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Other types of discussion questions include fact-based and evaluative questions. Fact-based questions tend to have one valid answer and can involve recall of texts or specific passages. Evaluative questions ask discussion participants to form responses based on experiences, opinions, judgments, knowledge and/or values rather than texts.
A rhetorical question is a question asked for a purpose other than to obtain information. [1] In many cases it may be intended to start a discourse, as a means of displaying or emphasizing the speaker's or author's opinion on a topic. A simple example is the question "Can't you do anything right?"
Therefore, when crafting a research question for a qualitative study, the writer will need to ask a why or how question about the topic. For example: How did the company successfully market its new product? The sources needed for qualitative research typically include print and internet texts (written words), audio and visual media.
Bust of Aristotle, whose Prior Analytics contained an early discussion of this fallacy. The original phrase used by Aristotle from which begging the question descends is τὸ ἐξ ἀρχῆς αἰτεῖν, or sometimes ἐν ἀρχῇ αἰτεῖν, ' asking for the initial thing '.
It is often argued that open-ended questions (i.e. questions that elicit more than a yes/no answers) are preferable because they open up discussion and enquiry. Peter Worley argues that this is a false assumption. This is based on Worley's central arguments that there are two different kinds of open and closed questions: grammatical and conceptual.
Conceptual problems are often formulated as multiple-choice questions, making them easy to use during in-class discussions, particularly when utilizing active learning, peer instruction, and audience response. An example of a conceptual question in undergraduate thermodynamics is provided below:
Discussion between two old friends. One element of conversation is discussion: sharing opinions on subjects that are thought of during the conversation. In polite society the subject changes before discussion becomes dispute or controversial. For example, if theology is being discussed, maybe no one is insisting a particular view be accepted. [8]
These types of questions often require students to analyze, synthesize, or evaluate a knowledge base and then project or predict different outcomes. A simple example of a divergent question is: Write down as many different uses as you can think of for the following objects: (1) a brick, (2) a blanket.