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• Active and Passive Voice

Introduction to Active and Passive Voices

Voice, mood, tense, person, and number are the five qualities of verbs in English grammar; we're only concerned with voice here. The active and passive voices are the two grammatical voices. Voice refers to the form of a verb that indicates when a subject acts or is the receiver of the action. When the subject performs the action it is active voice and when the subject receives the action it is passive voice. 

Examples of Active and Passive Voice

Active - He loves me. 

Passive- I am loved by him. 

The subject of the active voice example above is "he," the verb is "loves," and the object is "me." The subject of the passive voice phrase is "I," the verb is "am loved," and the object is "him." 

The active sentence's subject becomes the passive sentence's object. The components of both statements are the same, but the structure differs. Passive sentences describe what happens to the person or object that performs an action, whereas active sentences describe what happens to the person who does the activity. 

The active voice has a stronger, clearer tone than the passive voice, which is more subtle and weak. So, while passive voice sounds more elegant, it is better to use active voice if you want to get your point across effectively.

There are times when passive voice is useful and called for. For example, "The squirrel was chased by the dog". The sentence construction would be helpful if the squirrel were the focus of our writing and not the dog. 

Structure of Active and Passive Voice 

Active voice describes a sentence where the subject is the doer of an   action. Its structure goes like this- 

                     Subject + Verb+ Object  

Passive voice expresses an action that is carried out on the subject of the sentence. Its structure is- 

                     Object + verb +subject  

Some examples of Active and Passive Voice 

You've probably noticed that when we transform from active to passive voice, the verb form changes. There are two types of verbs employed now: The main and auxiliary verbs. An auxiliary verb is usually used in conjunction with the main verb. The auxiliary verb, such as "be, do, or have", expresses the verb's tense or mood. 

One thing to note here is that the exact meaning of the sentence does not change even if the structure differs. 

Here are Certain Rules for Active and Passive Voice 

The subject of the verb in the active voice(they) becomes the object in the Passive voice sentences.  

It is a thumb rule that passive voice phrases, as a rule, always use the third form of the verb, also known as the past participle form of the verb (example- eat, ate, eaten- eaten is the third form of a verb).   

Auxiliary verb ‘be’ (am, is are, was, were) is added before the past participle according to the tense of the verb. 

Generally ‘by’ is used before the object of the passive voice sentences. 

If the notion you're attempting to express is obvious, you may sometimes drop the subject entirely from the passive voice. You just have to make a judgement call for that. For example:  

Active- weight is measured in kilograms.  

Passive voice: Kilograms is a measurement unit for weight.  

The certain verb takes fixed prepositions after them that replaces ‘by’. Some of these verbs are- known to, surprised by/at, vexed by, amazed by, contained in, annoyed with/at, tired of, filled with, decorated with, engulfed in. For example  

Active- The fire engulfed the building.  

Passive- The building was engulfed in the fire. 

To differentiate between active and passive voice, simply ask the following three questions: 

What/who is the subject of the statement? 

What is the action/verb in the sentence? 

Is the subject of the sentence performing the action/verb? 

If the answer to the last question comes out to be ‘yes', then the sentence is in active voice, and if the answer is ‘no’, then the passive voice is used. 

Changes in the auxiliary word's tense: When the main verb's verb form changes, the auxiliary word's tense changes as well. Let's look at a few examples to understand them more clearly: 

Voice and Tenses  

Present Tense- Use the simple present tense to make a generalisation, present a state of being, or indicate a habitual or repeated action. 

Active- I write a novel. 

Passive-  A novel is written by me. 

Structure- Subject + auxiliary verb + past participle of the main verb+ by + object. 

Present Continuous- Use the present progressive to describe an ongoing activity or a temporary action. 

Active- I am eating breakfast. 

Passive- The breakfast is being eaten by me. 

Structure-  Subject + auxiliary verb + being + by + object 

Present Perfect- Use the present perfect to describe an action occurring in the past but relevant to the present or extending to the present.    

Active- I have played the game. 

Passive- A game has been played by me. 

Structure- Subject + has/have been + past participle + by + object 

Past Tense- Use the simple past to indicate a general or habitual action occurring in the past or at a specific time in the past. 

Active- I invited you to the party. 

Passive- You were invited by me to the party. 

Structure- Subject+be+ past participle+by+ object 

Questions  

Active- Did you show me the dress? 

Passive- Was I shown the dress by you? 

Past Continuous- Use the past progressive to indicate an ongoing action in the past or an action continuing through a specific past time.    

Active- I was playing video games. 

Passive- The video games were being played by me. 

Structure-  Subject+auxiliary verb + being+ past participle + by +object 

Past Perfect- Use the past perfect to indicate an action completed before a particular time or before another action in the past. 

Active- You had done the work. 

Passive- The work had been done by you. 

Structure- Subject+had+been+past participle + by + object 

Future Tense- Use the future to indicate an action that is expected to take place at a future time. 

Active- He will play the match. 

Passive- The match will be played  

Structure- Subject+will+be+past participle +by+object 

Future perfect tense   

Active- you will have started the job.  

Passive- The job will have been started by you.  

Structure- subject shall/will have been past participle by subject.  

Note that Future continuous and perfect continuous tenses do not form passive voice. 

The more you practice the more you will understand the idea of changing active to passive and passive to active voice. 

Here are a Few Questions to practise Your Skills:  

Identify active and passive from the following-  

A book was given to me by him.  

The building seemed empty.  

Will you have started the job?  

They had not completed the assignment.  

My heart is filled with love.  

She is known to me.  

Ella will do the craftwork. 

Convert the Given Active Voice into Passive Voice-   

I will do the job.  

She walked my cat home.  

The dog chased the cat.  

Sun sets in the west.  

She bought a new phone.   

Was he driving a car?  

FAQs on Active and Passive Voice

1. What is the easier way to identify the Passive and Active voice in a sentence?

Generally,  the active voice makes your writing a little loud, more direct as the name suggests, more active. The subject does the action of the verb in the sentence. With the passive voice, the subject receives the action by the object or the performer of the sentence.

2. What is the Passive writing style?

Passive voice transforms a sentence in which the subject is always receiving an action. In contrast, active voice transforms a sentence in which the subject performs an action. ... To change a sentence from passive to active voice, determine who or what performs the action, and use that person or thing as the subject of the sentence.

3. Which voice is more commonly used in daily conversation?

4.  What would be the passive voice of “You can do it”?

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Active and passive voice.

This handout is also available for download in PDF format .

We refer to a sentence as being in the "active voice" when the subject is performing the action of the sentence (the verb). A sentence is in the " passive voice" when the subject is being acted upon by the verb. For example, the following sentence is in the active voice: "She ate the hamburger." She is the subject, and she is doing the eating . On the other hand, this sentence is in the passive voice: "The hamburger was being eaten by her." The hamburger is the subject, and it's being eaten , or being acted upon, by the verb. What was the original subject in the active-voice sentence is now relegated to being the object of the sentence.

Many of us have been taught to avoid using the passive voice at all costs, but following this rule doesn't always make an essay better! Instead, you need to remember these two basic principles:

• Using the active voice emphasizes the person or agent who performs an action.
• Using the passive voice emphasizes the recipient of the action, or sometimes the action itself.

Take a look at the examples below to see how active voice is not always superior to passive voice.

• Passive: Atlas.ti software was used for qualitative data analysis.
• Active: The researchers used Atlas.ti software for qualitative data analysis.

