{"id":220,"date":"2016-08-08T21:28:48","date_gmt":"2016-08-08T21:28:48","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/styleguide\/?post_type=chapter&#038;p=220"},"modified":"2023-07-31T19:35:15","modified_gmt":"2023-07-31T19:35:15","slug":"using-the-passive-voice","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/chapter\/using-the-passive-voice\/","title":{"raw":"Using the Passive Voice","rendered":"Using the Passive Voice"},"content":{"raw":"There are several different situations where the passive voice is more useful than the active voice. The passive is not \"wrong\"\u2013you just have to be mindful of when you do or do not use it. Here are some common scenarios where the passive has a use:\r\n<ul>\r\n \t<li>When you don't know who did the action:\u00a0<em>The paper had been moved.<\/em>\r\n<ul>\r\n \t<li>The active voice would be something like this: \"Someone had moved the paper.\" If you don't know who the someone was and you want to avoid sounding like you're blaming someone, the passive allows you to communicate the information about the paper without assigning responsibility or blame to anyone. You may or may not want the vague element of mystery this formulation entails (\"<em>Should<\/em> I care who moved the paper? Why don't we know who moved the paper??\"). A mood of mystery can be especially helpful in writing fiction, but this passive construction can also signal a more straightforward lack of knowledge.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>When you know who performed the action, but you don't consider that information important: <em>The Petri dish had been sterilized and the new bacteria had been added.\u00a0<\/em>\r\n<ul>\r\n \t<li>Presumably anybody would have gone through the standard procedure for sterilizing the dish in the same way and would also have followed the protocols for adding the bacteria. These cases where the methodology is prescribed and the expectation is that experimenters or researchers or students are following rules that are not individualized \u00a0(and that others in different times and places could replicate those actions to test the results) often occur in the natural and social sciences and are why those disciplines often (but not exclusively) employ the passive voice in formal writing.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>When you want to deliberately hide who did the action:\u00a0<em>The paper had been\u00a0ripped.<\/em>\r\n<ul>\r\n \t<li>Three guesses as to who ripped the paper when the speaker uses this passive formulation! Using the passive puts the focus on the paper's fate rather than on the person who ripped it, as the culprit is completely left out of the sentence.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>When you want to emphasize the person or thing the action was done to: <em>Clarissa was hurt by her family's insistence on a lucrative marriage to the odious Mr. Solmes.<\/em>\r\n<ul>\r\n \t<li>Because of the power of our narrative expectations, which lead us to anticipate that the grammatical subject of a sentence will also be the agent of the action (i.e., that we will be told a.s.a.p. in a sentence the answer to \"who does what?\"), we automatically focus on the subject of the sentence. Using passive to push someone who isn't the agent into the subject position is particularly effective if your larger unit of writing (your whole paragraph, or your whole essay) focuses on that person. Here, for example, Clarissa is the heroine of an eponymous eighteenth-century novel; we can almost guarantee that an essay containing this sentence would be more about Clarissa than about the odious but minor character of Mr. Solmes, or even about Clarissa's family's mercenary motivations. If most sentences in this essay are active and have Clarissa as both the grammatical subject and the narrative agent, this passive construction will fit more coherently into that whole.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>A\u00a0subject that can't actually <em>do <\/em>anything:\u00a0<em>Caroline was hurt when she fell into the trees.<\/em>\r\n<ul>\r\n \t<li>While the trees hurt Caroline, they didn't actually do anything. Thus, it makes more sense to have Caroline as the subject rather than saying, \"The trees hurt Caroline when she fell into them.\" You could say, \"Falling into the trees hurt Caroline\" (because it's the action of falling into trees that hurts, not trees in and of themselves), but again, you can guarantee that Caroline was the primary agent (the person performing the action that caused this hurt), and we find narratives clearer when the \"who\" element of \"who does what?