The Passive Voice Essay Sample free essay sample

Introduction The English linguistic communication offers its talkers a assortment of agencies to show actions and emotions. In order to carry through this. the talker by and large must use verbs. Fortunately the linguistic communication offers a rich array of verbs from which to take. but larning all of the tenses. voices and abnormalities of these verbs can be disputing. On hard verb construct for pupils to maestro is that of the active and inactive voices. Basically. the English linguistic communication consists of two chief voices: the passive and the active voice. The active voice is by and large preferred in vivid authorship. while the inactive voice is reserved for more rare occasions. The term voice. harmonizing to Pollack. refers to the relationship between the topic and the verb in a sentence ( 163 ) . In active voice buildings. the topic of the sentence acts upon an object through an active voice verb. In inactive voice buildings the topic receives the action of the verb instead than moving on it. We will write a custom essay sample on The Passive Voice Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The rational of this paper is to analyse the inactive voice by presenting general utilizations of it. so discoursing the signifiers of it. and reasoning with the significance of the passive when used alternatively of the active voice. General Uses of the Passive Voice Passive voice is distinguished from active voice by the focal point. or intending. of the sentence. The active voice focal points on the topic. or who is making the action. The inactive voice focal points on the action itself – what happened? ( Pollack 164 ) . For illustration. a sentence reads as follows: The male child threw the ball. This sentence is in active voice because the male child. the topic. is the agent of action. the 1 that performs the action of the verb which is ‘to throw. ’ . The male child here is emphasized. as opposed to. state. the miss or the adult male. If the sentence were to be converted to inactive voice. it would read as follows: The ball was thrown by the male child. In this sentence the ball is the topic. but alternatively of being the agent of the action. the ball is the receiving system of the action. After all. the ball didn’t throw anything. Here. the focal point is on the fact that the ball was thrown instead than possibly kicked or rolled. The purpose of the author or talker. so. is of import in taking to utilize the inactive voice. How to Form the Passive Voice The inactive voice is formed by uniting some signifier of the verb ‘to be’ with a past participial. When organizing the present tense. the author would utilize am. is or are with the past participial ( ‘am formed’ . ‘is formed’ or ‘are formed’ ) . to organize the past tense. the author would utilize was or were plus the past participial ( ‘was formed’ or ‘were formed’ ) . Finally the hereafter passive is formed by utilizing the word will + be + the past participial. as in ‘will be formed’ . For illustration: Active voicePassive Voice The president forms a commission. The commission is formed by the president. The president formed a commission. The commission was formed by the president. The president will organize a commission. The commission will be formed by the president. A 2nd manner to organize the inactive voice is to utilize the verb ‘to get’ with the past participial. Harmonizing to Riggenbach and Samuda. this â€Å"get passive† is more informal than the â€Å"be passive† and frequently used more in conversation. The undermentioned illustrations show the difference: John’s Canis familiaris was scratched by his cat. John’s Canis familiaris got scratched by his cat. The 2nd sentence is more informal than the first. The writers go on to observe that the â€Å"get-passive† may frequently except the concluding prepositional phrase. Meaning of the Passive Voice and When a Writer Chooses to Use It. Other times. the author may deliberately utilize the inactive voice to avoid calling an agent of action. He may prefer to stay nonsubjective and let the reader to find the agent for himself. or he may merely non cognize who the agent is. For illustration. the undermentioned sentence can be interpreted both ways: The ball was thrown into the room. Harmonizing to the first account. the author may be purposefully keep backing the information in order to make suspense or coerce the reader to find the â€Å"thrower† for himself. Or. the individuality of the â€Å"thrower† may non be known at all. doing it impossible to make an active voice sentence without the usage of the vague capable â€Å"one† or â€Å"someone† ( Deakins. Perry and Viscount 235 ) . One common mistake in an wrong usage of the inactive voice is to merely utilize it when there is no demand. If for illustration. the author presents the undermentioned sentence: The ball was thrown by the male child. the