🕷️ Crawler Inspector

URL Lookup

Direct Parameter Lookup

Raw Queries and Responses

1. Shard Calculation

Query:

Response:

Calculated Shard: 5 (from laksa079)

2. Crawled Status Check

Query:

curl -X POST \
  'http://laksa005.int.ahrefs:8124/' \
  -H 'Content-Type: text/plain' \
  -H 'X-ClickHouse-Database: crawler3' \
  -H 'Authorization: Basic YXBpOg==' \
  -d 'SELECT getAhrefsURLFromUnparsed(src_unparsed) AS found_url, ifNull(toUnixTimestamp(download_stamp), 0) AS crawl_time, ifNull(toUnixTimestamp(props_url_first_seen), 0) AS first_indexed_time, download_http_code AS http_code, src_unparsed AS src_unparsed, src_root_hash AS src_root_hash, history_drop_reason AS history_drop_reason, meta_title AS meta_title, meta_descriptions AS meta_descriptions, attrs_boilerpipe_text AS attrs_boilerpipe_text, attrs_markdown AS attrs_markdown, attrs_readable_markdown AS attrs_readable_markdown, meta_canonical AS meta_canonical FROM crawler3.page_info_local FINAL PREWHERE (src_root_hash, src_unparsed) IN ((getAhrefsRootHashFromUnparsed(getAhrefsUnparsedNoserviceFromURL(\'https://nps.edu/web/gwc/revising-passive-voice-into-active-voice\')), getAhrefsUnparsedNoserviceFromURL(\'https://nps.edu/web/gwc/revising-passive-voice-into-active-voice\'))) FORMAT JSONEachRow'

Response:

{"found_url":"https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice","crawl_time":1772798852,"first_indexed_time":1585186544,"http_code":200,"src_unparsed":"edu,nps!\/web\/gwc\/revising-passive-voice-into-active-voice s443","src_root_hash":"18161746757172384005","history_drop_reason":null,"meta_title":"Active and Passive Voice - Graduate Writing Center - Naval Postgraduate School","meta_descriptions":[],"attrs_boilerpipe_text":"Active and Passive Voice\nGot an active schedule? See the eight-minute version on\nQuick Clips & Tips\n, where you can also peruse our infographic!\nUse of passive voice is among the most frequently invoked sentence-level criticisms, and with good reason: the essential components of a\nclause\n—the\nsubject(s)\nand\nverb(s)\n—exist precisely to tell us who is doing what, and the passive voice can undermine that function, obscuring what entity is responsible for what action.\nThat said, passive voice does have some legitimate purposes, and it’s often confused with other grammatical characteristics, such as the past tense; being able to differentiate between passive voice and other constructions and knowing when and why to avoid it will give you much greater control over the\nclarity\nand\nrhetorical effect\nof your writing.\nContents\nActive and Passive Voice Defined\nWhat Passive Voice Is Not\nWhy Passive Voice Is a Problem\nAdjectival Passives\nUses of Passive Voice\nRevising Passive Voice\nActive and Passive Voice Links\nActive and Passive Voice Defined\nActive and passive voice are an issue only in sentences in which one entity—the agent—is doing something—the action—to another entity—the recipient.\nActive voice\nis the standard subject–verb–object sentence structure:\n            In 1776, Washington crossed the Delaware.\nWhen a clause is in active voice,\nthe agent—whoever or whatever is\nperforming\nthe action—is the subject (\"Washington\");\nthe verb tells us what the agent is doing (\"crossed\"); and\nthe recipient of the action comes after the verb, as the object (\"the Delaware\").\nHere’s that same event in passive voice:\nIn 1776, the Delaware was crossed by Washington.\nNote the crisscrossing positions of the sentence elements. That’s because, when a clause is in\npassive voice\n,\nthe entity\nreceiving\nthe action is the subject of the sentence;\nthe agent performing the action appears in a\nprepositional phrase\n, after the word “by”; and\nthe verb changes to reflect these new roles.\nIn particular, every passive-voice verb has two telltale features:\nA form of the verb “be” or “get” (in our example, “was”)\nThe past participle of some verb (“crossed”)\nThe past participle is a fixed form of the verb used to create various tenses; just look for a verb that appears to be in the past tense.\nEvery passive-voice verb will have these two components. If a verb does not have these components, it’s not in passive voice.\nFor practice spotting passive voice in your writing, see the GWC video tutorial\nRecognizing Passive Voice\nand accompanying\ninfographic\n.\nWhat Passive Voice Is Not\nPassive voice sometimes gets confused with a number of other, unrelated properties of writing—none of them inherently undesirable. It’s therefore important to be able to differentiate passive voice from these other qualities.\nPassive voice is not . . .\nTentative or qualified language.\nPassive voice can be diffident or assertive, as can active voice:\nActive and assertive\n: Those with an interest in the emerging uses of nanolaminates\nmust read\nthis thesis.\nActive and tentative\n: Those with an interest in the emerging uses of nanolaminates\nmight consider reading\nthis thesis.\nPassive and assertive\n: This thesis\nmust be read\nby anyone interested in the emerging uses of nanolaminates.\nPassive and tentative\n: This thesis\nshould probably be read\nby anyone interested in the emerging uses of nanolaminates.\n \nSolely for expressing abstract or “uneventful” actions.\nBoth active and passive voice can convey any kind of action, provided there’s an agent and a recipient involved:\nActive and abstract\n: The germ theory of disease initially\neluded\nthe medical community.\nPassive and concrete\n: The cat\nwas launched\nfrom the trampoline by the tremendous force of the impact.\n \nAlways in the past tense.\nAlthough it always contains the past participle, passive voice can be in any tense, depending on which form of “be” or “get” (plus any auxiliary verbs) it uses:\nPast and passive\n: The contents of the questionnaire\nwere reviewed\nby the\nIRB\n.\nPresent progressive and passive\n: The contents of the questionnaire\nare being reviewed\nby the IRB.\nFuture and passive\n: The contents of the questionnaire\nwill be reviewed\nby the IRB.\nActive versions\n: The IRB\nreviewed\n\/\nis reviewing\n\/\nwill review\nthe contents of the questionnaire.\n \nThe only verb form that uses “to be.”\nLooking for “to be” verbs in your writing is one way to find passive constructions, but it’s a somewhat crude instrument given that certain other tenses also use “to be”:\nActive present progressive\n: Aunt Judy\nis devouring\nthat chicken. (Includes a form of “be” but with the\npresent\nparticiple.)\nPassive present progressive\n: Aunt Judy\nis being devoured\nby that chicken. (Has both components of passive voice: “be” plus the past participle.)\nRemember: passive voice is strictly a\ngrammatical\nproperty, defined as a form of “be” or “get” plus the past participle.\nWhy Passive Voice Is a Problem\nA passive-voice clause is grammatically complete and valid without the “by” phrase that tells us the agent of the action;\npassive voice can therefore erase the agent of an action, making it difficult or impossible for readers to discern who is doing what:\nIn March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas.\nA policy was implemented\nby whom?\nIn the span of just one sentence, we no longer have a clear idea of what’s going on.\nReaders could already know who is responsible for this action, but they might not. In that case, they might try to guess (the first clause offers many possibilities!), or they might just give up—on the sentence or, if things get too confusing, on the document as a whole!\nIndeed, as they accrue, ambiguous passive constructions distance us ever more from the reality the author is aiming to describe, until the ideas become obscured by an almost impenetrable haze of indeterminacy:\nIn March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. At the time, this policy was received with greater and lesser degrees of acceptance, and it would continue to be reinterpreted and adapted to new geopolitical developments over the next several centuries.\nBy whom?\nAdjectival Passives\nThere is one other construction that can create the same issues as passive voice: past participles used as adjectives, which elide (leave out) the \"be\" or \"get.\" Even in sentences with active-voice verbs, these descriptors can raise questions about agency:\nA proposed new power cell would nearly double the specific energy of current tantalum molybdenide batteries.\nThis sentence is in active voice: fundamentally, it says that \"the power cell would double the specific energy.\" But the subject contains a hidden passive: \"a proposed new power cell\" = \"a new power cell \nthat has been proposed\n.\" The question remains:\nproposed by whom?\nA new power cell proposed by Plus or Minus Industries would nearly double the specific energy of current tantalum molybdenide batteries.\nUses of Passive Voice\nWhile passive voice can pose a real hazard to interpretability, it does have some established functions:\nWhen you\nwant\nto obscure agency\n—that is, when you don’t want to say who did something, often to mask fault: “Mistakes were made.” (By no one in particular. Keep in mind that this is usually a fairly conspicuous move and can draw your audience’s ire, as it suggests you think they’re gullible enough to fall for it.)\n \nWhen you don’t know the agent:\n“Manet's\nChez Tortoni\nwas stolen from the Isabella Stewart Gardner Museum in 1990; both the perpetrators and the painting’s whereabouts remain unknown.”\n \nYou could retain the active voice and insert a placeholder—“Someone stole . . . “—but this approach does alter the focus of the sentence, which you might or might not want (see below).\n \nWhen the agent is generic:\nWe often use present-tense passive constructions to describe generalities and processes that hold true no matter who the agent is: \"Next, the data are processed and then analyzed\" (by anyone who’s implementing this methodology).\n \nNote, however that some professors or departments might prefer that authors use active voice when describing actions that\nthey\nactually performed: \"We next processed and then analyzed . . .\" or perhaps \"The next step was to process and then analyze . . .\" (as opposed to, \"Next, the data were processed and then analyzed\").\n \nWhen you want the reader to focus on the recipient of an action:\nReaders typically understand a sentence to be \"about\" whoever or whatever appears at the beginning. Since active and passive voice place different entities up front as the subject—the agent or the recipient of an action, respectively—passive voice is useful for centering a discussion on someone or something on the receiving end of an action or series of actions:\n \n\"A reconfigured UUV then produced the detailed topography of the submarine fan shown in Figure 85.\" <--primarily about the UUV\n \n\"A detailed topography of the submarine fan, shown in Figure 85, was then produced by a reconfigured UUV.\" <--primarily about the topography\nThe critical point is to\nbe aware of when you’re using passive voice\nand always\nemploy it purposefully\n, to achieve some desired effect, keeping in mind the problems it can create.\nRevising Passive Voice\nWhen revising ambiguous passive-voice passages, you have two options:\nChange the clause to active voice: \"In 1823, the Monroe administration implemented a policy opposing further European colonization of the Americas.\"\n \nRetain the passive but include the “by” phrase that specifies the agent: \"In 1823, a policy was implemented by the Monroe administration opposing further European colonization of the Americas.\"\nWhich to choose? It depends on what the passage you’re writing is mainly\nabout\n. A passage primarily about the Monroe administration would probably call for the first version, while the second is likely a better fit for a passage adumbrating early American foreign policy.\nRule of thumb: keep whatever you want your reader to focus on as the subject of your sentences and use active and passive voice as needed to indicate performance or receipt of an action, being sure to include \"by\" phrases in passive constructions to specify agency.\nActive and Passive Voice Links\nGWC video (7:28) and infographic: \"\nRecognizing Passive Voice\n\"\nHandout: \"\nPassive Voice\n,\" University of North Carolina Chapel Hill Writing Center\nVideo (2:47): \"\nPassive Voice\n,\" University of North Carolina Chapel Hill Writing Center\nArticle: \"\nHow Passive Voice Weakens Your Scholarly Argument\n,\" Thomas Sigel, \nJournal of Management Development\nArticle: \"\nWhy the Passive Voice Should Be Used and Appreciated — Not Avoided\n,\" George Gopen,\nLitigation\nExercises: \nPassive to Active\nAnswer Key\nBook:\nThe Sense of Structure: Writing from the Reader's Perspective\n,\nGeorge Gopen, Pearson Longman\nBook: \nStyle: The Basics of Clarity and Grace\n, 4th ed., Joseph Williams and Gregory Colomb, Longman","attrs_markdown":"# Navigation\n- [Skip to Content](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#main-content)\n\n[![Naval Postgraduate School](https:\/\/nps.edu\/o\/npsdxp-theme\/images\/navigation\/nps-logo-135-93.png) Naval Postgraduate School](https:\/\/nps.edu\/)\n\n- [STUDENTS](https:\/\/nps.edu\/students)\n- [FACULTY](https:\/\/nps.edu\/faculty)\n- [STAFF](https:\/\/nps.edu\/staff)\n- [ALUMNI](https:\/\/nps.edu\/alumni)\n- [myNPS](https:\/\/nps.edu\/group\/mynps)\n- [NPS.edu](https:\/\/nps.edu\/)\n# [![Naval Postgraduate School](https:\/\/nps.edu\/image\/layout_set_logo?img_id=134175745&t=1771381391951)](https:\/\/nps.edu\/web\/gwc \"Go to Graduate Writing Center\")   [Graduate Writing Center](https:\/\/nps.edu\/web\/gwc \"Go to Graduate Writing Center\")\n# Navigation\n- [Home](https:\/\/nps.edu\/web\/gwc\/home)\n- [1-to-1 Instruction](https:\/\/nps.edu\/web\/gwc\/coaching)\n  [1-1 Instruction](https:\/\/nps.edu\/web\/gwc\/coaching1)\n  \n  [Asynchronous Instruction](https:\/\/nps.edu\/web\/gwc\/asynchronous-instruction)\n  \n  [Meet the Writing Instructors](https:\/\/nps.edu\/web\/gwc\/meet-the-writing-instructors)\n- [Workshops](https:\/\/nps.edu\/web\/gwc\/workshops)\n  [Workshops](https:\/\/nps.edu\/web\/gwc\/workshops1) [Workshops: Live Sessions](https:\/\/nps.edu\/web\/gwc\/live-workshops) [Workshop Videos](https:\/\/nps.edu\/web\/gwc\/dl-workshops) [Workshops Catalog](https:\/\/nps.edu\/web\/gwc\/workshops-catalog) [Foundations of Academic Writing](https:\/\/nps.edu\/web\/gwc\/quarterly-presentation)\n- [Writing Resources](https:\/\/nps.edu\/web\/gwc\/writing-resources)\n  [Writing Resources](https:\/\/nps.edu\/web\/gwc\/writing-resources) [Citations \/ Avoiding Plagiarism](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism) [Critical Thinking](https:\/\/nps.edu\/web\/gwc\/critical-thinking) [Discipline-Specific Resources](https:\/\/nps.edu\/web\/gwc\/discipline-specific-resources) [Generative AI](https:\/\/nps.edu\/web\/gwc\/generative-ai) [Grammar](https:\/\/nps.edu\/web\/gwc\/grammar) [iThenticate FAQ](https:\/\/nps.edu\/web\/gwc\/tii-faq) [Organization and Structure](https:\/\/nps.edu\/web\/gwc\/organization-and-structure) [Punctuation](https:\/\/nps.edu\/web\/gwc\/punctuation) [Research](https:\/\/nps.edu\/web\/gwc\/research-note-taking) [Style: Clarity and Concision](https:\/\/nps.edu\/web\/gwc\/style-clarity-and-concision) [Writing Process](https:\/\/nps.edu\/web\/gwc\/writing-process)\n  \n  [Writing a Thesis](https:\/\/nps.edu\/web\/gwc\/writing-a-thesis) [Thesis Writing Overview](https:\/\/nps.edu\/web\/gwc\/thesis-process-overview-for-writers) [Advisors and Advising](https:\/\/nps.edu\/web\/gwc\/advisors-and-advising1) [Thesis Proposals: Common Elements](https:\/\/nps.edu\/web\/gwc\/thesis-proposals-common-elements) [Executive Summaries and Abstracts](https:\/\/nps.edu\/web\/gwc\/executive-summaries-and-abstracts1) [Thesis Processing Office](https:\/\/nps.edu\/web\/thesisprocessing) [iThenticate FAQ](https:\/\/nps.edu\/web\/gwc\/ithenticate-faq1) [NPS Thesis Abstracts](https:\/\/calhoun.nps.edu\/handle\/10945\/27474) [NPS Outstanding Theses & Dissertations](https:\/\/calhoun.nps.edu\/handle\/10945\/11539)\n  \n  [Quick Clips & Tips](https:\/\/nps.edu\/web\/gwc\/quick-clips-tips-menu)\n  \n  [Presentations and Graphics](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources) [Graphics and Posters](https:\/\/nps.edu\/web\/gwc\/graphics-and-posters) [Presentations and Public Speaking](https:\/\/nps.edu\/web\/gwc\/presentations-and-public-speaking)\n- [Distance Learners](https:\/\/nps.edu\/web\/gwc\/distance-learners)\n- [Learning Tools](https:\/\/nps.edu\/web\/gwc\/learning-tools1)\n  [Learning Tools](https:\/\/nps.edu\/web\/gwc\/learning-tools) [Resilience](https:\/\/nps.edu\/web\/gwc\/resilience) [Back to School](https:\/\/nps.edu\/web\/gwc\/back-to-school) [Research Refresher](https:\/\/nps.edu\/web\/gwc\/research-refresher) [Learning Styles](https:\/\/nps.edu\/web\/gwc\/learning-styles) [Multiple Language Learners](https:\/\/nps.edu\/web\/gwc\/multiple-language-learners) [Special Needs & Reasonable Accommodation](https:\/\/nps.edu\/web\/gwc\/special-needs-reasonable-accommodation)\n- [Publishing](https:\/\/nps.edu\/web\/gwc\/publication)\n  [Publishing](https:\/\/nps.edu\/web\/gwc\/publications1) [Academic Publishing](https:\/\/nps.edu\/web\/gwc\/academic-publishing) [Calls for Papers](https:\/\/nps.edu\/web\/gwc\/calls-for-papers) [Publication Outlets](https:\/\/nps.edu\/web\/gwc\/journal-listings-and-submission-policies) [Military Creative Writing Outlets](https:\/\/nps.edu\/web\/gwc\/military-creative-outlets) [Conference Presentations](https:\/\/nps.edu\/web\/gwc\/conference-publications) [Student Publications](https:\/\/nps.edu\/web\/gwc\/student-publications) [NPS Outstanding Theses and Dissertations](https:\/\/calhoun.nps.edu\/handle\/10945\/11539)\n- [Faculty Support](https:\/\/nps.edu\/web\/gwc\/faculty-support1)\n  [Faculty Support](https:\/\/nps.edu\/web\/gwc\/faculty-support2) [Advisors and Advising](https:\/\/nps.edu\/web\/gwc\/advisors-and-advising) [Generative AI](https:\/\/nps.edu\/web\/gwc\/generative-ai-faculty) [Helping