{"id":219,"date":"2016-08-08T21:29:23","date_gmt":"2016-08-08T21:29:23","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/styleguide\/?post_type=chapter&#038;p=219"},"modified":"2023-07-31T19:26:39","modified_gmt":"2023-07-31T19:26:39","slug":"active-and-passive-voice","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/chapter\/active-and-passive-voice\/","title":{"raw":"Active and Passive Voice","rendered":"Active and Passive Voice"},"content":{"raw":"<strong>Passive<\/strong> can be an ambiguous term in writing because it can refer to a grammatical construction, but it can also refer to the way a sentence \"feels,\" usually meaning something like \"flat\" or \"abstract\" or \"devoid of clear narrative action.\" <strong>Voice<\/strong> is similarly ambiguous: it can also refer to the general \u201cfeel\u201d or \"style\" of the writing (as in the advice to find your own voice), or it can be used in a more technical sense when applied to a verb to indicate whether the subject of a sentence acts or is acted upon.\u00a0In this section, we will focus on the technical sense as we discuss active and passive voice.\r\n\r\nYou\u2019ve probably heard of the passive voice, perhaps in a comment from a teacher or in the\u00a0grammar checker of a word processor. In both of these instances, you were probably guided away from the passive voice. Why is this the case? Why is the passive voice so disliked? After all, it\u2019s been used three times on this page already (four times now). The first possible answer is that using the passive too frequently can obfuscate the central narrative of your writing. A related answer is that teachers issue a blanket warning against it because students need a relatively sophisticated grasp of the exceptions to the rule in order to use the passive effectively. What might be too much information for a schoolchild, however, constitutes useful information for a college-level writer.\u00a0There are certainly instances where the passive voice is a better choice than the active.\r\n\r\nOne way to think about the difference between these two grammatical voices is that an active voice sentence is written in the form of \u201cA does B,\u201d for example, \"Carmen sings\u00a0the melody.\" A passive voice sentence is written in the form of \u201cB is done by A,\u201d for example, \"The melody is sung by Carmen.\" Both constructions are grammatically correct; the difference is one of voice. You might notice that this definition works for transitive verbs (verbs that take a direct object); only transitive verbs can take the passive voice.\r\n\r\nLet's look at a couple of more complicated examples of the passive voice:\r\n<ul>\r\n \t<li>I've been hit! (<em>or<\/em>, I\u00a0have been hit!)<\/li>\r\n \t<li>When Jasper's car was struck from behind, he was thrown from it.<\/li>\r\n<\/ul>\r\nIn these sentences, the grammatical subject of the sentence is not the person (or thing) performing the action (represented by a verb). \"I,\" the subject of the first example, did not perform the action of hitting. Jasper's car, the grammatical subject in the second, did not perform the action of striking from behind. Unlike the sentence about Carmen's singing, where even the passive version lets us know who is doing what through the phrase \"by Carmen,\" these sentences don't tell us who or what causes the action.<strong> Put another way, t<\/strong><span class=\"s1\"><strong>he passive voice can \"hide\" who performs an action.<\/strong> Despite these sentences being completely grammatically sound, we don't know who hit \"me\" or\u00a0what struck the car. This issue is why the passive voice can obfuscate the clear narrative of a piece of writing \u2013 imagine that you are \"I' or you are \"Jasper\" \u2013 you probably very much want to know who or what hit you, and who or what struck your car! Not being provided with that information leaves you with an unclear (and probably deeply unsatisfying) narrative. It also puts pressure on context to make things clear for the reader \u2013 we can't tell whether the first example here means \"Gunfire hit me!\" or \"Jimmy hit me!