The active option, which uses the third person ("the researchers"), is grammatically correct but sounds a bit awkward. Again, the authors of this article are emphasizing aspects of their methodology, one of which is their software choice. Thus, their use of the passive voice is acceptable and appropriate.

• Passive: The methods and principles by which each process in product synthesis could be analyzed were proposed by Choudhary.
• Active: Choudhary proposed the methods and principles by which each process in product synthesis could be analyzed.

In this case, the active voice is the better choice. The literature review section of a paper often seeks to delineate the most important contributions in the field, which makes actors/agents/authors important. In the example above, the active sentence reads much more clearly and concisely.

Five Times to Use Passive Voice

• Example: After long debate, the proposal was endorsed by the planning committee.
• Example: The data processing department presented what proved to be a controversial proposal to expand its staff. After long debate, the proposal was endorsed by…
• Example: Mistakes were made.
• Example: Every year, thousands of people are diagnosed as having cancer.
• Example: Visitors are not allowed after 9:00 p.m.

Credit: Adapted from "Grammar Crash Course Packet," Kalee Hall, The Writing Center

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• Active And Passive Voice Exercises

Active and Passive Voice Exercises

The active and passive voice refers to the verb form , which denotes if the action in the sentence is done or received by the subject . This article provides you with active and passive voice exercises to help you understand how they work.

Active and Passive Voice Exercise with Answers

It is important that students have a complete understanding of the tenses in English before they start working out exercises on active and passive voice. This is only because it would make it easier for students to comprehend it.

Identify the Voice

Go through the sentences given below and identify the voice used.

• Shreya Ghoshal sings beautiful songs.
• The Sun sets in the West.
• The boy was being beaten by his teacher.
• Bucky is helped by Steve.
• The carpenter is building the desk.
• The woodcutter cut down the tree.
• The man dropped his axe into the river.
• The bird was shot by the naughty boy.
• The bag was found by me.
• Natasha lost the money.
• The farmer will plough the field.
• The work will be finished by the workers in a day.
• The enemy has entered the war zone.
• Who sang the song?
• The children teased the animals.
• Active voice 2. Active voice 3. Passive voice 4. Passive Voice 5. Active voice 6. Active voice 7. Active voice 8. Passive voice 9. Passive voice 10. Active voice 11. Active voice 12. Passive voice 13. Active voice 14. Active voice 15. Active voice

Active Passive Exercise

Conversion of active voice into passive voice and vice-versa can help learners comprehend thoroughly and also check how far they have understood the usage of active and passive voice. Here is an active voice to passive voice conversion exercise for you.

Change Active Voice into Passive Voice Exercises with Answers

Change the following sentences from active voice to passive voice.

• The dog chased the cat.
• The dog bit the boy.
• The peon rang the bell.
• Ram played hockey.
• Miss Mary teaches us English.
• Raj caught the ball.
• Children like sweets.
• Rita will take a photograph.
• Who taught you this poem?
• The police arrested the smuggler.
• Shiva was flying a kite.
• The hunter shot the deer.
• The lion attacked the zebra.
• Virat threw the ball.
• Everyone loves Zara.
• My sister has drawn this portrait.
• The people were helping the wounded woman.
• Sam had taken the medicines.
• The player is taking extra time.
• The cat ate the fish.

Answers –

• The cat was chased by the dog.
• The boy was bitten by the dog.
• The bell was rung by the peon.
• Hockey was played by Ram.
• English is taught to us by Miss Mary.
• The ball was caught by Raj.
• Sweets are liked by children.
• A photograph will be taken by Rita.
• By whom were you taught this poem?
• The smuggler was arrested by the police.
• A kite was being flown by Shiva.
• The deer was shot by the hunter.
• The zebra was attacked by the lion.
• The ball was thrown by Virat.
• Zara is loved by everyone.
• This portrait has been drawn by my sister.
• The wounded woman was being helped by the people.
• The medicines had been taken by Sam.
• Extra time is being taken by the player.
• The fish was eaten by the cat.

Frequently Asked Questions

What is active and passive exercise.

Active and passive exercises are those exercises that either deal with the identification of the voices or changing active into passive voice or vice versa.

How do you change passive voice to active?

To change a sentence in the passive voice to active voice, one must know the tense of the verb. Once students understand the tense of the verb, it becomes easy for them to convert. First, we interchange the subject and object of the sentence and remove the ‘by’ from the sentence. The verb in the sentence is also changed accordingly.

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The Passive Voice: A Comprehensive Guide with Definitions, Examples, and Practical Exercises

Marcus Froland

March 28, 2024

Getting to grips with the passive voice in English might seem like a chore. You see it everywhere – in books, on the news, and even in your favorite songs. But what exactly is it? And more importantly, why does it matter? It’s all about who’s doing what to whom. Sounds simple, right?

But here’s the kicker: mastering the passive voice can transform your English . It’s not just about sounding smarter or writing better essays (though it certainly helps with those). It’s about understanding how language shapes our world. And guess what? We’re about to make sense of it all without making you yawn.

So, where do we start on this journey? Hang tight, because by the end of this, you’ll be wielding the passive voice like a pro.

The passive voice is a way of writing or speaking where the object of an action becomes the subject of the sentence. For example, instead of saying “The cat chased the mouse,” in passive voice, you would say “The mouse was chased by the cat.” This style often makes sentences longer and can make it unclear who is performing the action. However, it’s useful in formal writing or when the doer of the action is unknown or unimportant. To form a passive sentence, you need the correct form of the verb “to be” and the past participle of the main verb.

Remember, using the passive voice can make your writing harder to understand if overused. It’s best to use it carefully and mix it with active voice sentences for clearer communication.

Understanding the Passive Voice in English Grammar

The passive voice is when the subject of a sentence is the recipient of the action, as opposed to performing the action itself, which is known as the active voice. Often perceived as formal or complex, the passive voice serves specific functions in English Grammar that prioritize the action or the object of the sentence over the actor.

To form a passive sentence, the verb “to be” is combined with the past participle of the main verb. The following table demonstrates this formation by contrasting active and passive sentences across different verb tenses :

As seen in the table, the subject and object positions are reversed in passive sentences when compared to their active counterparts. The passive sentence includes the verb “to be” and the past participle of the main verb, such as “is written” or “was painted”. Furthermore, the passive voice emphasizes the action, whereas the active voice emphasizes the subject performing the action.

“In passive sentences, the focus is on the receiver of the action, not the performer of the action. This allows for flexibility in our communication and lends itself to various writing styles and purposes.”

Passive voice can be found in a variety of writing genres, including academic papers, news reports, and official documents. Its usage differs from the active voice, as it shifts the emphasis from the doer of an action to the action being performed or the object being acted upon. In the next section of this article, we will discuss when and why to use the passive voice for effective communication.

Take note of the following key points when considering the use of passive voice in your writing:

• The passive voice presents the subject of a sentence as the recipient of the action.
• It is formed by combining the verb “to be” with the past participle of the main verb.
• Passive sentences may prioritize the action or the object of the sentence over the actor.
• The choice between active and passive voice depends on the desired emphasis and communication style.

Now that you have a better understanding of the passive voice in English grammar , continue reading to explore its various applications and functions in different writing contexts.

