Louise also alludes to her ?mixed race background?, as shown in the proper nouns ?Yorkshire?, ?Lancashire? and ?Jamaica?. More importantly, however, is the positive attitude she has towards her cultural background. This is especially seen in the repeated use of the adjective ?diverse? and the noun phrase of ?quite a mix? to describe the differences between her parents? tastes in music and food and the influence it has had on her, especially as Louise talks about how her father taught her mother to cook (?pretty much taught ma mum to cook?, ??also taught to how to make good old English Sunday roast?).
and interrogatives (?Is there anything else about the furniture?), as opposed to the students, Jane and Ally, who only respond when prompted by the teacher (?well we said they are obviously rich??). The teacher also speaks in a more authoritative tone through the declaratives she uses (?I?m going to ask one person from each group??) to address her students. The teacher?s tone of anger as she tries to maintain control in the class is seen in her utterance (?if if we could have some respect for each other hey?)
This stands in stark contrast to the way in which Norwegian regard this type of weather. ?Have not stopped cursing the weather? shows that they see it as the opposite of the blessing that those who live in Africa see it as. This is again emphasized when the writer treats the type of people who would have cursed the rain in his home as unnatural and evil. These people are a ?witch who wishes that life should not be brought?, this shows how the local attitudes to the rain could not be more in opposition.
Good conclusions usually refer back to the question or title and address it directly - for example by using key words from the title.
How well do you think these conclusions address the title or question? Answering these questions should help you find out.
Do they use key words from the title or question?
Do they answer the question directly?
Can you work out the question or title just by reading the conclusion?
"Now at the end of the day, I can come to the conclusion, that everybody has his or her own definition of thought, meaning and mastering the use of language, and this might affects whether one agrees with Polanyi or not. I myself do not think that human thoughts only come into existence when grasping the meaning and mastering the use of language. I just have many thoughts, which are kept in my head, without using the language I would define as something used to communicate with others. As I am a human, and I constantly think, I believe that I do have human thoughts, and I know that some of them do come into existence, but they often stay in my head the way they are. Without being transformed into "real" language so others can understand me."
"In conclusion to ascertain as to if thought corrupts language, language can also corrupt thought, I totally agree. But I don't take the statement as serious as George Orwell does. He gives many examples of bad writing in the essay Politics and the English language, but I think I speak for everyone that one of those examples we use in our language every day. Does this make us bad writers? According to Orwell we are. I know it's just his opinion but he defiantly takes extremes and basically says that all essays, novels, political speeches that don't look like his own style of writing, are bad language."
"In my final conclusion I would argue, that it is nearly impossible to understand how things really are and perceive them in the same way that others do, as everyone perceives the world differently. On the other hand, by becoming aware of their filters, one might understand each individual perception and the way of gaining knowledge.
This is not including the title,
footnotes and poem example.
1 John Berger, Ways of Seeing (BBC and Penguin Books, London, 1983)
2 (Albert Einstein)
3 The enterprise of knowledge, John L. Tomkinson
4 stated in 1978 by the Nobel Laureate in Literature winner Isaac Bashevis Singer
ToK - Long Essay
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