CHAPTER I

INTRODUCTION

1.1 Issue Background

A question is a linguistic expression used to make a request for
information, or the request made using such an expression. The information
requested is provided in the form of an answer.Questions have developed a
range of uses that go beyond the simple eliciting of information from another
party. Rhetorical questions, for example, are used to make a point, and are
not expected to be answered. Many languages have special grammatical
forms for questions (for example, in the English sentence "Are you happy?",
the inversion of the subject you and the verb are shows it to be a question
rather than a statement). However, questions can also be asked without using
these interrogative grammatical structures – for example one may use an
imperative, as in "Tell me your name".
1.2 Problem Formulation

1. Basic Type Of Question

2. The Kind Type Of Question

1.3 PURPOSE
In order to share knowledge about Type Of Question for the readers.

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 CHAPTER II

CONTENT

2.1 Basic Types Of Questions

Five Basic Types of Questions

All educators, no matter what level, need to be able to craft and create at
least 5 basic types of questions. The art of asking questions is an ancient part
of good teaching and one of the rudimentary skills all teachers should be able
to master. Socrates believed that knowledge and awareness were an intrinsic
part of each learner. Thus, in exercising the craft of good pedagogy a skilled
educator must reach into learners’ hidden levels of knowing and awareness in
order to help them reach new levels of thinking through thoughtfully
developed questions.

As you examine the categories below, reflect on your own educational

experiences and see if you can ascertain which types of questions were used
most often by your different teachers. Hone your questioning skills by
practicing asking different types of questions, and try to monitor your
teaching so that you include varied levels of questioning skills. Specifically in
the area of Socratic questioning techniques, there are a number of sites on the
Web which might prove helpful, simply use Socratic questioning as a
descriptor.

1. Factual – Soliciting reasonably simple, straight forward answers based

on obvious facts or awareness. These are usually at the lowest level of
cognitive (thinking) or affective (feeling) processes and answers are
frequently either right or wrong.

Example: Name the Shakespeare play about the Prince of Denmark?

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 2. Convergent – Answers to these types of questions are usually within a very
finite range of acceptable accuracy. These may be at several different levels
of cognition — comprehension, application, analysis, or ones where the
answerer makes inferences or conjectures based on personal awareness, or on
material read, presented or known. While these types of questions are
valuable in exercising mid-level cognitive thinking skills, it is quite easy to
expand students’ cognitive processes even higher by adding another layer to
these questions whereby teachers ask students to justify their answers in light
of the evidence offered or the inferences made.

example: On reflecting over the entirety of the play Hamlet, what

were the main reasons why Ophelia went mad? (This is not
specifically stated in one direct statement in the text of Hamlet. Here
the reader must make simple inferences as to why she committed
suicide.)

3. Divergent – These questions allow students to explore different avenues and

create many different variations and alternative answers or scenarios. Correctness
may be based on logical projections, may be contextual, or arrived at through
basic knowledge, conjecture, inference, projection, creation, intuition, or
imagination. These types of questions often require students to analyze, evaluate,
or synthesize a knowledge base and then project or predict different outcomes.
Answering these types of questions may be aided by higher levels of affective
thinking as well — such as valuing, organization, or characterization. Responses
to these types of questions generally fall into a wide array of acceptability. Often
correctness is determined subjectively based on the possibility or probability of
the proposed answer. The intent of these types of questions is to stimulate
imaginative, creative, or inventive thought, or investigate “cause and effect”
relationships.

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Example: In the love relationship of Hamlet and Ophelia, what might have
happened to their relationship and their lives if Hamlet had not been so obsessed
with the revenge of his father’s death?

4. Evaluative – These types of questions usually require sophisticated levels of

cognitive and/or emotional (affective) judgment. In attempting to answer these
types of questions, students may be combining multiple cognitive and/or affective
processes or levels, frequently in comparative frameworks. Often an answer is
analyzed at multiple levels and from different perspectives before the answerer
arrives at newly synthesized information or conclusions.

Examples:

a. How are the deaths of Ophelia and Juliet the same and yet different?
(Compare and contrast.)

b. What are the similarities and differences between Roman gladiatorial

games and modern football?

c. Why and how might the concept of Piagetian schema be related to the
concepts presented in Jungian personality theory, and why might this be
important to consider in teaching and learning?

5. Combinations – These are questions that blend any combination of the above.

You can easily monitor what types of questions you are asking your students
through simple tallies and examining degrees of difficulty. Or, if your students are
older, then ask them to monitor the types of questions you ask, allowing them to
identify the types. For those of you who might be a bit more collaborative or
adventurous in your teaching and want to give students some ownership in their
educational processes, challenge them to create course related questions to ask
one another. In my many years of teaching I was always pleasantly surprised at
what students came up with.