Students Write](https:\/\/nps.edu\/web\/gwc\/helping-students-write) [iThenticate FAQ](https:\/\/nps.edu\/web\/gwc\/ithenticate-faq)\n- [About](https:\/\/nps.edu\/web\/gwc\/aboutus)\n  [About the GWC](https:\/\/nps.edu\/web\/gwc\/about)\n  \n  [GWC FAQ](https:\/\/nps.edu\/web\/gwc\/faq)\n  \n  [Affiliates](https:\/\/nps.edu\/web\/gwc\/affiliates)\n  \n  [WCCG](https:\/\/nps.edu\/web\/wccg-pme)\n  \n  [Contact Us](https:\/\/nps.edu\/web\/gwc\/contact)\n\n- [STUDENTS](https:\/\/nps.edu\/students)\n- [FACULTY](https:\/\/nps.edu\/faculty)\n- [STAFF](https:\/\/nps.edu\/staff)\n- [ALUMNI](https:\/\/nps.edu\/alumni)\n- [myNPS](https:\/\/nps.edu\/group\/mynps)\n- [NPS.edu](https:\/\/nps.edu\/)\n\n# Active and Passive Voice - Graduate Writing Center\nNavigation Menu\n\n- [Writing Resources](https:\/\/nps.edu\/web\/gwc\/writing-resources)\n  - [Citations \/ Avoiding Plagiarism](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism)\n  - [Critical Thinking](https:\/\/nps.edu\/web\/gwc\/critical-thinking)\n  - [Discipline-Specific Resources](https:\/\/nps.edu\/web\/gwc\/discipline-specific-resources)\n  - [Generative AI](https:\/\/nps.edu\/web\/gwc\/generative-ai)\n  - [Grammar](https:\/\/nps.edu\/web\/gwc\/grammar)\n  - [iThenticate FAQ](https:\/\/nps.edu\/web\/gwc\/tii-faq)\n  - [Organization and Structure](https:\/\/nps.edu\/web\/gwc\/organization-and-structure)\n  - [Punctuation](https:\/\/nps.edu\/web\/gwc\/punctuation)\n  - [Research](https:\/\/nps.edu\/web\/gwc\/research-note-taking)\n  - [Style: Clarity and Concision](https:\/\/nps.edu\/web\/gwc\/style-clarity-and-concision)\n    - [Abbreviations and acronyms](https:\/\/nps.edu\/web\/gwc\/abbreviations-and-acronyms)\n    - [Active and Passive Voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice)\n    - [Clarity](https:\/\/nps.edu\/web\/gwc\/clarity)\n    - [Commonly confused words](https:\/\/nps.edu\/web\/gwc\/commonly-confused-words)\n    - [Concision](https:\/\/nps.edu\/web\/gwc\/concision)\n    - [Numbers and mathematics](https:\/\/nps.edu\/web\/gwc\/numbers)\n    - [Parallelism](https:\/\/nps.edu\/web\/gwc\/parallelism)\n    - [Prepositional phrases and concision](https:\/\/nps.edu\/web\/gwc\/revise-excessive-prepositional-phrases)\n    - [Technical Writing](https:\/\/nps.edu\/web\/gwc\/stem\/technical-writing)\n  - [Writing Process](https:\/\/nps.edu\/web\/gwc\/writing-process)\n- [Writing a Thesis](https:\/\/nps.edu\/web\/gwc\/writing-a-thesis)\n- [Quick Clips & Tips](https:\/\/nps.edu\/web\/gwc\/quick-clips-tips-menu)\n- [Presentations and Graphics](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources)\n\nNested Applications\n\nGWC - Revising Passive into Active Voice - main content\n\n## **Active and Passive Voice**\n***\n*Got an active schedule? See the eight-minute version on [Quick Clips & Tips](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#passivevoice), where you can also peruse our infographic\\!*\n\nUse of passive voice is among the most frequently invoked sentence-level criticisms, and with good reason: the essential components of a [clause](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses)—the [subject(s)](https:\/\/nps.edu\/web\/gwc\/sentence-subjects) and [verb(s)](https:\/\/nps.edu\/web\/gwc\/verbs-and-verb-tense)—exist precisely to tell us who is doing what, and the passive voice can undermine that function, obscuring what entity is responsible for what action.\n\nThat said, passive voice does have some legitimate purposes, and it’s often confused with other grammatical characteristics, such as the past tense; being able to differentiate between passive voice and other constructions and knowing when and why to avoid it will give you much greater control over the [clarity](https:\/\/nps.edu\/web\/gwc\/style-clarity-and-concision) and [rhetorical effect](https:\/\/nps.edu\/web\/gwc\/audience) of your writing.\n\n### Contents\n1. [Active and Passive Voice Defined](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#definition)\n2. [What Passive Voice Is Not](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#not)\n3. [Why Passive Voice Is a Problem](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#problem)\n4. [Adjectival Passives](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#adjectival)\n5. [Uses of Passive Voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#uses)\n6. [Revising Passive Voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#revision)\n7. [Active and Passive Voice Links](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#links)\n### Active and Passive Voice Defined\nActive and passive voice are an issue only in sentences in which one entity—the agent—is doing something—the action—to another entity—the recipient.\n\n**Active voice** is the standard subject–verb–object sentence structure:\n\nIn 1776, Washington crossed the Delaware.\n\nWhen a clause is in active voice,\n\n- the agent—whoever or whatever is *performing* the action—is the subject (\"Washington\");\n- the verb tells us what the agent is doing (\"crossed\"); and\n- the recipient of the action comes after the verb, as the object (\"the Delaware\").\n\nHere’s that same event in passive voice:\n\nIn 1776, the Delaware was crossed by Washington.\n\nNote the crisscrossing positions of the sentence elements. That’s because, when a clause is in **passive voice**,\n\n- the entity *receiving* the action is the subject of the sentence;\n- the agent performing the action appears in a\n  [prepositional phrase](https:\/\/nps.edu\/web\/gwc\/revise-excessive-prepositional-phrases)\n  , after the word “by”; and\n- the verb changes to reflect these new roles.\n\nIn particular, every passive-voice verb has two telltale features:\n\n1. A form of the verb “be” or “get” (in our example, “was”)\n2. The past participle of some verb (“crossed”)\n\nThe past participle is a fixed form of the verb used to create various tenses; just look for a verb that appears to be in the past tense.\n\nEvery passive-voice verb will have these two components. If a verb does not have these components, it’s not in passive voice.\n\nFor practice spotting passive voice in your writing, see the GWC video tutorial [*Recognizing Passive Voice*](https:\/\/web.microsoftstream.com\/video\/b8b12e18-1771-4ab3-a9a4-a15402d6f059) and accompanying [infographic](https:\/\/nps.edu\/documents\/111693070\/112854132\/GWC+Poster+Recognizing+Passive+Voice.pdf\/1ee97b0e-5830-3f12-7760-e1c3e59a41fc?t=1643923541085).\n\n### What Passive Voice Is Not\nPassive voice sometimes gets confused with a number of other, unrelated properties of writing—none of them inherently undesirable. It’s therefore important to be able to differentiate passive voice from these other qualities. **Passive voice is not . . .**\n\n1. **Tentative or qualified language.** Passive voice can be diffident or assertive, as can active voice:\n\n- Active and assertive\n  : Those with an interest in the emerging uses of nanolaminates *must read* this thesis.\n- Active and tentative\n  : Those with an interest in the emerging uses of nanolaminates *might consider reading* this thesis.\n- Passive and assertive\n  : This thesis *must be read* by anyone interested in the emerging uses of nanolaminates.\n- Passive and tentative\n  : This thesis *should probably be read* by anyone interested in the emerging uses of nanolaminates.\n\n1. **Solely for expressing abstract or “uneventful” actions.** Both active and passive voice can convey any kind of action, provided there’s an agent and a recipient involved:\n\n- Active and abstract\n  : The germ theory of disease initially *eluded* the medical community.\n- Passive and concrete\n  : The cat *was launched* from the trampoline by the tremendous force of the impact.\n\n1. **Always in the past tense.** Although it always contains the past participle, passive voice can be in any tense, depending on which form of “be” or “get” (plus any auxiliary verbs) it uses:\n\n- Past and passive\n  : The contents of the questionnaire *were reviewed* by the\n  [IRB](https:\/\/nps.edu\/web\/gwc\/irb-office)\n  .\n- Present progressive and passive\n  : The contents of the questionnaire *are being reviewed* by the IRB.\n- Future and passive\n  : The contents of the questionnaire *will be reviewed* by the IRB.\n- Active versions\n  : The IRB *reviewed* \/ *is reviewing* \/ *will review* the contents of the questionnaire.\n\n1. **The only verb form that uses “to be.”** Looking for “to be” verbs in your writing is one way to find passive constructions, but it’s a somewhat crude instrument given that certain other tenses also use “to be”:\n\n- Active present progressive\n  : Aunt Judy *is devouring* that chicken. (Includes a form of “be” but with the *present* participle.)\n- Passive present progressive\n  : Aunt Judy *is being devoured* by that chicken. (Has both components of passive voice: “be” plus the past participle.)\n\nRemember: passive voice is strictly a *grammatical* property, defined as a form of “be” or “get” plus the past participle.\n\n### Why Passive Voice Is a Problem\nA passive-voice clause is grammatically complete and valid without the “by” phrase that tells us the agent of the action; **passive voice can therefore erase the agent of an action, making it difficult or impossible for readers to discern who is doing what:**\n\nIn March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas.\n\nA policy was implemented *by whom?* In the span of just one sentence, we no longer have a clear idea of what’s going on.\n\nReaders could already know who is responsible for this action, but they might not. In that case, they might try to guess (the first clause offers many possibilities!), or they might just give up—on the sentence or, if things get too confusing, on the document as a whole\\!\n\nIndeed, as they accrue, ambiguous passive constructions distance us ever more from the reality the author is aiming to describe, until the ideas become obscured by an almost impenetrable haze of indeterminacy:\n\nIn March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. At the time, this policy was received with greater and lesser degrees of acceptance, and it would continue to be reinterpreted and adapted to new geopolitical developments over the next several centuries.\n\n*By whom?*\n\n### Adjectival Passives\nThere is one other construction that can create the same issues as passive voice: past participles used as adjectives, which elide (leave out) the \"be\" or \"get.\" Even in sentences with active-voice verbs, these descriptors can raise questions about agency:\n\nA proposed new power cell would nearly double the specific energy of current tantalum molybdenide batteries.\n\nThis sentence is in active voice: fundamentally, it says that \"the power cell would double the specific energy.\" But the subject contains a hidden passive: \"a proposed new power cell\" = \"a new power cell *that has been proposed*.\" The question remains:proposed by whom?\n\nA new power cell proposed by Plus or Minus Industries would nearly double the specific energy of current tantalum molybdenide batteries.\n\n### Uses of Passive Voice\nWhile passive voice can pose a real hazard to interpretability, it does have some established functions:\n\n- **When you *want* to obscure agency**—that is, when you don’t want to say who did something, often to mask fault: “Mistakes were made.” (By no one in particular. Keep in mind that this is usually a fairly conspicuous move and can draw your audience’s ire, as it suggests you think they’re gullible enough to fall for it.)\n- **When you don’t know the agent:** “Manet's *Chez Tortoni* was stolen from the Isabella Stewart Gardner Museum in 1990; both the perpetrators and the painting’s whereabouts remain unknown.”\n  - You could retain the active voice and insert a placeholder—“Someone stole . . . “—but this approach does alter the focus of the sentence, which you might or might not want (see below).\n- **When the agent is generic:** We often use present-tense passive constructions to describe generalities and processes that hold true no matter who the agent is: \"Next, the data are processed and then analyzed\" (by anyone who’s implementing this methodology).\n  - Note, however that some professors or departments might prefer that authors use active voice when describing actions that *they* actually performed: \"We next processed and then analyzed . . .\" or perhaps \"The next step was to process and then analyze . . .\" (as opposed to, \"Next, the data were processed and then analyzed\").\n- **When you want the reader to focus on the recipient of an action:** Readers typically understand a sentence to be \"about\" whoever or whatever appears at the beginning. Since active and passive voice place different entities up front as the subject—the agent or the recipient of an action, respectively—passive voice is useful for centering a discussion on someone or something on the receiving end of an action or series of actions:\n  1. \"A reconfigured UUV then produced the detailed topography of the submarine fan shown in Figure 85.\" \\<--primarily about the UUV\n  2. \"A detailed topography of the submarine fan, shown in Figure 85, was then produced by a reconfigured UUV.\" \\<--primarily about the topography\n\nThe critical point is to **be aware of when you’re using passive voice** and always **employ it purposefully**, to achieve some desired effect, keeping in mind the problems it can create.\n\n### Revising Passive Voice\nWhen revising ambiguous passive-voice passages, you have two options:\n\n1. Change the clause to active voice: \"In 1823, the Monroe administration implemented a policy opposing further European colonization of the Americas.\"\n2. Retain the passive but include the “by” phrase that specifies the agent: \"In 1823, a policy was implemented by the Monroe administration opposing further European colonization of the Americas.\"\n\nWhich to choose? It depends on what the passage you’re writing is mainly *about*. A passage primarily about the Monroe administration would probably call for the first version, while the second is likely a better fit for a passage adumbrating early American foreign policy.\n\n**Rule of thumb: keep whatever you want your reader to focus on as the subject of your sentences and use active and passive voice as needed to indicate performance or receipt of an action, being sure to include \"by\" phrases in passive constructions to specify agency.**\n\n### Active and Passive Voice Links\n- GWC video (7:28) and infographic: \"\n  [Recognizing Passive Voice](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#passivevoice)\n  \"\n- Handout: \"\n  [Passive Voice](http:\/\/writingcenter.unc.edu\/handouts\/passive-voice\/)\n  ,\" University of North Carolina Chapel Hill Writing Center\n- Video (2:47): \"\n  [Passive Voice](https:\/\/www.youtube.com\/watch?v=NOKFFbC-4Ic)\n  ,\" University of North Carolina Chapel Hill Writing Center\n- Article: \"\n  [How Passive Voice Weakens Your Scholarly Argument](https:\/\/nps.edu\/documents\/104100045\/104163011\/How_Passive_Voice_Weakens_your_Scholarly_Argument.pdf\/7934db14-2d02-45ec-8c8b-d665ce9c980c?t=1375391339000)\n  ,\" Thomas Sigel, Journal of Management Development\n- Article: \"\n  [Why the Passive Voice Should Be Used and Appreciated — Not Avoided](https:\/\/www.georgegopen.com\/uploads\/1\/0\/9\/0\/109073507\/litigation_10_why_the_passive_should_be_used.pdf)\n  ,\" George Gopen, *Litigation*\n- Exercises:\n  [Passive to Active](https:\/\/nps.edu\/documents\/111693070\/112854030\/Nuts+and+Bolts+Workshop+Handout+Passive+to+Active.docx\/d0952244-d40e-49fa-bbec-76b11bd8f995?t=1541017710000)\n  - [Answer Key](https:\/\/nps.edu\/documents\/111693070\/112854030\/answer+key+Nuts+and+Bolts+Handout+Passive+to+Active.docx\/34b3c4fc-32d0-48a3-b35a-9588dff18dd3?t=1541017720000)\n- Book: *[The Sense of Structure: Writing from the Reader's Perspective](https:\/\/nps.on.worldcat.org\/oclc\/52766008),* George Gopen, Pearson Longman\n- Book:\n  [*Style: The Basics of Clarity and Grace*](https:\/\/nps.primo.exlibrisgroup.com\/discovery\/search?query=any,contains,Style:%20The%20Basics%20of%20Clarity%20and%20Grace&tab=Everything&search_scope=MyInst_and_CI&vid=01NPS_INST:01NPS&offset=0)\n  , 4th ed., Joseph Williams and Gregory Colomb, Longman\n\nA–Z content heading\n\n### Writing Topics A–Z\n***\nThis index links to the most relevant page for each item. Please email us at [writingcenter@nps.edu](mailto:writingcenter@nps.edu) if we're missing something\\!