Can you please look over this two-paragaph excerpt from my essay?

Please tell me if you find things like awkward sentence structures or odd word choices.

In addition to rooting LaBrie within the Cajun culture, the activity of frogging also strengthened interpersonal relationships within that culture: it bonded Thomas LaBrie and his friend Marvin. As the author says in lines 24-25, "Now froggin' can be done alone, but there's not much fun in it alone." Another Cajun English term in the memoir, one not related to hunting, is a soda called "pop rouge" (line 14) in which the young men mixed psilocybin mushrooms. Like "froggin'", the drink also bonded Thomas LaBrie and his friend on their youthful drug-enhanced frog-catching spree. Thus, in LaBrie's cognitive map, Cajun English words like "froggin'", "giggin'" and "pop rouge" link culture (Cajun culture) with interpersonal relationships (friendship), the carelessness of youth, and the gain of maturity after the experience of carelessness.

In conclusion, as can be seen from this essay's analysis, the words in Cajun English, Blackfoot, Yiddish, and Polish in the three texts of reminiscence play an important role in the process of remembering. Using the psychological concept of a cognitive map present in each author's mind, the words in those specific languages were seen to encode the authors'experiences of interpersonal relationships during their formative childhood and youth years within particular cultures. Those words root each author's process of remembering in a specific cultural context. Language is not simply a one-dimensional form of communication; it is also one of the closely-linked factors (among other factors such as cultural heritage, family, physical environment) that shape an individual's cognitive map. The writers Mordecai Richler, Emma Lee Warrior, and Thomas Labrie use the linguistic part of their cognitive maps in reminiscence and story-telling.