rhetorical question on homework

Rhetorical Question

Rhetorical Question Definition

What is a rhetorical question? Here’s a quick and simple definition:

A rhetorical question is a figure of speech in which a question is asked for a reason other than to get an answer—most commonly, it's asked to make a persuasive point. For example, if a person asks, "How many times do I have to tell you not to eat my dessert?" he or she does not want to know the exact number of times the request will need to be repeated. Rather, the speaker's goal is to emphasize his or her growing frustration and—ideally—change the dessert-thief's behavior.

Some additional key details about rhetorical questions:

Rhetorical questions are also sometimes called erotema.
Rhetorical questions are a type of figurative language —they are questions that have another layer of meaning on top of their literal meaning.
Because rhetorical questions challenge the listener, raise doubt, and help emphasize ideas, they appear often in songs and speeches, as well as in literature.

How to Pronounce Rhetorical Question

Here's how to pronounce rhetorical question: reh- tor -ih-kuhl kwes -chun

Rhetorical Questions and Punctuation

A question is rhetorical if and only if its goal is to produce an effect on the listener, rather than to obtain information. In other words, a rhetorical question is not what we might call a "true" question in search of an answer. For this reason, many sources argue that rhetorical questions do not need to end in a traditional question mark. In the late 1500's, English printer Henry Denham actually designed a special question mark for rhetorical questions, which he referred to as a "percontation point." It looked like this: ⸮ (Here's a wikipedia article about Denham's percontation point and other forms of "irony punctuation.")

Though the percontation point has fallen out of use, modern writers do sometimes substitute a traditional question mark with a period or exclamation point after a rhetorical question. There is a lively debate as to whether this alternative punctuation is grammatically correct. Here are some guidelines to follow:

In general, rhetorical questions do require a question mark.
When a question is a request in disguise, you may use a period. For instance, it is ok to write: "Will you please turn your attention to the speaker." or "Can you please go to the back of the line."
When a question is an exclamation in disguise, you may use an exclamation point. For instance, it is okay to write: "Were they ever surprised!"
When asking a question emotionally, you may use an exclamation point. For instance, " Who could blame him!" and "How do you know that!" are both correct.

Rhetorical Questions vs. Hypophora

Rhetorical questions are easy to confuse with hypophora , a similar but fundamentally different figure of speech in which a speaker poses a question and then immediately answers it. Hypophora is frequently used in persuasive speaking because the speaker can pose and answer a question that the audience is likely to be wondering about, thereby making the thought processes of the speaker and the audience seem more aligned. For example, here is an example of hypophora used in a speech by Dwight Eisenhower:

When the enemy struck on that June day of 1950, what did America do? It did what it always has done in all its times of peril. It appealed to the heroism of its youth.

While Eisenhower asked this question without expecting an answer from his audience, this is an example of hypophora because he answered his own question. In a rhetorical question, by contrast, the answer would be implied in the question—to pose a rhetorical question, Eisenhower might have said instead, "When the enemy struck, who in their right mind would have done nothing to retaliate?"

Rhetorical Questions vs. Aporia

Rhetorical questions are also related to a figure of speech called aporia . Aporia is an expression of doubt that may be real, or which may be feigned for rhetorical effect. These expressions of doubt may or may not be made through the form of a question. When they are made through the form of a question, those questions are sometimes rhetorical.

Aporia and Rhetorical Questions

When someone is pretending doubt for rhetorical effect, and uses a question as part of that expression of doubt, then the question is rhetorical. For example, consider this quotation from an oration by the ancient Greek orator Demosthenes:

I am at no loss for information about you and your family; but I am at a loss where to begin. Shall I relate how your father Tromes was a slave in the house of Elpias, who kept an elementary school near the Temple of Theseus, and how he wore shackles on his legs and a timber collar round his neck? Or how your mother practised daylight nuptials in an outhouse next door to Heros the bone-setter, and so brought you up to act in tableaux vivants and to excel in minor parts on the stage?

The questions Demosthenes poses are examples of both aporia and rhetorical question, because Demosthenes is feigning doubt (by posing rhetorical questions) in order to cast insulting aspersions on the character of the person he's addressing.

Aporia Without Rhetorical Questions

If the expression of doubt is earnest, however, then the question is not rhetorical. An example of aporia that is not also a rhetorical question comes from the most famous excerpt of Shakespeare's Hamlet:

To be or not to be—that is the question. Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them?

While Hamlet asks this question without expecting an answer (he's alone when he asks it), he's not asking in order to persuade or make a point. It's a legitimate expression of doubt, which leads Hamlet into a philosophical debate about whether one should face the expected miseries of life or kill oneself and face the possible unknown terrors of death. It's therefore not a rhetorical question, because Hamlet asks the question as an opening to actually seek an answer to the question he is obsessing over.

Rhetorical Question Examples

Rhetorical question examples in literature.

Rhetorical questions are particularly common in plays, appearing frequently in both spoken dialogue between characters, and in monologues or soliloquies, where they allow the playwright to reveal a character's inner life.

Rhetorical Questions in Shakespeare's The Merchant of Venice :

In his speech from Act 3, Scene 1 of Shakespeare's The Merchant of Venice , Shylock uses rhetorical questions to point out the indisputable similarities between Jews and Christians, in such a way that any listener would find him impossible to contradict:

I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions? fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer, as a Christian is? If you prick us, do we not bleed? if you tickle us, do we not laugh? if you poison us, do we not die? and if you wrong us, shall we not revenge? If we are like you in the rest, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why, revenge. The villainy you teach me, I will execute, and it shall go hard but I will better the instruction.

Rhetorical questions in Shakespeare's Romeo and Juliet :

In this soliloquy from Act 2, Scene 2 of Romeo and Juliet , Juliet poses a series of rhetorical questions as she struggles to grasp the difficult truth—that her beloved Romeo is a member of the Montague family:

Thou art thyself, though not a Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for that name which is no part of thee Take all myself.

Rhetorical Question Examples in Political Speeches

Rhetorical questions often "challenge" the listener to contradict what the speaker is saying. If the speaker frames the rhetorical question well, it gives the impression that his or her view is true and that it would be foolish, or even impossible, to contradict the speaker's argument. In other words, rhetorical questions are great for speeches.

Rhetorical Questions in Ronald Reagan's 1980 Republican National Convention Acceptance Address:

In this speech, Reagan uses a series of rhetorical questions—referred to as "stacked" rhetorical questions—to criticize the presidency of his predecessor and running opponent, Jimmy Carter:

Can anyone look at the record of this Administration and say, "Well done"? Can anyone compare the state of our economy when the Carter Administration took office with where we are today and say, "Keep up the good work"? Can anyone look at our reduced standing in the world today say, "Let's have four more years of this"?

Rhetorical Questions in Hillary Clinton's 2016 Democratic National Convention Speech:

In this portion of her speech, Clinton argues that her opponent Donald Trump is not temperamentally fit to become president:

A president should respect the men and women who risk their lives to serve our country—including Captain Khan and the sons of Tim Kaine and Mike Pence, both Marines. So just ask yourself: Do you really think Donald Trump has the temperament to be commander-in-chief?

Rhetorical Question Examples in Song Lyrics

Love has left even the best musicians of our time feeling lost, searching for meaning, and—as you might expect—full of rhetorical questions. Musicians such as Tina Turner, Jean Knight, and Stevie Wonder have all released hits structured around rhetorical questions, which allow them to powerfully express the joy, the pain, and the mystery of L-O-V-E.

Rhetorical Questions in "What's Love Got to do with It" by Tina Turner

What's love got to do, got to do with it What's love but a second hand emotion What's love got to do, got to do with it Who needs a heart when a heart can be broken

Rhetorical Questions in "Mr. Big Stuff" by Jean Knight

Now because you wear all those fancy clothes (oh yeah) And have a big fine car, oh yes you do now Do you think I can afford to give you my love (oh yeah) You think you're higher than every star above

Mr. Big Stuff Who do you think you are Mr. Big Stuff You're never gonna get my love

Rhetorical Questions in "Isn't She Lovely" by Stevie Wonder

Isn't she lovely Isn't she wonderful Isn't she precious Less than one minute old I never thought through love we'd be Making one as lovely as she But isn't she lovely made from love

Stevie Wonder wrote "Isn't She Lovely" to celebrate the birth of his daughter, Aisha. The title is a perfect example of a rhetorical question, because Wonder isn't seeking a second opinion here. Instead, the question is meant to convey the love and amazement he feels towards his daughter.

Why Do Writers Use Rhetorical Questions?

Authors, playwrights, speech writers and musicians use rhetorical questions for a variety of reasons:

To challenge the listener
To emphasize an idea
To raise doubt
To demonstrate that a previously asked question was obvious

The examples included in this guide to rhetorical questions have largely pointed to the persuasive power of rhetorical questions, and covered the way that they are used in arguments, both real and fictional. However, poets also frequently use rhetorical questions for their lyrical, expressive qualities. Take the poem below, "Danse Russe (Russian Dance)" by William Carlos Williams:

If when my wife is sleeping and the baby and Kathleen are sleeping and the sun is a flame-white disc in silken mists above shining trees,— if I in my north room dance naked, grotesquely before my mirror waving my shirt round my head and singing softly to myself: "I am lonely, lonely. I was born to be lonely. I am best so!" If I admire my arms, my face, my shoulders, flanks, buttocks against the yellow drawn shades,— Who shall say I am not the happy genius of my household?

The rhetorical question that concludes this poem has the effect of challenging the reader to doubt Williams' happiness—daring the listener to question this intimate, eccentric portrait of the poet's private world. By ending the poem in this way, Williams maintains a delicate balance. Throughout the poem, he draws the reader in and confides secrets of his interior life, but the question at the end is an almost defiant statement that he does not require the reader's approval. Rather, the reader—like the mirror—is simply there to witness his happy solitude.

