What kind of organization could be unique, clear, and interesting?
Is this writing supposed to inform, persuade, or entertain? What type of organization would work best for my purpose?
Tio Armando by Florence Parry Heide & Roxanne Heide Peirce
What is this story trying to do?
show how a family changed with the presence of Tio Armando over a year; show the legacy he left to his great-grandniece
How is it organized?
each page shows a new month over a year; reflects on the changes the family experienced
What other types of writing could be organized this way?
a poem about a place or growing up; an essay about environmental changes, something documentary-style showing steps in a political movement (like a campaign, a war, or a civil rights movement)
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
What is this story trying to do?
demonstrate how this was truly a terrible day for Alexander
How is it organized?
chronological order, from the moment he awakes until he’s back in bed
What other types of writing could be organized this way?
interview/autobiography/profile of a famous person, showing a typical day in the life of any writing that depends on order of events (narratives)
Everybody Needs a Rock by Byrd Baylor
Whats is this story trying to do?
make selecting a rock into something of a ceremony; make the rock more special
How is it organized?
as a list of ten rules
What other types of writing could be organized this way?
tips or suggestions–non-fiction writing, comedy writing and satire (annotated top-ten lists)
Alternative Organizations
Cause and effect–persuasive pieces, history
Framing or flashbacks–fiction, non-fiction that requires background
Postcard or letter style–Focus on relationships, journeys, and first-hand accounts
Diary or journal style–Focus on first-hand accounts (fiction or non-fiction); a way to bring history to life
Universally Awesome Organization: The Day the Whale Came by Eve Bunting
Hook: Boom! Right from the beginning we have a reason to keep reading and we are drawn in.
Strong body with transitions: Good connecting words, and everything follows through
Mighty conclusion
A comprehensive title
and a common thread tying it all together
How to Hook ‘em: Rate These Starters!
Let’s start with a piece about going scuba diving:
“I have always thought the ocean is a beautiful and interesting place, so I was excited to go scuba diving.”
If this is the first sentence of the piece, would you be driven to read more???
How about:
“Last summer, I went scuba diving for the first time. It was amazing.”
Again, would you be driven to read more???
Let’s give it another try:
“Tiny fish sparked with vibrant colors in the jade-green waters that cradled me and the tank of oxygen on my back. I had been excited about diving for the first time, but not even I had predicted it would feel like this–weightless in some otherworldly work of living art.”
Notice the difference between the first two and the third example starters. In the first two, they are TELLING. The ocean is “beautiful,” “interesting,” “amazing.” Don’t tell, just take the reader there and create a strong hook by using the senses or something that conjures a poignant image.
We have tiny fish, jade-green waters, a sensation of being held by the water, being weightless, and being within a work of living art. Suddenly, we have a very sensory experience the reader can fall into. The focus is on figurative language.
Next:
“Imagine how it would feel to give up dry land, the ability to breathe freely, and sunlight for two hours. Last summer, I did just that, and my life has never been the same.”
This is totally different. Here you are asking the reader to imagine and take things that are very essential to life and make the reader wonder what it would be like without them.
Capture an emotion or get the reader to imagine a scene.
“It felt like a dream.”
The short, simple sentence above could also be your first sentence and your hook. It raises the questions, “What?” and “Why?” Use a short, intriguing sentence that you build off of later.
” ‘Ocean: a body of water occupying two-thirds of a world made for man–who has no gills.’ (Ambrose Bierce) This past summer, I got my gills.”
Here is an example of starting with a quote and tying into your life. By good use of a relevant quotation you’ve created a good hook.
Wrapping It Up: Mighty Conclusions
Restate your point in fresh words.
End with a quote.
Share an insight or make a wish.
Make a prediction.
Issue a call to action.
End with a strong image, use figurative language, have the reader imagine.
Wrapping It Up: Organization
You have loads of options! Pick what works for what your writing is trying to say.
Hook them with your intro!
Build with strong transitions in your body!
Wrap up with a mighty conclusion.
Choose an interesting title that reflects all your piece, not just part.
We need a sense of how narrow a topic needs to be for us to write about it. Roughly, let’s start with this example:
Topic: My dog
Ideas: She’s funny.
“I have a really funny dog named Boo. She is just hilarious. We laugh all the time at the stuff she does. My mom says she’s the funniest pet we’ve ever had. She chases all sorts of things–squirrels, cars, lights, my brother. She’s a really fun and funny pet.”