\" occupies the grammatical subject position in the sentence. Notice that this formulation\u2014<em>Caroline was hurt\u2014<\/em>essentially renders the past participle an adjective rather than a passive construction. Other examples would include <em>exhausted, astonished<\/em>, or<em> inebriated<\/em> \u2013 there are many past participles that function like adjectives and would seem strained if you re-worded them into active constructions. How often have you ever heard anyone say, \"Alcohol inebriated us\" versus \"We were inebriated\"?<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<div class=\"textbox shaded\"><strong>Note:<\/strong> It's often against convention in scholarly writing to\u00a0use the first-person singular pronoun\u00a0<em>I<\/em>.<em>\u00a0<\/em>One reason for that disapproval stems from the fact that scholars\u00a0want to emphasize the science or research as opposed to the author of the paper. This emphasis often results in the passive voice being the best choice. This preference for the passive is not the case in other formal settings, such as essays in the humanities, or in r\u00e9sum\u00e9s and cover letters. Some instructors feel strongly one way or the other\u2014how your instructor feels about, or how your discipline conventionally handles, the relationship between first-person pronouns and the passive voice is a valid question for you to pose.<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nConsider the following instances. In each case, determine why\u00a0the writers\u00a0might\u00a0want to use active or passive voice. Write\u00a0an example sentence based on their circumstances.\r\n<ol>\r\n \t<li>Antonella made an error in her calculations that ruined an experiment. This error ended up costing both time and materials. She has to write a report to her boss. What might she say about the experiment?<\/li>\r\n \t<li>Isabel is writing a\u00a0supernatural thriller. Her main character, Liam, notices that\u00a0his keys aren't where he left them. How might Isabel word this realization?<\/li>\r\n \t<li>Tiago is\u00a0writing\u00a0a\u00a0cover letter\u00a0to apply for a new job. He is listing out tasks that he does at his current job. How would he want to word these items?<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"176375\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"176375\"]\r\n<ol>\r\n \t<li>Antonella would likely want to write in the passive voice. Even if her boss knows she made the error, writing in the passive will draw attention away from that fact. She might say something like this:\r\n<ul>\r\n \t<li>An error was made that ended up costing time and resources. The experiment will have to be repeated with new materials.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Isabel could use either the passive or the active. It depends on the emphasis she wants.\u00a0The passive voice subtly hints at a mysterious actor. The active voice blatantly states it:\r\n<ul>\r\n \t<li>Liam's keys had been moved when he wasn't looking.<\/li>\r\n \t<li>Something\u2014or someone\u2014had moved Liam's keys when he wasn't looking.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Tiago would want to use the active voice. Since he's applying for a job, he would want to emphasize the fact that he is accomplishing the tasks: the fact that he's doing them is more important than the simple fact that the things were done. He might write something like the following:\r\n<ul>\r\n \t<li>I\u00a0currently work as a teaching assistant for a linguistics professor. I organize her mail, flagging important items so she knows what needs immediate attention; I aid her in her research, finding interesting articles and studies; and I often help her students when her attention is needed elsewhere.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\n<h2>Using the Passive<\/h2>\r\nNow that we know there are some instances where passive voice is the best choice, how do we\u00a0use the passive voice to its fullest? The answer lies in writing direct sentences\u2014in passive voice\u2014that have simple subjects and verbs. This way, even if we are deviating from the usual narrative clarity of an agent in the grammatical subject position performing the action represented by the verb, we are still helping our readers to see quickly what our sentences are about. Compare the two sentences below:\r\n<ul>\r\n \t<li>Photomicrographs were taken to facilitate easy comparison of the samples.