 Rhetorical Questions.

 Rhetorical Questions. Rhetorical questions are persuasive, aren‟t they?
Let‟s make sure we know the terminology. A rhetorical question is an utterance
that is really a statement, but looks like a question. Rhetoricals are polite ways of
making claims without appearing to take a stand:
o People who study longer get better grades, don‟t they?
o Advanced persuasion courses build character, don‟t they?
o He‟s made his point, hasn‟t he?
The research with rhetoricals reveals one very strong
conclusion: Using rhetoricals can change how people think.
If the receivers are not thinking very carefully about the
persuasive appeal, a rhetorical question jerks their attention
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and makes them think. The reason for this is due to our
social training. When somebody asks us a question, it is
required that we respond to it. To respond correctly
requires that we understand the question.
A rhetorical question is not a real question, it only looks and sounds like one. If
you are really paying attention, when you hear a rhetorical question, you know
that the source is not really asking you to do anything. But, if you are not paying
close and careful attention, when you hear that rhetorical question, it grabs you
because you think that the source has just asked you to do something and you
must respond to be polite. Now, you start listening and really thinking about the
rest of the persuasive message.
So, rhetoricals can be persuasive because they can make receivers think more
carefully. There is also some evidence that rhetorical questions can be persuasive
cues. That is, when receivers hear a source using rhetorical questions, they think
the source and the message are more believable and correct.
The timing of the rhetorical appears to determine its effect. If a source uses
rhetoricals very early in the presentation, then the rhetoricals will make the
receivers pay more attention. If a source uses rhetoricals at the end of a
presentation (when it is too late to pay attention), receivers will use that device as
a persuasion cue.
 Examples versus Statistics. Examples tend to be more powerful and persuasive
than statistics. There are several reasons for this.
o First, examples are easy to comprehend and require less effort.
o Second, people tend to think more about them. With statistics, about all
that people do is learn them. They exist as statements that are either true or
false. Examples, by contrast, make people think a bit more. They react
more fully as they recollect their own similar personal experiences.
 Evidence. Both examples and statistical data are part of a broader category called

evidence. Evidence is any factual statement, object or opinion not created by
the source, and used by that source as support. Evidence, then, is something
that somebody else created, that a source uses as a means of persuasion. Needless
to say, all good evidence must be verifiable.
Evidence works. Sources who use good evidence persuade
their receivers much better than sources who do not use
evidence or who use poor evidence. And the use of good
evidence also leads to stronger perception of that source‟s
credibility.
Now, of course, examples will not always be preferred to statistics. If the audience is
highly sophisticated and very well informed, statistics would be considerably more
effective.
We have looked at seven message variables. They are intent, organization, sidedness,
repetition and redundancy, rhetorical questions, examples versus statistics, and evidence.
Skillful and appropriate use of each will produce greater influence. Whenever you are
trying to influence anyone you can use any or all of these message variables to improve
your effectiveness. To recap:
 Intent: Forewarned is forearmed. Therefore, simply present the persuasive
message without warning.
 Organization: Structure produces comprehension. Chaos produces confusion.
Therefore, make the message clear and organized.
 Message sidedness: There are two sides to every issue. Messages which defend
one side and attack the other are more effective. Therefore, support your position,
but make sure you point out the weaknesses in other views.
 Repetition and redundancy: The frequency with which a message is given
enhances influence to a balance point. Past that point repetition will annoy and
frustrate receivers. Redundancy will delay reaching the balance point, but will not
prevent it. Repetition works to improve comprehension. Therefore, expect to
repeat your messages several times to make sure everyone gets the word and
understands the word.
 Rhetorical Questions: Statements hidden as questions work well when given in
advance of the main message. Rhetoricals serve to enhance attention and message
processing. Therefore, use rhetoricals to get or regain the attention of your
receivers.

 Examples versus Statistics: Examples are easier to comprehend and generate
greater thoughtfulness than statistics. Therefore prove your points with examples
your receivers find compelling.
 Evidence: Something created by others that you use to support your point is
evidence. Evidence may be the most powerful message variable there is. It
produces a simple equation: More good evidence, more influence. Therefore,
always include the best evidence for your receivers.