When and Why to Use the Passive Voice

Considering the significance of passive voice in English sentence construction , it becomes crucial to understand when and why this particular voice should be applied. The following scenarios demonstrate the utility and effectiveness of employing the passive voice in context:

The Subject is Unknown or Unimportant

The passive voice is most suitable when the subject performing the action is unknown or irrelevant. In such cases, emphasis is placed on the action itself or the recipient. This is common in situations where the perpetrator is unidentified, such as the theft of a bag or a break-in at a house.

Emphasizing the Action over the Actor

When the outcome of the action is more significant than who performed it, the passive voice serves to highlight the action. This can be seen in contexts like delay announcements or the reporting of events caused by natural disasters, where the result of such events is the focus, rather than the actor responsible for the action.

When the Subject is Obvious or Known to All

If the actor is apparent and requires no explicit mention, the passive voice can be appropriately used. Examples include routine actions carried out by recognized figures or entities, such as arrests made by police or services performed by specific personnel. In these cases, the passive sentence emphasizes the action without redundant identification of the subject.

Conveying a General Truth or Widely Accepted Idea

Passive voice effectively communicates general truths or widely accepted ideas, where the actor is the general public or the consensus, thereby eliminating the need to specify the subject. This usage underlines the action or idea itself, focusing on the main message without redundantly mentioning the commonly understood subject.

Forming the Passive Voice: A Step-by-Step Explanation

The process of forming passive voice in English sentences is inherently linked to the use of the verb “to be” and the past participle of the main verb. Understanding how to combine these elements is crucial for mastering passive voice sentence constructions. Let’s take a comprehensive look at the key steps involved in forming passive voice sentences.

• Identify the main verb : Determine the action verb in your sentence.
• Conjugate the verb “to be” : Choose the appropriate form of the verb “to be” depending on the tense required.
• Form the past participle : Create the past participle of the main verb.
• Reorder the sentence components : Organize the sentence with the subject receiving the action, followed by the conjugated “to be” and the past participle.

Now, it’s essential to explore how verb tense affects the formation of passive voice sentences. As the required tense changes, so does the form of the verb “to be” and, consequently, the passive sentence construction.

Aside from the standard verb tenses , passive voice constructions can also accommodate structures using infinitives and gerunds.

Examples : To be given (infinitive) Being told (gerund)

With these English grammar rules and the step-by-step explanation provided, you can now form passive voice sentences in various situations confidently. Practice is essential to develop fluency, so don’t hesitate to play with different verb tenses and sentence structures to hone your skills.

The Impact of Verb Tenses on the Passive Voice

The tense of the verb “to be” plays a crucial role in forming the passive voice, as it must align with the temporal context of the action. From the simple present to past perfect tenses, each verb tense modifies the structure of the passive sentence, reflecting the time-frame in which the action occurred, is occurring, or will occur.

Understanding how verb tenses influence the structure and meaning of passive voice sentences helps to improve clarity and conciseness in your writing. Here’s a breakdown of how verb conjugation impacts passive voice sentences across different English tenses:

As demonstrated in the table above, the verb tense greatly affects the construction of passive voice sentences. By mastering the use of appropriate verb conjugations, you can ensure your writing is not only grammatically accurate but also effectively conveys the intended information.

Passive Voice in Action: Real-World Examples

In this section, we will dive into the real-life application of passive voice constructions, shedding light on their widespread usage in academic writing , scientific reports , and news reporting. Engaging with these practical examples will allow you to grasp the importance of passive voice in professional writing more effectively.

Passive Voice in Academic and Scientific Writing

Academic and scientific writing adheres to a formal style that often favors the use of passive constructions . The passive voice is preferred because it establishes objectivity and emphasizes the process, results, or evidence, rather than the individual researchers. This allows the reader to focus solely on the informational content and methodology of a study or experiment. Below are some passive voice examples commonly encountered in academic and scientific writing:

• The samples were analyzed using a mass spectrometer.
• The temperature was maintained at 37°C throughout the experiment.
• Participants were randomly assigned to one of two groups.

Utilization of Passive Voice in News Reporting

News reporting frequently employs passive voice constructions to prioritize the delivery of information. Reports often need to detail events or incidents where the full facts are not yet available, or the agent is intentionally omitted. By using passive constructions , the pertinent details can be conveyed effectively without engaging in unnecessary speculation about who carried out the action. The following examples demonstrate how the passive voice is utilized in news reporting:

• Major road closures were announced due to heavy snowfall in the area.
• A rare painting was stolen from a prestigious art gallery last night.
• Several homes were evacuated after a gas leak was detected in the neighborhood.

Passive voice in professional writing lends an air of objectivity, stylistic formality, and informational emphasis, making it an essential aspect of practical grammar .

Understanding and mastering the use of passive voice constructions is a crucial element of professional writing and practical grammar . Whether it’s for academic papers, scientific reports , or news articles, the passive voice allows writers to focus on the information and outcomes, while maintaining a formal and objective tone. Through the examples provided in this section, you can better comprehend the real-world application of passive voice in various contexts.

Exercises to Master the Passive Voice in Your Writing

Improving your grasp on passive voice requires consistent practice and a variety of exercises to fine-tune your grammar skills. In this section, we’ll focus on effective activities that will help you understand when and how to use the passive voice in your writing. By regularly engaging in these exercises, you can reinforce your knowledge and adapt it to various writing contexts.

To begin, experiment with converting active sentences to passive ones and vice versa. This will help you identify the differences between the two constructions and understand the situations in which they are most appropriate. Additionally, pay special attention to verb tenses, as this will aid in the accurate formation of passive sentences based on the action’s time-frame.

Next, put your passive voice skills to the test by engaging in exercises that mimic real-world scenarios. This can involve academic writing , news reporting, or other contexts where the passive voice plays a crucial role. Lastly, take advantage of resources like quizzes and online tools that provide further practice and support your ongoing development of passive voice mastery in different writing styles.

By actively participating in these grammar exercises and applying the passive voice knowledge acquired in this guide, you’ll effectively improve your writing skills and better understand how to deliver clear, concise, and impactful messages in various contexts.

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Finding Your Voice

Deciding what kind of voice to use in writing depends entirely on who will be reading what you write and what your purpose is in writing. Are you writing about the first time you ever drove a car?  Explaining your theory about why yoga is such a popular exercise regimen and spiritual practice? Putting forth your informed opinion of why hybrid cars are problematic for the environment despite their increased gas mileage?

What creates voice is simply the words you choose and the way you use them. What kind of voice you use in a paper depends on the assignment and the audience, as well as the effect you want to create. By making conscious choices about the words you use to communicate to your reader, you establish a voice.

• Finding Your Voice. Authored by : OWL Excelsior Writing Lab. Provided by : Excelsior College. Located at : http://owl.excelsior.edu/writing-process/finding-your-voice/ . Project : ENG 101. License : CC BY: Attribution

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A Word About Style, Voice, and Tone

While reading, have you ever felt as though an author was talking to you inside your head? Perhaps you felt this sensation while reading a social media post, an article, or even a book. Writers achieve the feeling of someone talking to you through style, voice, and tone. Mastering these will help your readers know how to feel about your writing and help you communicate in a way that is unique to you.

• APPLICATION

In popular usage, the word “style” means a vague sense of personal style, or personality. Applied to writing, “style” does have this connotation—especially in fiction. However, style in writing has a more formal and unique meaning, too. Applied to writing, “style” is a technical term for word patterns that create a certain effect on readers.

If a piece of writing reflects a consistent choice of patterns, then it feels coherent and harmonious. This coherence and harmony can be quite pleasing for readers, and writers aspire to it. However, writers do not always choose a style. Rather, context, content, and purpose dictate the style a writer should use. 

