I am having a hard time explaining active voice to my students this year. As NCLB works its way through the educational system, student are being taught less and less grammar. Not a one of my research methods students has ever diagrammed a sentence :(
I hated it in school but at least I now what the subject and predicate of a sentence might be! However, I agree it is awkward. Getting through the method section in particular seems to be hard because of the seemingly constant need to use an active agent for each step of the process and quite frankly sometimes it's a constant stream of "I" (or "we") did this or that. I have had two recent manuscripts corrected on every single eensy teensy tiny slip I made, so I know it's being rigidly enforced by editors. How are all of you handling this (1) teaching it, and (2) personally in writing? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