Ideas: What do you have to say?
The paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme.
Narrow, manageable topic
Quality details go beyond the obvious or predictable
Writing from experience–ideas fresh and original
So, back to the funny dog story. As a reader, we are unamused. We need to get solid ideas out there to communicate to the reader.
Look! (And listen, touch, taste, smell…whatever!)
Try to get the creative juices going.
There is the topic: dog. But really not any ideas. So lets decide on that.
Boo runs until she is sick
Chases lights from windows or water glass reflections or watches.
Barks at the horses on TV
Good at soccer, for a dog
Ate mouse poison (eats everything!)
Tries to get the laser pointer “red bug” and cries when she can’t
Barks at real-life horses
Tries to catch her own tail
These are really concrete examples about the dog that may be something to write about. Using examples like this, tell a story, an anecdote, to make your words come to life.
TAKE 1
The new topic can now change to:
My dog: Goofy or Gifted?
And the new ideas:
Mom says she’s not very smart because she does stuff like chase light on the floor and play ball until she gets sick, but I think that curiosity is a sign of serious smarts.
Now, a new take on the introduction to the essay:
“The debate probably started before Red Bug appeared, but it’s Red Bug that seems to be one of Mom’s big points in proving that my dog, Boo, isn’t the brightest crayon in the box. You see, when a dog is driven to crying because her best efforts aren’t helping her catch a dot of red laser light skimming across the floor, for some reason my Mom thinks that’s a sign the dog isn’t too bright. For me, though, Boo’s fascination with Red Bug is a sign of curiosity… and curiosity is a mark of intelligence. Sure, Boo’s “investigations” into her world aren’t exactly scientific–and they often make me laugh until I hurt!–but that doesn’t mean my puppy is on the slow side!”
This new introduction has more depth and examples. We can now also compare Boo with Red Bug, and the difference between how mother and daughter feel about this one dog.
IDEAS: WHERE’D WE GO RIGHT?
We took a close look at our topic and brainstormed.
We picked an angle.
We got specific.
We used anecdotes.
HOW DO WE KEEP GOING STRONG?
Stay specific and highlight what makes Boo different from other dogs.
Make everything point toward the debate between writer and her mother. But make sure this isn’t a sidetrack part, though it is a major part of the essay. Remember to stay clear.
Stay away from stereotypes or universal stories. No one wants to read what one already knows.
WRAPPING IT UP: IDEAS AND CONTENT
Take a close look– investigate with your senses until you realize what it is you actually want to say about your topic.
Brainstorm–try more than one type of idea-generating. Webs, lists, freewrites, diagrams, and flow charts all work! Keep going until you have an idea that strikes you!
Be specific and relevant in choosing details and examples.
Clear: You should be able to get it without busting your braincells. You’re going to have to do some thinking, but the point should be visible.
Creative: Good writing should be creative, interesting, unexpected.
Carefully-crafted: There’s a great attention to detail.
Correct: Good writing should be correct in terms of grammar and syntax.
Clean: You are going to pick up a nice, clean copy of a book. It’s going to look professional.
Compelling: It should pull the reader in. Make them not let go until the end.
THE SIX TRAITS (PLUS ONE!)
Ideas: What do you have to say?
Organization: Do ideas follow logically from each other? Are thoughts arranged for maximum effect? Have you chosen an order to paste things to best impart your message to the reader?
Voice: Does it have your thumbprint? Does it sound like something you would write and only you can put this personal seal on it?
Word Choice: Do your descriptions and explanations ” pop?” Do they make your words come to life?
Sentence Fluency: Do the pace and flow pull you along through the piece? Do they speed up when they should speed up and slow down when they should slow down?
Conventions: Are grammar and other conventions observed? You do need good grammar in your work but it should not be the main focus when you write.
Presentation: Does it have your thumbprint?? (hopefully not!) A clean paper is important. It looks like you take pride in your work if the ink isn’t smudged and the page isn’t bent. Make it look professional.
THE WRITING PROCESS AND SIX TRAITS
Remember the writing process: Prewriting, Drafting and revising, Editing, Publishing
Prewriting is when ideas and organization are thought about and formed.
In drafting and revising, you don’t stop working with ideas and organization. You’re also going to be working with work choice, voice and sentence fluency. You’re going to set it all out and try to improve things specifically
While editing is when you should only worry about conventions. You shouldn’t deal with grammar until this step.