For example:

Genre will dictate a fiction writer’s style. Specific academic disciplines will dictate style for an academic writer. Both genre and discipline have stylistic conventions that writers take into account when creating a written work. When writing, pay close attention to the genre and discipline in which you are writing.

When writers speak of style in a more personal sense, they often use the word “voice.” When you hear an author talking inside your head, “voice” is what that author sounds like.

Of all the writerly qualities, voice is the most difficult to analyze and describe. Most writers have difficulty expressing what their voice is and how they achieved it, though most will allow their voice developed over time and after much practice. Still, there are qualities that, when identified and practiced, can help you develop your own voice.

Look closely at professional writing, and you may notice a certain rhythm or cadence to it. This rhythm is an element of voice. 

Read a number of works from the same author, and you may notice common word choices, perhaps not the same words, but similar words or word patterns. Word choice (also called “diction”) is an element of voice. 

Punctuation

You may also notice that some authors come across as flamboyant while others come across as blunt or assertive. Still others may come across as always second-guessing themselves, adding qualifications and asides to their statements. An author often achieves these qualities through carefully placed punctuation, another element of voice.

To assert your own personal writing style, practice rhythm and cadence, pay careful attention to word choice and develop an understanding of how punctuation can be used to express ideas.

Even when indulging their own voices, authors must keep in mind context, content, and purpose. To do this, they make adjustments to their voices using “tone.”

Tone is the attitude conveyed by an author’s voice. We use two general distinctions when discussing tone: informal and formal.

An Informal Tone

Ever read something, and your heart swells with pride? Or maybe you get angry, or you get scared. Write informally, and you’ll use emotions - big ones. You’ll use contractions, too. A lot of times, when you write informally, you talk about yourself and use the first-person pronoun (I). Sometimes you talk to the reader and use the second-person pronoun (you). An informal tone sounds conversational and familiar like you do when you talk with a friend.

A Formal Tone

When using a formal tone, authors avoid discussion about themselves. They use the third-person perspective. They do not use contractions, and they emphasize reason and logic. Though an author might appeal to an emotion, the emotional appeal would be subtler and more nuanced. Most of all, however, a formal tone suggests politeness and respect.

Key Takeaways

• When writing, mirror your style after the genre you are writing for. 
• You can develop your own voice in your writing by paying special attention to rhythm, diction, and punctuation.
• Use an informal tone for creative writing, personal narratives, and personal essays.
• Use a formal tone for most essays, research papers, reports, and business writing

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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6.1 Purpose, Audience, Tone, and Content

Learning objectives.

• Identify the four common academic purposes.
• Identify audience, tone, and content.
• Apply purpose, audience, tone, and content to a specific assignment.

Imagine reading one long block of text, with each idea blurring into the next. Even if you are reading a thrilling novel or an interesting news article, you will likely lose interest in what the author has to say very quickly. During the writing process, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. One technique that effective writers use is to begin a fresh paragraph for each new idea they introduce.

Paragraphs separate ideas into logical, manageable chunks. One paragraph focuses on only one main idea and presents coherent sentences to support that one point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. To create longer assignments and to discuss more than one point, writers group together paragraphs.

Three elements shape the content of each paragraph:

• Purpose . The reason the writer composes the paragraph.
• Tone . The attitude the writer conveys about the paragraph’s subject.
• Audience . The individual or group whom the writer intends to address.

Figure 6.1 Purpose, Audience, Tone, and Content Triangle

The assignment’s purpose, audience, and tone dictate what the paragraph covers and how it will support one main point. This section covers how purpose, audience, and tone affect reading and writing paragraphs.

Identifying Common Academic Purposes

The purpose for a piece of writing identifies the reason you write a particular document. Basically, the purpose of a piece of writing answers the question “Why?” For example, why write a play? To entertain a packed theater. Why write instructions to the babysitter? To inform him or her of your schedule and rules. Why write a letter to your congressman? To persuade him to address your community’s needs.

In academic settings, the reasons for writing fulfill four main purposes: to summarize, to analyze, to synthesize, and to evaluate. You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read. To learn more about reading in the writing process, see Chapter 8 “The Writing Process: How Do I Begin?” .

Eventually, your instructors will ask you to complete assignments specifically designed to meet one of the four purposes. As you will see, the purpose for writing will guide you through each part of the paper, helping you make decisions about content and style. For now, identifying these purposes by reading paragraphs will prepare you to write individual paragraphs and to build longer assignments.

Summary Paragraphs

A summary shrinks a large amount of information into only the essentials. You probably summarize events, books, and movies daily. Think about the last blockbuster movie you saw or the last novel you read. Chances are, at some point in a casual conversation with a friend, coworker, or classmate, you compressed all the action in a two-hour film or in a two-hundred-page book into a brief description of the major plot movements. While in conversation, you probably described the major highlights, or the main points in just a few sentences, using your own vocabulary and manner of speaking.

Similarly, a summary paragraph condenses a long piece of writing into a smaller paragraph by extracting only the vital information. A summary uses only the writer’s own words. Like the summary’s purpose in daily conversation, the purpose of an academic summary paragraph is to maintain all the essential information from a longer document. Although shorter than the original piece of writing, a summary should still communicate all the key points and key support. In other words, summary paragraphs should be succinct and to the point.

A summary of the report should present all the main points and supporting details in brief. Read the following summary of the report written by a student:

Notice how the summary retains the key points made by the writers of the original report but omits most of the statistical data. Summaries need not contain all the specific facts and figures in the original document; they provide only an overview of the essential information.

Analysis Paragraphs

An analysis separates complex materials in their different parts and studies how the parts relate to one another. The analysis of simple table salt, for example, would require a deconstruction of its parts—the elements sodium (Na) and chloride (Cl). Then, scientists would study how the two elements interact to create the compound NaCl, or sodium chloride, which is also called simple table salt.

Analysis is not limited to the sciences, of course. An analysis paragraph in academic writing fulfills the same purpose. Instead of deconstructing compounds, academic analysis paragraphs typically deconstruct documents. An analysis takes apart a primary source (an essay, a book, an article, etc.) point by point. It communicates the main points of the document by examining individual points and identifying how the points relate to one another.

Take a look at a student’s analysis of the journal report.

Notice how the analysis does not simply repeat information from the original report, but considers how the points within the report relate to one another. By doing this, the student uncovers a discrepancy between the points that are backed up by statistics and those that require additional information. Analyzing a document involves a close examination of each of the individual parts and how they work together.

Synthesis Paragraphs

A synthesis combines two or more items to create an entirely new item. Consider the electronic musical instrument aptly named the synthesizer. It looks like a simple keyboard but displays a dashboard of switches, buttons, and levers. With the flip of a few switches, a musician may combine the distinct sounds of a piano, a flute, or a guitar—or any other combination of instruments—to create a new sound. The purpose of the synthesizer is to blend together the notes from individual instruments to form new, unique notes.

The purpose of an academic synthesis is to blend individual documents into a new document. An academic synthesis paragraph considers the main points from one or more pieces of writing and links the main points together to create a new point, one not replicated in either document.

Take a look at a student’s synthesis of several sources about underage drinking.

Notice how the synthesis paragraphs consider each source and use information from each to create a new thesis. A good synthesis does not repeat information; the writer uses a variety of sources to create a new idea.

