This document provides an overview of active and passive voice for a 9th grade English class. It begins with an introduction to voice and defines it as the form a verb takes to indicate whether the subject performs or receives the action. It then explains the two types of voice: active and passive. Examples are provided for each. The document notes that active voice is generally preferred as it is more direct and engaging. It concludes by discussing appropriate uses of passive voice, such as when the subject is unknown or being emphasized. Students are then given practice examples to change between active and passive voice.

1. 9th Grade English
Mr. Suarez

2. Title and Content Layout with List
• Add your first bullet point here
• Add your second bullet point here
• Add your third bullet point here

3. UNIT 9.1
Understanding Active and Passive Voice

4. UNIT 9.1
Verbs and Voice
•Voice is the form a verb takes to
indicate whether the subject of the verb
performs or receives the action.
•There are two types of voice: active
voice and passive voice.

5. Active Voice
•Active Voice – indicates that the subject of
the verb is acting
•Because the subject does or "acts upon" the
verb in such sentences, the sentences are
said to be in the active voice.

6. Active Voice
These examples show that the subject is doing the verb's action.
The dog jumped onto the boy.
• The dog (subject) is doing the jumping (verb).
Kristy will give a book report to the class.
• Kristy (subject) is doing the giving (verb).
The computer ate my paper.
• The computer (subject) is doing the eating (verb).

7. Passive Voice
• In a passive voice sentence, the subject
and object flip-flop. The subject becomes
the passive recipient of the action.
• Because the subject is being "acted
upon" (or is passive), such sentences are
said to be in the passive voice.

8. Passive Voice
These examples show the subject being acted upon by the verb.
The boy was jumped on by the dog.
• Boy (subject) was being jumped on (verb)
A book report will be given by Kristy to the class.
• Report (subject) will be given (verb).
My paper was eaten by the computer.
• Paper (subject) was being eaten (verb).

9. Reasons to Use the Active Voice
• Most writers prefer to use active voice because
it is more direct.
Compare
• Active: The waiter dropped the tray of food.
• Passive: The tray of food was dropped by the
waiter.

10. Reasons to Use the Active Voice
• The active voice is less awkward and clearly states relationship
between subject and action.
Compare
• Passive: Your request for funding has been denied by the review
committee.
• Active: The review committee denied your request for funding.
The active voice sentence pattern propels the reader forward through
your writing thus avoiding weak prose.

11. When to Use Passive Voice
• In general, the passive voice is less direct, less forceful, and
less concise than the active voice.
Use the passive voice in the following situations:
• Use passive voice when you do not know or do not want to
reveal the performer of an action.
• Use passive voice when you want to emphasize the receiver
of an action.

12. EXAMPLES
•Awkward Passive: My bicycle was
repainted by John.
•Deliberate Passive: My bicycle was
repainted. (The performer is not
mentioned and the emphasis is on the
bicycle.)

13. Let’s Practice
 Directions: Change the sentences below to the active voice.
1. The statue is being visited by hundreds of tourists every year.
2. My books were stolen by someone yesterday.
3. These books had been left in the classroom by a careless
student.
4. Coffee is raised in many parts of Hawaii by plantation
workers.
5. The house had been broken into by someone while the owners
were on vacation.

14. Let’s Practice
 Directions: Change the sentences below to the passive
voice.
1. Children cannot open these bottles easily.
2. The government built a road right outside her front
door.
3. Mr. Ross broke the antique vase as he walked through
the store.
4. When she arrived, the changes amazed her.
5. The construction workers are making street repairs all
month long.

16. An Introduction to Persuasion
and Argument
Moving people to a belief,
position, or course of action
Adapted from Mike McGuire’s Com 101 class notes, MV Community College

17. Persuasion?
•Persuasion is a broad term, which
includes many tactics designed to
move people to a position, a
belief, or a course of action

18. The Importance of Persuasion
• IN EVERYDAY LIFE…
• Appealing a grade, asking for a raise, applying for a job, negotiating the price of a new car,
arguing in traffic court
• IN ACADEMIC LIFE…
• Defending your ideas, engaging intellectual debate
• ON THE JOB…
• Getting people to listen to your ideas, winning buy-in, getting your boss to notice, getting
cooperation, moving people to action
• IN WRITING…
• Irrefutably making your point, writing to be read
• IN READING AND LISTENING…
• Critically evaluating other’s arguments, protecting yourself from unethical persuasive tactics,
recognizing faulty reasoning when you see it.

