.  I did this by blending algorithmic
meanings.  First, I wrote a+b.  Second, I wrote a-b.  Third, I
wrote a+-b (sic), meaning verifying that a and b were different.  In this
way, I prepared to answer the next question by blending algorithmic meanings.
7. I
prepared to determine whether a new word should be invented.  I did this
by blending two words’ meanings.  First, I wrote the
word “happy”.  Second, I wrote the word
“good”.  Second, I wrote the result
of blending the meanings of the words “happy” and “good” was “being happy because of being good”.  In this way, I prepared to determine
whether a new word should be invented by blending two words’ meanings.
8. I
prepared to grow up safely.  I did this by counting the pink flower’s petals like the blended meanings of two
texts.  First, I counted the first blended meaning of “I love you” and “You love me,” “You love writing two instances of the same
letter together in a word, such as ‘aardvark’”.  Second, I counted the second blended
meaning, “You love writing the word arm in a word, such as ‘armadillo’”.  Third, I counted the third blended
meaning, “You love writing a word with a syncopated rhythm, where a syncopated
rhythm contains a half-beat, followed by a beat, followed by a half-beat, such
as ‘arachnid’”.  In this way, I prepared to grow up
safely by counting the pink flower’s
petals like the blended meanings of two texts.
9. I
prepared to write the things that we’ve
thought of together.  I did this by writing parts of an aphorism, like
pocketing a pocketwatch, to write an aphorism.  First, I wrote the aphor
“apple”.  Second, I wrote what the
aphor was on, “the plate”.  Third, I wrote the aphorism
“It is good to be there, because of digesting the apple”.  In this way, I prepared to write the
things that we’ve thought of together by writing parts
of an aphorism, like pocketing a pocketwatch, to write an aphorism.
10. I
prepared to paint the mantelpiece clock.  I did this by breasoning out the
mantelpiece clock.  First, I wrote down that the X dimension of the
mantelpiece clock was 0.05 metres.  Second, I wrote down that the Y
dimension of the mantelpiece clock was 0.06 metres.  Third, I wrote that
the “area text” between the “X” and “Y” texts was “0.05 * 0.06 = 0.003 metres”.  In this way, I prepared to paint the
mantelpiece clock by breasoning out the mantelpiece clock.
11. I
prepared to play tennis at the appointed time.  I did this by joining the
sentences about the grandfather clock together.  First, I wrote
“Grandfather clocks are the largest hall clocks”.  Second, I wrote “Clocks contain faces
to tell the time”.  Third, I wrote “The
grandfather clock face should be at head height to tell the time most easily”.  In this way, I prepared to play tennis
at the appointed time by joining the sentences about the grandfather clock
together.
12. I prepared
to eat the popcorn at a certain time.  I did this by writing the sentences
about the Big Ben clock tower in a hierarchy.  First, I wrote “The tower
stood on the ground”.  Second, I wrote “The clock
was attached to the tower”.  Third, I wrote “It was good
to read the clock”.  In this way, I prepared to
eat the popcorn at a certain time by writing the sentences about the Big Ben
clock tower in a hierarchy.
13. I
prepared to use the clock while surfing.  I did this by stepping through
sentences about the octagon clock.  First, I saw that the clock has
surrounded by a circle.  Second, I noticed that the circle was surrounded
by an octagon.  Third, I observed that the clock spoke the time each hour.
 In this way, I prepared to use the clock while surfing by stepping
through sentences about the octagon clock.
14. I
prepared to smile at the robot.  I did this by developing a robot head as
simple as a stylized icon clock dial.  First, I watched the clock smile at
9:15.  Second, I watched the clock smile at 2:45.  Third, I wound it
up to 9:15 again.  In this way, I prepared to smile at the robot by
developing a robot head as simple as a stylized icon clock dial.
15. I
prepared to write that each organ’s
text was connected to each other organ’s
text by a text.  I did this by writing how objects flowing through a world
described by two joined sentences were like those flowing through the body.
 First, I wrote the text “I had a mouth”.  Second, I wrote the text “I had the
food and drink pipe”.  Third, I wrote “The water
from my mouth was swallowed into my food and drink pipe”.  In this way, I prepared to write that
each organ’s text was connected to each other
organ’s text by a text by writing how
objects flowing through a world described by two joined sentences were like
those flowing through the body.
