Worksheet

Phones Away: Does the Argument Hold Up?

Evaluate a classroom phone-policy argument by outlining its reasoning, testing evidence, and identifying irrelevant details.

Grade 8ELAInteractive · Printable

Aligned toRI.8.8

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Single worksheet
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1 Common Core standard
Printable answer key
13 questions
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Details

Format: Interactive · Printable
Grade: Grade 8
Subject: ELA
Question types: Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

Students outline an argument about banning personal phone use during class.
Students judge whether evidence is relevant and sufficient to support specific policy claims.
Students identify unsupported reasoning and evaluate responses to objections.

How to use

Have students annotate claims, reasons, and evidence before answering. Discuss which conclusions the fictional records support and which require further investigation.

Curriculum

Common Core standard covered

RI.8.8

Outline and evaluate an argument, judging its reasoning and evidence, and notice when irrelevant evidence is brought in.

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Name Date

Phones Away: Does the Argument Hold Up?

Trace a policy argument and test the evidence behind it.

Read the argument

Read the article carefully. Distinguish the proposed policy from the evidence offered for it.

This is a fictional school-policy article. Its school records and survey results are invented for evaluating an argument, not presented as research findings.

A Class-Time Boundary, Not a School-Day Ban

1Schools should prohibit personal phone use during class, with documented exceptions for health and accessibility needs. Students should silence phones and store them out of sight, rather than surrender them at the building entrance. The purpose is to protect shared lesson time, not to judge students for owning useful devices. A rule covering lessons is narrower than a ban covering the entire school day.

2At fictional Cedar Vale School, a student council survey asked whether phones sometimes interrupted lessons. The questionnaire was posted on the council’s voluntary online discussion board. Of the students who responded, most said they had noticed interruptions. Because students chose whether to respond, the results may overrepresent those with strong opinions. The responses describe those participants’ experiences; they do not establish what proportion of the entire school experiences the problem.

3Teachers also examined classroom records. In two classes, teachers counted fewer phone-related interruptions during a week when phones were stored away than during the previous week. However, the first week included group research, while the second involved independent review. The records are consistent with the proposed rule helping, but the different activities could also explain the difference. Neither week included a measure of learning, so fewer interruptions cannot yet be treated as proof of higher achievement.

4Students raise a reasonable objection: phones can provide translation, reminders, and access to family messages. A class-time rule must preserve needed supports rather than assume every use is recreational. Approved accessibility uses would remain available, and urgent family messages could go through the school office. Still, the office’s ability to deliver messages promptly should be checked before that route is described as an adequate replacement. Naming an alternative is not the same as demonstrating that it works.

5Another supporter points out that Cedar Vale’s debate team won a regional award after members began leaving phones outside practice. The award recognizes debating performance, not classroom attention. Team members also practiced more often that season, and their experience does not represent every classroom. A successful team makes an appealing example, but its trophy is not evidence that a classroom rule improves learning.

6The school should adopt the limited rule for a trial period and review it before making it permanent. During the trial, teachers should compare similar lesson types and record both interruptions and completed work. Students who use approved supports should report whether access remains practical. Those records could justify keeping, revising, or ending the rule. The current evidence offers a reason to test a focused restriction, not a reason to declare every concern resolved.

Test the evidence

Choose one answer unless directed otherwise. Evaluate each conclusion as written.

A council member uses the survey to estimate how common phone interruptions are across the whole school. Which concern most directly weakens that use?

A. The council posted its questionnaire online rather than reading it during an assembly.
B. The survey gathered student observations rather than proposing a specific punishment.
C. Students reported interruptions rather than describing which devices they owned.
D. Students with strong opinions may be more likely than others to participate.

Underline the sentence from paragraph 2 that explains how students’ decision to participate could distort the survey results.

At fictional Cedar Vale School, a student council survey asked whether phones sometimes interrupted lessons.The questionnaire was posted on the council’s voluntary online discussion board.Of the students who responded, most said they had noticed interruptions.Because students chose whether to respond, the results may overrepresent those with strong opinions.The responses describe those participants’ experiences; they do not establish what proportion of the entire school experiences the problem.

Which change would best address the competing explanation identified in paragraph 3?

A. Count interruptions during a longer review period with phones stored away.
B. Compare phone conditions during similar activities with similar student groups.
C. Record the number of phones owned by students in each classroom.
D. Ask the teachers which of the two activities they preferred teaching.

A headline about the classroom records reads, “Phone Storage Raises Achievement.” Which revision stays within what the records actually measured?

A. Teachers Record Fewer Interruptions During Storage Week
B. Phone Storage Makes Independent Review More Effective
C. Classroom Comparison Confirms Schoolwide Learning Gains
D. Group Research Produces Lower Student Achievement

In paragraph 4, which part of the proposed response addresses access to classroom supports rather than communication with family?

A. Personal phones would remain out of sight during lessons.
B. Students could continue approved accessibility uses.
C. The office would receive urgent messages from families.
D. Office message delivery would be checked for speed.

An editor argues that the debate team’s award is enough to establish a classroom learning benefit. Which evaluation best identifies the evidence problem?

A. The award measures debating success, not the classroom learning outcome being claimed.
B. The award follows a practice change, so it proves that change reduced learning.
C. The award comes from outside the school, so it cannot describe student performance.
D. The award concerns students, so it cannot help evaluate any school policy.

Which added record would be least relevant to evaluating whether the proposed rule protects shared lesson time?

A. A record of teacher preferences for colors on the phone-policy poster
B. A log of minutes spent resolving phone-related interruptions during instruction
C. A count of lessons interrupted by disputes about storing personal phones
D. A comparison of time spent redirecting students under different phone rules

Judge the reasoning

Consider the scope of the policy, the strength of the reasoning, and the information still needed.

A reader concludes, “The author wants students to surrender phones when they enter the building.” Which evaluation correctly compares this reading with the proposed policy?

A. It accurately describes the policy because stored phones must be collected at entry.
B. It understates the policy because the author also restricts phone use after school.
C. It accurately describes the policy because health exceptions apply only outside class.
D. It broadens the policy from restricted classroom use to building-entry collection.

The author treats fewer interruptions as a reason to consider a class-time rule. Which assumption connects that evidence to the stated purpose of the policy?

A. Students who own phones need the same classroom supports.
B. Reducing interruptions can help preserve time for instruction.
C. Teachers prefer independent review to group research.
D. A popular policy is more effective than an unpopular policy.

10.

Which trial result would most directly reveal a conflict between the proposed rule and the author’s requirement to preserve needed supports?

A. Some teachers record fewer interruptions while others record no clear change.
B. Students disagree about whether phones should be kept in pockets or backpacks.
C. Students with approved translation access lose lesson time waiting for permission to use it.
D. Some families choose to send routine messages after the school day ends.

11.

Suppose the trial produces mixed results: interruptions decline, but completed work does not increase. Which conclusion best fits both the findings and the author’s reasoning?

A. The rule has failed because a change in interruptions has no value without more completed work.
B. The rule improves achievement because fewer interruptions guarantee better understanding.
C. The rule may reduce disruption, but this result does not establish increased work completion.
D. The rule should cover the entire day because classroom results support broader restrictions.

12.

Write a four-step outline of the argument in your own words. Include the proposed policy, the evidence and its limits, the objection and response, and the recommended next step.

13.

Is the article’s evidence strong enough for its recommendation of a limited trial, even if it is not strong enough for a permanent rule? Make a judgment using two specific details. Explain why the evidence supports the level of action you recommend.