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10 Sentences With "inability to read or write"

How to use inability to read or write in a sentence? Find typical usage patterns (collocations)/phrases/context for "inability to read or write" and check conjugation/comparative form for "inability to read or write". Mastering all the usages of "inability to read or write" from sentence examples published by news publications.

It's hard to argue with this point — even now some have found humor in "Surviving R. Kelly," roasting him for his rumored inability to read or write.
Whether the orphanages were for white children or black, for Jews, Catholics, or Protestants, made no difference; for Margaret always said, "They are all orphans alike." Margaret's will was signed with a cross instead of a name as she never learned to read or write. Her signature was a poignant reminder of her humble beginnings, great business successes and mark on humanity, despite her inability to read or write.
Functional illiteracy consists of reading and writing skills that are inadequate "to manage daily living and employment tasks that require reading skills beyond a basic level". Functional illiteracy is contrasted with illiteracy in the strict sense, meaning the inability to read or write simple sentences in any language. People who can read and write only in a language other than the predominant language of where they live may also be considered functionally illiterate.
Originally passed into law in 1965 to combat racial discrimination at polling places, the Voting Rights Act of 1965 has recently supported advances of disabled suffrage. Section 208 of the Act allows citizens affected by "blindness, disability, or the inability to read or write" to assign an individual to help cast votes within a ballot box. Restrictions on the assignment of said individual include the voter's employer or agent of their union.
Her jealousy only increases when she is forced to get a job in their church to volunteer in the community. She continues to plan, however, determined to have her "quince". Also, her friends are busy hitting on her friend Gabi's handsome, distant cousin Ramón from New York City who just arrived in California. They are pressuring Marta to have him as her escort at her quince, but she is too shy, and Ramon is struggling with his inability to read or write.
Dyscopia consists of the Latin root copia, which means abundance or plenty (see cornucopia), and the Greek prefix dys-, which means "bad", "abnormal", "difficult" or "impaired". This word has assumed two meanings, both of which are essentially a pun based on the similarity of the sound of the words "copy" and "cope" with copia. In the field of neurology, dyscopia is used to describe a type of developmental coordination disorder related to dyslexia and dysgraphia (inability to read or write). Specifically, it is taken to mean difficulty with copying.
Pick's disease, also known as frontotemporal amnesia, is caused by atrophy of the frontotemporal lobe. Emotional symptoms include mood changes, which the patient may be unaware of, including poor attention span and aggressive behavior towards themselves or others. Language symptoms include loss of speech, inability to read or write, loss of vocabulary and overall degeneration of motor ability. Temporal lobe epilepsy is a chronic neurological condition characterized by recurrent seizures; symptoms include a variety of sensory (visual, auditory, olfactory, and gustation) hallucinations, as well as an inability to process semantic and episodic memories.
Part of Al-Alaq – 96th sura of the Quran – the first revelation received by Muhammad. The Quran describes Muhammad as "ummi,"Quran which is traditionally interpreted as 'illiterate', but the meaning is rather more complex. Medieval commentators such as Al-Tabari maintained that the term induced two meanings: first, the inability to read or write in general; second, the inexperience or ignorance of the previous books or scriptures (but they gave priority to the first meaning). Muhammad's illiteracy was taken as a sign of the genuineness of his prophethood.
Among other provisions, the Voting Rights Act made some literacy tests illegal. Section 4(e) was aimed at securing the franchisement of New York City's large Puerto Rican population and "provides that no person who has completed the sixth grade in a public school, or an accredited private school, in Puerto Rico in which the language of instruction was other than English shall be disfranchised for inability to read or write English." Registered voters in the state of New York brought suit by alleging that Congress exceeded its powers of enforcement under the 14th Amendment and alleging that Congress infringed on rights reserved to states by the 10th Amendment.
In addition to those literate in French or English, any male Indian could be voluntarily enfranchised despite an inability to read or write, or a lack of school education, so long as he spoke English or French, and was found to be "of sober and industrious habits, free from debt and sufficiently intelligent to be capable of managing his own affairs." Enfranchisement of illiterate Indians, however, required a three-year probation term before it would come into legal effect. Enfranchisement required that Indians choose a last name (to be approved by appointed commissioners) by which they would become legally known. The wife and descendants of an enfranchised Indian would also be enfranchised, and would no longer be considered members of the former tribe unless they were to regain Indian status through another marriage.

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