16. I
prepared to write a second self moved towards the second other.  I did
this by writing that the self’s text was transformed into the
other’s text.  First, I wrote, “I am
the self”.  Second, I wrote, “You are
the other”.  Third, I wrote, “The self
positively moved towards the other”.
 In this way, I prepared to write a second self moved towards the second
other by writing that the self’s text was transformed into the
other’s text.
17. I
prepared to be with you, like eating jam.  I did this by opening the text
with the other text, like a spoon.  First, I wrote, “I like you”.  Second, I wrote, “You like me.
 Third, I wrote, “We made friends”.
 In this way, I prepared to be with you, like eating jam by opening the
text with the other text, like a spoon.  First, I wrote, “I like you”.
18. I
prepared to write an argument as a single chain of reasons, so that each reason
had no more than one reason attached to it above it.  I did this by
connecting two uses for an action together.  First, I wrote the first use
for “I paid for the jam,” “I opened the jar of jam with the
spoon”.  Second, I wrote the second
use, “I tasted the jam using my spatula”.  Third, I connected these two uses
together to be “I ate the jam with the spoon”.  In this way, I prepared to write an
argument as a single chain of reasons, so that each reason had no more than one
reason attached to it above it by connecting two uses for an action together.
19. I
prepared to tell the tale.  I did this by transforming “I am the best” into “I am” with “therefore,” in literature.  First, I wrote “I am the
best”.  Second, I wrote “I am”.  Third, I wrote “I am the best,
therefore I am” because I survived.  In this
way, I prepared to tell the tale by transforming “I am the best” into “I am” with “therefore,” in literature.
20. I
prepared to teach the child medicine.  I did this by collecting the way's
text to metaphysically open a child's life's text.  First, I wrote from a
single 80-breasonings-long A to 50 250-breasonings-long pedagogical argument.
 Second, I breasoned out each object's X, Y and Z dimensions in each
sentence of the argument.  Third, I listened to the news about the child
being conceived and observed her being born.  In this way, I prepared to
teach the child medicine by collecting the way's text to metaphysically open a
child's life's text.
21. I
prepared to keep my mind and body active.  I did this by collecting the
way's text to metaphysically keep my life's text open by supporting it.
 First, I wrote from a single 80-breasonings-long A to 50
250-breasonings-long pedagogical argument.  Second, I breasoned out each
object's X, Y and Z dimensions in each sentence of the argument.  Third, I
supported myself living.  First, I prepared to keep my mind and body
active by collecting the way's text to metaphysically keep my life's text open
by supporting it.
22. I
prepared to wear appropriate clothing to prevent being subject to terrorism
(e.g. walk in a straight line).  I did this by verifying that the shirt's
text matched the text about what I should wear.  First, I aimed to walk in
the house.  Second, I wrote that I should wear a shirt to walk in the
house.  Third, I wore the shirt.  In this way, I prepared to wear
appropriate clothing to prevent being subject to terrorism (e.g. walk in a
straight line) by verifying that the shirt's text matched the text about what I
should wear.
23. I
prepared to serve the peaches and cream.  I did this by treating the child
(who had a text) to the liquefied prune (which had a text).  First, I
asked her to eat the liquefied prune.  Second, I spooned them into the
consenting child's mouth.  Third, I asked her to swallow it.  In this
way, I prepared to serve the peaches and cream by treating the child (who had a
text) to the liquefied prune (which had a text).
24. I
prepared to turn the key to raise the model sun.  I did this by verifying
the text was clear using a style guide.  First, I verified that the first
sentence referred to an object.  Second, I prepared to verify that the next
sentence referred to an object that was connected to an object previously
referred to in the paragraph.  Third, I repeated this until I had verified
that each sentence referred to an object that was connected to an object
previously referred to in the paragraph, where a system is a set of joined
objects in each paragraph.  In this way, I prepared to turn the key to
raise the model sun by verifying the text was clear using a style guide.