\"<\/span>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaway<\/h3>\r\nIn academic writing, you often demand a lot from your reader simply because a reader has to follow a sophisticated train of thought and its evidence across several pages; writing habits that make your central narrative harder to perceive can exhaust that reader, so we generally prefer the active to the passive voice. We'll discuss the exceptions to that preference shortly.\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\nGrammatically, the passive is created using a double structure. Both parts must be present in order for a sentence to be in the passive voice. The passive takes a form of the verb\u00a0<em>to be<\/em>\u00a0(e.g., the melody\u00a0<strong>is <\/strong>sung; it <strong>was<\/strong> struck from behind) as an <em>auxiliary verb<\/em>, paired with the <em>past participle form of the main verb\u00a0<\/em>(e.g., the melody is <strong>sung<\/strong>; it was <strong>struck<\/strong> from behind). Remember that <em>to be <\/em>conjugates irregularly. Its forms include\u00a0<em>am, are, is,\u00a0was, were,<\/em>\u00a0<em>will be, is being, will have been, <\/em>and<em> have been<\/em>.\r\n\r\nAlthough the past participle is a past tense form of a verb, notice that in a passive construction, the verb's tense is not determined by that past participle, but rather by the tense of the auxiliary, <em>to be: <\/em>\"I covered the story\" is in the past tense in this active sentence because the past form of \"to cover\" is \"covered;\" however, \"I am covered by health insurance\" is in the present tense, despite also containing the past participle, because the tense is determined by the auxiliary verb in this passive construction; i.e., \"am.\" Compare that tense to \"I was covered,\" \"I will be covered,\" or \"I have been covered:\" all different tenses, but all passive. <strong>Don't confuse the passive voice with the past tense.<\/strong>\r\n\r\nFurthermore, be aware that English sometimes uses the same form for the past participle and for adjectives. Consider the sentence, \"I was scared.\" Is this a passive construction (\"I was scared by the explosion\") or an adjective (\"I was scared; I was anxious\")? Thinking about how you want the word to function grammatically will help you present it to your reader in its most appropriate form, and will also prevent you from launching an ill-fated witch-hunt after anything (like adjectives and the past form of verbs) that so much as looks like a past participle.\r\n<div class=\"textbox shaded\">\r\n\r\nRemember,\u00a0<em>to be<\/em>\u00a0also has\u00a0more complex forms\u00a0like\u00a0<em>had been<\/em>,\u00a0<em>is being<\/em>, and\u00a0<em>was being.<\/em>\r\n<ul>\r\n \t<li>Mirella <strong>is being<\/strong> pulled away from everything she loves.<\/li>\r\n \t<li>Pietro <strong>had been<\/strong> pushed; I knew it.<\/li>\r\n \t<li>Unfortunately, my car <strong>was being<\/strong> towed away\u00a0by the time I got to it.<\/li>\r\n<\/ul>\r\n<\/div>\r\nBecause\u00a0<em>to be\u00a0<\/em>has other uses than just creating the passive voice, we need to be careful when we identify passive sentences. It's easy to mistake a sentence like \"She had been failing\" or \"He is educated\" for a passive sentence. However, in \"She had been falling,\" <em>had been<\/em>\u00a0simply indicates that the action took place in the past. In \"He is educated,\" <em>is<\/em> is a linking verb. If there is no \"real\" action taking place, <em>is<\/em> is simply acting as a linking verb.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaway<\/h3>\r\nPassives are not the simplest grammatical constructions ever, but here are two key features that will help you identify the passive voice:\r\n<ol>\r\n \t<li>Both the auxiliary and the main verb in its past participle form need to be present. And...<\/li>\r\n \t<li>The grammatical subject of the passive sentence will not be the entity performing the verb.<\/li>\r\n<\/ol>\r\n<h2><\/h2>\r\n<\/div>\r\n&nbsp;\r\n\r\n<strong>Usage<\/strong>\r\n\r\nPassive constructions can\u00a0produce grammatically tangled sentences such as this:\r\n<p style=\"padding-left: 30px;\">Groundwater flow is influenced by zones of fracture concentration, as can be recognized by the two model simulations (see Figures 1 and 2), by which one can see . . .