Is Homework Helpful? The 5 Questions Every Teacher Should Ask

The Common Core State Standards ask teachers to increase rigor by diving deeper into material. Consequently, everything has been ramped up, classwork and homework no exception.

My nephew, a fourth grader, has 40–50 minutes of homework a night, plus independent reading and projects. When you include a snack break, the distractions from his younger sister, and his fourth-grade attention span that is bound to wander, that time often gets doubled. He is hard working and conscientious, but many nights he is distracted, frustrated, and anxious.

The National PTA recommends 10–20 minutes of homework per night in the first grade, and an additional 10 minutes per grade level thereafter (i.e., 20 minutes for second grade, on up to 120 minutes for 12th). If you follow these guidelines, students will spend 137,160 minutes doing homework from first grade to 12th. That’s 2,286 hours, or 95 straight days, of homework.

High school students in Finland rarely get more than a half-hour of homework a night. The country as a whole allows children to engage in more creative play at home. This is significant because its students score remarkably well on international test scores. It has many parents and education advocates in America questioning our practices.

So are we misguided with all this work? To answer that, one must step back and question the value of assignments. How often should they be assigned? Where is the line between too much and too little? Here are five considerations to help you determine what to assign and why.

1. How long will it take to complete? There are no surefire guidelines or golden rules that say how long students should work, especially since they progress at different speeds. Assignments need to lead to better learning outcomes. To achieve this, one must balance efficiency and effectiveness. The more efficient the assignment, the more material and learning that can be covered over the course of a year.

Here’s the rub: It must not be so quick that the material is not mastered, nor so long to provoke boredom. In between there is a sweet spot that everyone should seek.

2. Have all learners been considered? Often, teachers make assumptions about the time it takes to complete an assignment based on the middle-of-the-pack kid. Struggling learners can take double or triple the time that other students need to complete an assignment. Don’t just think about the average learner, consider the needs of al students.

3. Will an assignment encourage future success? A longer assignment can be justified if it is meaningful. Work that builds confidence and opens the door to future success is certainly worthwhile. Worthy assignments encourage participation in upcoming activities rather than discourage it. Teachers must explain the benefit of classwork and homework so that students will be sold on the benefits. Without the sales pitch, or the awareness of its purpose, students will view assignments as busy work.

4. Will an assignment place material in a context the classroom cannot? Homework is effective when classroom learning is transferred beyond the school walls. When teaching area, have students measure the area of a refrigerator shelf to determine what size sheet cake will fit for an upcoming party. When teaching the types of clouds, have students observe them in their own backyard. Make the learning applicable to everyday life, and it will be worth the time it takes to complete.

5. Does an assignment offer support when a teacher is not there? Students can reduce the time it takes to complete assignments if they know where to turn for help. In the case of homework, teachers are not there at all. Assignments should not only check for understanding but also offer support when students struggle. Teachers should provide links to online tutorials, like Khan Academy, that offer instruction when students get stuck.

This post is the first of two parts. The second part is Homework: Helping Students Manage their Time.

This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.

Rhetorical Question

Definition of rhetorical question.

A rhetorical question is asked just for effect, or to lay emphasis on some point being discussed when no real answer is expected. A rhetorical question may have an obvious answer, but the questioner asks it to lay emphasis on the point. In literature, a rhetorical question is self-evident and used for style as an impressive persuasive device.

Broadly speaking, a rhetorical question is asked when the questioner himself knows the answer already, or an answer is not actually demanded. So, an answer is not expected from the audience . Such a question is used to emphasize a point or draw the audience’s attention.

Common Rhetorical Question Examples

Rhetorical questions, though almost needless or meaningless, seem a basic need of daily language. Some common examples of rhetorical questions from daily life are as follows:

“Who knows?”
“Are you stupid?”
“Did you hear me?”

Mostly, it is easy to spot a rhetorical question because of its position in the sentence . It occurs immediately after a comment made, and states the opposite of it. The idea again is to make a point more prominent. Some rhetorical question examples are as follows. Keep in mind that they are also called “tag questions” if used in everyday conversation.

“It’s too hot today, isn’t it? “
“The actors played the roles well, didn’t they? “

How to Punctuation Rhetorical Questions?

It is not very difficult to tell how to punctuate a rhetorical question. It either ends on a question mark or a period. However, it is to be kept in mind that if the question occurs in the middle of a simple or complex sentence, it does not require any punctuation mark. If, on the other hand, it occurs by the end of the sentence or text, then it needs a question mark. Sometimes writers use an exclamation mark instead of a question mark. That is entirely a contextual requirement that the writer understands and wants to convey to his audiences.

Rhetorical Question and Hypophora

A rhetorical question is a rhetorical device , while a hypophora is a figure of speech . Whereas in a rhetorical question, the person does not need an answer, nor does he/she answers that question, in hypophora, the person posing a question gives its answer as well. It is a simple question with a simple and single sentence answer.

Rhetorical Question and Aporia

Similar to the rhetorical question, aporia is also a rhetorical device. However, it only expresses skepticism to prove something. Therefore, it becomes a question when expressing that uncertainty. On the other hand, a rhetorical question does not express any uncertainty as it does not require an answer and is posed often with the attention to stress upon the idea about which it is posed.

Use of Rhetorical Questions in Sentences

i am obviously angry. Will you be okay if I punch you?
Do you wonder why Harry is such a dumb person like he’s lost his mind? Oh well!
The Earth revolves around the sun. Why? Because rest the of the planets do too.
Looking at the clock, the father asked his son, ‘What time do you think it is now ?’
Isn’t he the master of deceptions? Alas, you knew that too?

Examples of Rhetorical Questions in Literature

Rhetorical questions in literature are as important as they are in daily language, or perhaps even more so. The reason is the significant change a rhetorical question can bring about. The absence or presence of a rhetorical question in some of the most famous lines in literature would change the impact altogether. Some examples of rhetorical questions in the literature show that writers sometimes ask questions and then go on to answer them to produce the desired effect.

Example #1: Romeo and Juliet by William Shakespeare

JULIET: ” ’Tis but thy name that is my enemy. Thou art thyself, though not a Montague. What’s Montague ? It is nor hand, nor foot , Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What’s in a name ? That which we call a rose By any other name would smell as sweet.”

A very good example of a rhetorical question in literature is from Shakespeare’s Romeo and Juliet . Here, Juliet makes a statement that a man’s name does not define him as a person. She draws attention to this issue by asking two important rhetorical questions, as noted in bold.

Example #2: Ode to the West Wind by Percy Bysshe Shelley

Percy Bysshe Shelley ends his masterpiece Ode to the West Wind with a rhetorical question:

“…O Wind, If Winter comes, can Spring be far behind ?”

In this excerpt, Shelley achieves the desired effect by asking a rhetorical question, rather than making a statement. The answer to this question is not sought; rather, an effect is successfully created giving a fine finishing touch to the ode .

Example #3: Creation by Hladia Porter Stewart

Mrs. Hladia Porter Stewart in her poem Creation employs rhetorical questions to create effect and achieve the desired appeal of the poem.

“What made you think of love and tears And birth and death and pain?”

Without rhetorical questions, it might have been impossible for the poet to express herself as impressively as she does here.

Example #4: The Solitary Reaper by William Wordsworth

“Will no one tell me what she sings?”

Notice, that an answer is not expected to this question. The poet prefers a rhetorical question to a plain statement to emphasize his feelings of pleasant surprise. Thus, the poem’s meaning is enhanced by the use of a rhetorical question.

Example #5: The Merchant of Venice by William Shakespeare

“If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge?”

The character Shylock, in Shakespeare’s play The Merchant of Venice , asks a series of rhetorical questions in this excerpt. The questions don’t necessarily need answers. They are neither questions nor plain statements, but rather something in between the two.

Function of Rhetorical Question

Writers employ rhetorical questions for rhetorical effects, and we cannot easily quantify the impact rendered by a rhetorical question. The idea becomes all the more powerful, and our interest is aroused to continue to read and enjoy the technical and aesthetic beauty that a rhetorical question generates. Moreover, it is a requirement in persuasive speeches.

Synonyms of Rhetorical Question

There is no equivalent meaning to a rhetorical question. The following words may come close in meanings such as explanation, question, inquiry, rebuttal , question, inquiry, and query.

Rhetorical Device
Beg The Question
Hypothetical Question

Literary Devices

Literary devices, terms, and elements, rhetorical question, definition of rhetorical question.

A rhetorical question is a question that is asked not to get an answer, but instead to emphasize a point. The word “rhetorical” signifies that the question is meant as a figure of speech. Though no answer is necessary for rhetorical questions, they are often used to elicit thought and understanding on the part of the listener or reader.

Rhetorical questions can work in several different ways, though the definition of rhetorical question remains the same. A rhetorical question may be intended as a challenge for which there is no answer or for which the answer is very difficult to come across. On the other hand, some rhetorical questions have such obvious answers that they are meant to emphasize how obvious the answer to a previous questions was. For example, if person A asked person B, “Are you going to John’s party?” and person B was definitely going, he might respond “Is rain wet?” Rhetorical questions can also raise doubt, such as in, “All was calm. Or was it?”

Common Examples of Rhetorical Question

There are many examples of rhetorical questions in famous speeches. Orators often use rhetorical questions to emphasize an important point or to prompt listeners to imagine the answer. One of the most famous examples of this strategy is from Sojourner Truth’s speech “Ain’t I a woman?”:

That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as much as a man – when I could get it – and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none but Jesus heard me! And ain’t I a woman?

–Sojourner Truth, speech delivered at 1851 Women’s Convention in Akron, Ohio

Rhetorical questions can also be used humorously. The character of Chandler on the TV show Friends often used rhetorical questions as his main source of humor:

Rachel: Guess what, guess what? Chandler: Let’s see, the fifth dentist caved, now they all recommend trident?

