Answer:
A
Explanation:
If you do B it might end up being confusing
If you do C there will barely be anything it will be too short
If you do D then towards the more boring parts people might just give up reading
But with A you can make the readers understand the situation more and make it feel more real and engaging
The correct answers would be questions D " Did any of the Japanese or German students learn to speak Navajo" and E " What kind of code did the American Indians use during World War I". These are the questions that could help the reader understand the military leader's fear, since if the answers are yes they did learn to speak it, and a simple code, (respectively) then it would be perfectly sane to feel apprehension at using the same code again. Options A, B and C are not relevant because they do not contribute to the subject, for example, it doesn't matter how many people spoke Navajo before World War I, what is important is how many can learn it.
This story is not a usual one. It talks about how our views and ideas can be judgmental and hurtful. It puts us (readers) in a point where we start thinking about our own perspectives.
Explanation:
This story has two main components as symbols - belief and honesty. The author wants to describe the entire scene in darkness. He excludes elements that give us 'hope' in our lives.
The woman who the narrator loved deceived him. She portrayed to be a faithful, honest and innocent woman who loved him deeply. This was an impression that everyone had about her including the narrator.
The story starts off with an exclamation of grief, where he yells 'I had loved her madly!'. From this part of the story, he continues to talk and express his love/emotion towards his lover. He continues to suffer in her loss, goes to places where he can relive moments, visits her grave and sits there for hours. He reads the messages on the tombstones where the story ends.
The entire course of story makes us understand that he understand how she deceived him from the beginning till the end.