\n\nA–Z content menu\n\n#### [A](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#A) [B](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#B) [C](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#C) [D](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#D) [E](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#E) [F](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#F) [G](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#G) [H](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#H) [I](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#I) [J](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#J) K [L](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#L) [M](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#M) [N](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#N) [O](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#O) [P](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#P) [Q](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#Q) [R](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#R) [S](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#S) [T](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#T) [U](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#U) [V](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#V) [W](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#W) X Y [Z](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#Z)\n## A\n|   |\n|---|\n| [abbreviations](https:\/\/nps.edu\/web\/gwc\/abbreviations-and-acronyms) [abstracts](https:\/\/nps.edu\/web\/gwc\/executive-summaries-and-abstracts) [academic writing](https:\/\/nps.edu\/web\/gwc\/joining-the-academic-conversation) [acronyms](https:\/\/nps.edu\/web\/gwc\/abbreviations-and-acronyms) [active voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice) [adjectives, compound](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#hyphen) [advisor, selecting and working with](https:\/\/nps.edu\/web\/gwc\/thesis-process-overview-for-writers#advisor) [AI](https:\/\/nps.edu\/web\/gwc\/generative-ai) [apostrophes](https:\/\/nps.edu\/web\/gwc\/apostrophes) [appointment with GWC instructor, how to schedule](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#wconline) [argument](https:\/\/nps.edu\/web\/gwc\/argument-and-analysis) [article usage](https:\/\/nps.edu\/web\/gwc\/article-usage) [artificial intelligence](https:\/\/nps.edu\/web\/gwc\/generative-ai) [assignments, understanding them](https:\/\/nps.edu\/web\/gwc\/types-of-papers) [audience](https:\/\/nps.edu\/web\/gwc\/audience) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/%E2%80%9C#aztop%E2%80%9D) |\n## B\n|   |\n|---|\n| [body paragraphs](https:\/\/nps.edu\/web\/gwc\/body-paragraphs-and-topic-sentences) [booking an appointment with a GWC instructor](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#wconline) [brackets, square](https:\/\/nps.edu\/web\/gwc\/parentheses-and-brackets#brackets) [brainstorming](https:\/\/nps.edu\/web\/gwc\/brainstorming) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## C\n|   |\n|---|\n| [capitalization](https:\/\/nps.edu\/web\/gwc\/capitalization) [citations](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism) [charts](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources) [ChatGPT](https:\/\/nps.edu\/web\/gwc\/generative-ai) [citation software](https:\/\/nps.edu\/web\/gwc\/reference-software) [citation styles](https:\/\/nps.edu\/web\/gwc\/citation-styles) [clauses](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses) [clarity](https:\/\/nps.edu\/web\/gwc\/clarity) [clustering](https:\/\/nps.edu\/web\/gwc\/brainstorming) [1-to-1 instruction, about](https:\/\/nps.edu\/web\/gwc\/meet-with-a-writing-coach) [1-to-1 instruction, how to schedule](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#wconline) [colons](https:\/\/nps.edu\/web\/gwc\/semi-colons-and-colons) [comma splices](https:\/\/nps.edu\/web\/gwc\/semi-colons-and-colons#commasplice) [commas, FANBOYS](https:\/\/nps.edu\/web\/gwc\/commas-fanboys) [commas, introductory](https:\/\/nps.edu\/web\/gwc\/commas-introductory) [commas, list](https:\/\/nps.edu\/web\/gwc\/commas-list-including-oxford) [commas, nonessential \/ nonrestrictive information](https:\/\/nps.edu\/web\/gwc\/commas-non-essential-elements) [commas, Oxford](https:\/\/nps.edu\/web\/gwc\/commas-list-including-oxford) [commas, serial](https:\/\/nps.edu\/web\/gwc\/commas-list-including-oxford) [common knowledge](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism#commonknowledge) [commonly confused words](https:\/\/nps.edu\/web\/gwc\/commonly-confused-words) [compare-and-contrast papers](https:\/\/nps.edu\/web\/gwc\/types-of-papers) [compound adjectives \/ modifiers](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#hyphen) [concision](https:\/\/nps.edu\/web\/gwc\/concision) [conclusions](https:\/\/nps.edu\/web\/gwc\/conclusions) [conference presentations](https:\/\/nps.edu\/web\/gwc\/conference-publications) [conjunctive adverbs](https:\/\/nps.edu\/web\/gwc\/conjunctive-adverbs) [coordinating conjunctions](https:\/\/nps.edu\/web\/gwc\/coordinating-conjunctions) [copyright and fair use](https:\/\/nps.edu\/web\/gwc\/copyright-fair-use-and-self-citing) [critical thinking](https:\/\/nps.edu\/web\/gwc\/critical-thinking) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## D\n|   |\n|---|\n| [dangling modifiers](https:\/\/nps.edu\/web\/gwc\/dangling-modifiers) [dashes](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens) [dependent clauses](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses) [dependent marker words](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses) [display equations](https:\/\/nps.edu\/web\/gwc\/numbers#mathematics) [distance learning](https:\/\/nps.edu\/web\/gwc\/distance-learners) [double submission of coursework](https:\/\/nps.edu\/web\/gwc\/copyright-fair-use-and-self-citing) [drafting](https:\/\/nps.edu\/web\/gwc\/drafting) [Dudley Knox Library](https:\/\/library.nps.edu\/) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## E\n|   |\n|---|\n| [editing your own work](https:\/\/nps.edu\/web\/gwc\/revision) [editing: outside editors](https:\/\/nps.edu\/web\/gwc\/thesis-process-overview-for-writers#editor) [em dash](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#emdash) [en dash](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#endash) [equations](https:\/\/nps.edu\/web\/gwc\/numbers) [exclamation points](https:\/\/nps.edu\/web\/gwc\/periods-exclamation-marks-and-question-marks) [executive summary](https:\/\/nps.edu\/web\/gwc\/executive-summaries-and-abstracts) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## F\n|   |\n|---|\n| [FANBOYS](https:\/\/nps.edu\/web\/gwc\/coordinating-conjunctions) [FAQs](https:\/\/nps.edu\/web\/gwc\/faq) [figures](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources) [first person, use of in academic writing](https:\/\/nps.edu\/web\/gwc\/pronouns#firstperson) [footnotes](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism) [fragments](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses#clauses) [free-writing](https:\/\/nps.edu\/web\/gwc\/brainstorming) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## G\n|   |\n|---|\n| [generative artificial intelligence (AI)](https:\/\/nps.edu\/web\/gwc\/generative-ai) [gerunds](https:\/\/nps.edu\/web\/gwc\/verbs-and-verb-tense#gerunds) [grammar](https:\/\/nps.edu\/web\/gwc\/grammar) [graphics](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources) [graphs](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources) [group writing](https:\/\/nps.edu\/web\/gwc\/group-writing) [GWC appointment, how to schedule](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#wconline) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## H\n|   |\n|---|\n| [homophones](https:\/\/nps.edu\/web\/gwc\/commonly-confused-words) [Honor Code, NPS](https:\/\/nps.edu\/documents\/105858948\/106279825\/NPSINST+5370.4D+-+ACADEMIC+HONOR+CODE.pdf\/2125a8f9-a2e8-4348-8520-6560e6e3bc1b?t=1540915845000) [human subjects research](https:\/\/nps.edu\/web\/research\/irb-home) [hyphens](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#hyphen) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## I\n|   |\n|---|\n| [ibid.](https:\/\/libguides.nps.edu\/citation\/chicago-nb-rules#s-lg-box-wrapper-22653269) [incomplete sentences](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses#clauses) [independent clauses](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses) [Institutional Review Board](https:\/\/nps.edu\/web\/research\/irb-home) [interviews, conducting](https:\/\/nps.edu\/web\/research\/irb-home) [introductions](https:\/\/nps.edu\/web\/gwc\/introductions-thesis-statements-and-roadmaps) [IRB](https:\/\/nps.edu\/web\/research\/irb-home) [iThenticate](https:\/\/nps.edu\/web\/gwc\/tii-faq) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## J\n|   |\n|---|\n| [Joining the Academic Conversation](https:\/\/nps.edu\/web\/gwc\/joining-the-academic-conversation) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## L\n|   |\n|---|\n| [LaTeX](https:\/\/nps.edu\/web\/thesisprocessing\/templates-forms) [library liaisons](https:\/\/library.nps.edu\/my-librarian) [lists, syntax of](https:\/\/nps.edu\/web\/gwc\/commas-list-including-oxford) [literature reviews](https:\/\/nps.edu\/web\/gwc\/literature-reviews) [logic and analysis](https:\/\/nps.edu\/web\/gwc\/argument-and-analysis) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## M\n|   |\n|---|\n| [M dash](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#emdash) [making a GWC appointment](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#wconline) [mathematics](https:\/\/nps.edu\/web\/gwc\/numbers#mathematics) [memos](https:\/\/nps.edu\/web\/gwc\/types-of-papers) [methodology](https:\/\/nps.edu\/web\/gwc\/thesis-proposals-common-elements#methodology) [modifiers, compound](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#hyphen) [modifiers, misplaced](https:\/\/nps.edu\/web\/gwc\/dangling-modifiers) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## N\n|   |\n|---|\n| [N dash](https:\/\/nps.edu\/web\/gwc\/dashes-and-hyphens#endash) [nominalizations](https:\/\/nps.edu\/web\/gwc\/clarity#nominalizations) [note-taking](https:\/\/nps.edu\/web\/gwc\/research-basics-and-note-taking) [noun clusters](https:\/\/nps.edu\/web\/gwc\/concision#nounclusters) [numbers](https:\/\/nps.edu\/web\/gwc\/numbers) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## O\n|   |\n|---|\n| [organization](https:\/\/nps.edu\/web\/gwc\/organization) [outlining](https:\/\/nps.edu\/web\/gwc\/brainstorming) [Oxford comma](https:\/\/nps.edu\/web\/gwc\/commas-list-including-oxford) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## P\n|   |\n|---|\n| [paragraph development](https:\/\/nps.edu\/web\/gwc\/body-paragraphs-and-topic-sentences) [parallelism](https:\/\/nps.edu\/web\/gwc\/parallelism) [paraphrasing](https:\/\/nps.edu\/web\/gwc\/source-blending-paraphrasing-quoting-and-summarizing) [parentheses](https:\/\/nps.edu\/web\/gwc\/parentheses-and-brackets#parentheses) [parts of speech](https:\/\/nps.edu\/web\/gwc\/parts-of-speech) [passive voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice) [periods](https:\/\/nps.edu\/web\/gwc\/periods-exclamation-marks-and-question-marks) [persuasion](https:\/\/nps.edu\/web\/gwc\/argument-and-analysis) [phrases vs. clauses](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses) [plagiarism, how to avoid](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism) [plagiarism-detection software](https:\/\/nps.edu\/web\/gwc\/tii-faq) [plain language](https:\/\/nps.edu\/web\/gwc\/style-clarity-and-concision) [polishing](https:\/\/nps.edu\/web\/gwc\/proofreading1) [prepositional phrases](https:\/\/nps.edu\/web\/gwc\/revise-excessive-prepositional-phrases) [prepositions](https:\/\/nps.edu\/web\/gwc\/prepositions) [pronouns, clarity with](https:\/\/nps.edu\/web\/gwc\/clarity#antecedents) [pronouns, grammar of](https:\/\/nps.edu\/web\/gwc\/pronouns) [proofreading](https:\/\/nps.edu\/web\/gwc\/proofreading1) [publishing](https:\/\/nps.edu\/web\/gwc\/publication) [punctuation](https:\/\/nps.edu\/web\/gwc\/punctuation) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## Q\n|   |\n|---|\n| [questionnaires, administering](https:\/\/nps.edu\/web\/research\/irb-home) [questions](https:\/\/nps.edu\/web\/gwc\/periods-exclamation-marks-and-question-marks) [quotation marks](https:\/\/nps.edu\/web\/gwc\/quotation-marks) [quoting](https:\/\/nps.edu\/web\/gwc\/source-blending-paraphrasing-quoting-and-summarizing) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## R\n|   |\n|---|\n| [Reading with Intent I](https:\/\/nps.edu\/documents\/111693070\/113521312\/Strategic+Reading+I.pdf\/5020139c-3d15-fbcf-d512-a24a65a4a6fb?t=1609369478555) [Reading with Intent II](https:\/\/nps.edu\/documents\/111693070\/113521312\/Strategic+Reading+II+%2810%29.pdf\/43c2ab8a-96e2-428b-6f5d-a50052a44f48?t=1613591780039) [redundancies](https:\/\/nps.edu\/web\/gwc\/concision) [reference software](https:\/\/nps.edu\/web\/gwc\/reference-software) [reflection papers](https:\/\/nps.edu\/web\/gwc\/types-of-papers) [research](https:\/\/nps.edu\/web\/gwc\/research-note-taking) [research guides, discipline-specific](https:\/\/library.nps.edu\/research) [research questions](https:\/\/nps.edu\/web\/gwc\/research-questions) [restrictive vs. nonrestrictive information](https:\/\/nps.edu\/web\/gwc\/commas-non-essential-elements) [reusing papers](https:\/\/nps.edu\/web\/gwc\/copyright-fair-use-and-self-citing) [reverse outlining](https:\/\/nps.edu\/web\/gwc\/revision) [revision](https:\/\/nps.edu\/web\/gwc\/revision) [roadmaps](https:\/\/nps.edu\/web\/gwc\/introductions-thesis-statements-and-roadmaps) [run-on sentences](https:\/\/nps.edu\/web\/gwc\/semi-colons-and-colons) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## S\n|   |\n|---|\n| [scheduling a GWC appointment](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#wconline) [self-citing](https:\/\/nps.edu\/web\/gwc\/copyright-fair-use-and-self-citing) [semicolons](https:\/\/nps.edu\/web\/gwc\/semi-colons-and-colons) [sentence fragments](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses#clauses) [serial comma](https:\/\/nps.edu\/web\/gwc\/commas-list-including-oxford) [signal phrases](https:\/\/nps.edu\/web\/gwc\/source-blending-paraphrasing-quoting-and-summarizing#signalphrases) [significance](https:\/\/nps.edu\/web\/gwc\/so-what-on-significance) [so what?](https:\/\/nps.edu\/web\/gwc\/so-what-on-significance) [source blending](https:\/\/nps.edu\/web\/gwc\/source-blending-paraphrasing-quoting-and-summarizing) [sources, engaging with \/ critiquing](https:\/\/nps.edu\/web\/gwc\/joining-the-academic-conversation) [sources, evaluating the reliability of](https:\/\/nps.edu\/web\/gwc\/sources-the-good-the-bad-and-the-ugly) [sources, citing](https:\/\/nps.edu\/web\/gwc\/citations-avoiding-plagiarism) [spelling](https:\/\/nps.edu\/web\/gwc\/commonly-confused-words) [standard essay structure](https:\/\/nps.edu\/web\/gwc\/standard-paper-structure) [STEM \/ technical writing](https:\/\/nps.edu\/web\/gwc\/stem\/technical-writing) [Strategic Reading I](https:\/\/nps.edu\/documents\/111693070\/113521312\/Strategic+Reading+I.pdf\/5020139c-3d15-fbcf-d512-a24a65a4a6fb?t=1609369478555) [Strategic Reading II](https:\/\/nps.edu\/documents\/111693070\/113521312\/Strategic+Reading+II+%2810%29.pdf\/43c2ab8a-96e2-428b-6f5d-a50052a44f48?t=1613591780039) [style](https:\/\/nps.edu\/web\/gwc\/style-clarity-and-concision) [subject–verb agreement](https:\/\/nps.edu\/web\/gwc\/subject\/verb-agreement) [subjects, grammatical](https:\/\/nps.edu\/web\/gwc\/sentence-subjects) [subordinating conjunctions](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses) [summarizing](https:\/\/nps.edu\/web\/gwc\/source-blending-paraphrasing-quoting-and-summarizing) [surveys, administering](https:\/\/nps.edu\/web\/research\/irb-home) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## T\n|   |\n|---|\n| [tables](https:\/\/nps.edu\/web\/gwc\/graphics-and-other-communication-resources) [teams, writing in](https:\/\/nps.edu\/web\/gwc\/group-writing) [technical writing](https:\/\/nps.edu\/web\/gwc\/stem\/technical-writing) [tense](https:\/\/nps.edu\/web\/gwc\/verbs-and-verb-tense) [that vs. which](https:\/\/nps.edu\/web\/gwc\/commas-non-essential-elements) [thesis advisor, selecting and working with](https:\/\/nps.edu\/web\/gwc\/thesis-process-overview-for-writers#advisor) [thesis process overview](https:\/\/nps.edu\/web\/gwc\/thesis-process-overview-for-writers) [Thesis Processing Office (TPO)](https:\/\/nps.edu\/web\/thesisprocessing) [thesis proposals: common elements](https:\/\/nps.edu\/web\/gwc\/thesis-proposals-common-elements) [thesis statements](https:\/\/nps.edu\/web\/gwc\/introductions-thesis-statements-and-roadmaps) [thesis writing](https:\/\/nps.edu\/web\/gwc\/writing-a-thesis) [this, that, these, those](https:\/\/nps.edu\/web\/gwc\/clarity#demonstratives) [tone, professional](https:\/\/nps.edu\/web\/gwc\/audience) [topic sentences](https:\/\/nps.edu\/web\/gwc\/body-paragraphs-and-topic-sentences) [transitions](https:\/\/nps.edu\/web\/gwc\/clarity#parataxis) [types of papers](https:\/\/nps.edu\/web\/gwc\/types-of-papers) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## U\n|   |\n|---|\n| [United States or U.S.?](https:\/\/nps.edu\/web\/gwc\/abbreviations-and-acronyms) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## V\n|   |\n|---|\n| [verbs and verb tense](https:\/\/nps.edu\/web\/gwc\/verbs-and-verb-tense) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## W\n|   |\n|---|\n| [which vs. that](https:\/\/nps.edu\/web\/gwc\/commas-non-essential-elements) [why write?](https:\/\/nps.edu\/web\/gwc\/why-write) [writer’s block](https:\/\/nps.edu\/web\/gwc\/writer-s-block) [writing in groups \/ teams](https:\/\/nps.edu\/web\/gwc\/group-writing) [writing process](https:\/\/nps.edu\/web\/gwc\/writing-process) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n## Z\n|   |\n|---|\n| [Zotero](https:\/\/nps.edu\/web\/gwc\/reference-software) |\n| [*return to top* **↑**](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#aztop) |\n\n- [Sign In](https:\/\/nps.edu\/c\/portal\/login?p_l_id=112853976)\n- [Home](https:\/\/nps.edu\/web\/gwc\/home)\n- [1-to-1 Instruction](https:\/\/nps.edu\/web\/gwc\/coaching)\n- [Workshops](https:\/\/nps.edu\/web\/gwc\/workshops)\n- [Writing Resources](https:\/\/nps.edu\/web\/gwc\/writing-resources)\n- [Distance Learners](https:\/\/nps.edu\/web\/gwc\/distance-learners)\n- [Learning Tools](https:\/\/nps.edu\/web\/gwc\/learning-tools1)\n- [Publishing](https:\/\/nps.edu\/web\/gwc\/publication)\n- [Faculty Support](https:\/\/nps.edu\/web\/gwc\/faculty-support1)\n- [About](https:\/\/nps.edu\/web\/gwc\/aboutus)\n\n[![NPS logo](https:\/\/nps.edu\/o\/npsdxp-theme\/images\/navigation\/nps_logo_100x69.png)](http:\/\/nps.edu\/ \"NPS Home\")\n\nWhere Science Meets the Art of Warfare ®\n\n- Mission\n- Provide defense-focused graduate education, including classified studies and interdisciplinary research, to advance the operational effectiveness, technological leadership and warfighting advantage of the Naval service.