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<div id="main-column" class="span9"> <article id="question-frames" style="margin-top: 16px;">
<h1 class="section-title">Question frames</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Language System</span><span class="divider">/</span></li><li><span class="gray">Key Language Issues</span><span class="divider">/</span></li><li><span class="gray">The Asking of Questions</span><span class="divider">/</span></li><li><span class="active">Question frames</span></li></ul>
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<h2>On developing question strategies</h2>
<p>Grammar books, I discover, are not really helpful about how to <em><strong>handle</strong></em> questions usefully. Having scanned quite a few, they either concentrate on how to <em>construct</em> questions (inverting subject and verb [yes/no type], or using pronouns [wh-, or interrogative pronouns]), or on how and when to <em>use</em> questions (as polite requests, for instance) - but there seems to be little interest in how to handle sequences of questions for the purpose of methodical exploration and enquiry.</p>
<p>It would seem to be useful to supply Diploma students of English B with some sense of how questions can be deployed to analyse and grasp complex situations and concepts, and that is what this page proposes.</p>
<h3>The question toolbox</h3>
<p>I suggest four main categories of question, based on the kind of answer we can expect from each :-</p>
<p>.</p>
<h2><em><strong>The Yes/No type</strong></em> </h2>
<p>... These are used when, in fact, we already have a prediction about the possible answer, and simply want to confirm or reject this possibility. They are often called 'closed' questions, because they exclude everything but the <strong><em>precise option</em></strong> offered. For example ...</p>
<p style="margin-left: 40px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Is that Andrea over there? ... </span></em></span></p>
<p style="margin-left: 80px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Is it hot in Spain? ... </span></em></span></p>
<p style="margin-left: 120px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Have you been to Beijing? ... </span></em></span></p>
<p style="margin-left: 160px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Do you like oranges? ...</span></em></span></p>
<p>Yes/No questions operate like a kind of on/off switch, and as we know from the principle of the digital computer, you can construct vastly complex systems on the basis of lots and lots of yes/no, positive/negative decisions - but, at root, there are only two possible answers to Yes/No questions. The other three types that I suggest, below, are much more 'open', in that they all call for, require, elicit answers which you have not predicted, at least precisely ... and so, that genuinely expand what you know.</p>
<p>.</p>
<h2><em><strong>The Basics type</strong></em> </h2>
<p>... These 'open' questions, based on the 'wh-' question pronouns, assume a wide range of possible answers - at least within the scope of the basic focus of the question, since you don't expect the answer to a question that begins 'Who...' to include a description of types of clothes! They seek <em><strong>information</strong></em> for a basic data-base to support further discussion.</p>
<p style="margin-left: 40px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Who is that over there? ... </span></em></span></p>
<p style="margin-left: 80px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">What's the weather like in Spain? ... </span></em></span></p>
<p style="margin-left: 120px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Where have you been in China? ... </span></em></span></p>
<p style="margin-left: 160px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">What fruit do you like? ...</span></em></span></p>
<p>.</p>
<h2><em><strong>The Causes & Results type</strong></em> </h2>
<p>... The key quality of this kind of question is that it requires inherently more complicated answers than the Basics type, since it is concerned with chains of cause-and-effect. They are even more 'open' than the Basics, because they are likely to require answers with several items of information, linked together by logic or value judgements or direct effect. In short, they require <strong><em>explanation</em></strong>, not just information.</p>
<p style="margin-left: 40px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Why is that person standing there? ...</span></em></span></p>
<p style="margin-left: 80px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">So what does the sunshine do to the social life in Spain? ...</span></em></span></p>
<p style="margin-left: 120px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">How did your experience in China change your ideas about economics? ...</span></em></span></p>
<p style="margin-left: 160px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">Why do you like grapes so much? ...</span></em></span></p>
<p>.</p>
<h2><em><strong>The Fine Detail type</strong></em> </h2>
