SOKFSKILL ASSIGNMENT 1 (PENGAJARAN BHS.INGGRIS )

PASSIVE AND ACTIVE VOICE

SOFTSKILL ASSIGNMENT (1)

PEMB. BAHASA INGGRIS BERBANTUAN KOMPUTER

Tiara Immasari

4SA05

Materials

ó       Active Voice describes a sentence where the subject performs the action stated by the verb. In passive voice, the subject is acted upon by the verb.

Here are the examples of sentence written in both the active and passive voice, with the active voice sentence appearing first:

a.       Harry ate six shrimp at dinner

(active).So if we want to change  into passive,

b.      At dinner, six shrimp were eaten by Harry. (passive)

c.       Mom read the novel in one day ( active).

d.      The novel was read by Mom in one day. (passive).

e.       She faxed her application for a new job.(active)

f.       The application for a new job was faxed by her.( passive)

g.       The wedding planners is making all the reservations. (active)

h.      All the reservations will be made by the wedding planner.(passive)

i.        Thousand of tourist view the Grand Canyon every year.(active)

j.        The Grand Canyon is viewed by thousands of tourist every year. (passive)

To change a senctence from active to passive voice, do the following:

a.       Move the active sentence’s direct object into the sentence’s subject.

b.      Place the active sentence’s subject into a pharase beginning with the preposition by.

c.       Add a form of the auxiliary verb be to the main verb and change the main verb form.

Because passive voice sentences necessarily add words and change the normal doer-action-receiver of action direction, they may make the reader work harder to understand the intended meaning.

Ø  Articles

How curiosity the brain to enhance learning

The more curious we are about a topic, the easier it is to learn information about that topic. New research publishing online October 2 in the Cell Press journal Neuron provides insights into what happens in our brains when curiosity is piqued. The findings could help scientists find ways to enhance overall learning and memory in both healthy individuals and those with neurological conditions.

"Our findings potentially have far-reaching implications for the public because they reveal insights into how a form of intrinsic motivation -- curiosity -- affects memory. These findings suggest ways to enhance learning in the classroom and other settings," says lead author Dr. Matthias Gruber, of University of California at Davis.

For the study, participants rated their curiosity to learn the answers to a series of trivia questions. When they were later presented with a selected trivia question, there was a 14 second delay before the answer was provided, during which time the participants were shown a picture of a neutral, unrelated face. Afterwards, participants performed a surprise recognition memory test for the faces that were presented, followed by a memory test for the answers to the trivia questions. During certain parts of the study, participants had their brains scanned via functional magnetic resonance imaging.

The study revealed three major findings. First, as expected, when people were highly curious to find out the answer to a question, they were better at learning that information. More surprising, however, was that once their curiosity was aroused, they showed better learning of entirely unrelated information (face recognition) that they encountered but were not necessarily curious about. People were also better able to retain the information learned during a curious state across a 24-hour delay. "Curiosity may put the brain in a state that allows it to learn and retain any kind of information, like a vortex that sucks in what you are motivated to learn, and also everything around it," explains Dr. Gruber.

Second, the investigators found that when curiosity is stimulated, there is increased activity in the brain circuit related to reward. "We showed that intrinsic motivation actually recruits the very same brain areas that are heavily involved in tangible, extrinsic motivation," says Dr. Gruber. This reward circuit relies on dopamine, a chemical messenger that relays messages between neurons.

Third, the team discovered that when curiosity motivated learning, there was increased activity in the hippocampus, a brain region that is important for forming new memories, as well as increased interactions between the hippocampus and the reward circuit. "So curiosity recruits the reward system, and interactions between the reward system and the hippocampus seem to put the brain in a state in which you are more likely to learn and retain information, even if that information is not of particular interest or importance," explains principal investigator Dr. Charan Ranganath, also of UC Davis.

The findings could have implications for medicine and beyond. For example, the brain circuits that rely on dopamine tend to decline in function as people get older, or sooner in people with neurological conditions. Understanding the relationship between motivation and memory could therefore stimulate new efforts to improve memory in the healthy elderly and to develop new approaches for treating patients with disorders that affect memory. And in the classroom or workplace, learning what might be considered boring material could be enhanced if teachers or managers are able to harness the power of students and workers' curiosity about something they are naturally motivated to learn.

Ø  EXPLANATION

·         Passive Voice

a.      New research publishing online October 2 in the Cell Press journal Neuron provides insights into what happens in our brains when curiosity is piqued.(paragraph 1 line 2)

Explain :  From the sentence above, there is a clause fulfill  the characteristic of  passive voice . Which have been underlined. The subject is curiosity and the followed by to be is  and past participant  piqued.

b.      there was a 14 second delay before the answer was provided(paragraph 3 line 2)

Explain : From the sentence above, was is a to be and followed verb provided  so we can conclude the clause have pattern simple past tense.

c.       during which time the participants were shown a picture of a neutral (paragraph 3 line 4)

explain : from the sentence above, the participants  is a subject and followed to be were then past partipants is shown. The pattern from this clause is past perfect tense.

d.      participants performed a surprise recognition memory test for the faces that were presented (paragraph 3 line 5)

explain : from the sentence above, the faces as a subject, were as to be and presented as a past participants. So the pattern is simple past tense.

e.       like a vortex that sucks in what you are motivated to learn (paragraph 4 line 7)

explain : from that sentence, you as a subject, are is to be, and motivated as verb. SO the pattern is simple past tense.

·         Active voice

a.      These findings suggest ways to enhance learning in the classroom and other settings(paragraph 2 line 4)

Explain : from that sentence, these findings as a subject explained the verb suggest and the pattern is simple present.

b.      The study revealed three major findings(paragraph 4 line 1)

Explain : from that sentence, the study as a subject and revealed is second verb of reveal the the patterns is simple past tense.

c.       We showed that intrinsic motivation actually recruits (paragraph 5 line 2)

Explain : from that sentence, we as a subject and showed is second verb from show. So the pattern is simple past tense.

d.      the team discovered that when curiosity motivated learning(paragraph 6 line 1)

explain : from that sentence, the team is a subject then discovered  is verb. The pattern is simple past tense.

e.       So curiosity recruits the reward system (paragraph 6 line 3)

Explain : from that sentence, curiosity as a subject then recruits  is a verb. So the pattern is simple present tense.