Use these rhetorical questions ideas to help KS2 pupils produce captivating pieces of writing. The download contains a three-page rhetorical questions worksheet for KS2 and a PowerPoint to help you teach rhetorical questions.
Aren’t rhetorical questions great for getting KS2 children to share ideas and create effects in their writing? (Can you see what I’ve done there?)
The (unnecessary) answer is a resounding yes. A well-considered rhetorical question can:
- draw a reader into a topic
- create a sense of intrigue
- provide an insight into a character’s thoughts and feelings
But, like every technique available to a young writer, rhetorical questions are best used sparingly and judiciously.
One or two, well-placed, can bring a text to life. But a steady stream of them might make for a disjointed and rather odd piece of writing.
Knowing how to use rhetorical questions in an effective way in KS2 depends partly on an ear for language and an understanding of how texts work. It also depends on some knowledge about the approach and its possible uses.
So, let’s explore the key knowledge children might need to use this language feature effectively.
What is a rhetorical question?
A rhetorical question is a question that doesn’t require an answer. Instead, it’s asked to make a point or create a particular effect, such as:
- sparking curiosity
- emphasising an idea
- encouraging the reader to reflect on something
For KS2 children, rhetorical questions can be an easy way of adding depth, texture and interactivity to their writing. They’re particularly useful for making a reader stop and think.
When introducing rhetorical questions, we can help pupils understand how to use them by focusing on their possible purposes, explaining that they are often used to suggest rather than ask.
For example, if we ask our reader ‘Who wouldn’t want to explore a magical forest?’, we’re not really expecting an answer. Instead, we’re suggesting that a magical forest might be an exciting place to visit.
Rhetorical question examples
Rhetorical questions are versatile tools. They can be used in fiction for exciting action scenes, or character dialogue, and to introduce key ideas in non-fiction writing.
They can help create a connection between the writer and the reader in both genres, as if we’re having a conversation with them.
Here are some examples of rhetorical questions that KS2 children might use:
Narrative fiction: ‘Well, what would you do if you found a hidden door at the bottom of your garden?’. This invites the reader into the story, helping them to see the situation through a character’s eyes.
Non-fiction/explanation texts: ‘Why do plants need sunlight?’ Here, the rhetorical question isn’t looking for an answer from the reader, but setting up the detailed and interesting explanation that will follow.
Narratives with rhetorical questions
In narrative writing, rhetorical questions can draw readers into the story and help them to feel as though they’re experiencing the events alongside the characters.
For example, in our story, Josh might wake up to discover a large package has been delivered to his house.
By asking himself, ‘Could the parcel really be for me?’, readers are invited to share Josh’s emotions and thoughts; in this case surprise, excitement and perhaps even disbelief.
So, when writing a story, a child might say:
Amina peeked around the corner. The hallway was empty, but she felt a chill run down her spine. Was someone watching her? Was that why she felt so nervous?
By using rhetorical questions, the child has created a sense of suspense and mystery, putting the reader directly into Amina’s shoes.
We can encourage KS2 pupils to try using this approach when they want to convey a character’s inner thoughts or feelings as a way of pulling readers deeper into the narrative, making them feel like they’re part of the character’s journey.
How to write a rhetorical question
Once children understand their purpose, we’d hope that they choose to use rhetorical questions naturally in their writing, navigating when the technique best serves their purpose.
However, some pupils might benefit from having the writer’s thought process explained clearly so they can see why these choices have been made.
To help, we might encourage children to follow four easy steps to help them craft their own writing:
- Identify the purpose – what effect do pupils want to achieve? Do they want to surprise the reader, make them think, or build suspense?
- Put ourselves in the reader’s shoes – imagine the question the reader might be asking themselves at this moment in the story or text.
- Don’t expect an answer – remind the children that the goal isn’t to get a response, but to make the reader pause or reflect.
- Make it relevant – the best rhetorical questions relate directly to the topic, action or characters’ emotions in the story, keeping readers focused and engaged.
Adventure story example
For example, let’s imagine a child is writing an adventure story about a character named Ruben who’s exploring an ancient cave filled with mysterious, magical treasures.