<p>... These questions are likely to build on information and ideas already uncovered by questions of the previous three types. They are possibly less 'open' than the previous two types, because they require precise answers, aiming to eliminate possible variations which are not exactly relevant.In essence, they aim to elicit <em><strong>precise clarification</strong></em> of ideas that have already been explored in general.</p>
<p style="margin-left: 40px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">How important is it for him to stand there all night? ...</span></em></span></p>
<p style="margin-left: 80px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">From which point of view is sunshine a good thing for Spain? ...</span></em></span></p>
<p style="margin-left: 120px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">How much has your Chinese experience changed you? ...</span></em></span></p>
<p style="margin-left: 160px;"><span style="color:#0000cd;"><em><span style="font-family: comic sans ms,cursive;">In which sense do you mean that grapes are 'the perfect fruit'? ...</span></em></span></p>
<p>.</p>
<p>.</p>
<h2>A Question Frame</h2>
<p>I would not claim that the following formulation is comprehensive, but I trust that it is useful and usable.</p>
<p>It works on the principle that the frame can be placed, like a lense, onto any statement, and one can then work out through the concentric frames - asking as many questions as necessary in each frame to establish as much detail as one wants.</p>
<p>.</p>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/Asking%20of%20question%20frame%20colour.jpg" style="width: 800px; height: 309px;"></p>
<p>.</p>
<p>.</p>
<p>.</p>
<h2>Teaching the ideas</h2>
<p>I provide two handouts, which may form the basis, respectively, of two different approaches :-</p>
<p>The <strong>Question frame master</strong> ... is most useful with groups which are already quite advanced in thinking skills and language - it will work mainly as a clear, succinct summary of concepts which the students may well have grasped already.</p>
<p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family: comic sans ms,cursive;">With able groups, simply give out the sheet, let them absorb the concept, and then ask them ... ask questions about it! If they are suspicious of the whole approach, ask them to come up with another formulation, another system of categories. If they are happy with it, practise immediately with any suitable short statement ... along the lines of examples useful for the HL Paper 2 Section B <strong>Personal Response</strong>. Indeed, you will find examples for practice on the page<a href="../../personal-response/handling-the-pr.htm"> </a></span></span><span style="font-size:14px;"><strong><a href="http://www.thinkib.net/englishb/personal-response/handling-the-pr.htm"><span style="font-family: comic sans ms,cursive;">Handling the PR </span></a></strong></span><span style="color:#006400;"><span style="font-family: comic sans ms,cursive;">... and you may find this Question Frame idea an alternative to the analytical approach suggested there for generating ideas.</span></span></p>
<p>The <strong>Question frame worksheet</strong> ... is more relevant for groups which need to have the whole idea of questions-for-different-purposes introduced to them - groups which may have a weaker grasp of the language, and may need to reflect more fully about how they think, and why.</p>
<p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family: comic sans ms,cursive;">This approach suggests that you have to <em><strong>elicit </strong></em>the idea of a system of different types of question ... and of course, eliciting is always a sound way of embedding an idea properly, so it may be good to use this approach even with able groups. The worksheet has fairly self-explanatory instructions, so simply help the students to follow what they have to do.</span></span></p>
<p style="margin-left: 40px;"><span style="color:#006400;"><span style="font-family: comic sans ms,cursive;">I decided that the deductive approach was most efficient, establishing the categories first and then getting them to sort out examples of questions - but you could try the inductive approach, if you're feeling daring. Photocopy the cloud of question examples separately ... see if they can decide on patterns ... try to elicit the target pattern (based on the notion of questions having required purposes) ... then give out the full worksheet, to draw the whole process together. </span></span></p>
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<p><span style="font-size:14px;"><strong>Handouts</strong></span></p>
<p><a href="/media/ib/englishb/files/Asking%20questions%20master%20handout.pdf"><span style="font-size:14px;"><strong><img class="ico" src="../../../img/icons/exercise.png"> Question frame master</strong></span></a></p>
<p><a href="/media/ib/englishb/files/Asking%20questions%20master%20worksheet.pdf"><span style="font-size:14px;"><strong><img class="ico" src="../../../img/icons/exercise.png"> Question frame worksheet</strong></span></a></p>
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