<\/li>\r\n \t<li>Easy comparison of the samples was facilitated by the taking of photomicrographs.<\/li>\r\n<\/ul>\r\nBoth sentences are written in the passive voice, but for most ears the first sentence is more direct and understandable, and therefore preferable. Depending on the context, it does a clearer job of telling us what was done and why it was done. Especially if this sentence appears in the \u201cExperimental\u201d section of a report (and thus readers already know that the authors of the report took the photomicrographs), the first sentence neatly represents what the authors actually did\u2014took photomicrographs\u2014and why they did it\u2014to facilitate easy comparison. \"Photomicrographs\" is clearly a more useful noun to put in the subject position than \"easy comparison of the samples,\" which is longer and lacks any specific vocabulary, or \"the taking of,\" which is so awkward that we call it \"turgid.\"\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Practice<\/h3>\r\nRead the following sentences. Are they using the passive effectively?\u00a0If there are any errors, rewrite the sentences accordingly.\r\n<ol>\r\n \t<li>The machine needs to be\u00a0reset at 10:23, 11:12, and 11:56 every night.<\/li>\r\n \t<li>The final steps, which need to be finished\u00a0before the sun sets over the mountains, are\u00a0going\u00a0to be completed\u00a0by Kajuana.<\/li>\r\n \t<li>The difficult task of measuring minute fluctuations in weight was made easier by the use of a new digital scale.<\/li>\r\n<\/ol>\r\n[practice-area rows=\"4\"][\/practice-area]\r\n[reveal-answer q=\"72415\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"72415\"]\r\n<ol>\r\n \t<li>Yes. In this case, it doesn't matter who\u00a0accomplishes the action; it simply needs to be done. If this sentence appears in an academic article, the passive\u00a0may be even more appropriate, as that style often demands the actor be left out of the sentence.<\/li>\r\n \t<li>No. This would be better in the active voice. There are a lot of different parts to the sentence, and by converting the sentence to the active voice, they come in a more logical order that is easier to understand:\r\n<ul>\r\n \t<li>Kajuana is\u00a0going to complete\u00a0the final steps, which need to be finished\u00a0before the sun sets over the mountains.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>No. This passive construction is very convoluted.\u00a0An active sentence would serve well here:\r\n<ul>\r\n \t<li>A new digital scale made it easier to measure minute fluctuations in weight.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\nThe passive voice can also be used\u00a0following relative pronouns like\u00a0<em>that<\/em> and\u00a0<em>which<\/em>.\r\n<ul>\r\n \t<li>I configured the production computer environment\u00a0<strong>that was provisioned<\/strong>\u00a0for me.<\/li>\r\n \t<li>Adri\u00e1n's lab rat loves the treats <strong>that are\u00a0given<\/strong>\u00a0to him.<\/li>\r\n \t<li>Brihanna has an album\u00a0<strong>that was\u00a0signed<\/strong>\u00a0by the Jonas Brothers.<\/li>\r\n<\/ul>\r\nIn each of these sentences, it is grammatically sound to omit (or\u00a0<em>elide<\/em>) the relative pronoun and\u00a0<em>to be<\/em>. Elision is used with a lot of different constructions in English; we use it\u00a0shorten sentences when things are understood. However, we can only use elision in certain situations, so be careful when removing words! If you aren't confident about whether you're eliding or just cutting information, err on the side of caution and leave all the words in place (elisions that cause confusion are a common fault when students need to revise essays to a slightly shorter length and try to shave individual words rather than cut a whole section). You may find these elided\u00a0sentences more natural:\r\n<ul>\r\n \t<li>I configured the production computer environment\u00a0<strong>provisioned<\/strong> for me.<\/li>\r\n \t<li>Adri\u00e1n's lab rat loves the treats <strong>given<\/strong>\u00a0to him.<\/li>\r\n \t<li>Brihanna has an album <strong>signed<\/strong> by the Jonas Brothers.<\/li>\r\n<\/ul>","rendered":"<p>There are several different situations where the passive voice is more useful than the active voice. The passive is not &#8220;wrong&#8221;\u2013you just have to be mindful of when you do or do not use it. Here are some common scenarios where the passive has a use:<\/p>\n<ul>\n<li>When you don&#8217;t know who did the action:\u00a0<em>The paper had been moved.