Rhetorical Question: GCSE English Definition
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What is a rhetorical question?
In GCSE English Literature and GCSE English Language, a rhetorical question is a literary device which poses a question that does not require an answer. They are used primarily to persuade or subtly influence the audience, so they are asked to create an effect, rather than for the answer.
Why do writers use rhetorical questions?
A rhetorical question can be used in both fiction writing and in non-fiction, persuasive or transactional writing. They are a useful technique in persuasive writing, as they are usually designed to engage the reader. Because there is nobody to “answer” the question, they force the reader (or listener) to pause and consider the question being asked.
In literature, rhetorical questions are used to make a point or for effect.
Examples of rhetorical questions
In Charles Dickens’ A Christmas Carol, Scrooge famously asks in Stave 1:
“Are there no prisons?”
Here, Dickens uses this technique to highlight Scrooge’s ignorance of the poor as symbolic of the attitude of many of the wealthy classes at the time.
Rhetorical questions are also often deployed as a persuasive device in speeches and articles. For example:
“Is it right that reality TV stars are paid vast amounts of money for actually doing very little?”
Revision Resources to Ace Your Exams
Learn how to analyse rhetorical questions in literary texts and how to use them in your own English Language writing with our GCSE revision notes.
GCSE English Literature Revision Notes
GCSE English Language Revision Notes
For more literary techniques, check out our list of 127 top literary devices, complete with student-friendly definitions.
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Written by Deb Orrock
English Content Creator18 articlesDeb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.
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