Joey (making fun of Chandler): I’m Chandler. Could I BE wearing any more clothes?

We also use rhetorical questions in common speech, such as the following statements:

Sure, why not?
Does it look like I care?
Are you kidding me?
Do birds fly?
Is the sky blue?

Significance of Rhetorical Question in Literature

When used in literature, rhetorical questions may signify that a character is having a dialogue with himself or herself, and considering different options. In the famous speech from Shakespeare’s Hamlet , Hamlet begins “To be or not to be – that is the question.” In this case, Hamlet is sincerely weighing the benefits and costs of staying alive. (Note that not all rhetorical questions end with a question mark, as in this case). Rhetorical questions may also prompt the reader to further consider different theoretical possibilities, such as in Example #4 below.

Examples of Rhetorical Question in Literature

JULIET: Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What’s Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other part Belonging to a man. O, be some other name! What’s in a name? that which we call a rose By any other name would smell as sweet… ( Romeo and Juliet by William Shakespeare)

Shakespeare used many rhetorical questions in his plays and poems. In these rhetorical question examples, Juliet wonders aloud the meaning of a name. She is not asking for an answer, but instead emphasizing the frustration she has that it is only a name that separates her from her greatest love.

Yossarian attended the education sessions because he wanted to find out why so many people were working so hard to kill him. A handful of other men were also interested, and the questions were many and good when Clevinger and the subversive corporal finished and made the mistake of asking if there were any. “Who is Spain?” “Why is Hitler?” “When is right?”

( Catch-22 by Joseph Heller)

This example of rhetorical question is meant to highlight the absurdity of war. The character of Clevinger asks if there are any questions, and the soldiers in Yossarian’s troop ask questions for which there are no answers. They do this to irritate the men who are higher in command, but also to bring attention to the fact that nothing ever really makes sense during wartime, and the reality of their lives is just as absurd as their questions.

`Take some more tea,’ the March Hare said to Alice, very earnestly. `I’ve had nothing yet,’ Alice replied in an offended tone, `so I can’t take more.’ `You mean you can’t take less ,’ said the Hatter: `it’s very easy to take more than nothing.’ `Nobody asked your opinion,’ said Alice. `Who’s making personal remarks now?’ the Hatter asked triumphantly.

( Alice in Wonderland by Lewis Carroll)

Lewis Carroll used many rhetorical devices in Alice in Wonderland , especially when Alice encounters the Mad Hatter. In this rhetorical question example, the Mad Hatter says “Who’s making personal remarks now?” to insinuate that Alice is being the rude one of the group.

What happens to a dream deferred? Does it dry up like a raisin in the sun? Or fester like a sore— And then run? Does it stink like rotten meat? Or crust and sugar over— like a syrupy sweet? Maybe it just sags like a heavy load. Or does it explode?

(“Harlem” by Langston Hughes)

The many rhetorical questions in Langston Hughes’s poem “Harlem” ultimately ask the reader to consider the possible implications of the primary question—“what happens to a dream deferred?” The reader may consider dreams deferred in his or her own life and compare the different metaphors with their own experiences.

That spring, in the bustle of grooming and riding and shoeing, I remember I let him go to a neighbor I thought was a friend, and the following fall she sold him down the river. Oh Jack, tethered in what rough stall alone did you remember that one good winter?

(“Jack” by Maxine Kumin)

Maxine Kumin’s poem “Jack” concerns a horse she once owned. The poem describes a winter in which Jack, the horse, had everything he could want—warm stables, plenty of food. The final line of the poem in which Kumin asks, “did you remember that one good winter?” is tragic in that it shows her grief and remorse for letting him go. She is asking this question only to try to bring comfort to herself.

Test Your Knowledge of Rhetorical Question

1. Which of the following statements is the best rhetorical question definition? A. A figure of speech for which no answer is necessary. B. A falsehood meant to confuse the reader or listener. C. A question for which there are numerous answers.

What is the function of the following rhetorical question from Shakespeare’s “ Sonnet 18”?

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate.

A. Shakespeare wasn’t sure if a summer’s day was an appropriate comparison , and wanted validation that it would be a good metaphor . B. This first line of the sonnet proposes a possible metaphor for the author’s beloved, and the rest of the sonnet carries out the implications of this possibility. C. The lover described in the poem is so clearly the opposite of a summer day that the comparison is laughable.

3. Which of the questions in this dialogue from Lewis Carroll’s Alice in Wonderland is a rhetorical question?

What did they draw?’ said Alice, quite forgetting her promise. `Treacle,’ said the Dormouse, without considering at all this time. Alice did not wish to offend the Dormouse again, so she began very cautiously: `But I don’t understand. Where did they draw the treacle from?’ `You can draw water out of a water-well,’ said the Hatter; `so I should think you could draw treacle out of a treacle-well—eh, stupid?’

A. “What did they draw?” B. “Where did they draw the treacle from?” C. “Eh, stupid?”

Browse Course Material

Course info.

Dr. Andrea Walsh

Departments

Comparative Media Studies/Writing

As Taught In

Communication
Public Policy
Social Welfare
Global Poverty

Learning Resource Types

Writing and rhetoric: rhetoric and contemporary issues, homework and class preparation.

The general homework assignments are listed in the Readings section.

The goal of regular homework assignments is to strengthen your skills in “reading as a writer,” focusing on the ways in which authors craft their pieces to address audiences. Throughout the term, you will regularly submit short assignments (approx. 1–1½ typed pages, double-spaced) on required readings and films for class. Some homework assignments appear on the course calendar; others will be distributed in class or emailed to students. Some assignments will ask you to answer specific questions. Other homework assignments are more open-ended. These assignments will help to prepare you for class discussions as well as your own essay writing.

General Questions in Reviewing Readings

Here are some general questions to consider in reviewing assigned readings for class. In your homework assignments, you may only focus on a few of these questions. However, thinking about all of them will be very helpful in preparing for class discussions.

What is the meaning of the title? Why do you think the author chose this specific title?
What is the tone of the piece—persuasive, angry, informative / neutral, ironic, humorous?
What kind of language has the writer chosen for the piece, e.g., direct and simple, colloquial, abstract “high academic”, personal / confessional, comic? Does the tone shift over the course of the piece? What is the effect(s) on you as a reader? What is your impression(s) of the writer / narrator? What do you think she/he assumes about the audience?
How does the writer introduce the essay? How does the writer end the piece? What do the introduction and conclusion suggest about how to interpret the essay?
What sections, paragraphs, words or sentences seem especially powerful? Why?
Does the writer use rhetorical strategies such as appeal to logic (logos) or to emotion (pathos) or rhetorical devices such as repetition in the piece? What is the effect on you?
In what ways does the writer employ imagery, symbol and metaphor?
What seems to be the central point of the piece? How does this piece influence your own perspective on a particular social or ethical issue?
How do you see this essay as connecting with other readings (for the course or outside), your life experiences, and issues that you have thought about?
What have you learned as a writer from this piece? Do you see yourself using or avoiding some of the same approaches or techniques as a particular writer?

Class Participation and Attendance

To foster a sense of intellectual community, this course is structured as a seminar, in which we discuss the work of professional, as well as student, authors. It is crucial that students come to class on time, with required texts and well prepared to offer thoughtful responses to the readings and classmates’ writing. To be effective participants, students need to complete reading and writing tasks by assigned dates. A vital, ongoing intellectual conversation is at the heart of the course.

Writing Workshop

The writing workshop classes, in which students respond to their peers’ work, are very important to the course. Each major writing assignment will have an in-class workshop after students submit first versions; we will also workshop some shorter pre-essay exercises. My expectation is that students will respond to classmates’ work seriously and critically, approaching each piece with sensitivity, insight and imagination. For each workshop, students will read several pieces, discuss them in class and respond through letters to each writer. The ethical norm of the course is that all student writing (including peer comments) is confidential; students should store classmates’ work in a secure place and not discuss peers’ writing outside the class. This ethic, regularly practiced in professional writing workshops, enables us to develop the trust and security we need as a small writing community.

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How to use Rhetorical Questions in your Speech, with Examples

April 5, 2018 - Gini Beqiri

Rhetorical questions can be used as an effective communication tool during a speech. These questions provide you with a way of controlling the speech and thoughts of the audience.

They are especially useful in engaging the audience and persuading them to agree with you. In this article we discuss how to use rhetorical questions in a speech or presentation.

What is a rhetorical question?

A rhetorical question can be “an effective persuasive device, subtly influencing the kind of response one wants to get from an audience” – (Edward P.J. Corbett)

A rhetorical question is a question that’s asked for effect with no answer expected. The answer may be immediately provided by the questioner or obvious.

The question may have an obvious answer
The question may not have an answer
The question may be answered immediately by the questioner

Examples of rhetorical questions

General examples.

Rhetorical questions with obvious answers are asked about well-known facts, or the answer is suggested based on the question’s context. They are used to emphasises an idea or point:

Are you kidding me?
Can birds fly?
Is the Pope catholic?

Rhetorical questions which have no answers:

What’s the meaning of life?
How many times do I have to tell you not to…?

Examples from Obama and Shakespeare

President Obama’s immigration address

Ever since the 5th century BC , orators have put their points across by asking rhetorical questions whose implied answers clearly support their point. This rhetorical passage comes from Obama’s immigration speech:

“Are we a nation that tolerates the hypocrisy of a system where workers who pick our fruit and make our beds never have a chance to get right with the law? Are we a nation that accepts the cruelty of ripping children from their parents’ arms? Or are we a nation that values families, and works to keep them together?” – Obama’s Immigration Address

William Shakespeare

Shall I compare thee to a summer’s day? – Sonnet 18

If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? – The Merchant of Venice

Mighty Caesar! Dost thou lie so low? Are all thy conquests, glories, triumphs, spoils, shrunk to this little measure? – Julius Caesar

Benefits of rhetorical questions

Rhetorical questions are not a necessity but they can be valuable. They can be used in many different ways to:

Engage the audience
Increase the variety of your presentation
Influence and persuade the audience
Subtly draw attention and emphasise specific points
Introduce topics/ideas
Make the listeners think about certain topics

How to use rhetorical questions in a speech

1. engage the audience.