concluding prepositional phrase. which Werner calls the by + agent phrase. tells the individuality of the throwster. In this instance. this sentence can easy be converted to active voice. It is by and large considered hapless manner to overdrive the inactive voice. so the author should maintain his usage of it merely to those grounds presented above. Some common inactive voice verbs include based. connected. covered. filled. formed. known. involved. located. made up or of. related. and used for and to. Wilson summarizes the five chief grounds to utilize the inactive voice: First. as discussed earlier. if the author wants to stress the receiving system of an action instead than the agent. he should utilize the active voice. For illustration. if the author wants to stress that the ball was thrown instead than a shoe. he might compose the undermentioned sentence: The ball was thrown into the crowd by the male child. To compose this in active voice would be to concentrate onwhothrew the ball. instead than on the ball itself. Second. the author may desire to take the accent off from the agent of action. This is known as atruncated inactive voicein which the agent of action is dropped from the sentence all together. The writer suggests utilizing the abbreviated inactive voice of the agent is unimportant or irrelevant as good. An illustration may be for the inactive voice sentence above. Its abbreviated inactive voice would be The ball was thrown into the crowd. Here. it is apparent that cipher truly knows who threw the ball into the crowd or that it doesn’t affair for the significance of the authorship. Third. as mentioned above. sometimes the writer does non desire to uncover the agent. This may happen for a assortment of grounds. including the desire to avoid duty or the desire to stay nonsubjective as an writer. Fourth. the usage of the inactive voice may be necessary to make smooth and unstable passages between sentences. Sometimes the active voice may make an awkward interruption in the flow of the sentence which consequences in a break of the flow of the piece of composing. Finally. and likewise. the writer may desire to keep a consistent point of position. and this may be managed merely by utilizing the inactive voice. Decision Great authors are able to develop their ain personal sense of manner. In making so. they must larn even the niceties of linguistic communication which include the usage of the active and inactive voice. Learning when and how to utilize this peculiar verb building is instrumental in taking any writer’s written look to the following degree. PASSIVE VOICE HANDOUT What is the inactive voice? The inactive voice is formed by utilizing a signifier of the verb ‘to be’ plus a past participial to demo an action. In this instance. the action is non performed BY the topic but UPON the topic. Examples Active: The male child bounced the ball. Passive voice: The ball was bounced by the male child. Trouble Musca volitanss when utilizing the inactive voice! You know you are overdriving the inactive voice when you find yourself adding a batch of â€Å"by† phrases. For illustration: The ball was bouncedby the male child The Meleagris gallopavo was eatenby the kids. Both of these sentences clearly give an action ( bounciness and eat ) and an agent of the action ( male child and kids ) . Therefore. they could both be written more compactly in the active voice. The male child bounced the ball. The kids ate the Meleagris gallopavo. Helpful Tips for utilizing the inactive voice! For illustration: The ball was bounced. (It doesn’t affair WHO bounced the ball or cipher truly knows WHO bounced the ball. ) For illustration: The ball was bounced. ( The BALL instead than the BEANBAG was bounced. ) For illustration: The ball was bounced. ( We don’t want to state who bounced the ball because it hurt person or because we want to maintain it a secret until the terminal of the story. ) For illustration: The ball was bounced. ( There can be many illustrations for this ; fundamentally. the flow of the words that come before and follow the sentence can assist you find if inactive voice is appropriate. ) SAMPLE EXERCISE ONE – REWRITE EACH ACTIVE VOICE SENTENCE INTO THE ACTIVE VOICE. SAMPLE EXERCISE TWO – TELL WHETHER EACH USE OF THE PASSIVE VOICE BELOW IS ACCEPTABLE OR NOT ACCEPTABLE. Rewrite THE NON-ACCEPTABLE USES INTO ACTIVE VOICE. Plants Cited Riggenbach. Heidi. and Virginia Samuda.Grammar Dimentions.Boston: Heinle A ; Heinle Publishers. 1993. Deakins. Alice H. . Kate Parry. and Robert R. Viscount.The Tapestry Grammar.Boston: Heinle A ; Heinle Publishers. 1994. Pollock. Carroll Washington.Communicate What You Mean. New jersey: Prentice Hall. Inc. . 1982. Werner. Patricia K. .A Content-Based Grammar. New york: The McGraw-Hill Companies. Inc. . 1996. Wilbers. Stephen. Sometimes the inactive voice is better than the active. Minneapolis Star Tribune: October 27. 1995