Evaluation Paragraphs

An evaluation judges the value of something and determines its worth. Evaluations in everyday experiences are often not only dictated by set standards but also influenced by opinion and prior knowledge. For example, at work, a supervisor may complete an employee evaluation by judging his subordinate’s performance based on the company’s goals. If the company focuses on improving communication, the supervisor will rate the employee’s customer service according to a standard scale. However, the evaluation still depends on the supervisor’s opinion and prior experience with the employee. The purpose of the evaluation is to determine how well the employee performs at his or her job.

An academic evaluation communicates your opinion, and its justifications, about a document or a topic of discussion. Evaluations are influenced by your reading of the document, your prior knowledge, and your prior experience with the topic or issue. Because an evaluation incorporates your point of view and reasons for your point of view, it typically requires more critical thinking and a combination of summary, analysis, and synthesis skills. Thus evaluation paragraphs often follow summary, analysis, and synthesis paragraphs. Read a student’s evaluation paragraph.

Notice how the paragraph incorporates the student’s personal judgment within the evaluation. Evaluating a document requires prior knowledge that is often based on additional research.

When reviewing directions for assignments, look for the verbs summarize , analyze , synthesize , or evaluate . Instructors often use these words to clearly indicate the assignment’s purpose. These words will cue you on how to complete the assignment because you will know its exact purpose.

Read the following paragraphs about four films and then identify the purpose of each paragraph.

• This film could easily have been cut down to less than two hours. By the final scene, I noticed that most of my fellow moviegoers were snoozing in their seats and were barely paying attention to what was happening on screen. Although the director sticks diligently to the book, he tries too hard to cram in all the action, which is just too ambitious for such a detail-oriented story. If you want my advice, read the book and give the movie a miss.
• During the opening scene, we learn that the character Laura is adopted and that she has spent the past three years desperately trying to track down her real parents. Having exhausted all the usual options—adoption agencies, online searches, family trees, and so on—she is on the verge of giving up when she meets a stranger on a bus. The chance encounter leads to a complicated chain of events that ultimately result in Laura getting her lifelong wish. But is it really what she wants? Throughout the rest of the film, Laura discovers that sometimes the past is best left where it belongs.
• To create the feeling of being gripped in a vice, the director, May Lee, uses a variety of elements to gradually increase the tension. The creepy, haunting melody that subtly enhances the earlier scenes becomes ever more insistent, rising to a disturbing crescendo toward the end of the movie. The desperation of the actors, combined with the claustrophobic atmosphere and tight camera angles create a realistic firestorm, from which there is little hope of escape. Walking out of the theater at the end feels like staggering out of a Roman dungeon.
• The scene in which Campbell and his fellow prisoners assist the guards in shutting down the riot immediately strikes the viewer as unrealistic. Based on the recent reports on prison riots in both Detroit and California, it seems highly unlikely that a posse of hardened criminals will intentionally help their captors at the risk of inciting future revenge from other inmates. Instead, both news reports and psychological studies indicate that prisoners who do not actively participate in a riot will go back to their cells and avoid conflict altogether. Examples of this lack of attention to detail occur throughout the film, making it almost unbearable to watch.

Collaboration

Share with a classmate and compare your answers.

Writing at Work

Thinking about the purpose of writing a report in the workplace can help focus and structure the document. A summary should provide colleagues with a factual overview of your findings without going into too much specific detail. In contrast, an evaluation should include your personal opinion, along with supporting evidence, research, or examples to back it up. Listen for words such as summarize , analyze , synthesize , or evaluate when your boss asks you to complete a report to help determine a purpose for writing.

Consider the essay most recently assigned to you. Identify the most effective academic purpose for the assignment.

My assignment: ____________________________________________

My purpose: ____________________________________________

Identifying the Audience

Imagine you must give a presentation to a group of executives in an office. Weeks before the big day, you spend time creating and rehearsing the presentation. You must make important, careful decisions not only about the content but also about your delivery. Will the presentation require technology to project figures and charts? Should the presentation define important words, or will the executives already know the terms? Should you wear your suit and dress shirt? The answers to these questions will help you develop an appropriate relationship with your audience, making them more receptive to your message.

Now imagine you must explain the same business concepts from your presentation to a group of high school students. Those important questions you previously answered may now require different answers. The figures and charts may be too sophisticated, and the terms will certainly require definitions. You may even reconsider your outfit and sport a more casual look. Because the audience has shifted, your presentation and delivery will shift as well to create a new relationship with the new audience.

In these two situations, the audience—the individuals who will watch and listen to the presentation—plays a role in the development of presentation. As you prepare the presentation, you visualize the audience to anticipate their expectations and reactions. What you imagine affects the information you choose to present and how you will present it. Then, during the presentation, you meet the audience in person and discover immediately how well you perform.

Although the audience for writing assignments—your readers—may not appear in person, they play an equally vital role. Even in everyday writing activities, you identify your readers’ characteristics, interests, and expectations before making decisions about what you write. In fact, thinking about audience has become so common that you may not even detect the audience-driven decisions.

For example, you update your status on a social networking site with the awareness of who will digitally follow the post. If you want to brag about a good grade, you may write the post to please family members. If you want to describe a funny moment, you may write with your friends’ senses of humor in mind. Even at work, you send e-mails with an awareness of an unintended receiver who could intercept the message.

In other words, being aware of “invisible” readers is a skill you most likely already possess and one you rely on every day. Consider the following paragraphs. Which one would the author send to her parents? Which one would she send to her best friend?

Last Saturday, I volunteered at a local hospital. The visit was fun and rewarding. I even learned how to do cardiopulmonary resuscitation, or CPR. Unfortunately, I think caught a cold from one of the patients. This week, I will rest in bed and drink plenty of clear fluids. I hope I am well by next Saturday to volunteer again.

OMG! You won’t believe this! My advisor forced me to do my community service hours at this hospital all weekend! We learned CPR but we did it on dummies, not even real peeps. And some kid sneezed on me and got me sick! I was so bored and sniffling all weekend; I hope I don’t have to go back next week. I def do NOT want to miss the basketball tournament!

Most likely, you matched each paragraph to its intended audience with little hesitation. Because each paragraph reveals the author’s relationship with her intended readers, you can identify the audience fairly quickly. When writing your own paragraphs, you must engage with your audience to build an appropriate relationship given your subject. Imagining your readers during each stage of the writing process will help you make decisions about your writing. Ultimately, the people you visualize will affect what and how you write.

While giving a speech, you may articulate an inspiring or critical message, but if you left your hair a mess and laced up mismatched shoes, your audience would not take you seriously. They may be too distracted by your appearance to listen to your words.

Similarly, grammar and sentence structure serve as the appearance of a piece of writing. Polishing your work using correct grammar will impress your readers and allow them to focus on what you have to say.

Because focusing on audience will enhance your writing, your process, and your finished product, you must consider the specific traits of your audience members. Use your imagination to anticipate the readers’ demographics, education, prior knowledge, and expectations.

