We can actually deduce here that the feature of the Anglo-Saxon culture that is described in the excerpt is: A cup-bearer
<h3>What is Anglo-Saxon culture?</h3>
Anglo-Saxon culture is actually known to be a culture that was seen as a creation of the English nation. It is known to be the period that Christianity was re-established and the literature and language were flowering.
The period of this culture was known to be the period that charters and laws were instituted.
We see here that in the Anglo-Saxon society, men were known to have played a dominant role but Beowulf presented that in that culture that women play different roles. One of those roles was being a cup-bearer.
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Answer:
Explanation:
Many literary devices fall under the category of "figure of speech," which previous Educators have identified in preceding answers. This answer will call attention to those figures of speech in "If" which are commonly understood maxims or scenarios in English-speaking culture. There are indeed certain tropes which we turn to time and again to make meaningful comparisons to real life phenomena.
Answer:
There are some cautions we want to keep in mind as we fashion our final utterance. First, we don't want to finish with a sentimental flourish that shows we're trying to do too much. It's probably enough that our essay on recycling will slow the growth of the landfill in Hartford's North Meadows. We don't need to claim that recycling our soda bottles is going to save the world for our children's children. (That may be true, in fact, but it's better to claim too little than too much; otherwise, our readers are going to be left with that feeling of "Who's he/she kidding?") The conclusion should contain a definite, positive statement or call to action, but that statement needs to be based on what we have provided in the essay.
Second, the conclusion is no place to bring up new ideas. If a brilliant idea tries to sneak into our final paragraph, we must pluck it out and let it have its own paragraph earlier in the essay. If it doesn't fit the structure or argument of the essay, we will leave it out altogether and let it have its own essay later on. The last thing we want in our conclusion is an excuse for our readers' minds wandering off into some new field. Allowing a peer editor or friend to reread our essay before we hand it in is one way to check this impulse before it ruins our good intentions and hard work.
Never apologize for or otherwise undercut the argument you've made or leave your readers with the sense that "this is just little ol' me talking." Leave your readers with the sense that they've been in the company of someone who knows what he or she is doing. Also, if you promised in the introduction that you were going to cover four points and you covered only two (because you couldn't find enough information or you took too long with the first two or you got tired), don't try to cram those last two points into your final paragraph. The "rush job" will be all too apparent. Instead, revise your introduction or take the time to do justice to these other points.
Here is a brief list of things that you might accomplish in your concluding paragraph(s).* There are certainly other things that you can do, and you certainly don't want to do all these things. They're only suggestions:
include a brief summary of the paper's main points.
ask a provocative question.
use a quotation.
evoke a vivid image.
call for some sort of action.
end with a warning.
universalize (compare to other situations).
suggest results or consequences.