\n\n- Naval Postgraduate School\n- 1 University Circle, Monterey, CA 93943\n- [Driving Directions](https:\/\/nps.edu\/web\/guest\/mapsanddirections) \\| [Campus Map](https:\/\/nps.edu\/documents\/10180\/108523087\/NPS_Campus_Map.pdf)\n\n- This is an official U.S. Navy Website \\| [Please read our Privacy Policy Notice](https:\/\/nps.edu\/privacy-policy \"NPS Privacy Policy\") \\|\n- [FOIA](https:\/\/nps.edu\/web\/guest\/foia \"FOIA\") \\|\n- [Section 508](https:\/\/nps.edu\/copyright \"Section 508\") \\|\n- [No FEAR Act](https:\/\/prhome.defense.gov\/NoFear\/ \"No FEAR Act\") \\|\n- [Whistleblower Protection](https:\/\/osc.gov\/ \"Whistleblower Protection\") \\| [Copyright and Accessibility](https:\/\/nps.edu\/copyright \"NPS Copyright\") \\| [Contact Webmaster](mailto:webmaster@nps.edu \"Contact Webmaster\")","attrs_readable_markdown":"## **Active and Passive Voice**\n***\n*Got an active schedule? See the eight-minute version on [Quick Clips & Tips](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#passivevoice), where you can also peruse our infographic\\!*\n\nUse of passive voice is among the most frequently invoked sentence-level criticisms, and with good reason: the essential components of a [clause](https:\/\/nps.edu\/web\/gwc\/phrases-and-clauses)—the [subject(s)](https:\/\/nps.edu\/web\/gwc\/sentence-subjects) and [verb(s)](https:\/\/nps.edu\/web\/gwc\/verbs-and-verb-tense)—exist precisely to tell us who is doing what, and the passive voice can undermine that function, obscuring what entity is responsible for what action.\n\nThat said, passive voice does have some legitimate purposes, and it’s often confused with other grammatical characteristics, such as the past tense; being able to differentiate between passive voice and other constructions and knowing when and why to avoid it will give you much greater control over the [clarity](https:\/\/nps.edu\/web\/gwc\/style-clarity-and-concision) and [rhetorical effect](https:\/\/nps.edu\/web\/gwc\/audience) of your writing.\n\n### Contents\n1. [Active and Passive Voice Defined](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#definition)\n2. [What Passive Voice Is Not](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#not)\n3. [Why Passive Voice Is a Problem](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#problem)\n4. [Adjectival Passives](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#adjectival)\n5. [Uses of Passive Voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#uses)\n6. [Revising Passive Voice](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#revision)\n7. [Active and Passive Voice Links](https:\/\/nps.edu\/web\/gwc\/revising-passive-voice-into-active-voice#links)\n### Active and Passive Voice Defined\nActive and passive voice are an issue only in sentences in which one entity—the agent—is doing something—the action—to another entity—the recipient.\n\n**Active voice** is the standard subject–verb–object sentence structure:\n\nIn 1776, Washington crossed the Delaware.\n\nWhen a clause is in active voice,\n\n- the agent—whoever or whatever is *performing* the action—is the subject (\"Washington\");\n- the verb tells us what the agent is doing (\"crossed\"); and\n- the recipient of the action comes after the verb, as the object (\"the Delaware\").\n\nHere’s that same event in passive voice:\n\nIn 1776, the Delaware was crossed by Washington.\n\nNote the crisscrossing positions of the sentence elements. That’s because, when a clause is in **passive voice**,\n\n- the entity *receiving* the action is the subject of the sentence;\n- the agent performing the action appears in a\n  [prepositional phrase](https:\/\/nps.edu\/web\/gwc\/revise-excessive-prepositional-phrases)\n  , after the word “by”; and\n- the verb changes to reflect these new roles.\n\nIn particular, every passive-voice verb has two telltale features:\n\n1. A form of the verb “be” or “get” (in our example, “was”)\n2. The past participle of some verb (“crossed”)\n\nThe past participle is a fixed form of the verb used to create various tenses; just look for a verb that appears to be in the past tense.\n\nEvery passive-voice verb will have these two components. If a verb does not have these components, it’s not in passive voice.\n\nFor practice spotting passive voice in your writing, see the GWC video tutorial [*Recognizing Passive Voice*](https:\/\/web.microsoftstream.com\/video\/b8b12e18-1771-4ab3-a9a4-a15402d6f059) and accompanying [infographic](https:\/\/nps.edu\/documents\/111693070\/112854132\/GWC+Poster+Recognizing+Passive+Voice.pdf\/1ee97b0e-5830-3f12-7760-e1c3e59a41fc?t=1643923541085).\n\n### What Passive Voice Is Not\nPassive voice sometimes gets confused with a number of other, unrelated properties of writing—none of them inherently undesirable. It’s therefore important to be able to differentiate passive voice from these other qualities. **Passive voice is not . . .**\n\n1. **Tentative or qualified language.** Passive voice can be diffident or assertive, as can active voice:\n\n- Active and assertive\n  : Those with an interest in the emerging uses of nanolaminates *must read* this thesis.\n- Active and tentative\n  : Those with an interest in the emerging uses of nanolaminates *might consider reading* this thesis.\n- Passive and assertive\n  : This thesis *must be read* by anyone interested in the emerging uses of nanolaminates.\n- Passive and tentative\n  : This thesis *should probably be read* by anyone interested in the emerging uses of nanolaminates.\n\n1. **Solely for expressing abstract or “uneventful” actions.** Both active and passive voice can convey any kind of action, provided there’s an agent and a recipient involved:\n\n- Active and abstract\n  : The germ theory of disease initially *eluded* the medical community.\n- Passive and concrete\n  : The cat *was launched* from the trampoline by the tremendous force of the impact.\n\n1. **Always in the past tense.** Although it always contains the past participle, passive voice can be in any tense, depending on which form of “be” or “get” (plus any auxiliary verbs) it uses:\n\n- Past and passive\n  : The contents of the questionnaire *were reviewed* by the\n  [IRB](https:\/\/nps.edu\/web\/gwc\/irb-office)\n  .\n- Present progressive and passive\n  : The contents of the questionnaire *are being reviewed* by the IRB.\n- Future and passive\n  : The contents of the questionnaire *will be reviewed* by the IRB.\n- Active versions\n  : The IRB *reviewed* \/ *is reviewing* \/ *will review* the contents of the questionnaire.\n\n1. **The only verb form that uses “to be.”** Looking for “to be” verbs in your writing is one way to find passive constructions, but it’s a somewhat crude instrument given that certain other tenses also use “to be”:\n\n- Active present progressive\n  : Aunt Judy *is devouring* that chicken. (Includes a form of “be” but with the *present* participle.)\n- Passive present progressive\n  : Aunt Judy *is being devoured* by that chicken. (Has both components of passive voice: “be” plus the past participle.)\n\nRemember: passive voice is strictly a *grammatical* property, defined as a form of “be” or “get” plus the past participle.\n\n### Why Passive Voice Is a Problem\nA passive-voice clause is grammatically complete and valid without the “by” phrase that tells us the agent of the action; **passive voice can therefore erase the agent of an action, making it difficult or impossible for readers to discern who is doing what:**\n\nIn March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas.\n\nA policy was implemented *by whom?* In the span of just one sentence, we no longer have a clear idea of what’s going on.\n\nReaders could already know who is responsible for this action, but they might not. In that case, they might try to guess (the first clause offers many possibilities!), or they might just give up—on the sentence or, if things get too confusing, on the document as a whole\\!\n\nIndeed, as they accrue, ambiguous passive constructions distance us ever more from the reality the author is aiming to describe, until the ideas become obscured by an almost impenetrable haze of indeterminacy:\n\nIn March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. At the time, this policy was received with greater and lesser degrees of acceptance, and it would continue to be reinterpreted and adapted to new geopolitical developments over the next several centuries.\n\n*By whom?*\n\n### Adjectival Passives\nThere is one other construction that can create the same issues as passive voice: past participles used as adjectives, which elide (leave out) the \"be\" or \"get.\" Even in sentences with active-voice verbs, these descriptors can raise questions about agency:\n\nA proposed new power cell would nearly double the specific energy of current tantalum molybdenide batteries.\n\nThis sentence is in active voice: fundamentally, it says that \"the power cell would double the specific energy.\" But the subject contains a hidden passive: \"a proposed new power cell\" = \"a new power cell *that has been proposed*.\" The question remains:proposed by whom?\n\nA new power cell proposed by Plus or Minus Industries would nearly double the specific energy of current tantalum molybdenide batteries.\n\n### Uses of Passive Voice\nWhile passive voice can pose a real hazard to interpretability, it does have some established functions:\n\n- **When you *want* to obscure agency**—that is, when you don’t want to say who did something, often to mask fault: “Mistakes were made.” (By no one in particular. Keep in mind that this is usually a fairly conspicuous move and can draw your audience’s ire, as it suggests you think they’re gullible enough to fall for it.)\n- **When you don’t know the agent:** “Manet's *Chez Tortoni* was stolen from the Isabella Stewart Gardner Museum in 1990; both the perpetrators and the painting’s whereabouts remain unknown.”\n  - You could retain the active voice and insert a placeholder—“Someone stole . . . “—but this approach does alter the focus of the sentence, which you might or might not want (see below).\n- **When the agent is generic:** We often use present-tense passive constructions to describe generalities and processes that hold true no matter who the agent is: \"Next, the data are processed and then analyzed\" (by anyone who’s implementing this methodology).\n  - Note, however that some professors or departments might prefer that authors use active voice when describing actions that *they* actually performed: \"We next processed and then analyzed . . .\" or perhaps \"The next step was to process and then analyze . . .\" (as opposed to, \"Next, the data were processed and then analyzed\").\n- **When you want the reader to focus on the recipient of an action:** Readers typically understand a sentence to be \"about\" whoever or whatever appears at the beginning. Since active and passive voice place different entities up front as the subject—the agent or the recipient of an action, respectively—passive voice is useful for centering a discussion on someone or something on the receiving end of an action or series of actions:\n  1. \"A reconfigured UUV then produced the detailed topography of the submarine fan shown in Figure 85.\" \\<--primarily about the UUV\n  2. \"A detailed topography of the submarine fan, shown in Figure 85, was then produced by a reconfigured UUV.\" \\<--primarily about the topography\n\nThe critical point is to **be aware of when you’re using passive voice** and always **employ it purposefully**, to achieve some desired effect, keeping in mind the problems it can create.\n\n### Revising Passive Voice\nWhen revising ambiguous passive-voice passages, you have two options:\n\n1. Change the clause to active voice: \"In 1823, the Monroe administration implemented a policy opposing further European colonization of the Americas.\"\n2. Retain the passive but include the “by” phrase that specifies the agent: \"In 1823, a policy was implemented by the Monroe administration opposing further European colonization of the Americas.\"\n\nWhich to choose? It depends on what the passage you’re writing is mainly *about*. A passage primarily about the Monroe administration would probably call for the first version, while the second is likely a better fit for a passage adumbrating early American foreign policy.\n\n**Rule of thumb: keep whatever you want your reader to focus on as the subject of your sentences and use active and passive voice as needed to indicate performance or receipt of an action, being sure to include \"by\" phrases in passive constructions to specify agency.**\n\n### Active and Passive Voice Links\n- GWC video (7:28) and infographic: \"\n  [Recognizing Passive Voice](https:\/\/nps.edu\/web\/gwc\/quick-clips-and-tips#passivevoice)\n  \"\n- Handout: \"\n  [Passive Voice](http:\/\/writingcenter.unc.edu\/handouts\/passive-voice\/)\n  ,\" University of North Carolina Chapel Hill Writing Center\n- Video (2:47): \"\n  [Passive Voice](https:\/\/www.youtube.com\/watch?v=NOKFFbC-4Ic)\n  ,\" University of North Carolina Chapel Hill Writing Center\n- Article: \"\n  [How Passive Voice Weakens Your Scholarly Argument](https:\/\/nps.edu\/documents\/104100045\/104163011\/How_Passive_Voice_Weakens_your_Scholarly_Argument.pdf\/7934db14-2d02-45ec-8c8b-d665ce9c980c?t=1375391339000)\n  ,\" Thomas Sigel, Journal of Management Development\n- Article: \"\n  [Why the Passive Voice Should Be Used and Appreciated — Not Avoided](https:\/\/www.georgegopen.com\/uploads\/1\/0\/9\/0\/109073507\/litigation_10_why_the_passive_should_be_used.pdf)\n  ,\" George Gopen, *Litigation*\n- Exercises:\n  [Passive to Active](https:\/\/nps.edu\/documents\/111693070\/112854030\/Nuts+and+Bolts+Workshop+Handout+Passive+to+Active.docx\/d0952244-d40e-49fa-bbec-76b11bd8f995?t=1541017710000)\n  - [Answer Key](https:\/\/nps.edu\/documents\/111693070\/112854030\/answer+key+Nuts+and+Bolts+Handout+Passive+to+Active.docx\/34b3c4fc-32d0-48a3-b35a-9588dff18dd3?t=1541017720000)\n- Book: *[The Sense of Structure: Writing from the Reader's Perspective](https:\/\/nps.on.worldcat.org\/oclc\/52766008),* George Gopen, Pearson Longman\n- Book:\n  [*Style: The Basics of Clarity and Grace*](https:\/\/nps.primo.exlibrisgroup.com\/discovery\/search?query=any,contains,Style:%20The%20Basics%20of%20Clarity%20and%20Grace&tab=Everything&search_scope=MyInst_and_CI&vid=01NPS_INST:01NPS&offset=0)\n  , 4th ed., Joseph Williams and Gregory Colomb, Longman","meta_canonical":null}