• Demographics. These measure important data about a group of people, such as their age range, their ethnicity, their religious beliefs, or their gender. Certain topics and assignments will require these kinds of considerations about your audience. For other topics and assignments, these measurements may not influence your writing in the end. Regardless, it is important to consider demographics when you begin to think about your purpose for writing.
• Education. Education considers the audience’s level of schooling. If audience members have earned a doctorate degree, for example, you may need to elevate your style and use more formal language. Or, if audience members are still in college, you could write in a more relaxed style. An audience member’s major or emphasis may also dictate your writing.
• Prior knowledge. This refers to what the audience already knows about your topic. If your readers have studied certain topics, they may already know some terms and concepts related to the topic. You may decide whether to define terms and explain concepts based on your audience’s prior knowledge. Although you cannot peer inside the brains of your readers to discover their knowledge, you can make reasonable assumptions. For instance, a nursing major would presumably know more about health-related topics than a business major would.
• Expectations. These indicate what readers will look for while reading your assignment. Readers may expect consistencies in the assignment’s appearance, such as correct grammar and traditional formatting like double-spaced lines and legible font. Readers may also have content-based expectations given the assignment’s purpose and organization. In an essay titled “The Economics of Enlightenment: The Effects of Rising Tuition,” for example, audience members may expect to read about the economic repercussions of college tuition costs.

On your own sheet of paper, generate a list of characteristics under each category for each audience. This list will help you later when you read about tone and content.

1. Your classmates

• Demographics ____________________________________________
• Education ____________________________________________
• Prior knowledge ____________________________________________
• Expectations ____________________________________________

2. Your instructor

3. The head of your academic department

4. Now think about your next writing assignment. Identify the purpose (you may use the same purpose listed in Note 6.12 “Exercise 2” ), and then identify the audience. Create a list of characteristics under each category.

My audience: ____________________________________________

Please share with a classmate and compare your answers.

Keep in mind that as your topic shifts in the writing process, your audience may also shift. For more information about the writing process, see Chapter 8 “The Writing Process: How Do I Begin?” .

Also, remember that decisions about style depend on audience, purpose, and content. Identifying your audience’s demographics, education, prior knowledge, and expectations will affect how you write, but purpose and content play an equally important role. The next subsection covers how to select an appropriate tone to match the audience and purpose.

Selecting an Appropriate Tone

Tone identifies a speaker’s attitude toward a subject or another person. You may pick up a person’s tone of voice fairly easily in conversation. A friend who tells you about her weekend may speak excitedly about a fun skiing trip. An instructor who means business may speak in a low, slow voice to emphasize her serious mood. Or, a coworker who needs to let off some steam after a long meeting may crack a sarcastic joke.

Just as speakers transmit emotion through voice, writers can transmit through writing a range of attitudes, from excited and humorous to somber and critical. These emotions create connections among the audience, the author, and the subject, ultimately building a relationship between the audience and the text. To stimulate these connections, writers intimate their attitudes and feelings with useful devices, such as sentence structure, word choice, punctuation, and formal or informal language. Keep in mind that the writer’s attitude should always appropriately match the audience and the purpose.

Read the following paragraph and consider the writer’s tone. How would you describe the writer’s attitude toward wildlife conservation?

Many species of plants and animals are disappearing right before our eyes. If we don’t act fast, it might be too late to save them. Human activities, including pollution, deforestation, hunting, and overpopulation, are devastating the natural environment. Without our help, many species will not survive long enough for our children to see them in the wild. Take the tiger, for example. Today, tigers occupy just 7 percent of their historical range, and many local populations are already extinct. Hunted for their beautiful pelt and other body parts, the tiger population has plummeted from one hundred thousand in 1920 to just a few thousand. Contact your local wildlife conservation society today to find out how you can stop this terrible destruction.

Think about the assignment and purpose you selected in Note 6.12 “Exercise 2” , and the audience you selected in Note 6.16 “Exercise 3” . Now, identify the tone you would use in the assignment.

My tone: ____________________________________________

Choosing Appropriate, Interesting Content

Content refers to all the written substance in a document. After selecting an audience and a purpose, you must choose what information will make it to the page. Content may consist of examples, statistics, facts, anecdotes, testimonies, and observations, but no matter the type, the information must be appropriate and interesting for the audience and purpose. An essay written for third graders that summarizes the legislative process, for example, would have to contain succinct and simple content.

Content is also shaped by tone. When the tone matches the content, the audience will be more engaged, and you will build a stronger relationship with your readers. Consider that audience of third graders. You would choose simple content that the audience will easily understand, and you would express that content through an enthusiastic tone. The same considerations apply to all audiences and purposes.

Match the content in the box to the appropriate audience and purpose. On your own sheet of paper, write the correct letter next to the number.

• Whereas economist Holmes contends that the financial crisis is far from over, the presidential advisor Jones points out that it is vital to catch the first wave of opportunity to increase market share. We can use elements of both experts’ visions. Let me explain how.
• In 2000, foreign money flowed into the United States, contributing to easy credit conditions. People bought larger houses than they could afford, eventually defaulting on their loans as interest rates rose.
• The Emergency Economic Stabilization Act, known by most of us as the humungous government bailout, caused mixed reactions. Although supported by many political leaders, the statute provoked outrage among grassroots groups. In their opinion, the government was actually rewarding banks for their appalling behavior.

Audience: An instructor

Purpose: To analyze the reasons behind the 2007 financial crisis

Content: ____________________________________________

Audience: Classmates

Purpose: To summarize the effects of the $700 billion government bailout

Audience: An employer

Purpose: To synthesize two articles on preparing businesses for economic recovery

Using the assignment, purpose, audience, and tone from Note 6.18 “Exercise 4” , generate a list of content ideas. Remember that content consists of examples, statistics, facts, anecdotes, testimonies, and observations.

My content ideas: ____________________________________________

Key Takeaways

• Paragraphs separate ideas into logical, manageable chunks of information.
• The content of each paragraph and document is shaped by purpose, audience, and tone.
• The four common academic purposes are to summarize, to analyze, to synthesize, and to evaluate.
• Identifying the audience’s demographics, education, prior knowledge, and expectations will affect how and what you write.
• Devices such as sentence structure, word choice, punctuation, and formal or informal language communicate tone and create a relationship between the writer and his or her audience.
• Content may consist of examples, statistics, facts, anecdotes, testimonies, and observations. All content must be appropriate and interesting for the audience, purpose and tone.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Aligning Spaces, Strategies, and Assessments For a Powerful Student Voice

1. Creating physical spaces that promote student voice

2. choosing strategies and projects that help students find their voice, 3. re-designing grading and assessments to encourage student ownership of their work, making students part of their own assessments, ascd is dedicated to professional growth and well-being., let's put your vision into action., related blogs.

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Q&A: José M. Hernández on Igniting Students' Big Dreams

Submitting a Create Assignment

This assignment requires you to create a VoiceThread by uploading at least one slide and recording comments on it.

• Submitting on a computer
• Submitting on a mobile device

New VoiceThread

Legacy VoiceThread

• Sign in to your course.
• Click on the VoiceThread assignment link set up by your instructor.
• Click the yellow “Start Assignment” button on the right.
• To start building a new VoiceThread, click on the source from which you would like to upload or import media, and wait for that media to process. Click “Continue” at the bottom of the screen to go to the commenting options .

If you have already created the VoiceThread you want to use, scroll to the bottom of the page and click “Use an existing VoiceThread instead of creating a new one.” This will take you to a page where you can see all of your VoiceThreads, and you can click on one to use it. Click “Continue” at the bottom of the screen to go to the editing area in case you need to add more slides, and then click “Continue” again to go to the commenting options .

• Once you have met the requirements for the assignment, you will see blue checkmarks next to each item in your to-do list. Click the yellow “Submit” button on the right to complete your assignment.

• If your instructor would like you to view and comment on your classmates’ submissions, click on the “Student Gallery” button beneath the Submit button. This will open a new browser tab and take you to a page where you can view all of your classmates’ work for this assignment.