<\/em>\n<ul>\n<li>The active voice would be something like this: &#8220;Someone had moved the paper.&#8221; If you don&#8217;t know who the someone was and you want to avoid sounding like you&#8217;re blaming someone, the passive allows you to communicate the information about the paper without assigning responsibility or blame to anyone. You may or may not want the vague element of mystery this formulation entails (&#8220;<em>Should<\/em> I care who moved the paper? Why don&#8217;t we know who moved the paper??&#8221;). A mood of mystery can be especially helpful in writing fiction, but this passive construction can also signal a more straightforward lack of knowledge.<\/li>\n<\/ul>\n<\/li>\n<li>When you know who performed the action, but you don&#8217;t consider that information important: <em>The Petri dish had been sterilized and the new bacteria had been added.\u00a0<\/em>\n<ul>\n<li>Presumably anybody would have gone through the standard procedure for sterilizing the dish in the same way and would also have followed the protocols for adding the bacteria. These cases where the methodology is prescribed and the expectation is that experimenters or researchers or students are following rules that are not individualized \u00a0(and that others in different times and places could replicate those actions to test the results) often occur in the natural and social sciences and are why those disciplines often (but not exclusively) employ the passive voice in formal writing.<\/li>\n<\/ul>\n<\/li>\n<li>When you want to deliberately hide who did the action:\u00a0<em>The paper had been\u00a0ripped.<\/em>\n<ul>\n<li>Three guesses as to who ripped the paper when the speaker uses this passive formulation! Using the passive puts the focus on the paper&#8217;s fate rather than on the person who ripped it, as the culprit is completely left out of the sentence.<\/li>\n<\/ul>\n<\/li>\n<li>When you want to emphasize the person or thing the action was done to: <em>Clarissa was hurt by her family&#8217;s insistence on a lucrative marriage to the odious Mr. Solmes.<\/em>\n<ul>\n<li>Because of the power of our narrative expectations, which lead us to anticipate that the grammatical subject of a sentence will also be the agent of the action (i.e., that we will be told a.s.a.p. in a sentence the answer to &#8220;who does what?&#8221;), we automatically focus on the subject of the sentence. Using passive to push someone who isn&#8217;t the agent into the subject position is particularly effective if your larger unit of writing (your whole paragraph, or your whole essay) focuses on that person. Here, for example, Clarissa is the heroine of an eponymous eighteenth-century novel; we can almost guarantee that an essay containing this sentence would be more about Clarissa than about the odious but minor character of Mr. Solmes, or even about Clarissa&#8217;s family&#8217;s mercenary motivations. If most sentences in this essay are active and have Clarissa as both the grammatical subject and the narrative agent, this passive construction will fit more coherently into that whole.<\/li>\n<\/ul>\n<\/li>\n<li>A\u00a0subject that can&#8217;t actually <em>do <\/em>anything:\u00a0<em>Caroline was hurt when she fell into the trees.<\/em>\n<ul>\n<li>While the trees hurt Caroline, they didn&#8217;t actually do anything. Thus, it makes more sense to have Caroline as the subject rather than saying, &#8220;The trees hurt Caroline when she fell into them.&#8221; You could say, &#8220;Falling into the trees hurt Caroline&#8221; (because it&#8217;s the action of falling into trees that hurts, not trees in and of themselves), but again, you can guarantee that Caroline was the primary agent (the person performing the action that caused this hurt), and we find narratives clearer when the &#8220;who&#8221; element of &#8220;who does what?&#8221; occupies the grammatical subject position in the sentence. Notice that this formulation\u2014<em>Caroline was hurt\u2014<\/em>essentially renders the past participle an adjective rather than a passive construction. Other examples would include <em>exhausted, astonished<\/em>, or<em> inebriated<\/em> \u2013 there are many past participles that function like adjectives and would seem strained if you re-worded them into active constructions. How often have you ever heard anyone say, &#8220;Alcohol inebriated us&#8221; versus &#8220;We were inebriated&#8221;?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div class=\"textbox shaded\"><strong>Note:<\/strong> It&#8217;s often against convention in scholarly writing to\u00a0use the first-person singular pronoun\u00a0<em>I<\/em>.