<\/p>\r\nThe sentence is becoming a burden for the reader, and probably for the writer too. As often happens, the passive voice here has smothered potential verbs and kicked off a runaway train of prepositions. But the reader\u2019s task gets much easier in the revised version below:\r\n<p style=\"padding-left: 30px;\">Two model simulations (Figures 1 and 2) illustrate how zones of fracture concentration influence groundwater flow. These simulations show . . .<\/p>\r\nTo revise the above, all we did was look for the two buried things (simulations and zones) in the original version that could actually <em>do <\/em>something, and make them the grammatical subjects of the sentence by placing them in front of active verbs. This is the general principle to follow as you compose in the active voice: place concrete nouns that can perform work in front of active verbs. In other words, tell your reader that most interesting narrative information \u2013 who does what.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nAre the following sentences in the active or passive voice?\r\n<ol>\r\n \t<li>The pill bugs drank more\u00a0sugared water than any other insect in the dish.<\/li>\r\n \t<li>The samples were prepared in a clean room before being sent out for further examination.<\/li>\r\n \t<li>Lady Macbeth was arguing with her husband when she suddenly realized she needed to repent.<\/li>\r\n \t<li>Brahe was a very serious scientist with unique interests.<\/li>\r\n \t<li>When Monet returned to Giverny,\u00a0his gardens had been replanted.<\/li>\r\n<\/ol>\r\n[reveal-answer q=\"206851\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"206851\"]\r\n<ol>\r\n \t<li>This sentence uses the active voice.\u00a0<strong>The pill bugs<\/strong>\u00a0perform the action (<strong>drank<\/strong>) to the object (<strong>more sugared water<\/strong>). If this sentence were written in the passive it would read \"More sugared water was drunk by the pill bugs than by any other insect in the dish.\"<\/li>\r\n \t<li>This sentence uses the passive\u00a0voice. The action (<strong>prepared<\/strong>) was done to the subject of the sentence (<strong>samples<\/strong>). If this sentence were written in the active it would be something like this: \"[Actor] prepared the samples in a clean room before sending them out for further examination.\" Since we do not know who prepared the samples, the active sentence is incomplete in terms of the fundamental narrative of \"who does what.\"<\/li>\r\n \t<li>This sentence uses the active voice. In this case\u00a0<em>was<\/em> indicates that the sentence happened in the past; it does not indicate the passive voice in this instance, and you should notice that it isn't paired with the past participle of \"to argue\" (i.e. \"argued\"). The other two verbs take the past participle form (\"realized\" and \"needed\"), but you should notice that those past participles aren't paired with an auxiliary. No passives here.<\/li>\r\n \t<li>This sentence uses the active voice. In this case\u00a0<em>was<\/em>\u00a0is acting as a linking verb. It links\u00a0<strong>Brahe<\/strong>\u00a0with the phrase\u00a0<em>very serious\u00a0scientist<\/em>. Brahe is both the grammatical subject of the sentence and the narrative actor\/agent\/character who performs the action (of being a very serious scientist).<\/li>\r\n \t<li>The introductory phrase to the sentence (\"When Monet returned to Giverny\") is in the active voice.\u00a0The second phrase\u00a0(\"his gardens had been replanted\")\u00a0uses the passive\u00a0voice. \"His gardens\" are the grammatical subject of that phrase, but they clearly did not replant themselves, so the narrative actor\/agent\/character is missing.<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>","rendered":"<p><strong>Passive<\/strong> can be an ambiguous term in writing because it can refer to a grammatical construction, but it can also refer to the way a sentence &#8220;feels,&#8221; usually meaning something like &#8220;flat&#8221; or &#8220;abstract&#8221; or &#8220;devoid of clear narrative action.&#8221; <strong>Voice<\/strong> is similarly ambiguous: it can also refer to the general \u201cfeel\u201d or &#8220;style&#8221; of the writing (as in the advice to find your own voice), or it can be used in a more technical sense when applied to a verb to indicate whether the subject of a sentence acts or is acted upon.