3. Robots.txt Check

Query:

Response:

4. Spam/Ban Check

Query:

Response:

5. Seen Status Check

ℹ️ Skipped - page is already crawled

📄

INDEXABLE

✅

CRAWLED

1 month ago

🤖

ROBOTS ALLOWED

Page Info Filters

Filter	Status	Condition	Details
HTTP status	PASS	`download_http_code = 200`	HTTP 200
Age cutoff	PASS	`download_stamp > now() - 6 MONTH`	1.2 months ago
History drop	PASS	`isNull(history_drop_reason)`	No drop reason
Spam/ban	PASS	`fh_dont_index != 1 AND ml_spam_score = 0`	ml_spam_score=0
Canonical	PASS	`meta_canonical IS NULL OR = '' OR = src_unparsed`	Not set

Page Details

Property	Value
URL	https://nps.edu/web/gwc/revising-passive-voice-into-active-voice
Last Crawled	2026-03-06 12:07:32 (1 month ago)
First Indexed	2020-03-26 01:35:44 (6 years ago)
HTTP Status Code	200
Meta Title	Active and Passive Voice - Graduate Writing Center - Naval Postgraduate School
Meta Description	null
Meta Canonical	null
Boilerpipe Text	Active and Passive Voice Got an active schedule? See the eight-minute version on Quick Clips & Tips , where you can also peruse our infographic! Use of passive voice is among the most frequently invoked sentence-level criticisms, and with good reason: the essential components of a clause —the subject(s) and verb(s) —exist precisely to tell us who is doing what, and the passive voice can undermine that function, obscuring what entity is responsible for what action. That said, passive voice does have some legitimate purposes, and it’s often confused with other grammatical characteristics, such as the past tense; being able to differentiate between passive voice and other constructions and knowing when and why to avoid it will give you much greater control over the clarity and rhetorical effect of your writing. Contents Active and Passive Voice Defined What Passive Voice Is Not Why Passive Voice Is a Problem Adjectival Passives Uses of Passive Voice Revising Passive Voice Active and Passive Voice Links Active and Passive Voice Defined Active and passive voice are an issue only in sentences in which one entity—the agent—is doing something—the action—to another entity—the recipient. Active voice is the standard subject–verb–object sentence structure: In 1776, Washington crossed the Delaware. When a clause is in active voice, the agent—whoever or whatever is performing the action—is the subject ("Washington"); the verb tells us what the agent is doing ("crossed"); and the recipient of the action comes after the verb, as the object ("the Delaware"). Here’s that same event in passive voice: In 1776, the Delaware was crossed by Washington. Note the crisscrossing positions of the sentence elements. That’s because, when a clause is in passive voice , the entity receiving the action is the subject of the sentence; the agent performing the action appears in a prepositional phrase , after the word “by”; and the verb changes to reflect these new roles. In particular, every passive-voice verb has two telltale features: A form of the verb “be” or “get” (in our example, “was”) The past participle of some verb (“crossed”) The past participle is a fixed form of the verb used to create various tenses; just look for a verb that appears to be in the past tense. Every passive-voice verb will have these two components. If a verb does not have these components, it’s not in passive voice. For practice spotting passive voice in your writing, see the GWC video tutorial Recognizing Passive Voice and accompanying infographic . What Passive Voice Is Not Passive voice sometimes gets confused with a number of other, unrelated properties of writing—none of them inherently undesirable. It’s therefore important to be able to differentiate passive voice from these other qualities. Passive voice is not . . . Tentative or qualified language. Passive voice can be diffident or assertive, as can active voice: Active and assertive : Those with an interest in the emerging uses of nanolaminates must read this thesis. Active and tentative : Those with an interest in the emerging uses of nanolaminates might consider reading this thesis. Passive and assertive : This thesis must be read by anyone interested in the emerging uses of nanolaminates. Passive and tentative : This thesis should probably be read by anyone interested in the emerging uses of nanolaminates. Solely for expressing abstract or “uneventful” actions. Both active and passive voice can convey any kind of action, provided there’s an agent and a recipient involved: Active and abstract : The germ theory of disease initially eluded the medical community. Passive and concrete : The cat was launched from the trampoline by the tremendous force of the impact. Always in the past tense. Although it always contains the past participle, passive voice can be in any tense, depending on which form of “be” or “get” (plus any auxiliary verbs) it uses: Past and passive : The contents of the questionnaire were reviewed by the IRB . Present progressive and passive : The contents of the questionnaire are being reviewed by the IRB. Future and passive : The contents of the questionnaire will be reviewed by the IRB. Active versions : The IRB reviewed / is reviewing / will review the contents of the questionnaire. The only verb form that uses “to be.” Looking for “to be” verbs in your writing is one way to find passive constructions, but it’s a somewhat crude instrument given that certain other tenses also use “to be”: Active present progressive : Aunt Judy is devouring that chicken. (Includes a form of “be” but with the present participle.) Passive present progressive : Aunt Judy is being devoured by that chicken. (Has both components of passive voice: “be” plus the past participle.) Remember: passive voice is strictly a grammatical property, defined as a form of “be” or “get” plus the past participle. Why Passive Voice Is a Problem A passive-voice clause is grammatically complete and valid without the “by” phrase that tells us the agent of the action; passive voice can therefore erase the agent of an action, making it difficult or impossible for readers to discern who is doing what: In March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. A policy was implemented by whom? In the span of just one sentence, we no longer have a clear idea of what’s going on. Readers could already know who is responsible for this action, but they might not. In that case, they might try to guess (the first clause offers many possibilities!), or they might just give up—on the sentence or, if things get too confusing, on the document as a whole! Indeed, as they accrue, ambiguous passive constructions distance us ever more from the reality the author is aiming to describe, until the ideas become obscured by an almost impenetrable haze of indeterminacy: In March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. At the time, this policy was received with greater and lesser degrees of acceptance, and it would continue to be reinterpreted and adapted to new geopolitical developments over the next several centuries. By whom? Adjectival Passives There is one other construction that can create the same issues as passive voice: past participles used as adjectives, which elide (leave out) the "be" or "get." Even in sentences with active-voice verbs, these descriptors can raise questions about agency: A proposed new power cell would nearly double the specific energy of current tantalum molybdenide batteries. This sentence is in active voice: fundamentally, it says that "the power cell would double the specific energy." But the subject contains a hidden passive: "a proposed new power cell" = "a new power cell that has been proposed ." The question remains: proposed by whom? A new power cell proposed by Plus or Minus Industries would nearly double the specific energy of current tantalum molybdenide batteries. Uses of Passive Voice While passive voice can pose a real hazard to interpretability, it does have some established functions: When you want to obscure agency —that is, when you don’t want to say who did something, often to mask fault: “Mistakes were made.” (By no one in particular. Keep in mind that this is usually a fairly conspicuous move and can draw your audience’s ire, as it suggests you think they’re gullible enough to fall for it.) When you don’t know the agent: “Manet's Chez Tortoni was stolen from the Isabella Stewart Gardner Museum in 1990; both the perpetrators and the painting’s whereabouts remain unknown.” You could retain the active voice and insert a placeholder—“Someone stole . . . “—but this approach does alter the focus of the sentence, which you might or might not want (see below). When the agent is generic: We often use present-tense passive constructions to describe generalities and processes that hold true no matter who the agent is: "Next, the data are processed and then analyzed" (by anyone who’s implementing this methodology). Note, however that some professors or departments might prefer that authors use active voice when describing actions that they actually performed: "We next processed and then analyzed . . ." or perhaps "The next step was to process and then analyze . . ." (as opposed to, "Next, the data were processed and then analyzed"). When you want the reader to focus on the recipient of an action: Readers typically understand a sentence to be "about" whoever or whatever appears at the beginning. Since active and passive voice place different entities up front as the subject—the agent or the recipient of an action, respectively—passive voice is useful for centering a discussion on someone or something on the receiving end of an action or series of actions: "A reconfigured UUV then produced the detailed topography of the submarine fan shown in Figure 85." <--primarily about the UUV "A detailed topography of the submarine fan, shown in Figure 85, was then produced by a reconfigured UUV." <--primarily about the topography The critical point is to be aware of when you’re using passive voice and always employ it purposefully , to achieve some desired effect, keeping in mind the problems it can create. Revising Passive Voice When revising ambiguous passive-voice passages, you have two options: Change the clause to active voice: "In 1823, the Monroe administration implemented a policy opposing further European colonization of the Americas." Retain the passive but include the “by” phrase that specifies the agent: "In 1823, a policy was implemented by the Monroe administration opposing further European colonization of the Americas." Which to choose? It depends on what the passage you’re writing is mainly about . A passage primarily about the Monroe administration would probably call for the first version, while the second is likely a better fit for a passage adumbrating early American foreign policy. Rule of thumb: keep whatever you want your reader to focus on as the subject of your sentences and use active and passive voice as needed to indicate performance or receipt of an action, being sure to include "by" phrases in passive constructions to specify agency. Active and Passive Voice Links GWC video (7:28) and infographic: " Recognizing Passive Voice " Handout: " Passive Voice ," University of North Carolina Chapel Hill Writing Center Video (2:47): " Passive Voice ," University of North Carolina Chapel Hill Writing Center Article: " How Passive Voice Weakens Your Scholarly Argument ," Thomas Sigel, Journal of Management Development Article: " Why the Passive Voice Should Be Used and Appreciated — Not Avoided ," George Gopen, Litigation Exercises: Passive to Active Answer Key Book: The Sense of Structure: Writing from the Reader's Perspective , George Gopen, Pearson Longman Book: Style: The Basics of Clarity and Grace , 4th ed., Joseph Williams and Gregory Colomb, Longman
Markdown	# Navigation - [Skip to Content](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#main-content) [![Naval Postgraduate School](https://nps.edu/o/npsdxp-theme/images/navigation/nps-logo-135-93.png) Naval Postgraduate School](https://nps.edu/) - [STUDENTS](https://nps.edu/students) - [FACULTY](https://nps.edu/faculty) - [STAFF](https://nps.edu/staff) - [ALUMNI](https://nps.edu/alumni) - [myNPS](https://nps.edu/group/mynps) - [NPS.edu](https://nps.edu/) # [![Naval Postgraduate School](https://nps.edu/image/layout_set_logo?img_id=134175745&t=1771381391951)](https://nps.edu/web/gwc "Go to Graduate Writing Center") [Graduate Writing Center](https://nps.edu/web/gwc "Go to Graduate Writing Center") # Navigation - [Home](https://nps.edu/web/gwc/home) - [1-to-1 Instruction](https://nps.edu/web/gwc/coaching) [1-1 Instruction](https://nps.edu/web/gwc/coaching1) [Asynchronous Instruction](https://nps.edu/web/gwc/asynchronous-instruction) [Meet the Writing Instructors](https://nps.edu/web/gwc/meet-the-writing-instructors) - [Workshops](https://nps.edu/web/gwc/workshops) [Workshops](https://nps.edu/web/gwc/workshops1) [Workshops: Live Sessions](https://nps.edu/web/gwc/live-workshops) [Workshop Videos](https://nps.edu/web/gwc/dl-workshops) [Workshops Catalog](https://nps.edu/web/gwc/workshops-catalog) [Foundations of Academic Writing](https://nps.edu/web/gwc/quarterly-presentation) - [Writing Resources](https://nps.edu/web/gwc/writing-resources) [Writing Resources](https://nps.edu/web/gwc/writing-resources) [Citations / Avoiding Plagiarism](https://nps.edu/web/gwc/citations-avoiding-plagiarism) [Critical Thinking](https://nps.edu/web/gwc/critical-thinking) [Discipline-Specific Resources](https://nps.edu/web/gwc/discipline-specific-resources) [Generative AI](https://nps.edu/web/gwc/generative-ai) [Grammar](https://nps.edu/web/gwc/grammar) [iThenticate FAQ](https://nps.edu/web/gwc/tii-faq) [Organization and Structure](https://nps.edu/web/gwc/organization-and-structure) [Punctuation](https://nps.edu/web/gwc/punctuation) [Research](https://nps.edu/web/gwc/research-note-taking) [Style: Clarity and Concision](https://nps.edu/web/gwc/style-clarity-and-concision) [Writing Process](https://nps.edu/web/gwc/writing-process) [Writing a Thesis](https://nps.edu/web/gwc/writing-a-thesis) [Thesis Writing Overview](https://nps.edu/web/gwc/thesis-process-overview-for-writers) [Advisors and Advising](https://nps.edu/web/gwc/advisors-and-advising1) [Thesis Proposals: Common Elements](https://nps.edu/web/gwc/thesis-proposals-common-elements) [Executive Summaries and Abstracts](https://nps.edu/web/gwc/executive-summaries-and-abstracts1) [Thesis Processing Office](https://nps.edu/web/thesisprocessing) [iThenticate FAQ](https://nps.edu/web/gwc/ithenticate-faq1) [NPS Thesis Abstracts](https://calhoun.nps.edu/handle/10945/27474) [NPS Outstanding Theses & Dissertations](https://calhoun.nps.edu/handle/10945/11539) [Quick Clips & Tips](https://nps.edu/web/gwc/quick-clips-tips-menu) [Presentations and Graphics](https://nps.edu/web/gwc/graphics-and-other-communication-resources) [Graphics and Posters](https://nps.edu/web/gwc/graphics-and-posters) [Presentations and Public Speaking](https://nps.edu/web/gwc/presentations-and-public-speaking) - [Distance Learners](https://nps.edu/web/gwc/distance-learners) - [Learning Tools](https://nps.edu/web/gwc/learning-tools1) [Learning Tools](https://nps.edu/web/gwc/learning-tools) [Resilience](https://nps.edu/web/gwc/resilience) [Back to School](https://nps.edu/web/gwc/back-to-school) [Research Refresher](https://nps.edu/web/gwc/research-refresher) [Learning Styles](https://nps.edu/web/gwc/learning-styles) [Multiple Language Learners](https://nps.edu/web/gwc/multiple-language-learners) [Special Needs & Reasonable Accommodation](https://nps.edu/web/gwc/special-needs-reasonable-accommodation) - [Publishing](https://nps.edu/web/gwc/publication) [Publishing](https://nps.edu/web/gwc/publications1) [Academic Publishing](https://nps.edu/web/gwc/academic-publishing) [Calls for Papers](https://nps.edu/web/gwc/calls-for-papers) [Publication Outlets](https://nps.edu/web/gwc/journal-listings-and-submission-policies) [Military Creative Writing Outlets](https://nps.edu/web/gwc/military-creative-outlets) [Conference Presentations](https://nps.edu/web/gwc/conference-publications) [Student Publications](https://nps.edu/web/gwc/student-publications) [NPS Outstanding Theses and Dissertations](https://calhoun.nps.edu/handle/10945/11539) - [Faculty Support](https://nps.edu/web/gwc/faculty-support1) [Faculty Support](https://nps.edu/web/gwc/faculty-support2) [Advisors and Advising](https://nps.edu/web/gwc/advisors-and-advising) [Generative AI](https://nps.edu/web/gwc/generative-ai-faculty) [Helping Students Write](https://nps.edu/web/gwc/helping-students-write) [iThenticate FAQ](https://nps.edu/web/gwc/ithenticate-faq) - [About](https://nps.edu/web/gwc/aboutus) [About the GWC](https://nps.edu/web/gwc/about) [GWC FAQ](https://nps.edu/web/gwc/faq) [Affiliates](https://nps.edu/web/gwc/affiliates) [WCCG](https://nps.edu/web/wccg-pme) [Contact Us](https://nps.edu/web/gwc/contact) - [STUDENTS](https://nps.edu/students) - [FACULTY](https://nps.edu/faculty) - [STAFF](https://nps.edu/staff) - [ALUMNI](https://nps.edu/alumni) - [myNPS](https://nps.edu/group/mynps) - [NPS.edu](https://nps.edu/) # Active and Passive Voice - Graduate Writing Center Navigation Menu - [Writing Resources](https://nps.edu/web/gwc/writing-resources) - [Citations / Avoiding Plagiarism](https://nps.edu/web/gwc/citations-avoiding-plagiarism) - [Critical Thinking](https://nps.edu/web/gwc/critical-thinking) - [Discipline-Specific Resources](https://nps.edu/web/gwc/discipline-specific-resources) - [Generative AI](https://nps.edu/web/gwc/generative-ai) - [Grammar](https://nps.edu/web/gwc/grammar) - [iThenticate FAQ](https://nps.edu/web/gwc/tii-faq) - [Organization and Structure](https://nps.edu/web/gwc/organization-and-structure) - [Punctuation](https://nps.edu/web/gwc/punctuation) - [Research](https://nps.edu/web/gwc/research-note-taking) - [Style: Clarity and Concision](https://nps.edu/web/gwc/style-clarity-and-concision) - [Abbreviations and acronyms](https://nps.edu/web/gwc/abbreviations-and-acronyms) - [Active and Passive Voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice) - [Clarity](https://nps.edu/web/gwc/clarity) - [Commonly confused words](https://nps.edu/web/gwc/commonly-confused-words) - [Concision](https://nps.edu/web/gwc/concision) - [Numbers and mathematics](https://nps.edu/web/gwc/numbers) - [Parallelism](https://nps.edu/web/gwc/parallelism) - [Prepositional phrases and concision](https://nps.edu/web/gwc/revise-excessive-prepositional-phrases) - [Technical Writing](https://nps.edu/web/gwc/stem/technical-writing) - [Writing Process](https://nps.edu/web/gwc/writing-process) - [Writing a Thesis](https://nps.edu/web/gwc/writing-a-thesis) - [Quick Clips & Tips](https://nps.edu/web/gwc/quick-clips-tips-menu) - [Presentations and Graphics](https://nps.edu/web/gwc/graphics-and-other-communication-resources) Nested Applications GWC - Revising Passive into Active Voice - main content ## Active and Passive Voice *** Got an active schedule? See the eight-minute version on [Quick Clips & Tips](https://nps.edu/web/gwc/quick-clips-and-tips#passivevoice), where you can also peruse our infographic\! Use of passive voice is among the most frequently invoked sentence-level criticisms, and with good reason: the essential components of a [clause](https://nps.edu/web/gwc/phrases-and-clauses)—the [subject(s)](https://nps.edu/web/gwc/sentence-subjects) and [verb(s)](https://nps.edu/web/gwc/verbs-and-verb-tense)—exist precisely to tell us who is doing what, and the passive voice can undermine that function, obscuring what entity is responsible for what action. That said, passive voice does have some legitimate purposes, and it’s often confused with other grammatical characteristics, such as the past tense; being able to differentiate between passive voice and other constructions and knowing when and why to avoid it will give you much greater control over the [clarity](https://nps.edu/web/gwc/style-clarity-and-concision) and [rhetorical effect](https://nps.edu/web/gwc/audience) of your writing. ### Contents 1. [Active and Passive Voice Defined](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#definition) 2. [What Passive Voice Is Not](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#not) 3. [Why Passive Voice Is a Problem](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#problem) 4. [Adjectival Passives](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#adjectival) 5. [Uses of Passive Voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#uses) 6. [Revising Passive Voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#revision) 7. [Active and Passive Voice Links](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#links) ### Active and Passive Voice Defined Active and passive voice are an issue only in sentences in which one entity—the agent—is doing something—the action—to another entity—the recipient. Active voice is the standard subject–verb–object sentence structure: In 1776, Washington crossed the Delaware. When a clause is in active voice, - the agent—whoever or whatever is performing the action—is the subject ("Washington"); - the verb tells us what the agent is doing ("crossed"); and - the recipient of the action comes after the verb, as the object ("the Delaware"). Here’s that same event in passive voice: In 1776, the Delaware was crossed by Washington. Note the crisscrossing positions of the sentence elements. That’s because, when a clause is in passive voice, - the entity receiving the action is the subject of the sentence; - the agent performing the action appears in a [prepositional phrase](https://nps.edu/web/gwc/revise-excessive-prepositional-phrases) , after the word “by”; and - the verb changes to reflect these new roles. In particular, every passive-voice verb has two telltale features: 1. A form of the verb “be” or “get” (in our example, “was”) 2. The past participle of some verb (“crossed”) The past participle is a fixed form of the verb used to create various tenses; just look for a verb that appears to be in the past tense. Every passive-voice verb will have these two components. If a verb does not have these components, it’s not in passive voice. For practice spotting passive voice in your writing, see the GWC video tutorial [Recognizing Passive Voice](https://web.microsoftstream.com/video/b8b12e18-1771-4ab3-a9a4-a15402d6f059) and accompanying [infographic](https://nps.edu/documents/111693070/112854132/GWC+Poster+Recognizing+Passive+Voice.pdf/1ee97b0e-5830-3f12-7760-e1c3e59a41fc?t=1643923541085). ### What Passive Voice Is Not Passive voice sometimes gets confused with a number of other, unrelated properties of writing—none of them inherently undesirable. It’s therefore important to be able to differentiate passive voice from these other qualities. Passive voice is not . . . 