Ask a rhetorical question to engage the audience and pause to allow them to think of an answer. This gets the audience to actively participate rather than passively listen as they create hypotheses or resolutions.

For example: asking “Why is practicing mindfulness beneficial for reducing anxiety?” would be more effective than saying “Practicing mindfulness exercises can reduce anxiety levels because…”

Speakers may start presentations with rhetorical questions to increase the likelihood of the audience staying engaged.

2. Personalise your questions

Make the audience feel as though you are speaking to each member individually by using “you” and “your.”

For example: asking “Do you want to lose weight without feeling hungry?” would be more effective than asking “Does anyone here want to lost weight without feeling hungry?”

3. Persuade the audience

To get your audience to agree with you, ask a rhetorical question where the answer is clearly a “yes”. Once the audience begins agreeing with you they are more likely to continue agreeing. You will be familiar with this type of persuasion in casual conversation, for example, “Nice weather today, isn’t it?”

Another way to get the audience to agree with you is to show them that you’re similar. Show your listeners that you have shared experiences and that you understand their problems.

For example, “We’ve all experienced being so stressed at work that we come home and don’t feel like doing anything, haven’t we?”

4. Evoke emotions

Make the audience feel the same way you do about something by asking questions that trigger emotional reactions.

For example, rather than saying “X has never helped our community” ask “What has X ever done for our community?” This will trigger a strong emotional response because the audience will come to that conclusion that “X haven’t done anything.”

5. Emphasise a statement

After a statement has been made use a rhetorical question to get the audience to think about that statement.

For example, “The amount of plastic in the ocean is rising at a considerable rate. How much damage will it take for you to help reduce this?”

Presentation with rhetorical questions being asked

6. Predict the audiences questions

Think about your topic and audience when planning your speech. Try to predict what the audience may want to ask. In your speech use the predictions as rhetorical questions and answer them.

For example, “As a dog owner you may think ‘What should I be focusing on to keep my dog healthy?’ The answer is providing your dog with the correct nutrition and therefore food.”

You could also introduce one or more rhetorical questions at the start of your speech and explain that you will answer them during your speech. For example: “In the next 20 minutes let’s explore the answers to these questions.” Asking these difficult questions and promising you will provide the answers will increase interest and attention.

7. Answer questions with questions

Answer a question, either an audience member’s or your own, using another rhetorical question. Generally both the questions have the same answer.

For example: “Have we met the targets again this year? Is the Pope Catholic?”

Try to make the second question unique and relatable to the audience because common examples can sound cheesy.

8. Consecutive rhetorical questions

– Increase the impact of your argument

Ask multiple rhetorical questions consecutively – each one more specific or more powerful than the previous. This way your content will have a greater impact on the listeners.

For example: “Isn’t their skin lovely? Don’t you think it looks really clear? Can you see any blemishes? Wouldn’t you like to have skin like that?”

– Show conflicting opinions

Use rhetorical questions consecutively to highlight the complexity of a topic by asking questions in which the answers provide conflicting viewpoints.

For example: “How can we reduce the crime rate in the UK? Should we rehabilitate offenders? Should criminals be punished with longer sentences? Should we create initiatives targeting at-risk children?” etc

If you start your speech with this technique, you can structure your speech or presentation around it, with each section addressing a different viewpoint.

– Show supporting opinions

You can also consecutively ask questions in which the answers provide similar viewpoints. This is similar to repetition which is used to continually highlight an important point.

For example: “Which company achieves over 90% in customer satisfaction? Which company provides one of the best employee benefits programs in the country? Which company scores highest in employee happiness and fulfilment? Of course, our company does!”

Rhetorical questions are an effective way to gain the support of the audience but ensure that you do your research beforehand. This means finding out who your audience are , such as, their general views, attitudes, age etc. With this information you can plan rhetorical questions that will be appropriate and tailored to your listeners.

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Rhetorical Question

What is a rhetorical question.

Table of Contents

Examples of a Rhetorical Questions

The rhetorical question mark, examples of rhetorical questions in literature, why rhetorical questions are important.

Formal Definition

A rhetorical question can be used to make a positive point:

What's not to like?
Who doesn't love pizza?
Wow, who knew?

A rhetorical question can be used to make a negative point:

Does it look like I'm bothered?
What is the matter with kids today?
What have the Romans ever done for us? (from Monty Python's Life of Brian)
Why should you take by force that from us which you can have by love? (from the 1607 speech to white settlers by Chief Powhatan, father of Pocahontas)

A rhetorical question with an obvious answer (if it were answered) can be used to answer a real question:

Is your boss still ignoring you? Do bears, er, live in the woods?

A rhetorical question can be used to introduce a subject:

What are super foods?
Why do we need to reduce carbon emissions?
What happened to your vote?

"If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? (Shylock from Shakespeare's play "The Merchant of Venice")
What's in a name? That which we call a rose By any other name would smell as sweet. (Juliet from Shakespeare's "Romeo and Juliet")

(Benefit 1) Rhetorical questions make good titles and are engaging.

Who Was Responsible for the Genocide in Srebrenica?

(Benefit 2) Rhetorical questions can be diplomatic.

Who was the first to reach the summit of Mount Everest?
Sir Edmund Hillary is credited for being the first man to conquer Mount Everest. But, who did reach the summit first? Some believe that Englishman George Mallory, who led an expedition to Everest in 1924, reached the summit first. However, Mallory died on the mountain, and it is unknown whether he reached the top.
Use a rhetorical question as a title to engage your readers.
Use a rhetorical question like a soft statement when some diplomacy is required.

This page was written by Craig Shrives .

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Rhetorical Questions for English Learners

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Pronunciation & Conversation
Writing Skills
Reading Comprehension
Business English
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TESOL Diploma, Trinity College London
M.A., Music Performance, Cologne University of Music
B.A., Vocal Performance, Eastman School of Music

Rhetorical questions can be defined as questions that are not really meant to be answered. Rather, rhetorical questions are asked in order to make a point about a situation or to point out something for consideration. This is a very different usage than yes/no questions or information questions. Let's quickly review these two basic types before moving on to rhetorical questions.

Yes/No questions are used to quickly get an answer to a simple question. They are usually answered with the short response using only the auxiliary verb. For example:

Would you like to come with us tonight? Yes, I would.

Did you understand the question? No, I didn't.

Are they watching TV at the moment? Yes, they are.

Information questions are asked using the following question words:

When / What time
How many / much / often / far / etc.

Information questions are answered in full sentences. For example:

Where do you live? I live in Portland, Oregon.

What time does the movie start? The movie starts at 7:30.

How far is it to the next gas station? The next gas station is in 20 miles.

Rhetorical Questions for the Big Questions in Life

Rhetorical questions pose a question that is intended to make people think. For example, a conversation might begin with:

What do you want to do in life? That's a question we all need to answer, but it's not easy...

How much time does it take to become successful? That's an easy question. It takes a lot of time! Let's take a look at what success requires so that we can get a better understanding.

Where do you want to be in 15 years? That's a question that everyone should take seriously no matter how old they are.

Rhetorical Questions to Draw Attention

Rhetorical questions are also used to point to something important and often have an implied meaning. In other words, the person who poses the question is not looking for an answer but wants to make a statement. Here are some examples:

Do you know what time it is? - MEANING: It's late. Who is my favorite person in the world? - MEANING: You are my favorite person. Where's my homework? - MEANING: I expected you to turn in the homework today. What does it matter? - MEANING: It doesn't matter.

Rhetorical Questions to Point Out a Bad Situation

Rhetorical questions are also often used to complain about a bad situation. Once again, the actual meaning of the quite different than the rhetorical question. Here are some examples:

What can she do about that teacher? - MEANING: She can't do anything. Unfortunately, the teacher isn't very helpful. Where am I going to find help this late in the day? - MEANING: I'm not going to find help this late in the day. Do you think I'm rich? - MEANING: I'm not rich, don't ask me for money.

Rhetorical Questions to Express a Bad Mood

Rhetorical questions are often used to express a bad mood, even depression. For example:

Why should I try to get that job? - MEANING: I'll never get that job! What's the point in trying? - MEANING: I'm depressed and I don't want to make an effort. Where did I go wrong? - MEANING: I don't understand why I'm having so many difficulties lately.

Negative Yes/No Rhetorical Questions to Point to a Positive

Negative rhetorical questions are used to suggest that a situation is actually positive. Here are some examples:

Haven't you had enough awards this year? - MEANING: You've won a lot of awards. Congratulations! Didn't I help you on your last exam? - MEANING: I helped you on your last exam. Won't he be excited to see you? - MEANING: He will be very excited to see you.

Hopefully this short guide to rhetorical questions has answered any questions you may have on how and why we use them. There are other types such as question tags to confirm information and indirect questions to be more polite.

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Rhetorical Questions in Essays: 5 Things you should Know

Rhetorical questions can be useful in writing. So, why shouldn’t you use rhetorical questions in essays?

In this article, I outline 5 key reasons that explain the problem with rhetorical questions in essays.

Despite the value of rhetorical questions for engaging audiences, they mean trouble in your university papers. Teachers tend to hate them.

There are endless debates among students as to why or why not to use rhetorical questions. But, I’m here to tell you that – despite your (and my) protestations – the jury’s in. Many, many teachers hate rhetorical questions.

You’re therefore not doing yourself any favors in using them in your essays.