College English Essay Samples - How to Get Started

College English Essay Samples - How to Get StartedCollege English Essay samples will give you a great starting point when trying to write an essay. They contain common college topics, which makes them easy to follow. In addition, the common themes in the samples make it easier to recognize and put into words the ideas that have been described.The most common college essay samples you will find are written by college students. These samples were taken from student work submitted for college credit. Students were expected to write essays about various topics that were commonly found in their courses. This is one way that colleges could be sure that the students had a good grasp of what the class was all about.In addition to the sample articles, you will also find helpful guides that provide tips on how to complete your work. Many of these guides give you step-by-step instructions that make the process go faster. A lot of people who take these guides will actually hire someone to assist them with writing their own assignments.College writing guides for essays are used by thousands of students each year. Students often use these guides to help get a head start on their college assignments. They find that they will be less stressed when they know what they are doing before beginning their work. They will also benefit by completing a project that will get them extra credit at school.There are many online sources where you can purchase the college essay samples that you need. You will find many different options that are available, which make it easy to buy a package that will include a number of samples. It is up to you to decide which type of guide is right for you.If you have not done much work on your own writing before, you may want to start with something that is easy for you to understand. The same rule applies to the essays that you do to earn college credit. Make sure that you go through the sample chapters and articles thoroughly so that you will know exactl y what is required of you.If you find that the information in the sample chapters does not really prepare you for the kind of work that you will have to do in the real world, it is time to move on to a guide that will help you get started. You may have the best results by purchasing an eBook that contains some kind of a sample chapter or section. This will help you get an idea of how your work will sound and also give you an idea of what kind of college essay will have to be written.College English Essay samples are useful tools that any student should use when trying to learn to write. The guides contain easy to follow instructions, making it simple to work through the chapters. You will find that by using this guidance, you will be able to get your work done quickly.

Lyndon jhonson essays

Lyndon jhonson essays Lyndon Baines Johnson was born on Aug. 27, 1908, on a farm near Stonewall Texas. On Nov. 22, 1963, Johnson took the oath of office as the 36th president of the United States after John F. Kennedy had been shot in Dallas. With a background in government and also in the Baptist church, Johnson was deeply involved in civil rights and that will be shown in his first term after he was promoted to presidency by the assassination of the a president and in his second term second after he was elected as president of the United States after receiving 61% of the nations votes, which is over 16 million votes. . On November 25, while on trip to Texas, John F. Kennedy was assassinated by an unknown gunman, Johnson was immediately put into office. In his State of the Union Address shortly after, he announced a slash in the National Budget. He called for more spending on education, health care and job training. But, he then stated that there would be less spending on military even though with situation in Southeast Asia .A major event in Johnson's first year as president was the Congressional passage of one of the largest civil rights bills in the nation's history. The bill had been show to Congress in June 1963 during the large civil rights demonstrations being healed during the time. It was originally Kennedys bill, but Johnson firmly stood behind it. The bill passed the House of Representatives in February, but Southern opponents tried to stop its passage into the Senate. But, the bill then passed the Senate, 73 to 27. In July President Johnson signed it into law. Johnson ran for his second term. Johnson ran for Presidency and won by a landslide. His opponent was Goldwater. Johnson won by the biggest landslide in the nations history. He won in every state except for Goldwaters state, Arizona, and five states in the Deep South. During his time in office Johnson made his plan called the Great Society. Th ...

