The present study added rhetorical questions to prior exploration of the relationship between response involvement, quality of argument, and number of arguments. A 2 (response involvement) × 2 (quality of argument) × 2 (number of arguments) × 2 (style of introduction) design was used. Subjects were involved by allowing them to vote on their final examination questions. Good arguments were superior to bad arguments on all dependent variables. There were no more significant interactions than would be attributed to chance.
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