Here’s how they might create a rhetorical question for a suspenseful moment in the story following our steps:
- Identify the purpose – the child wants to create a feeling of suspense, making readers wonder if Ruben is in danger.
- Put ourselves in the reader’s shoes – at this moment, the reader might be wondering, ‘Is Ruben safe or is something about to happen to him?’
- Don’t expect an answer – pupils should aim to phrase the question in a way that encourages reflection but doesn’t require a specific answer.
- Make it relevant – as the scene is set in a dark, mysterious cave, the question should relate to the setting and Ruben’s feeling of nervousness and uncertainty.
The outcome could look like this:
Ruben took a step forward, his heart pounding. Was he truly alone in this ancient cave, or was someone – or something – in here with him?
Non-fiction example
If the child is writing a non-fiction text about volcanoes, they might use a rhetorical question to introduce a new idea or grab the reader’s attention.
- Identify the purpose – the child should make the reader curious and engaged with the topic of volcanoes.
- Put ourselves in the reader’s shoes – the reader might be wondering ‘Why do volcanoes erupt?’ or ‘What causes these eruptions?’
- Don’t expect an answer – the question should set up the topic without requiring the reader to have prior knowledge.
- Make it relevant – the question should lead naturally into the explanation that follows.
The outcome could look like this:
Have you ever wondered what causes a volcano to erupt with such power and force?
Giving pupils the chance to write and share examples of rhetorical questions with each other and encouraging them to experiment with different effects can help them to use rhetorical questions in their own independent writing. Practice makes perfect!
Rhetorical questions in explanation texts
In non-fiction writing, rhetorical questions can help to introduce new ideas or emphasise key points. For example, in an explanation text about plants, a child might write:
Why is it that some plants lean or grow towards the sun? How do they know which direction to go?
Here, the question introduces an interesting idea and prepares the reader for the explanation that follows.
Rhetorical questions can make information texts more engaging by involving the reader’s curiosity and inviting them to explore the idea (and think!) along with the writer.
Effects of a rhetorical question
So, why might KS2 children use rhetorical questions in their writing? (See what I’ve done again?) Here are some of the key effects they might try to create:
Reader engagement
Rhetorical questions can help to make readers feel directly involved in the text, sparking their curiosity and prompting them to think actively about the topic or story while or even before they read.
In fiction: Sophie glanced around the empty room. Where had everyone gone?
This question invites the reader to wonder along with the character, hopefully increasing their investment in the mysterious scene that is about to unfold.
In non-fiction: Have you ever wondered what life is like for astronauts staying in space?
Here, the rhetorical question is intended to pique the reader’s interest, before providing a detailed explanation about life on the International Space Station.
Building tension
In narratives, rhetorical questions can build suspense.
In fiction: The footsteps seemed to grow louder behind him. Was it just his imagination, or was someone following him?
This creates tension by making readers share the character’s anxiety, enhancing the atmosphere of suspense and possible danger.
Drawing attention or focus
Rhetorical questions can help emphasise key points or ideas, signalling to the reader that a particular detail or fact is especially important.
In fiction: But why would the thief risk everything to steal an old, battered box?
This question highlights the importance of the box, encouraging readers to think about its possible role in the story and why it might be worth risking being caught to steal it.
In non-fiction: Why do many scientists think the rate of climate change is increasing?
In an article about climate change, this question helps focus the reader’s attention on the most important point.
It frames the explanation of the issue that follows as something deserving of the reader’s attention (and perhaps even creating a sense of urgency).
Establishing voice
In fiction, rhetorical questions can help children to show a character’s personality. They can create a particular tone to non-fiction, perhaps building a conversational style that feels less formal and more relatable to their reader.
In fiction: ‘Did Deanna really think she could outsmart her wise old grandmother?’ chuckled Gran to herself.
This question adds a playful, knowing tone to the writing. It gives readers insight into Gran’s perspective, hinting that Deanna might not get away with whatever she’s up to!
In non-fiction: I mean, if they could choose anything, who would actually choose to eat vegetables?
In an informative piece about different food groups, this question creates a playful, conversational tone, inviting the reader to reflect on their own experiences as if they were talking with a friend.
James Clements is an education writer and researcher. His latest project is FluentZoo, a resource for supporting children’s reading fluency.