History of the Textile Industry

History of the Textile Industry The major steps in the manufacture of textiles and clothes are: Harvest and clean the fiber or wool.Card it and spin it into threads.Weave the threads into cloth.Fashion and sew the cloth into clothes. Great Britains Lead in Textile Machinery During the early eighteenth century, Great Britain was determined to dominate the textile industry. Laws forbade the export of English textile machinery, drawings of the machinery, and written specifications of the machines that would allow them to be constructed in other countries. Britain had the power loom, a steam-powered, mechanically-operated version of a regular loom for weaving. Britain also had the spinning frame that could produce stronger threads for yarns at a faster rate. Meanwhile the stories of what these machines could do excited envy in other countries. Americans were struggling to improve the old hand loom, found in every house, and to make some sort of a spinning machine to replace the spinning wheel by which one thread at a time was laboriously spun. American Failures with Textile Machinery and the American Textile Industry Flounders In 1786, in Massachusetts, two Scotch immigrants, who claimed to be familiar with Richard Arkwrights British-made spinning frame, were employed to design and build spinning machines for the mass production of yarn. The inventors were encouraged by the U.S. government and assisted with grants of money. The resulting machines, operated by horse power, were crude, and the textiles produced irregular and unsatisfactory. In Providence, Rhode Island another company tried to build spinning machines with thirty-two spindles. They worked badly and all attempts to run them by water-power failed. In 1790, the faulty machines were sold to Moses Brown of Pawtucket. Brown and his partner, William Almy, employed enough hand-loom weavers to produce eight thousand yards of cloth a year by hand. Brown needed working spinning machinery, to provide his weavers with more yarn, however, the machines he bought were lemons. In 1790, there was not a single successful power-spinner in the United States. How Did the Textile Revolution Finally Happen in the United States? The textile industry was founded by the work and importance of the following businessmen, inventors, and inventions: Samuel Slater and MillsSamuel Slater has been called both the Father of American Industry and the Founder of the American Industrial Revolution. Slater built several successful cotton mills in New England and established the town of Slatersville, Rhode Island. Francis Cabot Lowell and Power LoomsFrancis Cabot Lowell was an American businessman and the founder of the worlds first textile mill. Together with inventor Paul Moody, Lowell created a more efficient power loom and a spinning apparatus. Elias Howe and Sewing MachinesBefore the invention of the sewing machine, most sewing was done by individuals in their homes, however, many people offered services as tailors or seamstresses in small shops where wages were very low. One inventor was struggling to put into metal an idea to lighten the toil of those who lived by the needle. Ready-Made Clothing It was not until after the  power-driven sewing machine  was invented, that factory production of clothes and shoes on a large scale occurred. Before sewing machines, nearly all clothing was local and hand-sewn, there were tailors and seamstresses in most towns that could make individual items of clothing for customers. About 1831, George Opdyke (later Mayor of New York) began the small-scale manufacture of ready-made clothing, which he stocked and sold largely through a store in New Orleans.  Opdyke was one of the first American merchants to do so. But it was not until after the power-driven sewing machine was invented, that factory production of clothes on a large scale occurred. Since then the clothing industry has grown. Ready-Made Shoes The Singer machine of 1851 was strong enough to sew leather and was adopted by shoemakers. These shoemakers were found chiefly in Massachusetts, and they had traditions reaching back at least to Philip Kertland, a famous shoemaker (circa 1636) who taught many apprentices. Even in the early days before machinery, division of labor was the rule in the shops of Massachusetts. One workman cut the leather, often tanned on the premises; another sewed the uppers together, while another sewed on the soles. Wooden pegs were invented in 1811 and came into common use about 1815 for the cheaper grades of shoes: Soon the practice of sending out the uppers to be done by women in their own homes became common. These women were wretchedly paid, and when the sewing machine came to do the work better than it could be done by hand, the practice of putting out work gradually declined. That variation of the sewing machine which was to do the more difficult work of sewing the sole to the upper was the invention of a mere boy, Lyman Blake.  The first model, completed in 1858, was imperfect, but Lyman Blake was able to interest Gordon McKay, of Boston, and three years of patient experimentation and large expenditure followed. The McKay sole-sewing machine, which they produced, came into use, and for twenty-one years was used almost universally both in the United States and Great Britain. But this, like all the other useful inventions, was in time enlarged and greatly improved, and hundreds of other inventions have been made in the shoe industry. There are machines to split leather, to make the thickness absolutely uniform, to sew the uppers, to insert eyelets, to cut out heel tops, and many more. In fact, division of labor has been carried farther in the making of shoes than in most industries, for there about three hundred separate operations in making a pair of sh oes.

