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Usually, effective writing uses the active voice and shuns the passive. Nevertheless,
some situations are awkward or inappropriate when expressed in the active voice.
Certainly, these situations call for the passive voice.
Compare.
Active: The waiter dropped the tray of food.
Passive: The tray of food was dropped by the waiter.
• The active voice is less awkward and clearly states relationship between
subject and action.
Compare.
Passive: Your request for funding has been denied by the review
committee.
Active: The review committee denied your request for funding.
• The active voice sentence pattern propels the reader forward through your
writing thus avoiding weak prose.
Used with permission from Oregon State University Business Writing web page by
Donna Shaw www.orst.edu
In active voice sentences, the verb expresses the action in the sentence, the subject
performs the action, and the object is the recipient of the action. Active sentences follow
the pattern: subject-verb-object.
In a passive voice sentence, the subject and object flip-flop. The subject becomes the
passive recipient of the action.
The passive voice requires a "double verb" and will always consist of a form of the verb
"to be" and the past participle (usually the "en/ed/t" form) of another verb. Example: is
kicked
Writers should be familiar with the forms of "to be" so that they can easily identify the
passive voice in their work.
Review the forms of "to be": am, is, are, was, were, be, being, been
Note the forms of "to be" in the examples of the verb "to kick" in various forms of the
passive voice:
Often passive voice sentences will contain a "by" phrase indicting who or what
performed the action. Passive sentences can be easily transformed into active
sentences when the object of the preposition "by" is moved to the subject position in the
sentence.
Used with permission from Oregon State University Business Writing web page by
Donna Shaw www.orst.edu
Read this essay carefully paying special attention to passive voice verbs. Revise the
essay by changing the passive verbs into active verbs where appropriate.
Mistakes
Adapted from Readable Writing: Revising for Style by H. Wendell Smith p 112-114.
You should have used the active voice to replace passive in lines 5-6, 7-8, 11, 12, 1, 25,
34, 37, 39, and 42-43. Remember an occasional passive-voice sentence, if not
awkward, may be appropriate.
Note Style: Ten Lessons in Clarity & Grace by Joseph M. Williams contains a really nice
discussion of passive voice and exercises (pp. 72-83). The book is located in the style
section of the Writing Center library.
1. The particular topic chosen by the instructor for study in his section of
English 2 must be approved by the Steering Committee. [Hint: Start with
"The Steering Committee."]
2. Recommendations concerning the type of study needed to assure
adequate definition of the larger problem and develop feasible options in
programs designed to eliminate or greatly reduce both the direct and
indirect effects within a reasonable time and at acceptable cost were
presented in the report. [Begin with "The report."]
3. Avoidance of such blunders should not be considered a virtue for which
the student is to be commended, any more than he would be praised for
not wiping his hands on the tablecloth or polishing his shoes with guest
towels. [Hint: Begin with "We should not."]
4. Collaborative analytical determinations were utilized to assess the
probable consequences of mechanical failure. [Start with "Analysts."]
5. The difference between restrictives and nonrestrictives can also be better
approached through a study of the different contours that mark the
utterance of the two kinds of element than through confusing attempts to
differentiate the two by meaning. ["One can."]
6. Individuals whose income is insufficient to lift them above poverty must be
provided with assistance from public sources. [Start active, and try
"Supplement."]
7. In the next thirty-five years it is expected that there will be more
engineering work to be done than has been done in all of recorded
history.[Make "The next thirty-five years" the subject.]
8. If expansion is not accomplished, then two less-efficient alternatives must
be acted upon: either the book sales will have to be in separate quarters
or else the whole enterprise will have to be moved to a new location. [Try
"we."]
9. Trees on average sites are expected to be about twenty inches in
diameter when they are eighty years old if they are managed properly
since youth. [Start "Managed properly."]
10. Any amended declaration should be filed with the Internal Revenue Office
with whom the original declaration was filed even if you move to another
district.
I stand at one side of the room and throw my keys on the floor, telling the class to make me a
sentence about what I just did and to begin the sentence with my name. I always get “Ms. Van
Goor threw her keys on the floor.” I smile and write the sentence on the board.
VG: And the subject of the sentence is?
Class: Ms. Van Goor.
VG: Right! And the verb?
Class: Threw.
VG: Right again.
Now I pick up my keys and do the same thing again, but this time I tell them they must
begin the sentence with The keys. It takes only a few minutes longer for them to get “The keys
were thrown on the floor by Ms. Van Goor.” I write that sentence on the board also.
VG: And the subject is?
Class: The keys.
VG: Right! And the verb?
Class: (This takes longer, several tries, but eventually someone says it) Were
thrown.
VG: Right. Now, in the first sentence, was the subject (I underline the
subject once) doing what the verb (I underline the verb twice)
described?
Class: Yes.
VG: Was the subject active, doing something?
Class: Yes.
VG: OK, how about the second sentence? Did the subject (I underline it
once) do what the verb (I underline it twice) described?
Class: (much more slowly!) No-o-
VG: Was the subject active, doing something?
Class: No-o-.
VG: Or was the subject passive, just sitting there letting something else do
something to it?
Class: (very tentatively) Passive?
VG: Yeah. The subject didn't do anything, but somebody or something did
something to the subject. I don't know why we call the verb “passive”;
it's actually the subject that's sitting there passively letting something
happen to it, but that's the way it goes. We say was thrown is a passive
verb.
Another day, I use body diagramming. I call three students up to the front of the room and
give them three slips of paper. Written on one is The new outfielder; on another, hit; and on
another, the ball. Then I tell these three students to arrange themselves so that they make a
sentence and that they must somehow interact with one another in so doing. They do fairly
obvious things, the subject usually hitting the verb with enough force to bump the verb into the
direct object.
Then I call three more students up, keeping the first three in place. These three get The
ball and was hit and by the new outfielder. I give them the same instructions. It takes the students
a few minutes but they usually end up with the subject and verb students out front and the
prepositional phrase student a step or two behind them, with a hand holding on to the verb. Then,
with both groups of three “acting,” I ask the class to tell me the real difference in what’s going on
up there. Someone will eventually get it: that the action goes to the right in one group and to the
left in the other. If I then ask them to look only at the verbs in the two sentences and find a
difference, someone will eventually notice that the passive verb has two words. And if that class
has by then memorized all the do, be, and have verbs, I'll ask what family the helping verb
belongs to and wait until someone recognizes the be family.
If time allows, I get other sets of students up front and ask them to make up their own short
sentences with active and passive verbs and rearrange themselves as necessary. We get lots of
laughs—and students find out not only how to shift from one voice to the other but also how
such shifts affect the meaning and flow of the sentence and how indispensable the be verb and
the past participle are.
active passive
The dispatcher is notifying police that three Police are being notified that three prisoners have
prisoners have escaped. escaped.
Surgeons successfully performed a new A new experimental liver-transplant operation was
experimental liver-transplant operation performed successfully yesterday.
yesterday.
"Authorities make rules to be broken," he said "Rules are made to be broken," he said defiantly.
defiantly.
In each of these examples, the passive voice makes sense because the agent is relatively
unimportant compared to the action itself and what is acted upon.
If you want to change an active-voice sentence to passive voice, consider carefully who or what
is performing the action expressed in the verb, and then make that agent the object of a "by
the..." phrase. Make what is acted upon the subject of the sentence, and change the verb to a form
of be + past participle. Including an explicit "by the..." phrase is optional.
The
presiding
officer
The
leaders
The
scientists
In each of these examples, the passive voice is useful for highlighting the action and what is
acted upon instead of the agent.