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A rhetorical question is a question asked for a purpose other than to obtain information. [1] In many cases it may be intended to start a discourse, as a means of displaying or emphasizing the speaker's or author's opinion on a topic. A simple example is the question "Can't you do anything right?"
To ' beg the question ' (also called petitio principii) is to attempt to support a claim with a premise that itself restates or presupposes the claim. [13] It is an attempt to prove a proposition while simultaneously taking the proposition for granted.
An open-ended question is a question that cannot be answered with a "yes" or "no" response, or with a static response. Open-ended questions are phrased as a statement which requires a longer answer. They can be compared to closed-ended questions which demand a “yes”/“no” or short answer. [1]
A loaded question is a form of complex question that contains a controversial assumption (e.g., a presumption of guilt). [1] Such questions may be used as a rhetorical tool: the question attempts to limit direct replies to be those that serve the questioner's agenda. [2] The traditional example is the question "Have you stopped beating your wife?"
A question mark made of smaller question marks. A question is an utterance which serves as a request for information.Questions are sometimes distinguished from interrogatives, which are the grammatical forms, typically used to express them.
A closed-ended question is any question for which a researcher provides research participants with options from which to choose a response. [1] Closed-ended questions are sometimes phrased as a statement that requires a response. A closed-ended question contrasts with an open-ended question, which cannot easily be answered with specific ...
A linguistic question thus arises regarding the usage of such phrases: does a person who states "John knows X" implicitly claim the truth of X? Steven Pinker explored this question in a popular science format in a 2007 book on language and cognition, using a widely publicized example from a speech by a U.S. president. [6]
Display questions are more directive than authentic questions, and they promote greater ability in thinking by spurring students to have to back up their contribution. Utilising display questions that build on previous statements made by the students in a rephrased or simplified form facilitates the production of a more elaborate dialogue. [10]