25. I
prepared to flip the argument vertically as part of the lower half of the
Computational English diamond.  I did this by verifying the reasoning was
correct using a reasoning guide.  First, I verified the first reasoning,
e.g. D<-C.  Second, I prepared to verify the second reasoning, e.g.
C<-B.  Third, I repeated this until I had verified each reasoning, e.g.
C<-A.  In this way, I prepared to flip the argument vertically as part
of the lower half of the Computational English diamond by verifying the
reasoning was correct using a reasoning guide.
26. I
prepared to be myself.  I did this by verifying the raison d’etre (reason to be) was correct using a raison
d’etre guide.  First, I verified
that the first grammar was correct, and so should be part of my being.
 Second, I prepared to verify that the second grammar was correct, and so
should be part of my being.  Third, I repeated this until I had verified
that each grammar was correct, and so should be part of my being.  In this
way, I prepared to be myself by verifying the raison d’etre (reason to be) was correct using a raison
d’etre guide.
27. I
prepared to present the pot, representing having had enough exercise.  I
did this by writing that ^ (and) symbolized placing a new counter in the pot.
 First, I placed a counter in the pot.  Second, I prepared to place
another counter in the pot, where “I placed a counter in the pot” and “I placed another counter in the pot” were in conjunction.  Third, I repeated
this until I had placed all the counters in the pot, where all the statements
that I had placed a counter in the pot were in conjunction.  In this way,
I prepared to present the pot, representing having had enough exercise by
writing that ^ (and) symbolized placing a new counter in the pot.
28. I
prepared to present the group of pots, one of which represented an athlete in
the group having had enough preparation to win.  I did this by writing
that v (or) symbolized placing a pot on the table.  First, I placed a pot
on the table.  Second, I prepared to place another pot on the table, where
“I placed a pot on the table” and “I placed another pot on the
table” were in disjunction.  Third, I
repeated this until I had placed all the pots on the table, where all the
statements that I had placed a pot on the table were in disjunction.  In
this way, I prepared to present the group of pots, one of which represented an
athlete in the group having had enough preparation to win by writing that v
(or) symbolized placing a pot on the table.
29. I
prepared to measure the distance between the self and the other.  I did
this by representing the self/other pair at points along the X axis.
 First, I observed that the self was positioned at (1, 0, 0) (in metres).
 Second, I observed that the other was positioned at (2, 0, 0) (in
metres).  Third, given that the Y and Z values of the positions of the
self and other, respectively, were equal to 0, I determined that the self and
other were positioned at different points along the X axis.  In this way,
I prepared to measure the distance between the self and the other by
representing the self/other pair at points along the X axis.
30. I
prepared to measure the distance and time between the person’s positions and the times at those positions,
respectively.  I did this by representing two points in space along the Y
axis.  First, I observed that the person was positioned at (0, 1, 0) (in
metres) at time = 1 second.  Second, I observed that the person was
positioned at (0, 2, 0) (in metres) at time = 2 seconds.  Third, given
that the X and Z values of the positions of the person were equal to 0 at 1 and
2 seconds, I determined that the person was positioned at different points
along the Y axis at different points in time.  In this way, I prepared to
measure the distance and time between the person’s positions and the times at those positions,
respectively by representing two points in space along the Y axis.
31. I
prepared to measure the distance between the positions in space of Sam and
Tony.  I did this by representing the positions of Sam and Tony in space
along the Z axis.  First, I observed that Sam was positioned at (0, 0, 1)
(in metres).  Second, I observed that Tony was positioned at (0, 0, 2) (in
metres).  Third, given that the X and Y values of the positions of Sam and
Tony were equal to 0, I determined that Sam and Tony were positioned at
different points in space on the Z axis.  In this way, I prepared to
measure the distance between the positions in space of Sam and Tony by
representing the positions of Sam and Tony in space along the Z axis.
32. I
prepared to connect two texts with a single object.  I did this by
breasoning out (thinking of the X, Y and Z dimensions) of the best set of
objects connecting actions from two texts.  First, I wrote the first text.
 Second, I wrote the second text.  Third, I wrote the fastest object
connecting the last object tin the first text to the first object in the second
text.  In this way, I prepared to connect two texts with a single object
by breasoning out (thinking of the X, Y and Z dimensions) of the best set of
objects connecting actions from two texts.