1. Tentative or qualified language. Passive voice can be diffident or assertive, as can active voice: - Active and assertive : Those with an interest in the emerging uses of nanolaminates must read this thesis. - Active and tentative : Those with an interest in the emerging uses of nanolaminates might consider reading this thesis. - Passive and assertive : This thesis must be read by anyone interested in the emerging uses of nanolaminates. - Passive and tentative : This thesis should probably be read by anyone interested in the emerging uses of nanolaminates. 1. Solely for expressing abstract or “uneventful” actions. Both active and passive voice can convey any kind of action, provided there’s an agent and a recipient involved: - Active and abstract : The germ theory of disease initially eluded the medical community. - Passive and concrete : The cat was launched from the trampoline by the tremendous force of the impact. 1. Always in the past tense. Although it always contains the past participle, passive voice can be in any tense, depending on which form of “be” or “get” (plus any auxiliary verbs) it uses: - Past and passive : The contents of the questionnaire were reviewed by the [IRB](https://nps.edu/web/gwc/irb-office) . - Present progressive and passive : The contents of the questionnaire are being reviewed by the IRB. - Future and passive : The contents of the questionnaire will be reviewed by the IRB. - Active versions : The IRB reviewed / is reviewing / will review the contents of the questionnaire. 1. The only verb form that uses “to be.” Looking for “to be” verbs in your writing is one way to find passive constructions, but it’s a somewhat crude instrument given that certain other tenses also use “to be”: - Active present progressive : Aunt Judy is devouring that chicken. (Includes a form of “be” but with the present participle.) - Passive present progressive : Aunt Judy is being devoured by that chicken. (Has both components of passive voice: “be” plus the past participle.) Remember: passive voice is strictly a grammatical property, defined as a form of “be” or “get” plus the past participle. ### Why Passive Voice Is a Problem A passive-voice clause is grammatically complete and valid without the “by” phrase that tells us the agent of the action; passive voice can therefore erase the agent of an action, making it difficult or impossible for readers to discern who is doing what: In March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. A policy was implemented by whom? In the span of just one sentence, we no longer have a clear idea of what’s going on. Readers could already know who is responsible for this action, but they might not. In that case, they might try to guess (the first clause offers many possibilities!), or they might just give up—on the sentence or, if things get too confusing, on the document as a whole\! Indeed, as they accrue, ambiguous passive constructions distance us ever more from the reality the author is aiming to describe, until the ideas become obscured by an almost impenetrable haze of indeterminacy: In March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. At the time, this policy was received with greater and lesser degrees of acceptance, and it would continue to be reinterpreted and adapted to new geopolitical developments over the next several centuries. By whom? ### Adjectival Passives There is one other construction that can create the same issues as passive voice: past participles used as adjectives, which elide (leave out) the "be" or "get." Even in sentences with active-voice verbs, these descriptors can raise questions about agency: A proposed new power cell would nearly double the specific energy of current tantalum molybdenide batteries. This sentence is in active voice: fundamentally, it says that "the power cell would double the specific energy." But the subject contains a hidden passive: "a proposed new power cell" = "a new power cell that has been proposed." The question remains:proposed by whom? A new power cell proposed by Plus or Minus Industries would nearly double the specific energy of current tantalum molybdenide batteries. ### Uses of Passive Voice While passive voice can pose a real hazard to interpretability, it does have some established functions: - *When you want* to obscure agency—that is, when you don’t want to say who did something, often to mask fault: “Mistakes were made.” (By no one in particular. Keep in mind that this is usually a fairly conspicuous move and can draw your audience’s ire, as it suggests you think they’re gullible enough to fall for it.) - When you don’t know the agent:** “Manet's Chez Tortoni was stolen from the Isabella Stewart Gardner Museum in 1990; both the perpetrators and the painting’s whereabouts remain unknown.” - You could retain the active voice and insert a placeholder—“Someone stole . . . “—but this approach does alter the focus of the sentence, which you might or might not want (see below). - When the agent is generic: We often use present-tense passive constructions to describe generalities and processes that hold true no matter who the agent is: "Next, the data are processed and then analyzed" (by anyone who’s implementing this methodology). - Note, however that some professors or departments might prefer that authors use active voice when describing actions that they actually performed: "We next processed and then analyzed . . ." or perhaps "The next step was to process and then analyze . . ." (as opposed to, "Next, the data were processed and then analyzed"). - When you want the reader to focus on the recipient of an action: Readers typically understand a sentence to be "about" whoever or whatever appears at the beginning. Since active and passive voice place different entities up front as the subject—the agent or the recipient of an action, respectively—passive voice is useful for centering a discussion on someone or something on the receiving end of an action or series of actions: 1. "A reconfigured UUV then produced the detailed topography of the submarine fan shown in Figure 85." \<--primarily about the UUV 2. "A detailed topography of the submarine fan, shown in Figure 85, was then produced by a reconfigured UUV." \<--primarily about the topography The critical point is to be aware of when you’re using passive voice and always employ it purposefully, to achieve some desired effect, keeping in mind the problems it can create. ### Revising Passive Voice When revising ambiguous passive-voice passages, you have two options: 1. Change the clause to active voice: "In 1823, the Monroe administration implemented a policy opposing further European colonization of the Americas." 2. Retain the passive but include the “by” phrase that specifies the agent: "In 1823, a policy was implemented by the Monroe administration opposing further European colonization of the Americas." Which to choose? It depends on what the passage you’re writing is mainly about. A passage primarily about the Monroe administration would probably call for the first version, while the second is likely a better fit for a passage adumbrating early American foreign policy. Rule of thumb: keep whatever you want your reader to focus on as the subject of your sentences and use active and passive voice as needed to indicate performance or receipt of an action, being sure to include "by" phrases in passive constructions to specify agency. ### Active and Passive Voice Links - GWC video (7:28) and infographic: " [Recognizing Passive Voice](https://nps.edu/web/gwc/quick-clips-and-tips#passivevoice) " - Handout: " [Passive Voice](http://writingcenter.unc.edu/handouts/passive-voice/) ," University of North Carolina Chapel Hill Writing Center - Video (2:47): " [Passive Voice](https://www.youtube.com/watch?v=NOKFFbC-4Ic) ," University of North Carolina Chapel Hill Writing Center - Article: " [How Passive Voice Weakens Your Scholarly Argument](https://nps.edu/documents/104100045/104163011/How_Passive_Voice_Weakens_your_Scholarly_Argument.pdf/7934db14-2d02-45ec-8c8b-d665ce9c980c?t=1375391339000) ," Thomas Sigel, Journal of Management Development - Article: " [Why the Passive Voice Should Be Used and Appreciated — Not Avoided](https://www.georgegopen.com/uploads/1/0/9/0/109073507/litigation_10_why_the_passive_should_be_used.pdf) ," George Gopen, Litigation - Exercises: [Passive to Active](https://nps.edu/documents/111693070/112854030/Nuts+and+Bolts+Workshop+Handout+Passive+to+Active.docx/d0952244-d40e-49fa-bbec-76b11bd8f995?t=1541017710000) - [Answer Key](https://nps.edu/documents/111693070/112854030/answer+key+Nuts+and+Bolts+Handout+Passive+to+Active.docx/34b3c4fc-32d0-48a3-b35a-9588dff18dd3?t=1541017720000) - Book: [The Sense of Structure: Writing from the Reader's Perspective](https://nps.on.worldcat.org/oclc/52766008), George Gopen, Pearson Longman - Book: [Style: The Basics of Clarity and Grace](https://nps.primo.exlibrisgroup.com/discovery/search?query=any,contains,Style:%20The%20Basics%20of%20Clarity%20and%20Grace&tab=Everything&search_scope=MyInst_and_CI&vid=01NPS_INST:01NPS&offset=0) , 4th ed., Joseph Williams and Gregory Colomb, Longman A–Z content heading ### Writing Topics A–Z *** This index links to the most relevant page for each item. Please email us at [writingcenter@nps.edu](mailto:writingcenter@nps.edu) if we're missing something\! A–Z content menu #### [A](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#A) [B](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#B) [C](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#C) [D](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#D) [E](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#E) [F](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#F) [G](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#G) [H](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#H) [I](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#I) [J](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#J) K [L](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#L) [M](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#M) [N](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#N) [O](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#O) [P](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#P) [Q](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#Q) [R](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#R) [S](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#S) [T](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#T) [U](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#U) [V](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#V) [W](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#W) X Y [Z](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#Z) ## A \| \| \|---\| \| [abbreviations](https://nps.edu/web/gwc/abbreviations-and-acronyms) [abstracts](https://nps.edu/web/gwc/executive-summaries-and-abstracts) [academic writing](https://nps.edu/web/gwc/joining-the-academic-conversation) [acronyms](https://nps.edu/web/gwc/abbreviations-and-acronyms) [active voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice) [adjectives, compound](https://nps.edu/web/gwc/dashes-and-hyphens#hyphen) [advisor, selecting and working with](https://nps.edu/web/gwc/thesis-process-overview-for-writers#advisor) [AI](https://nps.edu/web/gwc/generative-ai) [apostrophes](https://nps.edu/web/gwc/apostrophes) [appointment with GWC instructor, how to schedule](https://nps.edu/web/gwc/quick-clips-and-tips#wconline) [argument](https://nps.edu/web/gwc/argument-and-analysis) [article usage](https://nps.edu/web/gwc/article-usage) [artificial intelligence](https://nps.edu/web/gwc/generative-ai) [assignments, understanding them](https://nps.edu/web/gwc/types-of-papers) [audience](https://nps.edu/web/gwc/audience) \| \| [return to top ↑](https://nps.edu/web/gwc/%E2%80%9C#aztop%E2%80%9D) \| ## B \| \| \|---\| \| [body paragraphs](https://nps.edu/web/gwc/body-paragraphs-and-topic-sentences) [booking an appointment with a GWC instructor](https://nps.edu/web/gwc/quick-clips-and-tips#wconline) [brackets, square](https://nps.edu/web/gwc/parentheses-and-brackets#brackets) [brainstorming](https://nps.edu/web/gwc/brainstorming) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## C \| \| \|---\| \| [capitalization](https://nps.edu/web/gwc/capitalization) [citations](https://nps.edu/web/gwc/citations-avoiding-plagiarism) [charts](https://nps.edu/web/gwc/graphics-and-other-communication-resources) [ChatGPT](https://nps.edu/web/gwc/generative-ai) [citation software](https://nps.edu/web/gwc/reference-software) [citation styles](https://nps.edu/web/gwc/citation-styles) [clauses](https://nps.edu/web/gwc/phrases-and-clauses) [clarity](https://nps.edu/web/gwc/clarity) [clustering](https://nps.edu/web/gwc/brainstorming) [1-to-1 instruction, about](https://nps.edu/web/gwc/meet-with-a-writing-coach) [1-to-1 instruction, how to schedule](https://nps.edu/web/gwc/quick-clips-and-tips#wconline) [colons](https://nps.edu/web/gwc/semi-colons-and-colons) [comma splices](https://nps.edu/web/gwc/semi-colons-and-colons#commasplice) [commas, FANBOYS](https://nps.edu/web/gwc/commas-fanboys) [commas, introductory](https://nps.edu/web/gwc/commas-introductory) [commas, list](https://nps.edu/web/gwc/commas-list-including-oxford) [commas, nonessential / nonrestrictive information](https://nps.edu/web/gwc/commas-non-essential-elements) [commas, Oxford](https://nps.edu/web/gwc/commas-list-including-oxford) [commas, serial](https://nps.edu/web/gwc/commas-list-including-oxford) [common knowledge](https://nps.edu/web/gwc/citations-avoiding-plagiarism#commonknowledge) [commonly confused words](https://nps.edu/web/gwc/commonly-confused-words) [compare-and-contrast papers](https://nps.edu/web/gwc/types-of-papers) [compound adjectives / modifiers](https://nps.edu/web/gwc/dashes-and-hyphens#hyphen) [concision](https://nps.edu/web/gwc/concision) [conclusions](https://nps.edu/web/gwc/conclusions) [conference presentations](https://nps.edu/web/gwc/conference-publications) [conjunctive adverbs](https://nps.edu/web/gwc/conjunctive-adverbs) [coordinating conjunctions](https://nps.edu/web/gwc/coordinating-conjunctions) [copyright and fair use](https://nps.edu/web/gwc/copyright-fair-use-and-self-citing) [critical thinking](https://nps.edu/web/gwc/critical-thinking) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## D \| \| \|---\| \| [dangling modifiers](https://nps.edu/web/gwc/dangling-modifiers) [dashes](https://nps.edu/web/gwc/dashes-and-hyphens) [dependent clauses](https://nps.edu/web/gwc/phrases-and-clauses) [dependent marker words](https://nps.edu/web/gwc/phrases-and-clauses) [display equations](https://nps.edu/web/gwc/numbers#mathematics) [distance learning](https://nps.edu/web/gwc/distance-learners) [double submission of coursework](https://nps.edu/web/gwc/copyright-fair-use-and-self-citing) [drafting](https://nps.edu/web/gwc/drafting) [Dudley Knox Library](https://library.nps.edu/) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## E \| \| \|---\| \| [editing your own work](https://nps.edu/web/gwc/revision) [editing: outside editors](https://nps.edu/web/gwc/thesis-process-overview-for-writers#editor) [em dash](https://nps.edu/web/gwc/dashes-and-hyphens#emdash) [en dash](https://nps.edu/web/gwc/dashes-and-hyphens#endash) [equations](https://nps.edu/web/gwc/numbers) [exclamation points](https://nps.edu/web/gwc/periods-exclamation-marks-and-question-marks) [executive summary](https://nps.edu/web/gwc/executive-summaries-and-abstracts) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## F \| \| \|---\| \| [FANBOYS](https://nps.edu/web/gwc/coordinating-conjunctions) [FAQs](https://nps.edu/web/gwc/faq) [figures](https://nps.edu/web/gwc/graphics-and-other-communication-resources) [first person, use of in academic writing](https://nps.edu/web/gwc/pronouns#firstperson) [footnotes](https://nps.edu/web/gwc/citations-avoiding-plagiarism) [fragments](https://nps.edu/web/gwc/phrases-and-clauses#clauses) [free-writing](https://nps.edu/web/gwc/brainstorming) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## G \| \| \|---\| \| [generative artificial intelligence (AI)](https://nps.edu/web/gwc/generative-ai) [gerunds](https://nps.edu/web/gwc/verbs-and-verb-tense#gerunds) [grammar](https://nps.edu/web/gwc/grammar) [graphics](https://nps.edu/web/gwc/graphics-and-other-communication-resources) [graphs](https://nps.edu/web/gwc/graphics-and-other-communication-resources) [group writing](https://nps.edu/web/gwc/group-writing) [GWC appointment, how to schedule](https://nps.edu/web/gwc/quick-clips-and-tips#wconline) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## H \| \| \|---\| \| [homophones](https://nps.edu/web/gwc/commonly-confused-words) [Honor Code, NPS](https://nps.edu/documents/105858948/106279825/NPSINST+5370.4D+-+ACADEMIC+HONOR+CODE.pdf/2125a8f9-a2e8-4348-8520-6560e6e3bc1b?t=1540915845000) [human subjects research](https://nps.edu/web/research/irb-home) [hyphens](https://nps.edu/web/gwc/dashes-and-hyphens#hyphen) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## I \| \| \|---\| \| [ibid.](https://libguides.nps.edu/citation/chicago-nb-rules#s-lg-box-wrapper-22653269) [incomplete sentences](https://nps.edu/web/gwc/phrases-and-clauses#clauses) [independent clauses](https://nps.edu/web/gwc/phrases-and-clauses) [Institutional Review Board](https://nps.edu/web/research/irb-home) [interviews, conducting](https://nps.edu/web/research/irb-home) [introductions](https://nps.edu/web/gwc/introductions-thesis-statements-and-roadmaps) [IRB](https://nps.edu/web/research/irb-home) [iThenticate](https://nps.edu/web/gwc/tii-faq) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## J \| \| \|---\| \| [Joining the Academic Conversation](https://nps.edu/web/gwc/joining-the-academic-conversation) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## L \| \| \|---\| \| [LaTeX](https://nps.edu/web/thesisprocessing/templates-forms) [library liaisons](https://library.nps.edu/my-librarian) [lists, syntax of](https://nps.edu/web/gwc/commas-list-including-oxford) [literature reviews](https://nps.edu/web/gwc/literature-reviews) [logic and analysis](https://nps.edu/web/gwc/argument-and-analysis) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## M \| \| \|---\| \| [M dash](https://nps.edu/web/gwc/dashes-and-hyphens#emdash) [making a GWC appointment](https://nps.edu/web/gwc/quick-clips-and-tips#wconline) [mathematics](https://nps.edu/web/gwc/numbers#mathematics) [memos](https://nps.edu/web/gwc/types-of-papers) [methodology](https://nps.edu/web/gwc/thesis-proposals-common-elements#methodology) [modifiers, compound](https://nps.edu/web/gwc/dashes-and-hyphens#hyphen) [modifiers, misplaced](https://nps.edu/web/gwc/dangling-modifiers) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## N \| \| \|---\| \| [N dash](https://nps.edu/web/gwc/dashes-and-hyphens#endash) [nominalizations](https://nps.edu/web/gwc/clarity#nominalizations) [note-taking](https://nps.edu/web/gwc/research-basics-and-note-taking) [noun clusters](https://nps.edu/web/gwc/concision#nounclusters) [numbers](https://nps.edu/web/gwc/numbers) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## O \| \| \|---\| \| [organization](https://nps.edu/web/gwc/organization) [outlining](https://nps.edu/web/gwc/brainstorming) [Oxford comma](https://nps.edu/web/gwc/commas-list-including-oxford) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## P \| \| \|---\| \| [paragraph development](https://nps.edu/web/gwc/body-paragraphs-and-topic-sentences) [parallelism](https://nps.edu/web/gwc/parallelism) [paraphrasing](https://nps.edu/web/gwc/source-blending-paraphrasing-quoting-and-summarizing) [parentheses](https://nps.edu/web/gwc/parentheses-and-brackets#parentheses) [parts of speech](https://nps.edu/web/gwc/parts-of-speech) [passive voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice) [periods](https://nps.edu/web/gwc/periods-exclamation-marks-and-question-marks) [persuasion](https://nps.edu/web/gwc/argument-and-analysis) [phrases