\u00a0In this section, we will focus on the technical sense as we discuss active and passive voice.<\/p>\n<p>You\u2019ve probably heard of the passive voice, perhaps in a comment from a teacher or in the\u00a0grammar checker of a word processor. In both of these instances, you were probably guided away from the passive voice. Why is this the case? Why is the passive voice so disliked? After all, it\u2019s been used three times on this page already (four times now). The first possible answer is that using the passive too frequently can obfuscate the central narrative of your writing. A related answer is that teachers issue a blanket warning against it because students need a relatively sophisticated grasp of the exceptions to the rule in order to use the passive effectively. What might be too much information for a schoolchild, however, constitutes useful information for a college-level writer.\u00a0There are certainly instances where the passive voice is a better choice than the active.<\/p>\n<p>One way to think about the difference between these two grammatical voices is that an active voice sentence is written in the form of \u201cA does B,\u201d for example, &#8220;Carmen sings\u00a0the melody.&#8221; A passive voice sentence is written in the form of \u201cB is done by A,\u201d for example, &#8220;The melody is sung by Carmen.&#8221; Both constructions are grammatically correct; the difference is one of voice. You might notice that this definition works for transitive verbs (verbs that take a direct object); only transitive verbs can take the passive voice.<\/p>\n<p>Let&#8217;s look at a couple of more complicated examples of the passive voice:<\/p>\n<ul>\n<li>I&#8217;ve been hit! (<em>or<\/em>, I\u00a0have been hit!)<\/li>\n<li>When Jasper&#8217;s car was struck from behind, he was thrown from it.<\/li>\n<\/ul>\n<p>In these sentences, the grammatical subject of the sentence is not the person (or thing) performing the action (represented by a verb). &#8220;I,&#8221; the subject of the first example, did not perform the action of hitting. Jasper&#8217;s car, the grammatical subject in the second, did not perform the action of striking from behind. Unlike the sentence about Carmen&#8217;s singing, where even the passive version lets us know who is doing what through the phrase &#8220;by Carmen,&#8221; these sentences don&#8217;t tell us who or what causes the action.<strong> Put another way, t<\/strong><span class=\"s1\"><strong>he passive voice can &#8220;hide&#8221; who performs an action.<\/strong> Despite these sentences being completely grammatically sound, we don&#8217;t know who hit &#8220;me&#8221; or\u00a0what struck the car. This issue is why the passive voice can obfuscate the clear narrative of a piece of writing \u2013 imagine that you are &#8220;I&#8217; or you are &#8220;Jasper&#8221; \u2013 you probably very much want to know who or what hit you, and who or what struck your car! Not being provided with that information leaves you with an unclear (and probably deeply unsatisfying) narrative. It also puts pressure on context to make things clear for the reader \u2013 we can&#8217;t tell whether the first example here means &#8220;Gunfire hit me!&#8221; or &#8220;Jimmy hit me!&#8221;<\/span><\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaway<\/h3>\n<p>In academic writing, you often demand a lot from your reader simply because a reader has to follow a sophisticated train of thought and its evidence across several pages; writing habits that make your central narrative harder to perceive can exhaust that reader, so we generally prefer the active to the passive voice. We&#8217;ll discuss the exceptions to that preference shortly.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>Grammatically, the passive is created using a double structure. Both parts must be present in order for a sentence to be in the passive voice. The passive takes a form of the verb\u00a0<em>to be<\/em>\u00a0(e.g., the melody\u00a0<strong>is <\/strong>sung; it <strong>was<\/strong> struck from behind) as an <em>auxiliary verb<\/em>, paired with the <em>past participle form of the main verb\u00a0<\/em>(e.g., the melody is <strong>sung<\/strong>; it was <strong>struck<\/strong> from behind). Remember that <em>to be <\/em>conjugates irregularly. Its forms include\u00a0<em>am, are, is,\u00a0was, were,<\/em>\u00a0<em>will be, is being, will have been, <\/em>and<em> have been<\/em>.