<em>\u00a0<\/em>One reason for that disapproval stems from the fact that scholars\u00a0want to emphasize the science or research as opposed to the author of the paper. This emphasis often results in the passive voice being the best choice. This preference for the passive is not the case in other formal settings, such as essays in the humanities, or in r\u00e9sum\u00e9s and cover letters. Some instructors feel strongly one way or the other\u2014how your instructor feels about, or how your discipline conventionally handles, the relationship between first-person pronouns and the passive voice is a valid question for you to pose.<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Consider the following instances. In each case, determine why\u00a0the writers\u00a0might\u00a0want to use active or passive voice. Write\u00a0an example sentence based on their circumstances.<\/p>\n<ol>\n<li>Antonella made an error in her calculations that ruined an experiment. This error ended up costing both time and materials. She has to write a report to her boss. What might she say about the experiment?<\/li>\n<li>Isabel is writing a\u00a0supernatural thriller. Her main character, Liam, notices that\u00a0his keys aren&#8217;t where he left them. How might Isabel word this realization?<\/li>\n<li>Tiago is\u00a0writing\u00a0a\u00a0cover letter\u00a0to apply for a new job. He is listing out tasks that he does at his current job. How would he want to word these items?<\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q176375\">Show Answer<\/span><\/p>\n<div id=\"q176375\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Antonella would likely want to write in the passive voice. Even if her boss knows she made the error, writing in the passive will draw attention away from that fact. She might say something like this:\n<ul>\n<li>An error was made that ended up costing time and resources. The experiment will have to be repeated with new materials.<\/li>\n<\/ul>\n<\/li>\n<li>Isabel could use either the passive or the active. It depends on the emphasis she wants.\u00a0The passive voice subtly hints at a mysterious actor. The active voice blatantly states it:\n<ul>\n<li>Liam&#8217;s keys had been moved when he wasn&#8217;t looking.<\/li>\n<li>Something\u2014or someone\u2014had moved Liam&#8217;s keys when he wasn&#8217;t looking.<\/li>\n<\/ul>\n<\/li>\n<li>Tiago would want to use the active voice. Since he&#8217;s applying for a job, he would want to emphasize the fact that he is accomplishing the tasks: the fact that he&#8217;s doing them is more important than the simple fact that the things were done. He might write something like the following:\n<ul>\n<li>I\u00a0currently work as a teaching assistant for a linguistics professor. I organize her mail, flagging important items so she knows what needs immediate attention; I aid her in her research, finding interesting articles and studies; and I often help her students when her attention is needed elsewhere.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<h2>Using the Passive<\/h2>\n<p>Now that we know there are some instances where passive voice is the best choice, how do we\u00a0use the passive voice to its fullest? The answer lies in writing direct sentences\u2014in passive voice\u2014that have simple subjects and verbs. This way, even if we are deviating from the usual narrative clarity of an agent in the grammatical subject position performing the action represented by the verb, we are still helping our readers to see quickly what our sentences are about. Compare the two sentences below:<\/p>\n<ul>\n<li>Photomicrographs were taken to facilitate easy comparison of the samples.<\/li>\n<li>Easy comparison of the samples was facilitated by the taking of photomicrographs.<\/li>\n<\/ul>\n<p>Both sentences are written in the passive voice, but for most ears the first sentence is more direct and understandable, and therefore preferable. Depending on the context, it does a clearer job of telling us what was done and why it was done. Especially if this sentence appears in the \u201cExperimental\u201d section of a report (and thus readers already know that the authors of the report took the photomicrographs), the first sentence neatly represents what the authors actually did\u2014took photomicrographs\u2014and why they did it\u2014to facilitate easy comparison. &#8220;Photomicrographs&#8221; is clearly a more useful noun to put in the subject position than &#8220;easy comparison of the samples,&#8221; which is longer and lacks any specific vocabulary, or &#8220;the taking of,&#8221; which is so awkward that we call it &#8220;turgid.