vs. clauses](https://nps.edu/web/gwc/phrases-and-clauses) [plagiarism, how to avoid](https://nps.edu/web/gwc/citations-avoiding-plagiarism) [plagiarism-detection software](https://nps.edu/web/gwc/tii-faq) [plain language](https://nps.edu/web/gwc/style-clarity-and-concision) [polishing](https://nps.edu/web/gwc/proofreading1) [prepositional phrases](https://nps.edu/web/gwc/revise-excessive-prepositional-phrases) [prepositions](https://nps.edu/web/gwc/prepositions) [pronouns, clarity with](https://nps.edu/web/gwc/clarity#antecedents) [pronouns, grammar of](https://nps.edu/web/gwc/pronouns) [proofreading](https://nps.edu/web/gwc/proofreading1) [publishing](https://nps.edu/web/gwc/publication) [punctuation](https://nps.edu/web/gwc/punctuation) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## Q \| \| \|---\| \| [questionnaires, administering](https://nps.edu/web/research/irb-home) [questions](https://nps.edu/web/gwc/periods-exclamation-marks-and-question-marks) [quotation marks](https://nps.edu/web/gwc/quotation-marks) [quoting](https://nps.edu/web/gwc/source-blending-paraphrasing-quoting-and-summarizing) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## R \| \| \|---\| \| [Reading with Intent I](https://nps.edu/documents/111693070/113521312/Strategic+Reading+I.pdf/5020139c-3d15-fbcf-d512-a24a65a4a6fb?t=1609369478555) [Reading with Intent II](https://nps.edu/documents/111693070/113521312/Strategic+Reading+II+%2810%29.pdf/43c2ab8a-96e2-428b-6f5d-a50052a44f48?t=1613591780039) [redundancies](https://nps.edu/web/gwc/concision) [reference software](https://nps.edu/web/gwc/reference-software) [reflection papers](https://nps.edu/web/gwc/types-of-papers) [research](https://nps.edu/web/gwc/research-note-taking) [research guides, discipline-specific](https://library.nps.edu/research) [research questions](https://nps.edu/web/gwc/research-questions) [restrictive vs. nonrestrictive information](https://nps.edu/web/gwc/commas-non-essential-elements) [reusing papers](https://nps.edu/web/gwc/copyright-fair-use-and-self-citing) [reverse outlining](https://nps.edu/web/gwc/revision) [revision](https://nps.edu/web/gwc/revision) [roadmaps](https://nps.edu/web/gwc/introductions-thesis-statements-and-roadmaps) [run-on sentences](https://nps.edu/web/gwc/semi-colons-and-colons) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## S \| \| \|---\| \| [scheduling a GWC appointment](https://nps.edu/web/gwc/quick-clips-and-tips#wconline) [self-citing](https://nps.edu/web/gwc/copyright-fair-use-and-self-citing) [semicolons](https://nps.edu/web/gwc/semi-colons-and-colons) [sentence fragments](https://nps.edu/web/gwc/phrases-and-clauses#clauses) [serial comma](https://nps.edu/web/gwc/commas-list-including-oxford) [signal phrases](https://nps.edu/web/gwc/source-blending-paraphrasing-quoting-and-summarizing#signalphrases) [significance](https://nps.edu/web/gwc/so-what-on-significance) [so what?](https://nps.edu/web/gwc/so-what-on-significance) [source blending](https://nps.edu/web/gwc/source-blending-paraphrasing-quoting-and-summarizing) [sources, engaging with / critiquing](https://nps.edu/web/gwc/joining-the-academic-conversation) [sources, evaluating the reliability of](https://nps.edu/web/gwc/sources-the-good-the-bad-and-the-ugly) [sources, citing](https://nps.edu/web/gwc/citations-avoiding-plagiarism) [spelling](https://nps.edu/web/gwc/commonly-confused-words) [standard essay structure](https://nps.edu/web/gwc/standard-paper-structure) [STEM / technical writing](https://nps.edu/web/gwc/stem/technical-writing) [Strategic Reading I](https://nps.edu/documents/111693070/113521312/Strategic+Reading+I.pdf/5020139c-3d15-fbcf-d512-a24a65a4a6fb?t=1609369478555) [Strategic Reading II](https://nps.edu/documents/111693070/113521312/Strategic+Reading+II+%2810%29.pdf/43c2ab8a-96e2-428b-6f5d-a50052a44f48?t=1613591780039) [style](https://nps.edu/web/gwc/style-clarity-and-concision) [subject–verb agreement](https://nps.edu/web/gwc/subject/verb-agreement) [subjects, grammatical](https://nps.edu/web/gwc/sentence-subjects) [subordinating conjunctions](https://nps.edu/web/gwc/phrases-and-clauses) [summarizing](https://nps.edu/web/gwc/source-blending-paraphrasing-quoting-and-summarizing) [surveys, administering](https://nps.edu/web/research/irb-home) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## T \| \| \|---\| \| [tables](https://nps.edu/web/gwc/graphics-and-other-communication-resources) [teams, writing in](https://nps.edu/web/gwc/group-writing) [technical writing](https://nps.edu/web/gwc/stem/technical-writing) [tense](https://nps.edu/web/gwc/verbs-and-verb-tense) [that vs. which](https://nps.edu/web/gwc/commas-non-essential-elements) [thesis advisor, selecting and working with](https://nps.edu/web/gwc/thesis-process-overview-for-writers#advisor) [thesis process overview](https://nps.edu/web/gwc/thesis-process-overview-for-writers) [Thesis Processing Office (TPO)](https://nps.edu/web/thesisprocessing) [thesis proposals: common elements](https://nps.edu/web/gwc/thesis-proposals-common-elements) [thesis statements](https://nps.edu/web/gwc/introductions-thesis-statements-and-roadmaps) [thesis writing](https://nps.edu/web/gwc/writing-a-thesis) [this, that, these, those](https://nps.edu/web/gwc/clarity#demonstratives) [tone, professional](https://nps.edu/web/gwc/audience) [topic sentences](https://nps.edu/web/gwc/body-paragraphs-and-topic-sentences) [transitions](https://nps.edu/web/gwc/clarity#parataxis) [types of papers](https://nps.edu/web/gwc/types-of-papers) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## U \| \| \|---\| \| [United States or U.S.?](https://nps.edu/web/gwc/abbreviations-and-acronyms) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## V \| \| \|---\| \| [verbs and verb tense](https://nps.edu/web/gwc/verbs-and-verb-tense) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## W \| \| \|---\| \| [which vs. that](https://nps.edu/web/gwc/commas-non-essential-elements) [why write?](https://nps.edu/web/gwc/why-write) [writer’s block](https://nps.edu/web/gwc/writer-s-block) [writing in groups / teams](https://nps.edu/web/gwc/group-writing) [writing process](https://nps.edu/web/gwc/writing-process) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| ## Z \| \| \|---\| \| [Zotero](https://nps.edu/web/gwc/reference-software) \| \| [return to top ↑](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#aztop) \| - [Sign In](https://nps.edu/c/portal/login?p_l_id=112853976) - [Home](https://nps.edu/web/gwc/home) - [1-to-1 Instruction](https://nps.edu/web/gwc/coaching) - [Workshops](https://nps.edu/web/gwc/workshops) - [Writing Resources](https://nps.edu/web/gwc/writing-resources) - [Distance Learners](https://nps.edu/web/gwc/distance-learners) - [Learning Tools](https://nps.edu/web/gwc/learning-tools1) - [Publishing](https://nps.edu/web/gwc/publication) - [Faculty Support](https://nps.edu/web/gwc/faculty-support1) - [About](https://nps.edu/web/gwc/aboutus) [![NPS logo](https://nps.edu/o/npsdxp-theme/images/navigation/nps_logo_100x69.png)](http://nps.edu/ "NPS Home") Where Science Meets the Art of Warfare ® - Mission - Provide defense-focused graduate education, including classified studies and interdisciplinary research, to advance the operational effectiveness, technological leadership and warfighting advantage of the Naval service. - Naval Postgraduate School - 1 University Circle, Monterey, CA 93943 - [Driving Directions](https://nps.edu/web/guest/mapsanddirections) \\| [Campus Map](https://nps.edu/documents/10180/108523087/NPS_Campus_Map.pdf) - This is an official U.S. Navy Website \\| [Please read our Privacy Policy Notice](https://nps.edu/privacy-policy "NPS Privacy Policy") \\| - [FOIA](https://nps.edu/web/guest/foia "FOIA") \\| - [Section 508](https://nps.edu/copyright "Section 508") \\| - [No FEAR Act](https://prhome.defense.gov/NoFear/ "No FEAR Act") \\| - [Whistleblower Protection](https://osc.gov/ "Whistleblower Protection") \\| [Copyright and Accessibility](https://nps.edu/copyright "NPS Copyright") \\| [Contact Webmaster](mailto:webmaster@nps.edu "Contact Webmaster")
Readable Markdown	## Active and Passive Voice *** Got an active schedule? See the eight-minute version on [Quick Clips & Tips](https://nps.edu/web/gwc/quick-clips-and-tips#passivevoice), where you can also peruse our infographic\! Use of passive voice is among the most frequently invoked sentence-level criticisms, and with good reason: the essential components of a [clause](https://nps.edu/web/gwc/phrases-and-clauses)—the [subject(s)](https://nps.edu/web/gwc/sentence-subjects) and [verb(s)](https://nps.edu/web/gwc/verbs-and-verb-tense)—exist precisely to tell us who is doing what, and the passive voice can undermine that function, obscuring what entity is responsible for what action. That said, passive voice does have some legitimate purposes, and it’s often confused with other grammatical characteristics, such as the past tense; being able to differentiate between passive voice and other constructions and knowing when and why to avoid it will give you much greater control over the [clarity](https://nps.edu/web/gwc/style-clarity-and-concision) and [rhetorical effect](https://nps.edu/web/gwc/audience) of your writing. ### Contents 1. [Active and Passive Voice Defined](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#definition) 2. [What Passive Voice Is Not](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#not) 3. [Why Passive Voice Is a Problem](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#problem) 4. [Adjectival Passives](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#adjectival) 5. [Uses of Passive Voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#uses) 6. [Revising Passive Voice](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#revision) 7. [Active and Passive Voice Links](https://nps.edu/web/gwc/revising-passive-voice-into-active-voice#links) ### Active and Passive Voice Defined Active and passive voice are an issue only in sentences in which one entity—the agent—is doing something—the action—to another entity—the recipient. Active voice is the standard subject–verb–object sentence structure: In 1776, Washington crossed the Delaware. When a clause is in active voice, - the agent—whoever or whatever is performing the action—is the subject ("Washington"); - the verb tells us what the agent is doing ("crossed"); and - the recipient of the action comes after the verb, as the object ("the Delaware"). Here’s that same event in passive voice: In 1776, the Delaware was crossed by Washington. Note the crisscrossing positions of the sentence elements. That’s because, when a clause is in passive voice, - the entity receiving the action is the subject of the sentence; - the agent performing the action appears in a [prepositional phrase](https://nps.edu/web/gwc/revise-excessive-prepositional-phrases) , after the word “by”; and - the verb changes to reflect these new roles. In particular, every passive-voice verb has two telltale features: 1. A form of the verb “be” or “get” (in our example, “was”) 2. The past participle of some verb (“crossed”) The past participle is a fixed form of the verb used to create various tenses; just look for a verb that appears to be in the past tense. Every passive-voice verb will have these two components. If a verb does not have these components, it’s not in passive voice. For practice spotting passive voice in your writing, see the GWC video tutorial [Recognizing Passive Voice](https://web.microsoftstream.com/video/b8b12e18-1771-4ab3-a9a4-a15402d6f059) and accompanying [infographic](https://nps.edu/documents/111693070/112854132/GWC+Poster+Recognizing+Passive+Voice.pdf/1ee97b0e-5830-3f12-7760-e1c3e59a41fc?t=1643923541085). ### What Passive Voice Is Not Passive voice sometimes gets confused with a number of other, unrelated properties of writing—none of them inherently undesirable. It’s therefore important to be able to differentiate passive voice from these other qualities. Passive voice is not . . . 1. Tentative or qualified language. Passive voice can be diffident or assertive, as can active voice: - Active and assertive : Those with an interest in the emerging uses of nanolaminates must read this thesis. - Active and tentative : Those with an interest in the emerging uses of nanolaminates might consider reading this thesis. - Passive and assertive : This thesis must be read by anyone interested in the emerging uses of nanolaminates. - Passive and tentative : This thesis should probably be read by anyone interested in the emerging uses of nanolaminates. 1. Solely for expressing abstract or “uneventful” actions. Both active and passive voice can convey any kind of action, provided there’s an agent and a recipient involved: - Active and abstract : The germ theory of disease initially eluded the medical community. - Passive and concrete : The cat was launched from the trampoline by the tremendous force of the impact. 1. Always in the past tense. Although it always contains the past participle, passive voice can be in any tense, depending on which form of “be” or “get” (plus any auxiliary verbs) it uses: - Past and passive : The contents of the questionnaire were reviewed by the [IRB](https://nps.edu/web/gwc/irb-office) . - Present progressive and passive : The contents of the questionnaire are being reviewed by the IRB. - Future and passive : The contents of the questionnaire will be reviewed by the IRB. - Active versions : The IRB reviewed / is reviewing / will review the contents of the questionnaire. 1. The only verb form that uses “to be.” Looking for “to be” verbs in your writing is one way to find passive constructions, but it’s a somewhat crude instrument given that certain other tenses also use “to be”: - Active present progressive : Aunt Judy is devouring that chicken. (Includes a form of “be” but with the present participle.) - Passive present progressive : Aunt Judy is being devoured by that chicken. (Has both components of passive voice: “be” plus the past participle.) Remember: passive voice is strictly a grammatical property, defined as a form of “be” or “get” plus the past participle. ### Why Passive Voice Is a Problem A passive-voice clause is grammatically complete and valid without the “by” phrase that tells us the agent of the action; passive voice can therefore erase the agent of an action, making it difficult or impossible for readers to discern who is doing what: In March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. A policy was implemented by whom? In the span of just one sentence, we no longer have a clear idea of what’s going on. Readers could already know who is responsible for this action, but they might not. In that case, they might try to guess (the first clause offers many possibilities!), or they might just give up—on the sentence or, if things get too confusing, on the document as a whole\! Indeed, as they accrue, ambiguous passive constructions distance us ever more from the reality the author is aiming to describe, until the ideas become obscured by an almost impenetrable haze of indeterminacy: In March of 1822, the sovereignty of Argentina, Peru, Colombia, Chile, and Mexico was officially recognized by the Monroe administration; in 1823, a policy was implemented opposing further European colonization of the Americas. At the time, this policy was received with greater and lesser degrees of acceptance, and it would continue to be reinterpreted and adapted to new geopolitical developments over the next several centuries. By whom? ### Adjectival Passives There is one other construction that can create the same issues as passive voice: past participles used as adjectives, which elide (leave out) the "be" or "get." Even in sentences with active-voice verbs, these descriptors can raise questions about agency: A proposed new power cell would nearly double the specific energy of current tantalum molybdenide batteries. This sentence is in active voice: fundamentally, it says that "the power cell would double the specific energy." But the subject contains a hidden passive: "a proposed new power cell" = "a new power cell that has been proposed." The question remains:proposed by whom? A new power cell proposed by Plus or Minus Industries would nearly double the specific energy of current tantalum molybdenide batteries. ### Uses of Passive Voice While passive voice can pose a real hazard to interpretability, it does have some established functions: - *When you want* to obscure agency—that is, when you don’t want to say who did something, often to mask fault: “Mistakes were made.” (By no one in particular. Keep in mind that this is usually a fairly conspicuous move and can draw your audience’s ire, as it suggests you think they’re gullible enough to fall for it.) - When you don’t know the agent:** “Manet's Chez Tortoni was stolen from the Isabella Stewart Gardner Museum in 1990; both the perpetrators and the painting’s whereabouts remain unknown.” - You could retain the active voice and insert a placeholder—“Someone stole . . . “—but this approach does alter the focus of the sentence, which you might or might not want (see below). - When the agent is generic: We often use present-tense passive constructions to describe generalities and processes that hold true no matter who the agent is: "Next, the data are processed and then analyzed" (by anyone who’s implementing this methodology). - Note, however that some professors or departments might prefer that authors use active voice when describing actions that they actually performed: "We next processed and then analyzed . . ." or perhaps "The next step was to process and then analyze . . ." (as opposed to, "Next, the data were processed and then analyzed"). - When you want the reader to focus on the recipient of an action: Readers typically understand a sentence to be "about" whoever or whatever appears at the beginning. Since active and passive voice place different entities up front as the subject—the agent or the recipient of an action, respectively—passive voice is useful for centering a discussion on someone or something on the receiving end of an action or series of actions: 1. "A reconfigured UUV then produced the detailed topography of the submarine fan shown in Figure 85." \<--primarily about the UUV 2. "A detailed topography of the submarine fan, shown in Figure 85, was then produced by a reconfigured UUV." \<--primarily about the topography The critical point is to be aware of when you’re using passive voice and always employ it purposefully, to achieve some desired effect, keeping in mind the problems it can create. ### Revising Passive Voice When revising ambiguous passive-voice passages, you have two options: 1. Change the clause to active voice: "In 1823, the Monroe administration implemented a policy opposing further European colonization of the Americas." 2. Retain the passive but include the “by” phrase that specifies the agent: "In 1823, a policy was implemented by the Monroe administration opposing further European colonization of the Americas." Which to choose? It depends on what the passage you’re writing is mainly about. A passage primarily about the Monroe administration would probably call for the first version, while the second is likely a better fit for a passage adumbrating early American foreign policy. Rule of thumb: keep whatever you want your reader to focus on as the subject of your sentences and use active and passive voice as needed to indicate performance or receipt of an action, being sure to include "by" phrases in passive constructions to specify agency. ### Active and Passive Voice Links - GWC video (7:28) and infographic: " [Recognizing Passive Voice](https://nps.edu/web/gwc/quick-clips-and-tips#passivevoice) " - Handout: " [Passive Voice](http://writingcenter.unc.edu/handouts/passive-voice/) ," University of North Carolina Chapel Hill Writing Center - Video (2:47): " [Passive Voice](https://www.youtube.com/watch?v=NOKFFbC-4Ic) ," University of North Carolina Chapel Hill Writing Center - Article: " [How Passive Voice Weakens Your Scholarly Argument](https://nps.edu/documents/104100045/104163011/How_Passive_Voice_Weakens_your_Scholarly_Argument.pdf/7934db14-2d02-45ec-8c8b-d665ce9c980c?t=1375391339000) ," Thomas Sigel, Journal of Management Development - Article: " [Why the Passive Voice Should Be Used and Appreciated — Not Avoided](https://www.georgegopen.com/uploads/1/0/9/0/109073507/litigation_10_why_the_passive_should_be_used.pdf) ," George Gopen, Litigation - Exercises: [Passive to Active](https://nps.edu/documents/111693070/112854030/Nuts+and+Bolts+Workshop+Handout+Passive+to+Active.docx/d0952244-d40e-49fa-bbec-76b11bd8f995?t=1541017710000) - [Answer Key](https://nps.edu/documents/111693070/112854030/answer+key+Nuts+and+Bolts+Handout+Passive+to+Active.docx/34b3c4fc-32d0-48a3-b35a-9588dff18dd3?t=1541017720000) - Book: [The Sense of Structure: Writing from the Reader's Perspective](https://nps.on.worldcat.org/oclc/52766008), George Gopen, Pearson Longman - Book: [Style: The Basics of Clarity and Grace](https://nps.primo.exlibrisgroup.com/discovery/search?query=any,contains,Style:%20The%20Basics%20of%20Clarity%20and%20Grace&tab=Everything&search_scope=MyInst_and_CI&vid=01NPS_INST:01NPS&offset=0) , 4th ed., Joseph Williams and Gregory Colomb, Longman
Shard	5 (laksa)
Root Hash	18161746757172384005
Unparsed URL	edu,nps!/web/gwc/revising-passive-voice-into-active-voice s443