Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing. 

10.5.R Students will examine the function of parallel structures, various types of phrases, clauses, and active and passive voice to convey specific meanings and/or reflect specific rhetorical styles.

Student Actions 

Teacher Actions 

• Students will explain how sentence structures (syntax) and voice affect meaning and style.

• Teachers review
• how to use phrases and clauses,
• parallel structure, and
• active and passive voice.
• Teachers provide examples of appropriate syntax, fluency, structure, and voice.
• Teachers demonstrate how to analyze syntax/voice to find its impact on the reader.
• Teachers provide students opportunities to analyze syntax/voice to find its impact on the reader.
• Teachers provide opportunities for students to receive feedback regarding their analysis of syntax/voice.

Supporting Resources 

Teacher Insights

• OAS Grammar Companion Pages 11-14
• Purdue OWL: “Phrases”
• Purdue OWL: “Clauses”
• Purdue OWL: Active vs. Passive Voice
• Khan Academy: Phrases and Clauses 

• Because this is a reading standard, the intent of this standard involves studying the arrangement of words (syntax) and analyzing the  effect.

• Parallel structure occurs when writers combine words, phrases, and clauses remaining consistent in the structure of each.

• The function of parallel structure varies but may include adding clarity, emphasis, and/or rhythm to sentence.  

• The following article goes into detail on the power parallel structure has on writing:   “The Power of Parallelism.”

• Examples:

• Not Parallel: Beth likes running, biking, and to swim laps in her pool.

• Parallel: Beth likes running, biking, and swimming laps in her pool.  

• Not Parallel: A time not for words but not action.

• Parallel: A time not for words but for action.

• The terms phrases and clauses should not be used interchangeably.  

• Each term refers to a group of words. However, a clause includes both a subject and a verb while a phrase is simply a group of words that can form part of a clause.

• While it is important to spend some time explicitly teaching and modeling the various phrases and clauses, this should not be done in isolation. In other words, rather than setting a few weeks aside for a unit on phrases, it would make more sense to bundle this standard with other standards involving literary analysis or evaluating arguments.

• Active Voice: In a sentence using active voice, the subject of the sentence performs the action of the verb.

• The dog bit the boy.

• Passive Voice: In a sentence using passive voice, the the object or goal of the action functions as the sentence subject and the main verb phrase includes the verb to be and the past participle.

• The boy was bitten by the dog.

• The emphasis on whether or not to use active/passive voice should be on the writers’ intentions.

• While it is true that for most cases, active voice is recommended, there are some instances writers should use passive voice.

• The “actor” is unknown: The painting was stolen.

• The “actor” is irrelevant: The thief was discovered. (We don’t really care who discovered him.)

• The writer wants to be intentionally vague about the actor: Mistakes were made. (Politicians are masters at this).

• Occasionally, a writer may want to emphasize the object being acted on over the actor:  The Mona Lisa was damaged.

• Scientific writing favors passive voice:  The sodium chloride was dissolved in the water.

• An important focus for this standard is the necessity to go beyond identifying and labeling types of syntax, voice, and phrases. The intent is not for students to simply be able to name different types of phrases but to comment on the impact syntax has on a reader.

• In the tenth grade, students are also expected to explain what choices an author has made to develop his/her rhetorical style and the impact those choices have on the audience.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.