Rhetorical Question Examples

A rhetorical question is a type of metacommentary . It is a question whose purpose is to add creative flair to your writing. It is a way of adding style to your essay.

Rhetorical questions usually either have obvious answers, or no answers, or do not require an answer . Here are some examples:

Are you seriously wearing that?
Do you think I’m that gullible?
What is the meaning of life?
What would the walls say if they could speak?

I understand why people like to use rhetorical questions in introductions . You probably enjoy writing. You probably find rhetorical questions engaging, and you want to draw your marker in, engage them, and wow them with your knowledge.

1. Rhetorical Questions in Academic Writing: They Don’t belong.

Rhetorical questions are awesome … for blogs, diaries, and creative writing. They engage the audience and ask them to predict answers.

But, sorry, they suck for essays. Academic writing is not supposed to be creative writing .

Here’s the difference between academic writing and creative writing:

Supposed to be read for enjoyment first and foremost.
Can be flamboyant, extravagant, and creative.
Can leave the reader in suspense.
Can involve twists, turns, and surprises.
Can be in the third or first person.
Readers of creative writing read texts from beginning to end – without spoilers.

Rhetorical questions are designed to create a sense of suspense and flair. They, therefore, belong as a rhetorical device within creative writing genres.

Now, let’s look at academic writing:

Supposed to be read for information and analysis of real-life ideas.
Focused on fact-based information.
Clearly structured and orderly.
Usually written in the third person language only.
Readers of academic writing scan the texts for answers, not questions.

Academic writing should never, ever leave the reader in suspense. Therefore, rhetorical questions have no place in academic writing.

Academic writing should be in the third person – and rhetorical questions are not quite in the third person. The rhetorical question appears as if you are talking directly to the reader. It is almost like writing in the first person – an obvious fatal error in the academic writing genre.

Your marker will be reading your work looking for answers , not questions. They will be rushed, have many papers to mark, and have a lot of work to do. They don’t want to be entertained. They want answers.

Therefore, academic writing needs to be straight to the point, never leave your reader unsure or uncertain, and always signpost key ideas in advance.

Here’s an analogy:

When you came onto this post, you probably did not read everything from start to end. You probably read each sub-heading first, then came back to the top and started reading again. You weren’t interested in suspense or style. You wanted to find something out quickly and easily. I’m not saying this article you’re reading is ‘academic writing’ (it isn’t). But, what I am saying is that this text – like your essay – is designed to efficiently provide information first and foremost. I’m not telling you a story. You, like your teacher, are here for answers to a question. You are not here for a suspenseful story. Therefore, rhetorical questions don’t fit here.

I’ll repeat: rhetorical questions just don’t fit within academic writing genres.

2. Rhetorical Questions can come across as Passive

It’s not your place to ask a question. It’s your place to show your command of the content. Rhetorical questions are by definition passive: they ask of your reader to do the thinking, reflecting, and questioning for you.

Questions of any kind tend to give away a sense that you’re not quite sure of yourself. Imagine if the five points for this blog post were:

Are they unprofessional?
Are they passive?
Are they seen as padding?
Are they cliché?
Do teachers hate them?

If the sub-headings of this post were in question format, you’d probably – rightly – return straight back to google and look for the next piece of advice on the topic. That’s because questions don’t assist your reader. Instead, they demand something from your reader .

Questions – rhetorical or otherwise – a position you as passive, unsure of yourself, and skirting around the point. So, avoid them.

3. Rhetorical Questions are seen as Padding

When a teacher reads a rhetorical question, they’re likely to think that the sentence was inserted to fill a word count more than anything else.

>>>RELATED ARTICLE: HOW TO MAKE AN ESSAY LONGER >>>RELATED ARTICLE: HOW TO MAKE AN ESSAY SHORTER

Rhetorical questions have a tendency to be written by students who are struggling to come to terms with an essay question. They’re well below word count and need to find an extra 15, 20, or 30 words here and there to hit that much-needed word count.

In order to do this, they fill space with rhetorical questions.

It’s a bit like going into an interview for a job. The interviewer asks you a really tough question and you need a moment to think up an answer. You pause briefly and mull over the question. You say it out loud to yourself again, and again, and again.

You do this for every question you ask. You end up answering every question they ask you with that same question, and then a brief pause.

Sure, you might come up with a good answer to your rhetorical question later on, but in the meantime, you have given the impression that you just don’t quite have command over your topic.

4. Rhetorical Questions are hard to get right

As a literary device, the rhetorical question is pretty difficult to execute well. In other words, only the best can get away with it.

The vast majority of the time, the rhetorical question falls on deaf ears. Teachers scoff, roll their eyes, and sigh just a little every time an essay begins with a rhetorical question.

The rhetorical question feels … a little ‘middle school’ – cliché writing by someone who hasn’t quite got a handle on things.

Let your knowledge of the content win you marks, not your creative flair. If your rhetorical question isn’t as good as you think it is, your marks are going to drop – big time.

5. Teachers Hate Rhetorical Questions in Essays

This one supplants all other reasons.

The fact is that there are enough teachers out there who hate rhetorical questions in essays that using them is a very risky move.

Believe me, I’ve spent enough time in faculty lounges to tell you this with quite some confidence. My opinion here doesn’t matter. The sheer amount of teachers who can’t stand rhetorical questions in essays rule them out entirely.

Whether I (or you) like it or not, rhetorical questions will more than likely lose you marks in your paper.

Don’t shoot the messenger.

Some (possible) Exceptions

Personally, I would say don’t use rhetorical questions in academic writing – ever.

But, I’ll offer a few suggestions of when you might just get away with it if you really want to use a rhetorical question:

As an essay title. I would suggest that most people who like rhetorical questions embrace them because they are there to ‘draw in the reader’ or get them on your side. I get that. I really do. So, I’d recommend that if you really want to include a rhetorical question to draw in the reader, use it as the essay title. Keep the actual essay itself to the genre style that your marker will expect: straight up the line, professional and informative text.

“97 percent of scientists argue climate change is real. Such compelling weight of scientific consensus places the 3 percent of scientists who dissent outside of the scientific mainstream.”

The takeaway point here is, if I haven’t convinced you not to use rhetorical questions in essays, I’d suggest that you please check with your teacher on their expectations before submission.

Don’t shoot the messenger. Have I said that enough times in this post?

I didn’t set the rules, but I sure as hell know what they are. And one big, shiny rule that is repeated over and again in faculty lounges is this: Don’t Use Rhetorical Questions in Essays . They are risky, appear out of place, and are despised by a good proportion of current university teachers.

To sum up, here are my top 5 reasons why you shouldn’t use rhetorical questions in your essays:

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

25 Reasons Homework Should Be Banned (Busywork Arguments)

As students across the globe plow through heaps of homework each night, one question lingers in the minds of educators, parents, and students alike: should homework be banned?

This question is not new, yet it continues to spark lively debate as research findings, anecdotal evidence, and personal experiences paint a complex picture of the pros and cons of homework.

On one hand, proponents of homework argue that it reinforces classroom learning, encourages a disciplined work ethic, and provides teachers with valuable insight into student comprehension. They see homework as an extension of classroom instruction that solidifies and enriches learning while fostering important skills like time management and self-discipline. It also offers an opportunity for parents to be involved in their children's education.

However, some people say there are a lot of downsides. They argue that excessive homework can lead to stress and burnout, reduce time for extracurricular activities and family interactions, exacerbate educational inequalities, and even negatively impact students' mental health.

This article presents 25 reasons why we might need to seriously consider this radical shift in our educational approach. But first, lets share some examples of what homework actually is.

Examples of Homework

These examples cover a wide range of subjects and complexity levels, reflecting the variety of homework assignments students might encounter throughout their educational journey.

Spelling lists to memorize for a test
Math worksheets for practicing basic arithmetic operations
Reading assignments from children's books
Simple science projects like growing a plant
Basic geography assignments like labeling a map
Art projects like drawing a family portrait
Writing book reports or essays
Advanced math problems
Research projects on various topics
Lab reports for science experiments
Reading and responding to literature
Preparing presentations on various topics
Advanced math problems involving calculus or algebra
Reading classic literature and writing analytical essays
Research papers on historical events
Lab reports for advanced science experiments
Foreign language exercises
Preparing for standardized tests
College application essays
Extensive research papers
In-depth case studies
Advanced problem-solving in subjects like physics, engineering, etc.
Thesis or dissertation writing
Extensive reading and literature reviews
Internship or practicum experiences

Lack of proven benefits

Homework has long been a staple of traditional education, dating back centuries. However, the actual efficacy of homework in enhancing learning outcomes remains disputed. A number of studies indicate that there's no conclusive evidence supporting the notion that homework improves academic performance, especially in primary education . In fact, research suggests that for younger students, the correlation between homework and academic achievement is weak or even negative .

Too much homework can often lead to increased stress and decreased enthusiasm for learning. This issue becomes particularly pressing when considering the common 'more is better' approach to homework, where the quantity of work given to students often outweighs the quality and effectiveness of the tasks. For instance, spending countless hours memorizing facts for a history test may not necessarily translate to better understanding or long-term retention of the subject matter.

However, it's worth noting that homework isn't completely devoid of benefits. It can help foster self-discipline, time management skills, and the ability to work independently. But, these positive outcomes are usually more pronounced in older students and when homework assignments are thoughtfully designed and not excessive in volume.

When discussing the merits and drawbacks of homework, it's critical to consider the nature of the assignments. Routine, repetitive tasks often associated with 'drill-and-practice' homework, such as completing rows of arithmetic problems or copying definitions from a textbook, rarely lead to meaningful learning. On the other hand, assignments that encourage students to apply what they've learned in class, solve problems, or engage creatively with the material can be more beneficial.

Increased stress

Homework can often lead to a significant increase in stress levels among students. This is especially true when students are burdened with large volumes of homework, leaving them with little time to relax or pursue other activities. The feeling of constantly racing against the clock to meet deadlines can contribute to anxiety, frustration, and even burnout.