Publishing is presentation.
HOW DO YOU KNOW IF YOU’VE GOT IT?
Here is the rating system:
NOT YET: a bare beginning; writer not yet showing any control
EMERGING: need for revision outweighs strengths; isolated moments hint at what the writer has in mind
DEVELOPING: strengths and need for revision are about equal; about half-way home
EFFECTIVE: on balance, the strengths outweigh the weaknesses; a small amount of revision is needed
STRONG: shows control and skill in this trait; many strengths present
A sentence is a group of words with a subject and a predicate that express a complete thought.
Sentences can be classified by for basic structures of a sentence.
- simple
- compound
- complex
- compound-complex
SIMPLE SENTENCES
A simple sentence consists of a single independent clause.
It must contain a subject and a verb.
It may contain complements, modifiers and phrases, etc, but as long as you have ONE subject and ONE verb it’s classified as a simple sentence.
It does not contain any subordinate clauses.
Example:
- The siren sounded.
(siren=SUBJECT, sounded=VERB)
- A written history dating back to 600 B.C. was found in a cave near Jerusalem.
(This is longer, but it’s still a simple sentence. A written history dating back to 600 B.C. = SUBJECT, was found in a cave near Jerusalem = PREDICATE, was found= SIMPLE PREDICATE)
COMPOUND SENTENCES
Basically, there are two ore more simple sentences that are joined by a coordinating conjunction. Coordinating conjunctions are: and, but, or, yet, nor, for. That’s the case in most compound sentences.
A compound sentence consists of two or more independent clauses.
In most compound sentences they are joined by a comma and one of the coordinating conjunctions.
Examples:
- Israel is a democratic republic, and it has a parliament-cabinet form of government.
(Israel and it are the SUBJECTS, is and has are the VERBS. There is a comma and a COORDINATING CONJUNCTION- , and)
- The population of Israel is approximately 4,700,000, but only 8 percent of the people live in rural areas.
(The population of Israel= SUBJECT, is=VERB, and all together is approximately 4,700,000= PREDICATE, ,but = comma and COORDINATING CONJUNCTION, only 8 percent of the people= SUBJECT and percent = SIMPLE SUBJECT, live in rural areas= PREDICATE and live= SIMPLE PREDICATE)
COMPLEX SENTENCES
A complex sentence consists of one independent clause and one or more subordinate clauses.
The independent clause is often called the main clause.
The main and the subordinate clause each have their own subjects and verbs.
Examples:
- When the fog lifted, we continued our trip.
(we continued our trip= INDEPENDENT CLAUSE or MAIN CLAUSE, When the fog lifted= DEPENDENT CLAUSE. Even though fog is the SUBJECT and lifted is the VERB, because when is a COORDINATING CONJUNCTION this clause is DEPENDENT. We continued is subject and verb.)
- The person who will speak last is my sister.
(The MAIN CLAUSE is broken by the SUBORDINATE CLAUSE. The person… is my sister = MAIN CLAUSE or INDEPENDENT CLAUSE, who will speak last = SUBORDINATE CLAUSE or DEPENDENT CLAUSE. It cannot stand alone.
COMPOUND-COMPLEX SENTENCES
A compound-complex sentence consists of two or more independent clauses and one or more subordinate clauses.
Examples:
- As he was leaving for school, Larry remembered to take his lunch, but he forget the report that he had finished the night before.
(Larry remembered to take his lunch and he forget the report are two INDEPENDENTS and ,but is the COORDINATING CONJUNCTION. Now the complex part, one SUBORDINATE CLAUSE, that he had finished the night before)
SENTENCE STRUCTURE: EXERCISES
- The area that is known as the Middle East stands at the crossroads of three continents.
(INDEPENDENT CLAUSE = The area … stands at the crossroads of three continents, SUBORDINATE CLAUSE = that is known as the Middle East. It cannot stand alone. So, this is a complex sentence.)
- Since the ancient times, it has connected major trade routes over land and sea.
(it is the SUBJECT and has connected is the VERB. This is a simple sentence, only one subject and one verb.)
- Some of the ideas we use today, but others have been lost.
(We is a SUBJECT, use is the VERB, and some is the DIRECT OBJECT. We’ve got a comma and a COORDINATING CONJUNCTION. Others is our SUBJECT and have been is the VERB. This is a compound sentence.)