• Open the VoiceThread app.
• Tap on “Find my Institution.”
• Search for your institution by title or custom domain, and tap on it.
• Make sure your LMS or course system is selected as your sign-in method.
• Tap “Sign in.”
• Sign in to your LMS as you normally would.
• Navigate to your course.
• Tap on the VoiceThread link provided by your instructor. This will take you to the assignment.

• Upload any slides you want to include.
• Tap on the “Continue” button at the bottom of the screen to open the slides you have added.

• Tap on the menu icon in the top-right corner of the screen.
• Select “Assignment Details” from the menu that appears at the bottom of your screen.

• If your instructor would like you to view and comment on your classmates’ submissions, click on the “Student Gallery” button beneath the Submit button. This will take you to a page where you can view all of your classmates’ work for this assignment. You can open any VoiceThread you want to interact with and then close it again to land back on the Student Gallery.

While assignments should work seamlessly most of the time, you might occasionally encounter an error message that you need help resolving. Some of the most common ones are detailed here.

This assignment is currently being edited by your instructor.

This means your instructor currently has the assignment in edit mode. You won’t be able to work on it until they publish the assignment again. Please reach out to them if you continue to see this message for a prolonged period.

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• Tone Worksheets

This page features worksheets and resources that help teach tone. Students are often tested on their ability to interpret a narrator's tone. They need practice to get it right. Get your practice work here!

What Is Tone?

Tone is the narrator's attitude toward his or her subject. It is like tone of voice. People describe both types of tone using the same words. For example, if the narrator were mocking the characters, we might say the tone is sarcastic. But unlike tone of voice, which uses sound to help convey feeling, readers can only infer the narrator's tone from the text. So readers have to pay extra close attention.

Tone Worksheets and Resources

Here are some worksheets and resources to give students practice with identifying tone. Each worksheet has four poems. The speaker in each poem expresses a certain tone. Students must read the poems, determine the speakers' tones, and explain their answer using text. Though I have included answer keys, please bear in mind that these are suggestions. Student answers will vary.

Theme Common Core State Standards

18 comments, marva grant delancey.

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Angela Araújo

Thank you so much for sharing this wonderful work!

Laurie Frazier

Really enjoy using this site, and I appreciate the time and dedication you put into the site and the fact that it is absolutely free!! I have recommended it to a good deal of teachers!!

What happened to the other tone worksheets? These used to be short stories, now they’re all poems.

These are all the tone worksheets that I’ve ever had. Perhaps I should write some with stories…

Yes please!!!!

Love these worksheets to review and reinforce skills in my junior and senior classes. They are excellent for individual and group work. You have provided an amazing resource that saves me lots of time. Your time and effort used to set this up is greatly appreciated.

Thank you kindly for saying so. I appreciate you using the site.

Manisha Bakshi

Great Resources. Really useful.

Thank you! This sure makes teaching a little easier and I know it will help my students!

Tiffany Wall

I love this site. Thank you so much for being a resource to my classroom!!

You are the best! Thank you for everything! 🙂

alsan divinagracia

these are very helpful instructional materials. thank you for your love to teaching. God bless.

Ma. Fatima M. Solis

Thank you for this . It is very helpful. God bless

Thank you so much for taking the time to do this. These are very helpful.

Excellent site.!!!!!!!!!!!!!!!!!!!!!!!!!!!

Irving Echevarria

Excellent site. Very useful for my ESL students. Love it.

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How Tone of Voice Shapes Your Classroom Culture

It’s no easy task, but developing your tone of voice can build trust, reduce conflict, and set the stage for more learning in your classroom, research shows.

Using your voice to manage a classroom is one of the most powerful tools at your disposal. Teachers vocalize to impart information through direct instruction, gauge student understanding by asking questions, facilitate transitions between activities—and also manage behavior by redirecting wayward learners and issuing directives when necessary. It’s a deceptively complex, multifaceted tool, requiring constant modulation to fit changing classroom circumstances—and it can take teachers years to hone.

In a 2022 study , researchers set out to explore the nuances of tone, and especially how a teacher’s tone of voice can shape classroom culture. Researchers from the University of Essex and University of Reading analyzed how elementary students reacted to common classroom instructions—“It’s time to quiet down” or “Get in your seats, we’re starting the lesson,” for example—which were delivered in tones varying from controlling to neutral to supportive. While the words remained the same, shifts in tonality had a surprisingly large effect across multiple dimensions of classroom health, including students’ sense of belonging, autonomy, and enjoyment of the class, as well as the likelihood that they’d confide relevant personal information to educators, like their interests or academic struggles.

The researchers concluded that controlling tones “undermined” students’ sense of competence, while supportive tones “enhanced” their sense of connection with teachers. An authoritarian disposition can erect barriers: Controlling voices “dissuaded children from intentions to share secrets with their teachers,” including whether students were being bullied, were suffering hardships, or had completed work they were proud of, said the researchers, eroding the bonds of trust that are needed to learn in the social setting of a classroom.

Yet tone remains difficult to master, and harder still to sustain in a chaotic classroom environment. That’s why it’s helpful to be mindful of how things like intonation, volume, and the pacing of your speech can influence behavior, and how these qualities of voice can be judiciously deployed in ways that are likely to reinforce learning.

Canary in the Coal Mine

Subtle changes in a teacher’s tone of voice can be the first signal that something is awry in the classroom. A note of panic that slips into verbal directions, a rise in vocal register or volume, or a sudden barrage of repeated instructions may indicate to students that things are starting to spin out of control and trigger a fight-or-flight response in the classroom, ratcheting up the anxiety and leading to outbursts.

Emotions are contagious, researchers explain in a 2021 study . When teachers convey warmth and express interest in a topic, students are more likely to stay engaged—and stay out of trouble. Conversely, teachers who overreact to student disruptions or are emotionally distant can unwittingly create a combative or unfriendly atmosphere. Exhibiting passion for the topic works wonders: Teachers who enjoy being in the classroom “sustained their positive attitudes when students struggled and reported spending more time teaching,” the researchers report.

Meanwhile, developing a steady, calm demeanor in a dynamic classroom setting takes time and practice, particularly when students know how to press your buttons. Take things slowly and work from a place of empathy and compassion. One way to prepare for the inevitable tests of your patience is by running scenarios in your head or with a partner. “Think through scenarios that might happen in your classroom and how you want to respond before the start of the year,” suggests high school teacher and instructional coach Emily Terwilliger. “It will make those first redirects and interventions less intimidating.”

As always, focusing on relationships first is a bedrock principle: “ Bank time ” with students and get to know them better, since these deposits can help ease future conflict. Finally, it’s important to let go and start fresh; it’s easy to overreact if a student keeps pushing your buttons. Try to start each day with a clean slate.

Finding the Warm in Your ‘Warm Demander’

Managing a classroom with your voice requires deftness—use a tone that’s too strict and demanding, and the research over decades is clear: Older students in particular will read it as a challenge and rebel . Go too soft on students, however, and they’ll spend a lot of time testing the boundaries of what they can get away with.

The ideal tone is a blend of both approaches, says middle school teacher Kristine Napper. “Neither high expectations nor kind hearts can do the job alone,” writes Napper, who recommends adopting a warm demander tone that focuses first “on building strong relationships with students,” and then “draws on that wellspring of trust to hold students to high standards of deep engagement with course content.”

