Leads to wrong conclusion. (A) allows us to conclude that certain writers should try to provide distinctive insights. But we’re trying to reach a conclusion about how viewer of a film should think about the film.

Leads to wrong conclusion. (B) allows us to conclude that documentaries should try to present all the evidence. But we’re trying to reach a conclusion about how viewers should think about historical films, not about what a documentary should do.

Leads to wrong conclusion. (C) allows us to reach a conclusion about when a dramatic presentation in a film is more helpful for educating people. But we’re trying to reach a conclusion about how viewers of historical films should think about the film. Although (C) allows us to say that historical films would be better for educational purposes if they did include evidence, we still don’t know whether a viewer shouldn’t think of the films as accurate. Just because a film isn’t as good for education as it could be does not imply that it shouldn’t be regarded as accurate.

Leads to wrong conclusion. (D) allows us to conclude that dramatic presentations of history shouldn’t sacrifice accuracy for entertainment. But we’re trying to reach a conclusion about how viewers should think about historical films. The conclusion is about viewers’ perception, not about what historical films should do.

Helps get from the premises to the conclusion. (E), restated, asserts that if one has NOT considered the evidence on which a historical account is based, then one should NOT regard the historical account as accurate. We know that dramatic presentations in historical films don’t present evidence for the events portrayed. If you’re uninformed, and the film doesn’t present the evidence, then that implies you haven’t considered the evidence on which the events portrayed are based. (E), then, allows us to conclude that you shouldn’t consider the portrayals in the film as accurate.