Contrary to popular belief, stress does not necessarily improve performance or productivity. In fact, high levels of stress can negatively impact memory, concentration, and overall cognitive function. This counteracts the very purpose of homework, which is intended to reinforce learning and improve academic outcomes.

However, one might argue that homework can teach students about time management, organization, and how to handle pressure. These are important life skills that could potentially prepare them for future responsibilities. But it's essential to strike a balance. The pressure to complete homework should not come at the cost of a student's mental wellbeing.

Limited family time

Homework often infringes upon the time students can spend with their families. After spending the entire day in school, children come home to yet more academic work, leaving little room for quality family interactions. This limited family time can hinder the development of important interpersonal skills and familial bonds.

Moreover, family time isn't just about fun and relaxation. It also plays a crucial role in the social and emotional development of children. Opportunities for unstructured play, family conversations, and shared activities can contribute to children's well-being and character building.

Nonetheless, advocates of homework might argue that it can be a platform for parental involvement in a child's education. While this may be true, the involvement should not transform into parental control or cause friction due to differing expectations and pressures.

Reduced physical activity

Homework can often lead to reduced physical activity by eating into the time students have for sports, recreation, and simply being outdoors. Physical activity is essential for children's health, well-being, and even their academic performance. Research suggests that physical activity can enhance cognitive abilities, improve concentration, and reduce symptoms of ADHD .

Homework, especially when it's boring and repetitive, can deter students from engaging in physical activities, leading to a sedentary lifestyle. This lack of balance between work and play can contribute to physical health problems such as obesity, poor posture, and related health concerns.

Homework proponents might point out that disciplined time management could allow students to balance both work and play. However, given the demanding nature of many homework assignments, achieving this balance is often easier said than done.

Negative impact on sleep

A significant concern about homework is its impact on students' sleep patterns. Numerous studies have linked excessive homework to sleep deprivation in students. Children often stay up late to complete assignments, reducing the amount of sleep they get. Lack of sleep can result in a host of issues, from poor academic performance and difficulty concentrating to physical health problems like weakened immunity.

Even the quality of sleep can be affected. The stress and anxiety from a heavy workload can lead to difficulty falling asleep or restless nights. And let's not forget that students often need to wake up early for school, compounding the negative effects of late-night homework sessions.

On the other hand, some argue that homework can teach children time management skills, suggesting that effective organization could help prevent late-night work. However, when schools assign excessive amounts of homework, even the best time management might not prevent encroachment on sleep time.

Homework can exacerbate existing educational inequalities. Not all students have access to a conducive learning environment at home, necessary resources, or support from educated family members. For these students, homework can become a source of stress and disadvantage rather than an opportunity to reinforce learning.

Children from lower socio-economic backgrounds might need to contribute to household chores or part-time work, limiting the time they have for homework. This can create a gap in academic performance and grades, reflecting not on the students' abilities but their circumstances.

While homework is meant to level the playing field by providing additional learning time outside school, it often does the opposite. It's worth noting that students from privileged backgrounds can often access additional help like tutoring, further widening the gap.

Reduced creativity and independent thinking

Homework, particularly when it involves rote learning or repetitive tasks, can stifle creativity and independent thinking. Students often focus on getting the "right" answers to please teachers rather than exploring different ideas and solutions. This can hinder their ability to think creatively and solve problems independently, skills that are increasingly in demand in the modern world.

Homework defenders might claim that it can also promote independent learning. True, when thoughtfully designed, homework can encourage this. But, voluminous or repetitive tasks tend to promote compliance over creativity.

Diminished interest in learning

Overburdening students with homework can diminish their interest in learning. After long hours in school followed by more academic tasks at home, learning can begin to feel like a chore. This can lead to a decline in intrinsic motivation and an unhealthy association of learning with stress and exhaustion.

In theory, homework can deepen interest in a subject, especially when it involves projects or research. Yet, an excess of homework, particularly routine tasks, might achieve the opposite, turning learning into a source of stress rather than enjoyment.

Inability to pursue personal interests

Homework can limit students' ability to pursue personal interests. Hobbies, personal projects, and leisure activities are crucial for personal development and well-being. With heavy homework loads, students may struggle to find time for these activities, missing out on opportunities to discover new interests and talents.

Supporters of homework might argue that it teaches students to manage their time effectively. However, even with good time management, an overload of homework can crowd out time for personal interests.

Excessive workload

The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.

While homework can help consolidate classroom learning, too much can be counterproductive. It's important to consider the overall workload of students, including school, extracurricular activities, and personal time, when assigning homework.

Limited time for reflection

Homework can limit the time students have for reflection. Reflection is a critical part of learning, allowing students to digest and integrate new information. With the constant flow of assignments, there's often little time left for this crucial process. Consequently, the learning becomes superficial, and the true understanding of subjects can be compromised.

Although homework is meant to reinforce what's taught in class, the lack of downtime for reflection might hinder deep learning. It's important to remember that learning is not just about doing, but also about thinking.

Increased pressure on young children

Young children are particularly vulnerable to the pressures of homework. At an age where play and exploration are vital for cognitive and emotional development, too much homework can create undue pressure and stress. This pressure can instigate a negative relationship with learning from an early age, potentially impacting their future attitude towards education.

Advocates of homework often argue that it prepares children for the rigors of their future academic journey. However, placing too much academic pressure on young children might overshadow the importance of learning through play and exploration.

Lack of alignment with real-world skills

Traditional homework often lacks alignment with real-world skills. Assignments typically focus on academic abilities at the expense of skills like creativity, problem-solving, and emotional intelligence. These are crucial for success in the modern workplace and are often under-emphasized in homework tasks.

Homework can be an opportunity to develop these skills when properly structured. However, tasks often focus on memorization and repetition, rather than cultivating skills relevant to the real world.

Loss of motivation

Excessive homework can lead to a loss of motivation. The constant pressure to complete assignments and meet deadlines can diminish a student's intrinsic motivation to learn. This loss of motivation might not only affect their academic performance but also their love of learning, potentially having long-term effects on their educational journey.

Some believe homework instills discipline and responsibility. But, it's important to balance these benefits against the potential for homework to undermine motivation and engagement.

Disruption of work-life balance

Maintaining a healthy work-life balance is as important for students as it is for adults. Overloading students with homework can disrupt this balance, leaving little time for relaxation, socializing, and extracurricular activities. All of these are vital for a student's overall development and well-being.

Homework supporters might argue that it prepares students for the workloads they'll face in college and beyond. But it's also crucial to ensure students have time to relax, recharge, and engage in non-academic activities for a well-rounded development.

Impact on mental health

There's a growing body of evidence showing the negative impact of excessive homework on students' mental health. The stress and anxiety from heavy homework loads can contribute to issues like depression, anxiety, and even thoughts of suicide. Student well-being should be a top priority in education, and the impact of homework on mental health cannot be ignored.

While some might argue that homework helps students develop resilience and coping skills, it's important to ensure these potential benefits don't come at the expense of students' mental health.

Limited time for self-care

With excessive homework, students often find little time for essential self-care activities. These can include physical exercise, proper rest, healthy eating, mindfulness, or even simple leisure activities. These activities are critical for maintaining physical health, emotional well-being, and cognitive function.

Some might argue that managing homework alongside self-care responsibilities teaches students valuable life skills. However, it's important that these skills don't come at the cost of students' health and well-being.

Decreased family involvement

Homework can inadvertently lead to decreased family involvement in a child's learning. Parents often feel unqualified or too busy to help with homework, leading to missed opportunities for family learning interactions. This can also create stress and conflict within the family, especially when parents have high expectations or are unable to assist.

Some believe homework can facilitate parental involvement in education. But, when it becomes a source of stress or conflict, it can discourage parents from engaging in their child's learning.

Reinforcement of inequalities

Homework can unintentionally reinforce inequalities. Students from disadvantaged backgrounds might lack access to resources like private tutors or a quiet study space, placing them at a disadvantage compared to their more privileged peers. Additionally, these students might have additional responsibilities at home, further limiting their time to complete homework.

While the purpose of homework is often to provide additional learning opportunities, it can inadvertently reinforce existing disparities. Therefore, it's essential to ensure that homework doesn't favor students who have more resources at home.

Reduced time for play and creativity

Homework can take away from time for play and creative activities. These activities are not only enjoyable but also crucial for the cognitive, social, and emotional development of children. Play allows children to explore, imagine, and create, fostering innovative thinking and problem-solving skills.

Some may argue that homework teaches discipline and responsibility. Yet, it's vital to remember that play also has significant learning benefits and should be a part of every child's daily routine.

Increased cheating and academic dishonesty

The pressure to complete homework can sometimes lead to increased cheating and academic dishonesty. When faced with a large volume of homework, students might resort to copying from friends or searching for answers online. This undermines the educational value of homework and fosters unhealthy academic practices.

While homework is intended to consolidate learning, the risk of promoting dishonest behaviors is a concern that needs to be addressed.

Strained teacher-student relationships

Excessive homework can strain teacher-student relationships. If students begin to associate teachers with stress or anxiety from homework, it can hinder the development of a positive learning relationship. Furthermore, if teachers are perceived as being unfair or insensitive with their homework demands, it can impact the overall classroom dynamic.

While homework can provide an opportunity for teachers to monitor student progress, it's important to ensure that it doesn't negatively affect the teacher-student relationship.

Negative impact on family dynamics

Homework can impact family dynamics. Parents might feel compelled to enforce homework completion, leading to potential conflict, stress, and tension within the family. These situations can disrupt the harmony in the household and strain relationships.

Homework is sometimes seen as a tool to engage parents in their child's education. However, it's crucial to ensure that this involvement doesn't turn into a source of conflict or pressure.