Once there was a purple star a star that made wishes when it was close to earth. This star was worshiped by the natives of the land of Golgotha. Golgotha was in the northern territory of the land that was surrounded by demons and monster alike. The only thing keeping them from slaughtering the village was the power of the star. But not for long…
Ten years back there was a war in north–a war that destroyed everything. The mastermind behind this war a demon named Nero, who was the northern lands strongest demon. His power was unmatched by any of the demons, even in the southern and western lands. He started to form an army, an army of demons to take the land of the east with no equal. But an organization of demon killers known as Slayers came to the north to try and stop him. Twenty-four warriors were sent to the northern territory. They arrived in the land of Golgotha. As usual, they were shunned even though they fought on the side of humans.
It didn’t matter to them because Slayers were still half-demon. These half breeds of demon slayers are the only things that can kill demons because they possessed the strength, speed and power to destroy such monstrous things. The name Slayer comes from the job they do.
Their real name is Crimson Beast Slayers. Their distinctive crimson eyes help most people know when to stay out of the way, The war in the north ten years ago wiped out everything. They even crossed the boundaries of the purple star into the land of Golgotha to slaughter everything. In doing so, they angered the star. So on the day it gets close to earth, it just kept coming. Soon it was ready to hit earth. As it flew by, it passed Golgotha and was headed for the southern lands at a speed not even visible to the human eye
“Cycorbael.. Eilketh…”
Kovu & Accalia
“Please call the Number One and Number Two here, please.”
“Very well, sir.” The other man vanished and returned with two women dressed in a black armor uniform.
“You see, my girls, there’s a new power struggle between humans and the demons. So we’re going to send you two to recapture a power that we heard of that’s coming to earth. It’s disguised as a star. But be warned. This star has power out of this world.”
“You said recapture. Does that mean you have possessed it at one time?” said Number One.
“Don’t ask questions! Just do as you’re told, girl!” a woman council member shouted.
“Humph! I find it funny that you think we are animals that leave to do your bidding at your every will,” said the Number Two.
The council member gave Number Two a stern glare. “Look. Don’t take it like that. We helped you kill the demons that tore apart your homeland.”
“Yeah, and you turned us into dogs afterward!” Number Two retorted.
“I’m sorry but you’re the best soldiers we have. But, hey, you became even stronger since then– both of you have. Isn’t that right, Accalia?”
Using periods–and other forms of punctuation–and knowing when to end a sentence are very important. If you don’t end a sentence appropriately, the intended meaning can be changed, or it can be misunderstood. Sometimes the meaning is simply incomprehensible.
When a person learns to write English sentences, essays, stories, and compositions, one common problem is writing sentences that are too long.
Another problem is sentences that are too short. When a sentence ends too quickly, it is called a sentence fragment, (i.e., it doesn’t have a subject and a verb, which are the two main ingredients of a complete sentence).
When a sentence has too many ideas, runs on too long, or is two sentences hooked together, it is called a run-on sentence. If you have this problem, don’t worry. It’s easy to fix.
The first thing you need to do is identify when a sentence is a run-on. A run-on (or run-on sentence) is a sentence that really has two sentences–or two complete ideas–incorrectly combined into one. It’s okay to combine two sentences into one, but you must follow some rules.
You might be wondering: “What is a sentence?” A sentence consists of 3 things: 1 subject the person, place, or thing performing or doing the action
2 verb the action 3 complete idea the reader isn’t left waiting for another word
Take a look at this sentence:
I threw the ball.
Subject=I
Verb=threw
I threw … what? The ball.
Is it a complete idea? Yes.
Therefore, this is a good sentence.
The ball is a direct object. Not all sentences require a direct object. For example
Horses gallop.
Subject=horses
Verb=gallop
Is it a complete idea? Yes.
There is no direct object here; however, it is still a complete idea and a good sentence.
Here’s another example.
I take.
Subject=I
Verb=take
Is it a complete idea? No. I take…what? The “what” is missing.
This sentence needs a direct object. (This sentence is called a sentence fragment.) The verb determines whether the sentence requires a direct object or not. If the sentence needs a direct object, it is called a transitive verb. If the verb doesn’t need a direct object, it is called an intransitive verb. If you are unsure about some verbs, use a dictionary. Dictionaries often denote transitive and intransitive verbs with the initials t.v. and i.v., respectively.
Here’s one more example.
Brandon takes the train to school Jeremy rides the bus.