<\/p>\n<p>Although the past participle is a past tense form of a verb, notice that in a passive construction, the verb&#8217;s tense is not determined by that past participle, but rather by the tense of the auxiliary, <em>to be: <\/em>&#8220;I covered the story&#8221; is in the past tense in this active sentence because the past form of &#8220;to cover&#8221; is &#8220;covered;&#8221; however, &#8220;I am covered by health insurance&#8221; is in the present tense, despite also containing the past participle, because the tense is determined by the auxiliary verb in this passive construction; i.e., &#8220;am.&#8221; Compare that tense to &#8220;I was covered,&#8221; &#8220;I will be covered,&#8221; or &#8220;I have been covered:&#8221; all different tenses, but all passive. <strong>Don&#8217;t confuse the passive voice with the past tense.<\/strong><\/p>\n<p>Furthermore, be aware that English sometimes uses the same form for the past participle and for adjectives. Consider the sentence, &#8220;I was scared.&#8221; Is this a passive construction (&#8220;I was scared by the explosion&#8221;) or an adjective (&#8220;I was scared; I was anxious&#8221;)? Thinking about how you want the word to function grammatically will help you present it to your reader in its most appropriate form, and will also prevent you from launching an ill-fated witch-hunt after anything (like adjectives and the past form of verbs) that so much as looks like a past participle.<\/p>\n<div class=\"textbox shaded\">\n<p>Remember,\u00a0<em>to be<\/em>\u00a0also has\u00a0more complex forms\u00a0like\u00a0<em>had been<\/em>,\u00a0<em>is being<\/em>, and\u00a0<em>was being.<\/em><\/p>\n<ul>\n<li>Mirella <strong>is being<\/strong> pulled away from everything she loves.<\/li>\n<li>Pietro <strong>had been<\/strong> pushed; I knew it.<\/li>\n<li>Unfortunately, my car <strong>was being<\/strong> towed away\u00a0by the time I got to it.<\/li>\n<\/ul>\n<\/div>\n<p>Because\u00a0<em>to be\u00a0<\/em>has other uses than just creating the passive voice, we need to be careful when we identify passive sentences. It&#8217;s easy to mistake a sentence like &#8220;She had been failing&#8221; or &#8220;He is educated&#8221; for a passive sentence. However, in &#8220;She had been falling,&#8221; <em>had been<\/em>\u00a0simply indicates that the action took place in the past. In &#8220;He is educated,&#8221; <em>is<\/em> is a linking verb. If there is no &#8220;real&#8221; action taking place, <em>is<\/em> is simply acting as a linking verb.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaway<\/h3>\n<p>Passives are not the simplest grammatical constructions ever, but here are two key features that will help you identify the passive voice:<\/p>\n<ol>\n<li>Both the auxiliary and the main verb in its past participle form need to be present. And&#8230;<\/li>\n<li>The grammatical subject of the passive sentence will not be the entity performing the verb.<\/li>\n<\/ol>\n<h2><\/h2>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong>Usage<\/strong><\/p>\n<p>Passive constructions can\u00a0produce grammatically tangled sentences such as this:<\/p>\n<p style=\"padding-left: 30px;\">Groundwater flow is influenced by zones of fracture concentration, as can be recognized by the two model simulations (see Figures 1 and 2), by which one can see . . .<\/p>\n<p>The sentence is becoming a burden for the reader, and probably for the writer too. As often happens, the passive voice here has smothered potential verbs and kicked off a runaway train of prepositions. But the reader\u2019s task gets much easier in the revised version below:<\/p>\n<p style=\"padding-left: 30px;\">Two model simulations (Figures 1 and 2) illustrate how zones of fracture concentration influence groundwater flow. These simulations show . . .