Conceal and Carry Essay Example | Topics and Well Written Essays - 1000 words

Conceal and Carry - Essay Example Statistics related to crime, hand gun related crime, and attempts to circumvent the law will be balanced to determine if the law has had an effect positive or negative on the state following passage. In the final view, it will be clear that the changes in legislation that make it easier for a person to receive a license to carry a concealed firearm are beneficial in: â€Å"In Minnesota, a person may not carry a pistol in a public place unless they are in possession of a permit to carry. Exceptions to the permit requirement include law enforcement officers and other defined instances (Minnesota Statutes, section 624.714). In 2003, the movement to change the permit application process from may issue (discretionary) to shall issue succeeded with the passage of Laws of Minnesota 2003, Chapter 28, Article 2. The shall issue application process limits the local law enforcement discretion provision and requires the granting of permits to all applicants who meet minimum requirements. Efforts to change Minnesota from a may issue to a shall issue state took place over several years.† (Minnesota Legislative Reference Library, 2009) It is important to recognize that there are two main issues in this case. The first is the constitutional debate over the validity of requiring permits for carrying concealed weapons. The Second Amendment guarantees the right to bear firearms, so it is questionable under what authority government can take away that right by requiring concealed weapons permits. The legal basis for the argument is as Justice Harlan writes in Terry vs. Ohio, namely that â€Å"concealed weapons create an immediate and severe danger to the public.† (Cornell, 2010) This is debatable under the traditional response that â€Å"guns don’t kill people, people kill people†. For example, are non-concealed weapons, openly worn or brandished, less dangerous than concealed weapons? Concealed weapons

Project management and the problem of project escalation Essay

Project management and the problem of project escalation - Essay Example As Keil suggested in his article, there are four factors that contribute to escalation, namely: project factors, psychological factors, social factors, and organizational factors. In this respect, effectively addressing escalation must, therefore, centre on addressing these factors.   First, it is important to complete a comprehensive cost-benefit and risk analysis at the initial planning stage in order to give project managers sufficient information with regard to decisions regarding the IT project. This will be able to address the objective factors that are caused by poor judgment on the scale of a project.Second, it is also important for the project team, preferably with the help of a professional not to the team, to establish protocols and standards to serve as indicators that will signal when a project must be abandoned, and when it is still salvageable. A separate quality analyst must also be employed to monitor these indicators and compare it with the project team’s p rogress. This will place part of the responsibility in abandoning a project on an outsider who will not be affected by the same psychological factors that plague project managers.   Third, it is also imperative to promote teamwork and a cooperative atmosphere within a project team to ensure that rivalry or any negative behavior that can affect a team’s ability to make sound decisions are not compromised. In this respect, team-building activities will be beneficial.   Fourth, in order to avoid pressure.