Subject=Brandon and Jeremy
Verb=takes and rides
Is it a complete idea? It is two complete ideas.
This last example is a run-on sentence: These two complete sentences–or ideas–are incorrectly combined. The sentence lacks signal words that lets the reader know when to stop or pause. A part of a sentence that can be a sentence by itself is called an independent clause. This last example has two independent clauses.
Summary
If you put two sentences (or independent clauses) together without a sufficient amount of signals–such as commas, semicolons, or connecting words–you have created a run-on.
How do you fix run-ons?
There are four common ways to fix a run-on. Each method is explained below.
Method #1
Write the two independent clauses as separate sentences using periods.
INCORRECT KeYanna loved traveling in Italy she felt Rome was too hot.
CORRECT KeYanna loved traveling in Italy. She felt Rome was too hot.
Method #2
Use a semicolon to separate the two independent clauses. If you would like to learn more about semicolons.
INCORRECT KeYanna loved traveling in Italy she felt Rome was too hot.
CORRECT KeYanna loved traveling in Italy; she felt Rome was too hot.
Method #3
Use a comma and any one of the following connecting words: for* and nor but or yet so**
*when for means because
**when so means as a result
INCORRECT KeYanna loved traveling in Italy she felt Rome was too hot.
CORRECT KeYanna loved traveling in Italy, but she felt Rome was too hot.
Method #4
Use a semicolon and one of the following words:
therefore, thus, however, consequently,furthermore, also, nevertheless,
NOTE: If you use any of these connecting words with method #4, a comma must follow it.
INCORRECT KeYanna loved traveling in Italy she felt Rome was too hot.
CORRECT KeYanna loved traveling in Italy; however, she felt Rome was too hot.
NOTE: When using semicolons, the two independent clauses must share a related or common idea. You cannot write the following sentence.
Sophia loves hot chocolate; Deanna is watching TV. (WRONG!)
The two clauses above are completely unrelated.
Quiz
Directions: The following sentences are all run-ons. Correct them using any of the four methods. There may be more than one correct answer.
1. The girls played baseball the boys played basketball.
2. Einstein is famous for E=mc² Bessimer is famous for the invention of steel.
3. The Count of Monte Cristo is my favorite movie I love eating pizza.
4. Americans shake hands when they meet the Japanese bow.
5. Mother’s Day is always on a Sunday Thanksgiving is always on a Thursday.
6. Trevor loved visiting London Larcen preferred just to stay in Ponca City.
7. My roadster broke down I need to buy a new radiator.
8. At one time few people had enough money to buy books few people could read books.
9. Aaron wants to learn German Robert wants to learn Gaelic.
10. People love peace they despise war.
Work out the problems above, and then compare your solutions with the ones below:
1. The girls played basketball the boys played tennis.
Answers:
The girls played baseball. The boys played basketball
The girls played baseball;the boys played basketball.
The girls played baseball, but the boys played basketball.
The girls played baseball; however, the boys played basketball.
2. Einstein is famous for E=mc² Bessimer is famous for the invention of steel.
Answers:
Einstein is famous for E=mc². Bessimer is famous for the invention of steel.
Einstein is famous for E=mc²; Bessimer is famous for the invention of steel.
Einstein is famous for E=mc², but Bessimer is famous for the invention of steel.
Einstein is famous for E=mc²; however, Bessimer is famous for the invention of steel.
3. The Count of Monte Cristo is my favorite movie I love eating pizza.
Answers:
The Count of Monte Cristo is my favorite movie. I love eating pizza.
This sentence cannot be fixed with the other methods because the two independent clauses do not share similar or related ideas.
4. Americans shake hands when they meet the Japanese bow.
Answers:
Americans shake hands when they meet. The Japanese bow.
Americans shake hands when they meet; the Japanese bow.
Americans shake hands when they meet, but the Japanese bow.
Americans shake hands when they meet; however, the Japanese bow.
5. Mother’s Day is always on a Sunday Thanksgiving is always on a Thursday.
Answers:
Mother’s Day is always on a Sunday. Thanksgiving is always on a Thursday.
Mother’s Day is always on a Sunday; Thanksgiving is always on a Thursday.
Mother’s Day is always on a Sunday, and Thanksgiving is always on a Thursday.
Mother’s Day is always on a Sunday; however, Thanksgiving is always on a Thursday.