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For more details please see This Rough Magic – Lindley, D. (1993) This rough
magic. Westport, CN. Bergin & Garvey.

Lynn Erickson was a principal and has written a number of books on different
educational topics. In the one cited below she also tackles types of questions as a
topic but she divides them into factual, conceptual and provocative.

If you look at my discussion above based on Lindley’s divisions, it should become

apparent that these are some of the same types of categories as Erickson’s. Her
factual are still the ones that are easily answered with definitive, and
comparatively simple answers. These are the questions that you find on the show
Jeopardy. Unfortunately they are also too common in schools and on tests.

Her conceptual questions might be ones that are convergent, divergent, or

evaluative in construction — ones that delve deeper and require more
sophisticated levels of cognitive processing and thinking.

Her provocative ones are ones that entice, and ones that cannot be answered
easily. They are questions that can be used to motivate and frame content or ones
that could be classified as essential questions. In the initial categorization above
they would be either complex divergent questions or more sophisticated
combination questions like divergent/evaluative ones.

Erickson, H. L. (2007) Concept-based curriculum and instruction for the thinking

classroom. Thousand Oaks, CA. Corwin Press.(Amazon link goes to the newest
2nd edition of this book)

2.2 Type Of Question

A. Yes / No questions

Most of them start with an auxiliary verb and expect an answer Yes or No.

Yes / No Questions Answers

Do you like your new teacher? Yes / No (Yes I do / No I don’t)

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Can you help me? Yes / No (Yes I can / No I can’t)

Have you ever been here before? Yes / No (Yes I have / No I haven’t)

Did you visit your aunt yesterday? Yes / No (Yes I did / No I didn't)

Note: you can ask a yes / no question using the verb "to be" as a full verb (not an
auxiliary) as well.

Are you from The United States?

Yes / No (Yes I am / No I am not)

B. Wh-Questions

As you can understand from its name, most of them start with a question word
such as:
What / Where / Why / Who / Whose / When / Which

Wh-questions Answers
What is your name? My name is Allen.

When did you come? I came yesterday.

Who is your teacher? Mr. Jack is my teacher.

Whose book is that? That’s mine.

Note: there are other question words that don’t start with "wh" as well.

How / how many / how often / how far / how much / how long / how old etc.

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Examples:

How are you? I am fine.

How old are you? I am fifteen.

How much is it? It is $5.

C. Tag questions (disjunctive or tail questions)

They are mini-questions asked at the end of a statement to confirm it.

Examples:

You love her, don’t you?

She has seen it, hasn't she?

Nobody knew the answer, did they?

Let’s go, shall we?

D. Choice Questions

Choice questions are questions that offer a choice of several options as an answer.
They are made up of two parts, which are connected by the conjunction or.

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Choice questions can be either general or specific in nature. If the question does
not center on the subject of the sentence, a complete answer is needed.

For example:

 Does she like ice cream or sweets? – She likes ice cream.
 Where would you go, to the cinema or to the theatre? – I would go to
the cinema.
 Is he a teacher or a student? – He is a student.

However, when the question concerns the subject, the auxiliary verb comes before
the second option. The answer is short:

 Does she make it or do you? – She does.

 Did they buy that house or did she? – They did.

We use choice questions when we offer choices.

Choice questions Answers

Would you like a house or a flat? A house, of course.

Do you go with your family or alone? With my family.

Are you a little nervous or excited? A little nervous.

E. Hypothetical Questions

We ask hypothetical questions to have a general idea of a certain situation (like a

questionnaire).

Examples
What would you do if you won the lottery?

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Would you leave your country and your relatives behind to study abroad?

If you had a superpower, what would it be?

F. Embedded questions (indirect questions)

We use them in reported speech or in polite questions.

Examples:
She asked me if she could borrow my dictionary.
She asked me where the nearest train station was.
(not where was the nearest train station…)

Note: notice that the word order is affirmative.

Could you tell me how I can go to The Central Park?

G. Leading questions

We ask leading questions when we want to get the answer we desire.

Examples:

What do you think of the terrible side effects of drugs?

Were you with your family at the time of the crime?

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H. Recall and Process Questions

Questions can also be categorised by whether they are ‘recall’ – requiring

something to be remembered or recalled, or ‘process’ – requiring some deeper
thought and/or analysis.