&#8221;<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Practice<\/h3>\n<p>Read the following sentences. Are they using the passive effectively?\u00a0If there are any errors, rewrite the sentences accordingly.<\/p>\n<ol>\n<li>The machine needs to be\u00a0reset at 10:23, 11:12, and 11:56 every night.<\/li>\n<li>The final steps, which need to be finished\u00a0before the sun sets over the mountains, are\u00a0going\u00a0to be completed\u00a0by Kajuana.<\/li>\n<li>The difficult task of measuring minute fluctuations in weight was made easier by the use of a new digital scale.<\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q72415\">Show Answer<\/span><\/p>\n<div id=\"q72415\" class=\"hidden-answer\" style=\"display: none\">\n<ol>\n<li>Yes. In this case, it doesn&#8217;t matter who\u00a0accomplishes the action; it simply needs to be done. If this sentence appears in an academic article, the passive\u00a0may be even more appropriate, as that style often demands the actor be left out of the sentence.<\/li>\n<li>No. This would be better in the active voice. There are a lot of different parts to the sentence, and by converting the sentence to the active voice, they come in a more logical order that is easier to understand:\n<ul>\n<li>Kajuana is\u00a0going to complete\u00a0the final steps, which need to be finished\u00a0before the sun sets over the mountains.<\/li>\n<\/ul>\n<\/li>\n<li>No. This passive construction is very convoluted.\u00a0An active sentence would serve well here:\n<ul>\n<li>A new digital scale made it easier to measure minute fluctuations in weight.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n<p>The passive voice can also be used\u00a0following relative pronouns like\u00a0<em>that<\/em> and\u00a0<em>which<\/em>.<\/p>\n<ul>\n<li>I configured the production computer environment\u00a0<strong>that was provisioned<\/strong>\u00a0for me.<\/li>\n<li>Adri\u00e1n&#8217;s lab rat loves the treats <strong>that are\u00a0given<\/strong>\u00a0to him.<\/li>\n<li>Brihanna has an album\u00a0<strong>that was\u00a0signed<\/strong>\u00a0by the Jonas Brothers.<\/li>\n<\/ul>\n<p>In each of these sentences, it is grammatically sound to omit (or\u00a0<em>elide<\/em>) the relative pronoun and\u00a0<em>to be<\/em>. Elision is used with a lot of different constructions in English; we use it\u00a0shorten sentences when things are understood. However, we can only use elision in certain situations, so be careful when removing words! If you aren&#8217;t confident about whether you&#8217;re eliding or just cutting information, err on the side of caution and leave all the words in place (elisions that cause confusion are a common fault when students need to revise essays to a slightly shorter length and try to shave individual words rather than cut a whole section). You may find these elided\u00a0sentences more natural:<\/p>\n<ul>\n<li>I configured the production computer environment\u00a0<strong>provisioned<\/strong> for me.<\/li>\n<li>Adri\u00e1n&#8217;s lab rat loves the treats <strong>given<\/strong>\u00a0to him.<\/li>\n<li>Brihanna has an album <strong>signed<\/strong> by the Jonas Brothers.<\/li>\n<\/ul>\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-220\">\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":11,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"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\":\"Gillian Paku\",\"organization\":\"SUNY Geneseo\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-220","chapter","type-chapter","status-publish","hentry"],"part":284,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/chapters\/220","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":12,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/chapters\/220\/revisions"}],"predecessor-version":[{"id":1872,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/chapters\/220\/revisions\/1872"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/parts\/284"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/chapters\/220\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/wp\/v2\/media?parent=220"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/pressbooks\/v2\/chapter-type?post=220"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/wp\/v2\/contributor?post=220"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-geneseo-guidetowriting\/wp-json\/wp\/v2\/license?post=220"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}