6. Trevor loved visiting London Larcen preferred just to stay in Ponca City.
Answers:
Trevor loved visiting London. Larcen preferred just to stay in Ponca City.
Trevor loved visiting London; Larcen preferred just to stay in Ponca City.
Trevor loved visiting London, but Larcen preferred just to stay in Ponca City.
Trevor loved visiting London; nevertheless, Larcen preferred just to stay in Ponca City.
7. My roadster broke down I need to buy a new radiator.
Answers:
My roadster broke down. I need to buy a new radiator.
My roadster broke down; I need to buy a new radiator.My roadster broke down, so I need to buy a new radiator.
My roadster broke down; therefore I need to buy a new radiator.
8. At one time few people had enough money to buy books few people could read books.
Answers:
At one time few people had enough money to buy books. Few people could read books.
At one time few people had enough money to buy books; few people could read books.
At one time few people had enough money to buy books, and few people could read books.
At one time few people had enough money to buy books; also, few people could read books.
9. Aaron wants to learn German Robert wants to learn Gaelic.
Answers:
Aaron wants to learn German. Robert wants to learn Gaelic.
Aaron want to learn German; Robert wants to learn Gaelic.
Aaron wants to learn German, and Robert wants to learn Gaelic.
Aaron wants to learn German; however, Robert wants to learn Gaelic.
10. People love peace they hate war.
Answers:
People love peace. They hate war.
People love peace; they hate war.
People love peace, but they hate war.
People love peace; however, they hate war.
Rules to Remember!
The above sentences are all examples of two independent clauses forming run-on sentences. Sometimes three or more independent clauses are inappropriately written together, and the result is a very long run-on sentence. We suggest that in these types of situations, use a combination of the above methods. Take a look at the example below.Orville and Wilbur Wright had a bicycle-making business in Ohio they loved experimenting with flying machines they built the Wright Flyer in 1903.
This sentence is a run-on with three independent clauses. We can use various combinations of the above methods to fix the problem. By applying methods 4 and 1, we get Orville and Wilbur Wright had a bicycle-making business in Ohio; however, they loved experimenting with flying machines. They built the Wright Flyer in 1903.
Don’t string several independent clauses together with semicolons. The following example is usually not written.
Orville and Wilbur Wright had a bicycle-making business in Ohio; they loved experimenting with flying machines; they built the Wright Flyer in 1903.
Some people may ask, “Which of the above methods is best?” That answer is not so simple. Sometimes any of the methods are equally correct; at other times, only one or two methods may truly be appropriate for a situation. This knowledge will come as the writer reads a variety of English material. Also, don’t overuse any one method. Correctly using different methods often shows good writing. When a person first learns to write, he/she uses method 1 extensively. It is important for the writer to go beyond method 1 and use the other methods. This will show a maturity in the author’s writing.
Voice is the form of a verb that shows if the subject is forming an action.
Only action verb shows voice. (Not linking verbs or helping verbs).
There are two kinds of voice: Active and passive.
Active Voice
A verb is active if the subject is actually performing the action.
Examples–
The students conducted an experiment.
My sister called yesterday.
Use the active voice whenever possible.
Passive Voice
A verb is passive if its action is performed upon the subject.
A passive ver is made from be plus the past participle of a transitive verb.
Examples–
An experiment was conducted by the students. (I made the above active sentence into a passive sentence.)
I was called by my sister yesterday. (Again, I turned the above sentence around–My sister called yesterday. The passive voice sounds awkward, no?)
The boys were told a story by their father. (Instead of the active voice–The boys’ father told them a story.)
A taste test was conducted by the students. Here “a taste test” isn’t the subject doing the action. By the students–they are the ones doing the action, but the action is being thrust upon them in a backhanded way.
Note: Whenever the words “is, was or were” is next to the action verb–or if you see the word “by”– this is a heads up that the voice is passive.
When To Use Passive Voice
If you want to emphasize the receiver of the action rather than the performer of an action.
Example–My dear Aunt Molli was killed by falling rock at the Grand Canyon. It’s a beloved relative who was killed, and that’s who the author wanted to emphasize–not the rock.
Use passive voice to point out the receiver of an action when the performer is unknown, unimportant or not named in the sentence.
Example–Carter Caverns were discovered twenty years before it was opened to the public. In this sentence we wanted to emphasize that the caverns were discovered way before they were opened to the public. It didn’t really matter who discovered them, not in this sentence. At least that’s not what the author wanted to emphasize.