19. The Role of Your Audience
• Understanding your audience is key to effective writing of all
kinds, especially persuasive writing
• Audience awareness is absolutely essential to successful persuasion
and argument; therefore…
• Know your audience
• What is their position on the issue?
• How strongly do they feel about it?
• Are they open-minded enough to consider other views?
• What will their objections be to your argument?

20. Structure of a Classical Argument
Introduction
Thesis Statement
Background Information
Reasons and Evidence
The Opposing View and the Refutation
Conclusions

21. The Thesis Statement
…is the most important sentence in your paper
…is an assertion
…answers the question: “What am I trying to prove?”
...brings focus to the entire essay
…lets the reader know the main idea of the paper
…is not a factual statement or an announcement of purpose, but a claim that has to be
proven throughout the paper.

22. Using a Reasonable Tone
• Shows you are fair-minded and therefore adds to your
credibility
• When you acknowledge the opposition with balanced
language, it shows that your respect the opposing views
• No matter how passionate you are about the issue, don’t
resort to careless, harsh words; this would show more
about your than the issue

23. Offering a Counterargument
• Addressing the opposition demonstrates your credibility as a
writer
• It shows that you have researched multiple sides of the argument
and have come to an informed decision
• Remember, keep a balanced tone when attempting to debunk the
opposition

24. Counter-arguing Effectively
• Conceding to some of your opposition’s concerns can demonstrate
respect for their opinions
• Remain tactful yet firm
• using rude or deprecating language can cause your audience to reject your
position without carefully considering your claims

25. Performance Task – Persuasion Rubric
A LETTER TO THE PRINCIPAL
Traits 4 3 2 1
Organization
The introduction is inviting, states the
goal or thesis, and provides an
overview of the issue. Information is
presented in a logical order and
maintains the interest of the audience.
The conclusion strongly states a
personal opinion.
The introduction includes the goal or
thesis and provides an overview of
the issue. Information is presented in
a logical order but does not always
maintain the interest of the audience.
A conclusion states a personal
opinion.
The introduction includes the
main goal or thesis. Most
information is presented in a
logical order. A conclusion is
included, but it does not clearly
state a personal opinion.
There is no clear
introduction, structure, or
conclusion.
Goal or Thesis
There is one goal or thesis that
strongly and clearly states a personal
opinion and identifies the issue.
There is one goal or thesis that states
a personal opinion and identifies the
issue.
A personal opinion is not clearly
stated. There is little reference to
the issue.
The personal opinion is not
easily understood. There is
little or no reference to the
issue.
Reasons and Support
Three or more excellent reasons are
stated with good support. It is evident
that a lot of thought and research was
put into this assignment.
Three or more reasons are stated,
but the arguments are somewhat
weak in places.
Two reasons are made but with
weak arguments.
Arguments are weak or
missing. Less than two reasons
are made.
Attention to Audience
Argument demonstrates a clear
understanding of the potential
audience and anticipates
counterarguments.
Argument demonstrates a clear
understanding of the potential
audience.
Argument demonstrates some
understanding of the potential
audience.
Argument does not seem to
target any particular audience.
Word Choice
Word choice is creative and enhances
the argument.
Word choice enhances the argument.
There is evidence of attention
to word choice.
Word choice is limited.
Visuals/Delivery
Visuals are appealing, highly
relevant, and add support to the
argument. Delivery is fluent, with an
engaging flow of speech.
Visuals are appealing and add
support to the argument. Delivery is
fluent.
Visuals are related to the topic.
Delivery lacks some fluency
Visuals are not directly related to
the topic. Delivery is not fluent.
Grammar, Mechanics/ and There are no errors in grammar,
There are few errors in grammar,
mechanics, and/or spelling, but they
There are several errors in
grammar, mechanics, and/or
There are numerous errors in
grammar, mechanics, and/or