A simple recall question could be, ‘What is your mother’s maiden name?’. This
requires the respondent to recall some information from memory, a fact. A school
teacher may ask recall questions of their pupils, ‘What is the highest
mountain?’ Process questions require more thought and analysis and/or a sharing
of opinion. Examples include, ‘What skills can you bring to this organisation
that the other applicants cannot?’ or ‘What are the advantages and disadvantages
of asking leading questions to children?’

I. Rhetorical Questions

Rhetorical questions are often humorous and don’t require an answer.

‘If you set out to fail and then succeed have you failed or succeeded?’ Rhetorical
questions are often used by speakers in presentations to get the audience to think –
rhetorical questions are, by design, used to promote thought.

Politicians, lecturers, priests and others may use rhetorical questions when
addressing large audiences to help keep attention. ‘Who would not hope to stay
healthy into old age?’, is not a question that requires an answer, but our brains are
programmed to think about it thus keeping us more engaged with the speaker.

J. Funnelling

We can use clever questioning to essentially funnel the respondent’s answers –

that is ask a series of questions that become more (or less) restrictive at each step,
starting with open questions and ending with closed questions or vice-versa.

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For example:

"Tell me about your most recent holiday."

"What did you see while you were there?"
"Were there any good restaurants?"
"Did you try some local delicacies?"
"Did you try the Clam Chowder?"

The questions in this example become more restrictive, starting with open
questions which allow for very broad answers, at each step the questions become
more focused and the answers become more restrictive.

Funnelling can work the other way around, starting with closed questions and
working up to more open questions. For a counsellor or interrogator these
funnelling techniques can be a very useful tactic to find out the maximum amount
of information, by beginning with open questions and then working towards more
closed questions. In contrast, when meeting somebody new it is common to start
by asking more closed questions and progressing to open questions as both parties
relax. (See our page: What is Counselling? for more on the role of the
counsellor.)

K. Responses

As there are a myriad of questions and question types so there must also be a
myriad of possible responses. Theorists have tried to define the types of
responses that people may have to questions, the main and most important ones
are:

 A direct and honest response – this is what the questioner would usually want
to achieve from asking their question.
 A lie – the respondent may lie in response to a question. The questioner may be
able to pick up on a lie based on plausibility of the answer but also on the non-

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 verbal communication that was used immediately before, during and after the
answer is given.
 Out of context – The respondent may say something that is totally unconnected
or irrelevant to the question or attempt to change the topic. It may be appropriate
to reword a question in these cases.
 Partially Answering – People can often be selective about which questions or
parts of questions they wish to answer.
 Avoiding the answer – Politicians are especially well known for this trait. When
asked a ‘difficult question’ which probably has an answer that would be negative
to the politician or their political party, avoidance can be a useful
tact. Answering a question with a question or trying to draw attention to some
positive aspect of the topic are methods of avoidance.
 Stalling – Although similar to avoiding answering a question, stalling can be
used when more time is needed to formulate an acceptable answer. One way to
do this is to answer the question with another question.
 Distortion – People can give distorted answers to questions based on their
perceptions of social norms, stereotypes and other forms of bias. Different from
lying, respondents may not realise their answers are influenced by bias or they
exaggerate in some way to come across as more ‘normal’ or successful. People
often exaggerate about their salaries.
 Refusal – The respondent may simply refuse to answer, either by remaining
silent or by saying, ‘I am not answering’.

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 CHAPTER III
FINAL
3.1 Conclusion
For the purpose of surveys, one type of question asked is the closed-ended
(also closed or dichotomous) question, usually requiring a yes/no answer or the
choice of an option(s) from a list (see also multiple choice). There are also
nominal questions, designed to inquire about a level of quantitative measure,
usually making connections between a number and a concept (as in "1 =
Moderate; 2 = Severe; 3 = ..."). Open-ended or open questions give the respondent
greater freedom to provide information or opinions on a topic. (The distinction
between closed and open questions is applied in a variety of other contexts too,
such as job interviewing.) Surveys also often contain qualifying questions (also
called filter questions or contingency questions), which serve to determine
whether the respondent needs to continue on to answer subsequent questions.

3.2 Advice

We must know our purpose about the question that we are going to ask.
And about the grammar, at least we have to know about 16 tenses before knowing
about type of questions.

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 REFERENCES

https://www.grammarbank.com/question-types.html

https://www.skillsyouneed.com/ips/question-types.html

https://preply.com/en/blog/2014/11/13/types-of-questions-in-english/

https://thesecondprinciple.com/teaching-essentials/five-basic-types-questions/

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