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QUESTION IMAGE

read the excerpt from parvati’s argument in favor of using cell phones …

Question

read the excerpt from parvati’s argument in favor of using cell phones in class.
student work
today’s cell phones are not just phones; they are little computers. that 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 relevant and insufficient, because she provides general reasons without specific examples
  • it is relevant and sufficient, because she gives convincing examples of how phones support classwork
  • it is irrelevant and insufficient, because her evidence relies solely on her own experience
  • it is irrelevant and insufficient, because she discusses using computers rather than phones

Explanation:

Brief Explanations

To evaluate Parvati's evidence, we analyze relevance and sufficiency. Her evidence is about cell phones as research tools (accessing references, searching) and a class example (mock elections voting). The first option says "relevant and insufficient"—but she does give a specific example (civics class mock elections). Wait, no—wait, the second option: "relevant and sufficient, because she gives convincing examples of how phones support classwork." Wait, let's re-examine. Her points: cell phones as little computers (relevant to using in class as tools), then general uses (dictionaries, etc.) and a specific example (civics class mock elections). So the evidence is relevant (relates to using phones in class) and sufficient? Wait, no—the first option: "relevant and insufficient, because she provides general reasons without specific examples"—but she does have a specific example (civics class). Wait, maybe I misread. Wait the options:

  1. It is relevant and insufficient, because she provides general reasons without specific examples.
  1. It is relevant and sufficient, because she gives convincing examples of how phones support classwork.
  1. It is irrelevant and insufficient, because her evidence relies solely on her own experience.
  1. It is irrelevant and insufficient, because she discusses using computers rather than phones.

First, relevance: her argument is for using cell phones in class. Her evidence is about cell phones as research tools and a class activity with phones—so relevant (relates to using phones in class). Now sufficiency: does she give convincing examples? She mentions general uses (dictionaries, etc.) and a specific example (civics class mock elections). So the second option: "It is relevant and sufficient, because she gives convincing examples of how phones support classwork." Wait, but let's check the first option again. The first option says "without specific examples"—but she does have a specific example (civics class). So maybe the second option is correct. Wait, no—wait the first option: "general reasons without specific examples"—but she does have a specific example. Wait, maybe I made a mistake. Wait the student's work: "Students can use them to access... They can search... In my civics class...". So the general reasons (accessing references, searching) and a specific example (civics class). So the evidence is relevant (to using phones in class) and sufficient? Or is the example not enough? Wait, the second option says "convincing examples of how phones support classwork"—the general uses (research) and the class activity (voting in mock elections) are examples of how phones support classwork. So the best evaluation is the second option: "It is relevant and sufficient, because she gives convincing examples of how phones support classwork." Wait, but let's check the other options. The third option: "relies solely on her own experience"—no, she has general reasons too. The fourth: "discusses using computers rather than phones"—but she says cell phones are little computers, so she's talking about phones. So the correct option is the second one: "It is relevant and sufficient, because she gives convincing examples of how phones support classwork." Wait, but maybe the first option is correct? Wait the first option: "relevant and insufficient, because she provides general reasons without specific examples"—but she does have a specific example (civics class). So maybe the second option is correct. Let's confirm: relevance—yes, because she's talking about using phones in class (as research tools, for class activities).…

Answer:

It is relevant and sufficient, because she gives convincing examples of how phones support classwork.