read the excerpt from parvati’s argument in favor of using cell phones in class.
today’s cell phones are not just phones, they are little computers. this means they are effective research tools. students can use them to access dictionaries, encyclopedias, and other reference materials. they can search for articles, videos, and images. in my civics class, our teacher even held mock elections, and we voted using our cell phones.
what is the best evaluation of parvati’s evidence?
○ it is irrelevant and insufficient, because she discusses using computers rather than phones.
○ it is irrelevant and insufficient, because her evidence relies solely on her own experience.
○ it is relevant and sufficient, because she gives convincing examples of how phones support classwork.
○ it is relevant and insufficient, because she provides general reasons without specific examples

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# Brief Explanations:
Parvati's evidence is about how cell phones (as little computers) help with research (accessing references, searching media) and gives a specific example (mock elections in civics class). This is relevant to using cell phones in class. However, her evidence is from one class and one example, so it's not enough (insufficient) to fully support the argument for using cell phones in all classes. Let's analyze each option:
- First option: She talks about phones, not computers, so this is wrong.
- Second option: Her evidence isn't just personal experience; she gives general uses and a class example, so wrong.
- Third option: While her examples are convincing, one class example and general reasons aren't sufficient for a strong argument, so "sufficient" is wrong.
- Fourth option: Her reasons (research tools, accessing materials) are relevant to using phones in class, but her evidence (one class example and general statements) is not enough (insufficient) to fully back the argument. Wait, no—wait, the fourth option says "general reasons without specific examples", but she did give a specific example (mock elections). Wait, maybe I misread. Wait, let's re - check. Wait, the correct option should be: Wait, no, let's re - evaluate. Wait, Parvati's evidence: she says phones are research tools (general reason) and gives a specific example (mock elections in civics class). But is her evidence sufficient? Let's check the options again. Wait, the third option: "It is relevant and sufficient, because she gives convincing examples of how phones support classwork." Wait, she gives one example (civics class mock election) and general reasons. Is that sufficient? Maybe not, but let's check the other options. Wait, the first option is wrong (she talks about phones). Second option: her evidence isn't just personal experience (she gives general uses and a class example). Fourth option: says she provides general reasons without specific examples, but she did give a specific example. Wait, maybe I made a mistake. Wait, let's re - read Parvati's argument: "Today’s cell phones are not just phones, they are little computers. This means they are effective research tools. Students can use them to access dictionaries, encyclopedias, and other reference materials. They can search for articles, videos, and images. In my civics class, our teacher even held mock elections, and we voted using our cell phones." So she has general reasons (research tools, accessing materials) and one specific example (civics class). Now, the third option says "relevant and sufficient" because she gives convincing examples. But is one example and general reasons sufficient? Maybe the intended answer is the third option? Wait, no, maybe I messed up. Wait, let's check the options again. Wait, the correct answer is the third option? Wait, no, let's think about relevance and sufficiency. Relevance: her evidence is about how phones help in class, so relevant. Sufficiency: does her evidence (general uses + one class example) suffice? Maybe the question considers it sufficient. Wait, the first option is wrong (she talks about phones, not computers). Second option: her evidence isn't just personal experience (she gives general uses and a class example). Fourth option: she did give a specific example, so "without specific examples" is wrong. So the correct option is the third one? Wait, no, wait the third option says "relevant and sufficient, because she gives convincing examples of how phones support classwork." Her examples: research tools (general) and mock election (specific). So maybe that's considered convincing. So the correct answer is the third option: "It is relevant and sufficient, because she gives convincing examples of how phones support classwork."
# Answer:
C. It is relevant and sufficient, because she gives convincing examples of how phones support classwork. (Assuming the options are labeled A, B, C, D with A being the first option, B the second, C the third, and D the fourth)

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