Cultural and individual differences

Homework might not take into account cultural and individual differences. Education is not a one-size-fits-all process, and what works for one student might not work for another. Some students might thrive on hands-on learning, while others prefer auditory or visual learning methods. By standardizing homework, we might ignore these individual learning styles and preferences.

Homework can also overlook cultural differences. For students from diverse cultural backgrounds, certain types of homework might seem irrelevant or difficult to relate to, leading to disengagement or confusion.

Encouragement of surface-level learning

Homework often encourages surface-level learning instead of deep understanding. When students are swamped with homework, they're likely to rush through assignments to get them done, rather than taking the time to understand the concepts. This can result in superficial learning where students memorize information to regurgitate it on assignments and tests, instead of truly understanding and internalizing the knowledge.

While homework is meant to reinforce classroom learning, the quality of learning is more important than the quantity. It's important to design homework in a way that encourages deep, meaningful learning instead of mere rote memorization.

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44 Cool Examples of a Rhetorical Question to Understand it Better

Have you noticed how many questions cross your mind on a daily basis or how many you ask the people around you? Do you ever stop to wonder if these rhetorical questions really provide a satisfactory answer to what your seeking? Isn't it kind of pesky to be barraged with questions that you are unable to directly answer? Wouldn't it be nice to get a better understanding of rhetorical questions with relevant examples with this Penlighten post?

Examples of Rhetorical Question to Understand It Better

Have you noticed how many questions cross your mind on a daily basis or how many you ask the people around you? Do you ever stop to wonder if these rhetorical questions really provide a satisfactory answer to what your seeking? Isn’t it kind of pesky to be barraged with questions that you are unable to directly answer? Wouldn’t it be nice to get a better understanding of rhetorical questions with relevant examples with this Penlighten post?

Pun Intended!

During the 1580s English printer Henry Denham invented the ‘rhetorical question mark’ (؟) to be used at the end of a rhetorical question. The usage of this sardonic punctuation mark faded during the 17th century.

The ancient Athenians believed that success and charm of an individual depended on his rhetorical ability to speak and debate. The word rhetorical is derived from the Latin word rhetoricus and the Greek word rhetorikos which means skilled speaker or orator. The technical term for a rhetorical question is Erotema which in Greek means question. In literary terms, these questions are persuasive or thought-provoking, they can be humorous, self-explanatory, or reflective.

Oxford English Dictionary indicates that the phrase ‘rhetorical question’ first appeared in English more than 300 years ago. The dictionary further indicates that it was published for the first time on a political pamphlet written by the First Earl of Anglesey in 1686: ‘To this Rhetorical Question the Commons pray they may Answer by another Question’. In a 1721 religious text written by Robert Manning, an illustration as well as the rhetorical question with its phrase appears: ‘But, to turn your fine Rhetorical Question upon yourself, cannot you enjoy the Advantages you have over impenitent Sinners, and the Devils without Damning them all to the Pit of Hell forever?’

Rhetorical Question: A figure of speech indicating a question asked only to produce an effect or make a statement, rather than to evoke an answer or information. It is asked when the questioner already knows the answer or an answer is not really required.

Meaning & Purpose

★ The Greeks took lessons to mesmerize audiences with their oratory and public speaking skills mostly for political reasons and to influence the voter. The technique they applied to keep the crowd spellbound is known as rhetoric or with rhetorical questions. This technique is still used by politicians, lecturers, priests and other skilled orators to keep their audience in control and get engaged in their ideologies.

★ A rhetorical question may already have an obvious answer, but the questioner asks these questions to lay emphasis on the projected point. In literature, it is used for style and as a strong persuasive device. These questions provoke deep thoughts, sometimes impose sarcastic reasoning, and are often used as a tool during debates to avoid obtaining an immediate declaration.

★ Writers employ this technique for rhetorical effects to arouse the interest of the reader and enjoy the aesthetic beauty the questions generate. Effective speakers know how to stir audience reaction, such questions make the audience a partner of the speaker’s statements. Instead of presenting one-way emotional statements, the orator involves the audience more emotionally by invoking their curiosity and surprising them with a rhetorical question.

★ These questions can be used as an exclamation point on an introducing statement. While the introducing statement may be a factual statement, a rhetorical question forces your audience to think hard about it. Careful use of misdirection in a speech is an effective way of generating audience surprise, and this results in them being active participants. One form of misdirection is when you make a statement which leads in one direction, and then follow it up with a statement that pulls in the opposite direction.

★ A rhetorical question is a figure of speech that needs no expectation of a reply. The use of a rhetorical questions is mostly to encourage the listener to think about what the obvious answer to the question must be. Rhetorical questions can therefore be used as a device by the speaker to assert or deny something. Types of rhetorical questions include: Metaphors and Negative assertions.

General Rhetorical Questions

★ Is the Pope Catholic?

★Is this a great product?

★ Is the sky blue?

★ Do you want to be a big failure for the rest of your life?

★ Is there anyone smarter than me?

★ Is this supposed to be some kind of a joke?

★ There’s no hope, is there?

★ Who cares?

★ How much longer can this injustice continue?

★ Could I possibly love you more?

★ What the hell?

★ What is so rare as a day in June?

★ Would you like to swing on a star?

★ What defense do the homeless have, if the government will not protect them?

★ Smoking causes lung cancer. Who knew?

★ You were at the scene of the crime, correct?

★ How corrupt is the government?

★ If everyone else jumped off a cliff, would you do it too?

★ It is near not a good place to visit. Is it?

★ You don’t expect me to go along with that crazy scheme, do you?

Funny Rhetorical Questions

★ If love is blind, why is lingerie so popular?

★ Marriage is a great Institution, but who wants to live in an institution?

★ Why are there locks on the doors to the convenience store that is open 24 hours a day, 365 days a year?

★ Why does Teflon stick to the frying pan, since nothing ever sticks to Teflon?

★ Why are highways build so close to the ground?

★ Why do overlook and oversee mean opposite things?

★ Can good-looking Eskimo girls be called hot?

★ Do fish feel thirsty in the water?

★ Why do they call someone “late” if they died early?

★ Do man-eater sharks eat women too?

★ Why is it called ‘after dark’, when it is really after light?

★ Why don’t they call mustaches ‘mouthbrows?’

★ Why is the man who invests all your money called a broker?

★ Crime doesn’t pay… does that mean my job is a crime

★ Can you cry underwater?

★ Do pilots take crash courses?

★ If people from Poland are called Poles, why aren’t people from Holland called Holes?

★ Why isn’t the number 11 pronounced onety one?

★ What hair color do they put on the driver’s licenses of bald men?

★ Why is a person who plays the piano called a pianist, but a person that drives a race car is not called a racist?

Rhetorical Questions in Literature

★ “Shall I compare thee to a summer’s day?” ― Shakespeare’s “Romeo & Juliet”

★ Mighty Caesar! dost thou lie so low? Are all thy conquests, glories, triumphs, spoils, Shrunk to this little measure? ― Shakespeare’s “Julius Caesar”

★ If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us, do we not die? And if you wrong us, shall we not revenge? ― Shakespeare’s “The Merchant of Venice”

Rhetorical Questions in Poetry

★ How do you think I feel when you make me talk to you and won’t let me stop till the words turn into a moan? Do you think I mind when you put your hand over my mouth and tell me not to move so you can “hear” it happening? ― Rhetorical Questions- Hugo Williams

Rhetoric question normally prompts an individual or a crowd to ponder upon their own opinions and notions rather than specifically answer out loud.

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China's Retribution

Plus: homework liberation in poland, orthodox rabbi tells students to flee columbia, toddler anarchy, and more....

Liz Wolfe | 4.22.2024 9:30 AM

Banning TikTok for real this time: On Saturday, the House passed bills that will send large sums of aid to Israel ($26 billion), Ukraine ($60 billion), and Taiwan ($8 billion), as well as a long-gestating measure to force the divestiture of the video app TikTok.

Now the legislation will need to be approved by the Senate and signed into law by President Joe Biden.

The TikTok ban will probably be challenged. "This is an unprecedented deal worked out between the Republican Speaker and President Biden," declared Michael Beckerman, TikTok's head of public policy, in a memo to the company's American staff. "At the stage that the bill is signed, we will move to the courts for a legal challenge."

China's internet regulator/censor, the Cyberspace Administration, has taken note of the movement on the TikTok bill, which would either ban the Chinese-owned company from operating in the U.S. or force sale of the app to an American owner within a tight timeframe. Forcing divestiture presents a few problems, namely that the proprietary algorithm and source code would likely fail to convey with the purchase, making the app…practically useless.

Not to be outdone by American lawmakers, China's government on Friday ordered that the Meta-owned WhatsApp and Threads be pulled from Apple's app store over "national security concerns" (of course). "A person briefed on the situation said the Chinese government had found content on WhatsApp and Threads about China's president, Xi Jinping, that was inflammatory and violated the country's cybersecurity laws," reports The New York Times. WhatsApp is used minimally compared to WeChat (owned by Chinese company Tencent). But for Apple—which anticipated this to some degree, and already started shifting its supply chain overseas after having been quite conciliatory to the Chinese Communist Party for many years—to be caught in the crosshairs is a harbinger of more to come.

This type of justification can always be found if one looks hard enough—and China's censors certainly do. But beware the coming internet wars, and the use of the American TikTok ban as justification for all manner of crackdowns.

Free and open internet? "A Russian opposition blogger, Aleksandr Gorbunov , posted on social media last month that Russia could use the move to shut down services like YouTube," argues The New York Times' David McCabe. "I don't think the obvious thing needs to be stated out loud, which is that when Russia blocks YouTube, they'll justify it with precisely this decision of the United States," said Gorbunov.