33.   I prepared to receive
returns for providing a service.  I did
this by providing breasonings currency services, etc.  First, I provided pedagogy service.  Second, I provided medicine service.  Third, I provided meditation service.  In this way, I prepared to receive returns
for providing a service by providing breasonings currency services, etc.
34.   I prepared to safely
verify intertextual connections.  I did
this by following safety guidelines to avoid thinking about breasonings currency
at unsafe times to do so.  First, I followed
safety guidelines in not thinking about breasonings currency when driving.  Second, I followed safety guidelines in not
thinking about breasonings currency when reading codes in public. Third, I ran
the appropriate breasonings currency computer program.  In this way, I prepared to safely verify
intertextual connections by following safety guidelines to avoid thinking about
breasonings currency at unsafe times to do so. 
35.   I prepared to do one
task at a time.  I did this by surpassing
breasonings currency.  First, I worked on
the breasonings currency before the time. 
Second, I put them away at the time. 
Third, I worked on the current task. 
In this way, I prepared to do one task at a time by surpassing
breasonings currency.
36.   I prepared to bracket
the connection between the breasonings currency and my job.  I did this by subordinating breasonings
currency in memory, not thinking of it. 
First, I thought of the breasonings currency.  Second, I thought of it’s x, y and z dimensions
and the fact that it had no other content. 
Third, I focused only on my job. 
In this way, I prepared to bracket the connection between the
breasonings currency and my job by subordinating breasonings currency in
memory, not thinking of it.
37.   I prepared to connect
the breasonings currency and the product. 
I did this by stating that the government tennis tournament prize was
breasonings currency.  First, I observed
the player win the tournament.  Second, I
handed him the token for the transferred breasonings currency.  Third, I observed him spend the money on the
product.  In this way, I prepared to
connect the breasonings currency and the product by stating that the government
tennis tournament prize was breasonings currency. 
38.   I prepared to store the
pointers to the breasonings currency in the bank, with no pointers to it (only
online banking).  I did this by stating
that the community provided the breasonings currency prize.  First, I stated that one person could write
many breasonings currencies.  Second, I
stated that one person could also receive many breasonings currencies.  Third, I observed them being tallied and
transferred to the recipient’s account.  In
this way, I prepared to store the pointers to the breasonings currency in the
bank, with no pointers to it (only online banking) by stating that the
community provided the breasonings currency prize.
39.   I prepared to make all
breasonings currency original, and transaction-exclusive.  I did this by writing the plagiarism detector
for low cost arguments.  First, I searched
for each line in the online database. 
Second, I detected the percentage plagiarised (and the percentage of
original lines).  Third, I returned the
plagiarised lines (kept the original lines). 
In this way, I prepared to make all breasonings currency original, and
transaction-exclusive by writing the plagiarism detector for low cost arguments.
40.  I prepared to write the
profit as breasonings currency.  I did
this by writing an area of study about economic considerations about the product
paid for with breasonings currency. 
First, I counted the company expenses. 
Second, I calculated the revenue earned. 
Third, I calculated the profit made. 
In this way, I prepared to write the profit as breasonings currency by
writing an area of study about economic considerations about the product paid
for with breasonings currency. 
41.   I prepared to guide
writing to be future-oriented.  I did
this by writing economic considerations specifically for breasonings currency.  First, I considered the fact that breasoning
currency took more storage space than value-only currency.  Second, I observed it’s use by date.  Third, I updated it.  In this way, I prepared to guide writing to
be future-oriented by writing economic considerations specifically for breasonings
currency.
42.   I prepared to demonstrate
equality in breasoning currency.  I did
this by achieving equality through the LMS (Lucianic Marking Scheme).  First, I stated that disagreeing in the first half didn’t annul the breasonings currency.  Second, I observed
that agreement and disagreement earned the same grade, used for currency value.  Third, I observed that objections and rebuttals
were taken into account in determining whether the essay agreed or disagreed.  In this way, I prepared to demonstrate equality
in breasoning currency by achieving equality through the LMS (Lucianic Marking
Scheme).