Which two sentences in these excerpts reflect the common theme of soldiers’ reluctance to talk about their war experiences? ambush by tim o'brien (excerpt) when she was nine, my daughter kathleen asked if i had ever killed anyone. she knew about the war; she knew i'd been a soldier. "you keep writing war stories," she said, "so i guess you must've killed somebody." it was a difficult moment, but i did what seemed right, which was to say, "of course not," and then to take her onto my lap and hold her for a while. someday, i hope, she'll ask again. but here i want to pretend she's a grown-up. i want to tell her exactly what happened, or what i remember happening, and then i want to say to her that as a little girl she was absolutely right. this is why i keep writing war stories: symptoms by john steinbeck (excerpt) if they had been reticent men it would have been different, but some of them were talkers and some were even boasters. they would discuss their experiences right up to the time of battle and then suddenly they wouldn't talk anymore. this was considered heroic in them. it was thought that they had seen or done was so horrible that they didn't want to bring it back to haunt them or their listeners. but many of these men had no such consideration in any other field. only recently have i found what seems to be a reasonable explanation, and the answer is simple. they did not and do not remember--and the worse the battle was, the less they remember.

When should readers refer to a dictionary instead of relying on context clues? select all that apply.when they have timeeach unfamiliar word they findwhen the surrounding words are unfamiliarwhen an unfamiliar word appears frequently

Explain how advancements in technology have affected the diversity of our news, how we receive it, and how it is portrayed by the media.

Welcome to the vocabulary assessment. by connecting with words in a more interactive way, through a graphic organizer that includes your own ideas, we hope you will learn new vocabulary strategies to integrate into your course work and your everyday life. objectives: use a variety of techniques to acquire a range of words determine, clarify, and illustrate the meaning of unfamiliar words to ensure that you properly and successfully complete the vocabulary assessment, do the following: complete the assessment using the passage provided. select a word from the passage, and identify/create each of the following for that word: denotation connotations synonyms antonyms affixes the sentence from the passage where the word appears an original sentence using the word a memory trick type your responses in the appropriate boxes. after you have typed your responses, print your graphic organizer and submit it to your teacher. be careful not to refresh the page before printing, as some browsers will not save your work. passage from "the pit and the pendulum" by edgar allan poe very suddenly there came back to my soul motion and sound—the tumultuous motion of the heart, and in my ears the sound of its beating. then a pause in which all is blank. then again sound, and motion, and touch, a tingling sensation pervading my frame. then the mere consciousness of existence, without thought, a condition which lasted long. then, very suddenly, thought, and shuddering terror, and earnest endeavor to comprehend my true state. then a strong desire to lapse into insensibility. then a rushing revival of soul and a successful effort to move. and now a full memory of the trial, of the judges, of the sable draperies, of the sentence, of the sickness, of the swoon. then entire forgetfulness of all that followed; of all that a later day and much earnestness of endeavor have enabled me vaguely to recall.