Xi's regime in China and Vladimir Putin's regime in Russia, of course, feel quite comfortable taking whatever cheap shots they can at U.S. lawmakers; if they want to crack down on internet freedoms, they can and will, no excuse necessary. But the TikTok bill is certainly escalatory, and it undermines America's longstanding rhetorical commitment to a free and open internet —or the internet as a "global free-trade zone," in the words of former President Bill Clinton.

Scenes from New York: Today is my birthday! And on Saturday, I went out with friends (including a grand total of three babies, who were shockingly well-behaved) to eat crab in Chinatown. After that we went to an event in a basement on East Broadway where the books attempted to teach my toddler that rules are for breaking ! Marginally better than Ibram X. Kendi's children's books , but not by much.

New York just passed the Local Journalism Sustainability Act, which sets aside $30 million annually to incentivize hiring new local journalists. "The late addition to the $237 billion budget allows eligible outlets to receive a 50 percent refundable credit for the first $50,000 of a journalist's salary, up to a total of $300,000 per outlet," reports Politico. I think it would be fun to troll the legislators by being one of the beneficiaries of this program and then choosing to be the most aggressive muckraker that ever was, scavenging through their records, making them rue the day they were born, etc.
Tubal ligation and vasectomy trends since Dobbs. Will that Supreme Court decision, which led to abortion being returned to the states (and many states choosing to institute crackdowns), end up actually leading to a lower fertility rate?
Children in elementary schools all over Poland have been freed from the shackles of homework.
Protests at Columbia have prompted an Orthodox rabbi on campus sent this message to students:

In response to "horrific" scenes of antisemitic harassment at and around campus, the Orthodox Rabbi at Columbia/Barnard sent a WhatsApp message to more than 290+ Jewish students this morning recommending that they go home until it's safe again for them on campus: pic.twitter.com/uqAntEICLv — Jake Tapper (@jaketapper) April 21, 2024

The Cass review—a four-year review of the evidence on child gender transitions that has led the U.K.'s National Health Service to substantially alter its guidance—isn't important enough for Scientific American to cover, apparently:

Scientific American doesn't cover the Cass Review -- "cass report" and "cass review" net zero Google hits -- but instead, the week after its release, it publishes an interview with an activist who believes kids should have full medical automony and that interpreting scientific… https://t.co/C7C19zxYKT — Jesse Singal (@jessesingal) April 21, 2024

TikTok Measure Passed by House Is Unconstitutional in Multiple Ways

Elizabeth Nolan Brown | 4.22.2024 11:30 AM

Democrats and Republicans Unite To Give Weapons Manufacturers $59 Billion

Matthew Petti | 4.22.2024 9:45 AM

Julian Simon Was Right: Ingenuity Leads to Abundance

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Brickbat: Keeping Drugs Off the Street

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10 Rhetorical Questions To Create New Ideas For Learning
A desalination device. A field of fertile topsoil. A sculpture. An act of kindness. A painting. They were given a 'thing' and had to do something with that thing. Had to somehow deconstruct it—find genius in the genius—and then use that idea on their own, in a way that made their eyes sparkle.
Rhetorical Question
Rhetorical Question Examples in Political Speeches. Rhetorical questions often "challenge" the listener to contradict what the speaker is saying. If the speaker frames the rhetorical question well, it gives the impression that his or her view is true and that it would be foolish, or even impossible, to contradict the speaker's argument.
Is Homework Helpful? The 5 Questions Every Teacher Should Ask
5. Does an assignment offer support when a teacher is not there? Students can reduce the time it takes to complete assignments if they know where to turn for help. In the case of homework, teachers are not there at all. Assignments should not only check for understanding but also offer support when students struggle.
Rhetorical Question
It is not very difficult to tell how to punctuate a rhetorical question. It either ends on a question mark or a period. However, it is to be kept in mind that if the question occurs in the middle of a simple or complex sentence, it does not require any punctuation mark. If, on the other hand, it occurs by the end of the sentence or text, then it needs a question mark.
Rhetorical Questions
Rhetorical questions, on the other hand, are distinguished by their function. They can invite agreement, stir up emotion, or increase audience engagement. They also contribute to rhythm. Writers and speakers create rhythm in part by varying sentence lengths and types: adding questions is one way to achieve that. ...
Rhetorical Question Examples + Definition
C. "Eh, stupid?". Answer to Question #3. Show. Answer: C is the correct answer. Alice's two questions are both in earnest, as she wants to know the answer. The Mad Hatter's rhetorical question is only meant to infuriate Alice. Definition and a list of examples of rhetorical question. A rhetorical question is asked not to get an answer ...
Homework and Class Preparation
Some homework assignments appear on the course calendar; others will be distributed in class or emailed to students. Some assignments will ask you to answer specific questions. Other homework assignments are more open-ended. These assignments will help to prepare you for class discussions as well as your own essay writing.
What Is A Rhetorical Question
A rhetorical question is a figure of speech which comes in the form of a question that makes a point instead of seeking an answer. A rhetorical question may have an obvious answer, but the questioner asks it to lay emphasis on the point. In literature, a rhetorical question is self-evident, and used for style as an impressive persuasive device.
Guide to Literary Terms Rhetorical question
A rhetorical question is a question asked to make a point or create an effect rather than to get a response. ... Start your 48-hour free trial to get access to more than 30,000 additional guides ...
Rhetorical Question Examples and Definition
What is a rhetorical question? These rhetorical question examples show they can have an obvious answer or none at all. They make a point or make you think.
What are rhetorical questions?
Writing to persuade. Rhetorical questions are a useful technique in persuasive writing. As there is nobody to answer the question, a rhetorical question is usually designed to speak directly to ...
Rhetorical Questions Interactive Activity
Turn the activity into a movement game. Label one side of the classroom as rhetorical questions and the other side as non-rhetorical questions. Have the students move to a side of the room each time to indicate their choice about the question on the slide. Have all the students stand in their place. As a class, decide on an action, hand gesture ...
How to use Rhetorical Questions in your Speech, with Examples
2. Personalise your questions. Make the audience feel as though you are speaking to each member individually by using "you" and "your.". For example: asking "Do you want to lose weight without feeling hungry?" would be more effective than asking "Does anyone here want to lost weight without feeling hungry?". 3.
Rhetorical Question Examples
These are all rhetorical question examples. They have obvious answers because, of course, water is wet, and nope, sorry, pigs don't fly. These rhetorical questions, also called rhetorical affirmations, can be used to talk about facts or to emphasize a point. The answers could also be suggested from context clues.
Rhetorical Question: Definition, Use, and Examples
A rhetorical question can have the effect of a soft statement. So, when some diplomacy is required, using a rhetorical question might be a good option. Of course, a rhetorical question doesn't have to be a title. It could be in the middle of your text. Sir Edmund Hillary is credited for being the first man to conquer Mount Everest.
Rhetorical Questions for English Learners
Rhetorical questions can be defined as questions that are not really meant to be answered. Rather, rhetorical questions are asked in order to make a point about a situation or to point out something for consideration. This is a very different usage than yes/no questions or information questions. Let's quickly review these two basic types before ...
Rhetorical question
A rhetorical question is a question asked for a purpose other than to obtain information. 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?" This question is intended not to ask about the ...
Rhetorical Questions in Essays: 5 Things you should Know
If your rhetorical question isn't as good as you think it is, your marks are going to drop - big time. 5. Teachers Hate Rhetorical Questions in Essays. This one supplants all other reasons. The fact is that there are enough teachers out there who hate rhetorical questions in essays that using them is a very risky move.
25 Reasons Homework Should Be Banned (Busywork Arguments)
Excessive workload. The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.
Why are rhetorical questions used?
The words "why not?" are technically a question, but they are not asking anything. This is an example of why rhetorical questions are used in holding casual conversation. I would argue that one of ...
44 Cool Examples of a Rhetorical Question to Understand it Better
The ancient Athenians believed that success and charm of an individual depended on his rhetorical ability to speak and debate. The word rhetorical is derived from the Latin word rhetoricus and the Greek word rhetorikos which means skilled speaker or orator. The technical term for a rhetorical question is Erotema which in Greek means question. In literary terms, these questions are persuasive ...
China's Retribution
The House passed bills Saturday to send large sums of aid to Israel ($26 billion), Ukraine ($60 billion), and Taiwan ($8 billion), as well as forcing the divestiture of the video app TikTok.

Rhetorical Question

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How to Pronounce Rhetorical Question

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Rhetorical Questions vs. Aporia

Aporia and Rhetorical Questions

Aporia Without Rhetorical Questions

Rhetorical Question Examples

Rhetorical Questions in Shakespeare's The Merchant of Venice :

Rhetorical questions in Shakespeare's Romeo and Juliet :

Rhetorical Question Examples in Political Speeches

Rhetorical Questions in Ronald Reagan's 1980 Republican National Convention Acceptance Address:

Rhetorical Questions in Hillary Clinton's 2016 Democratic National Convention Speech:

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Examples of Rhetorical Questions in Literature

Example #1: Romeo and Juliet by William Shakespeare

Example #2: Ode to the West Wind by Percy Bysshe Shelley

Example #3: Creation by Hladia Porter Stewart

Example #4: The Solitary Reaper by William Wordsworth

Example #5: The Merchant of Venice by William Shakespeare

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How to use Rhetorical Questions in your Speech, with Examples

What is a rhetorical question?

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Examples from Obama and Shakespeare

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How to use rhetorical questions in a speech

2. Personalise your questions

3. Persuade the audience

4. Evoke emotions

5. Emphasise a statement

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8. Consecutive rhetorical questions

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(Benefit 1) Rhetorical questions make good titles and are engaging.

(Benefit 2) Rhetorical questions can be diplomatic.

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Rhetorical Questions in Essays: 5 Things you should Know

Rhetorical Question Examples

1. Rhetorical Questions in Academic Writing: They Don’t belong.

2. Rhetorical Questions can come across as Passive