When students misbehave in Nina Parrish’s classroom, she sees it as an opportunity to ask thoughtful questions and look for patterns. Did something spark the disruption? Are students trying to get attention from their friends, or are they bored? “Behaviors help students obtain something desirable or escape something undesirable,” she explains . Instead of demanding compliance as a first step, meet your students halfway: Set high expectations, but also spend time trying to understand what makes them tick.

There will undoubtedly be times when you’ll need to raise your voice or speak sharply to a student, but the tactic should be used sparingly. “Developing a calm, neutral, assertive voice is part of the teacher’s own self-regulation, which allows them to help students to be self-regulated and to be secure in the knowledge that the teacher will be receptive to them, but also in control,” says Linda Darling-Hammond, president and CEO of the Learning Policy Institute.

A Dose of the Nonverbal

It’s easy to forget that tone isn’t just conveyed through your voice—it can also be conveyed by facial expressions, hand gestures, and body language, which “help guide facilitation of student learning,” says Samford University professor Lisa Gurley in a 2018 study . Teachers often adopt a formal demeanor in the classroom, modeling behavior that mirrors a professional environment. Yet the difference between too-controlling and just-controlling-enough often relies not on what is said, but on the accompanying nonverbal cues that can soften perceptions.

Are you inadvertently frowning or looking exasperated when a student speaks up? Do you seem dismissive? Modern eye-tracking research suggests that teachers tend to make eye contact with students in the front row and the middle section, so consider circulating in your room and making an effort to acknowledge those sitting in the back (and on the peripheries) with your presence.

You can be formal by nature and formal in speech, and still connect. Students can detect and appreciate teaching authenticity in many forms, according to recent research . And students usually “respond positively to professors who treat them with dignity and seem approachable, even if those professors are more formal in their speech and demeanor,” says Amber Dickinson, a political science professor at Oklahoma State University, in a 2017 study . Acknowledging students with eye contact or an approving nod can “reduce the psychological distance” and help build a trusting relationship without saying a single word, she writes.

The Case of the Disembodied Voice

Vocalizing is not the only way that tone is expressed; our voice continues to have influence even in the absence of our physical presence. When giving feedback on an assignment, writing emails, or having an online discussion, the right tone can be harder to pin down—but it remains crucial—when communicating with students.

“A professor in a classroom may provide succinct instructions that students understand and appreciate, but a short email from a professor may be interpreted as cold or uncaring,” says Dickinson. In her study, she discovered that attempts to be efficient by communicating in a precise manner—such as giving clear instructions on how to upload an assignment—were often interpreted by her students as harsh. Stripped of the nonverbal cues that typically accompany a face-to-face conversation, her online persona became stern and distant, and she saw her students become less engaged as a result.

When writing messages to students, be sure to include personal touches, suggests Dickinson. It not only will make them feel more comfortable but also can create a more positive classroom culture and encourage students to reach out for help. “For example, I included content to offer general encouragement by saying things such as ‘Don’t give up, the semester is almost over, and your hard work will pay off,’ or reminding students I was happy to help them in any way,” she writes.

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Tim Walz Is Kamala Harris’s Choice for Vice President

The Minnesota governor, a former high school teacher and National Guard member, brings to the ticket Midwestern appeal and a plain-spoken way of taking on Donald Trump.

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By Reid J. Epstein Katie Rogers Erica L. Green and Shane Goldmacher

Reid J. Epstein, Katie Rogers and Erica L. Green reported from Washington, and Shane Goldmacher from New York.

• Aug. 6, 2024

Vice President Kamala Harris, the Democratic nominee for president, has chosen Gov. Tim Walz of Minnesota as her running mate, elevating a former football coach whose rural roots, liberal policies and buzzy takedowns of former President Donald J. Trump have recently put him on the map.

Mr. Walz, 60, emerged from a field of candidates who had better name recognition and more politically advantageous home states. Minnesota is not a top-tier presidential battleground and is unlikely to prove critical to a Harris-Walz victory.

But he jumped to the top of Ms. Harris’s list in a matter of days, helped by cable news appearances in which he declared that Republicans were “weird.” The new, clear articulation of why voters should reject Mr. Trump caught on fast and turned the spotlight on the plain-spoken Midwesterner behind it.

“One of the things that stood out to me about Tim is how his convictions on fighting for middle class families run deep,” Ms. Harris said in a social media post confirming his selection. “It’s personal.”

Mr. Walz (pronounced Walls) will appear with Ms. Harris at a rally on Tuesday evening in Philadelphia, their first appearance as the Democratic ticket. In his own post on social media, Mr. Walz said it was the “honor of a lifetime” to be chosen as her running mate.

“Vice President Harris is showing us the politics of what’s possible. It reminds me a bit of the first day of school,” he said.

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Finding Your Voice as a Writer: Embracing Authenticity in Your Work

By JD Barker

In the bustling world of literature, where countless voices vie for attention, one question haunts aspiring writers like a persistent melody: How do I find my unique voice? It’s the literary equivalent of a musician’s signature sound or an artist’s distinctive brushstroke. Your voice is the ineffable quality that makes your writing unmistakably yours.

But here’s the rub: your voice isn’t something you find like a lost set of keys. It’s something you cultivate, nurture and ultimately unleash. It’s the culmination of your experiences, your perspective and your willingness to bare your soul on the page. In short, it’s about embracing authenticity in your work.

Or consider David Foster Wallace, whose maximalist, footnote-laden style was as much a reflection of his brilliant, restless mind as it was a literary choice. Wallace’s voice didn’t come from mimicking others, but from allowing his unique perspective — complete with all its quirks and digressions — to flow onto the page.

So how do you, as a budding writer , find your own authentic voice? Here are a few strategies to consider:

1. Write What You Know (And What You Don’t). The old adage “write what you know” is solid advice, but it’s only half the story. Yes, draw from your experiences, your emotions, your unique slice of life. But also write about what you don’t know — what fascinates you, what scares you, what you’re trying to understand. Your voice emerges in how you approach both the familiar and the unknown.

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3. Embrace Your Quirks. Maybe you have a penchant for long, winding sentences that would make Faulkner proud. Perhaps you love sprinkling pop culture references throughout your prose like Chuck Klosterman. Or maybe you have a knack for sparse, Hemingway-esque dialogue. Whatever your quirks are, don’t shy away from them. They’re the building blocks of your unique voice.

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4. Write Often, and Write Badly. The only way to develop your voice is to use it. Write every day, even if it’s just for 15 minutes. And here’s the liberating part: Give yourself permission to write badly. Your first drafts don’t need to be masterpieces. They’re the sandbox where you play, experiment and gradually uncover your authentic voice.

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7. Break the Rules (But Know Them First). To develop a truly unique voice, you might need to break some grammatical rules or literary conventions. But here’s the catch: you need to know the rules before you can break them effectively. Master the basics of your craft, then feel free to experiment and push boundaries.

8. Trust Your Instincts. Sometimes, finding your voice is about trusting your gut. If a certain way of writing feels right to you, even if it goes against conventional wisdom, explore it. Your instincts are a crucial part of your authentic voice.

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In the end, your authentic voice is the most valuable asset you have as a writer. It’s what will make your work stand out in a sea of words. It’s what will connect you with readers on a profound level. And it’s what will keep you writing even when the going gets tough.

So, aspiring scribes, embrace your quirks, dig deep into your experiences and let your authentic self shine through your words. Your voice is waiting to be heard. All you need to do is let it speak.

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