<\/p>\n<p>To revise the above, all we did was look for the two buried things (simulations and zones) in the original version that could actually <em>do <\/em>something, and make them the grammatical subjects of the sentence by placing them in front of active verbs. This is the general principle to follow as you compose in the active voice: place concrete nouns that can perform work in front of active verbs. In other words, tell your reader that most interesting narrative information \u2013 who does what.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Are the following sentences in the active or passive voice?<\/p>\n<ol>\n<li>The pill bugs drank more\u00a0sugared water than any other insect in the dish.<\/li>\n<li>The samples were prepared in a clean room before being sent out for further examination.<\/li>\n<li>Lady Macbeth was arguing with her husband when she suddenly realized she needed to repent.<\/li>\n<li>Brahe was a very serious scientist with unique interests.<\/li>\n<li>When Monet returned to Giverny,\u00a0his gardens had been replanted.<\/li>\n<\/ol>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q206851\">Show Answer<\/span><\/p>\n<div id=\"q206851\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>This sentence uses the active voice.\u00a0<strong>The pill bugs<\/strong>\u00a0perform the action (<strong>drank<\/strong>) to the object (<strong>more sugared water<\/strong>). If this sentence were written in the passive it would read &#8220;More sugared water was drunk by the pill bugs than by any other insect in the dish.&#8221;<\/li>\n<li>This sentence uses the passive\u00a0voice. The action (<strong>prepared<\/strong>) was done to the subject of the sentence (<strong>samples<\/strong>). If this sentence were written in the active it would be something like this: &#8220;[Actor] prepared the samples in a clean room before sending them out for further examination.&#8221; Since we do not know who prepared the samples, the active sentence is incomplete in terms of the fundamental narrative of &#8220;who does what.&#8221;<\/li>\n<li>This sentence uses the active voice. In this case\u00a0<em>was<\/em> indicates that the sentence happened in the past; it does not indicate the passive voice in this instance, and you should notice that it isn&#8217;t paired with the past participle of &#8220;to argue&#8221; (i.e. &#8220;argued&#8221;). The other two verbs take the past participle form (&#8220;realized&#8221; and &#8220;needed&#8221;), but you should notice that those past participles aren&#8217;t paired with an auxiliary. No passives here.<\/li>\n<li>This sentence uses the active voice. In this case\u00a0<em>was<\/em>\u00a0is acting as a linking verb. It links\u00a0<strong>Brahe<\/strong>\u00a0with the phrase\u00a0<em>very serious\u00a0scientist<\/em>. Brahe is both the grammatical subject of the sentence and the narrative actor\/agent\/character who performs the action (of being a very serious scientist).<\/li>\n<li>The introductory phrase to the sentence (&#8220;When Monet returned to Giverny&#8221;) is in the active voice.\u00a0The second phrase\u00a0(&#8220;his gardens had been replanted&#8221;)\u00a0uses the passive\u00a0voice. &#8220;His gardens&#8221; are the grammatical subject of that phrase, but they clearly did not replant themselves, so the narrative actor\/agent\/character is missing.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-219\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Revision and Adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Revision and Adaptation. <strong>Authored by<\/strong>: Gillian Paku. <strong>Provided by<\/strong>: SUNY Geneseo. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>The Passive versus Active Voice Dilemma. <strong>Authored by<\/strong>: Joe Schall. <strong>Provided by<\/strong>: The Pennsylvania State University. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.e-education.psu.edu\/styleforstudents\/c1_p11.html\">https:\/\/www.e-education.psu.edu\/styleforstudents\/c1_p11.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":17,"menu_order":9,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"The Passive versus Active Voice Dilemma\",\"author\":\"Joe Schall\",\"organization\":\"The Pennsylvania State University\",\"url\":\"https:\/\/www.e-education.psu.edu\/styleforstudents\/c1_p11.html\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"Gillian Paku\",\"organization\":\"SUNY 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