Language Teacher Response

Language Teacher Response Teachers questioning Strategies in EFL classrooms 1) What type of questions does the teacher use? 2 Is there a predominance of any particular type(s)? 3) What modification techniques does s/he employ when questions are not understood? 4) How much L2 production do questions generate from the learners? Questioning is considered by researchers as one of the commonly used strategies in language classrooms. Questions are a very important aspect of classroom talk and teachers talk is largely made up of questioning (Tsui 1995). Educational studies on language classrooms have focused on the effect of teacher questions on learners production of the target language and on the types of learner response (Tsui 1995). Teachers questions are a means of engaging learners attention, encouraging verbal responses, and assessing learners progress (Chaudron 1988). Tsui (1995) has elaborated the functions of questions as a source of checking students understanding, to confirm if they have gained the knowledge imparted, to focus their attention, make them involved in the lesson, to take the lesson forward and some teachers ask questions to maintain discipline in the classroom and especially in language classroom questions serve the purpose of making students practice a certain language item and to use the target language for communication. Questioning can either assist target language production or result in meaningful content-related responses by learners (Chaudron 1988). Ellis (1994) gives more emphasis on questioning as a way of keeping control over the classroom discourse. Long (1981) argues that questioning probably facilitates interaction by establishing the topic and who is likely to speak next (Chaudron 1988). Questions provide learners with the opportunity to speak the language and generate a series of follow up conversation among learners as well as helping teacher to check comprehension (Brown 1994).But on the other hand Chaudron (1988) is of the opinion that the nature of questions may strictly limit the possibilities for the students to respond at length. According to Tsui (1995) in majority of the ESL classrooms main part of classroom interaction is created by the teacher posing questions and these can be nearly 70 percent of the classroom talk. But Chaudron (1988) attributes only 20 t0 40 percent classroom talk to questioning. Johnston (1990) observed a total of 522 questions of different types in three hours of language class. Similarly, Long and Sato (1983) observed a total of 938 questions in six ESL lessons (Ellis 1994). Types of Questions The type of questions that the teacher asks affects the kind of response that the students produce (Tsui 1995) Much of the work on questions has centered on developing taxonomies to describe the different types (Ellis, 1994:587). There are so many different types of questions that it is difficult to decide on different categories (Richards and Lockhart 1996, Ellis 1994). However, Tsui (1995) argues that various types of questions are based on the factors such as their cognitive demand and their effect on students. Closed and Open Question Closed and Open-ended questions are distinguished by an early study on L1 classrooms (Barnes 1969 cited in Chaudron 1988). In the earliest classification Barnes (1969; 1976) Closed questions have a short and fixed answer (Barnes 1969). The questions that begin with where, who, when and what are considered factual questions (Barnes 1969 cited in Tsui 1995) having closed and usually brief set of responses (Chaudron 1988). For example Where were you born? (Chaudron 1988) Open questions begin with why and how and are classified having longer response therefore the length and nature of the expected response is left open (Chaudron 1988). They can be referred as general information questions (cf. Naiman et al. 1978; Bialystok et al. 1978 cited in Chaudron 1988). For example What did you do on trip? (Chaudron 1988) Questions that seek for reason (how? and why?) can be both open and close, much of the distinction is made by Barens (1969) between these two types of reasoning questioning (Ellis 1994). Closed reasoning-type questions are the ones that allow one acceptable answer where as open are framed to allow a number of different acceptable responses. However, Barens also points out that many questions have the appearance of being open, but, in fact, when the teachers response to a students answer is examined, turn out to be closed; he calls these pseudo-questions'( Ellis 1994). Long and Satos Taxonomy (1983) The taxonomy which will be used in this research paper is given by Long and Sato (1983) which is based on Kearsleys (1976) framework of question types (Ellis 1994). Long and Sato (1983) made necessary changes in Kearsleys (1976) taxonomy of question types according to their study of ESL teachers questions (Ellis 1994). This taxonomy cited by Ellis (1994) is as follows: Echoic Comprehension checks e.g., All right?; OK?; Does everyone understand polite? Clarification requests e.g., What do you mean?; I dont understand; What? Confirmation checks e.g., S: Carefully. T: Carefully?; Did you say he? Epistemic Referential e.g. Why didnt you do your homework? Display e.g. Whats the opposite of up in English? Expressive e.g. Its interesting the different pronunciations we have now, but isnt it? Rhetorical: e.g. Why did I do that? Because I This framework of questions is based on two main question types, echoic questions and epistemic questions with seven sub-categories. Echoic questions seek for repetition of an utterance or confirm that it has been understood by the listener whereas epistemic questions obtain information from the learners (Ellis 1994). The sub-categories include comprehension checks, clarification requests and confirmation checks under echoic questions and referential, display, expressive, and rhetorical are the sub-categories of epistemic questions (Ellis 1994). Display and Referential Questions Taxonomies by Koivukari (1987) and Hakansson and Lindberg (1988) Questioning Behavior Questions and learner production Modification of questions According to Richards and Lockhart (1996) questioning can be used to allow the learners to keep participating in the discourse and even modify it so that the language used becomes more comprehensible and personally relevant. Wait Time Socio-Cultural Contest