学術論文における能動態と受動態

能動態（既定）:

動作主 + 動詞 + 目的語。型の例: We interviewed 40 nurses.

受動態（意図して）:

受け手 + be + 過去分詞（+ by 動作主）。型の例: Participants were randomly assigned to conditions.

単独著者のAPA論文:

自分の作業には I を使う: I coded the transcripts.

共著のAPA論文:

著者集団には we を使う: We coded the transcripts.

こう書かない:

The researcher coded the transcripts. / It was found that…

Both the active and the passive voice are permitted in APA Style. However, writers often overuse the passive voice.

Use the active voice as much as possible to create direct, clear, and concise sentences, especially when you are writing about the actions of people.

Use the passive voice when it is more important to focus on the recipient of an action than on who performed the action, such as when describing an experimental setup.

能動態:

the children ate the cookies

受動態、動作主を名指し:

the cookies were eaten by the children

受動態、動作主を省略——APAの警告:

the cookies were eaten

did the children eat the cookies, or was it the dog?

form of “to be” + past participle = passive voice

Why was the road crossed by the chicken?

渡っているのは鶏ですが、文法上の主語は road です。おなじみの能動態は動作主を先に置きます。why did the chicken cross the road?

• 受動態は文法の誤りではない。明瞭さの選択である。
• to be 動詞は自動的に受動態ではない。"John is a good student" は状態を述べる。
• 一人称は自動的に能動態ではない。一人称の受動態の文も書ける。
• "Never use the passive" 自体が通説である。そのほうが明瞭な文もある。
• 文法チェッカーは受動態の一部しか拾わない。誤りとして印を付けていないからである。

UNCの一人称受動態:

I was hit by the dodgeball.

UNCの存在の状態（受動態ではない）:

John is a good student

To create direct, clear, and concise sentences, especially when you are writing about the actions of people, use the active voice.

教材の能動態の例:

Health department officials reported data on the spread of the COVID-19 Pirola variant.

同じ教材の教室向けの対:

The teacher gave scratch paper to the students before they took their test.

The scratch paper was given to the students by their teacher before they took their test.

APA Style教材（実験の設定）:

The soil quality experiment was conducted in three stages—each stage judging the improvement of the soil when infused with a substantial number of unknown organic ingredients.

UNC、目的語を強調:

One hundred votes are required to pass the bill.

UNC、投棄した者が不明:

Over 120 different contaminants have been dumped into the river.

UNC、読者に産科医は不要:

Baby Sophia was delivered at 3:30 a.m. yesterday.

Use first-person pronouns in APA Style to describe your work as well as your personal reactions.

正しい、単独著者:

I explored treatments for social anxiety.

Do not use the third person to refer to yourself.

避ける:

The author explored treatments for social anxiety.

避けるべき編集の we:

We often worry about what other people think of us.

範囲を示した we:

As young adults, we often worry about what other people think of us.

If you did something, say, “I did it”—there’s no reason to hide your own agency by saying “the author [meaning you] did X” or to convolute things by using the passive “X was done [meaning done by you].”

UNC、一人称が誰が探究したかを明確にする:

In studying American popular culture of the 1980s, the question of to what degree materialism was a major characteristic of the cultural milieu was explored.

UNCの改稿:

In our study of American popular culture of the 1980s, we explored the degree to which materialism characterized the cultural milieu.

UNC、信念の告知を落とす:

I think that Aristotle’s ethical arguments are logical and readily applicable to contemporary cases, or at least it seems that way to me.

UNCの改稿:

Aristotle’s ethical arguments are logical and readily applicable to contemporary cases.

Let the first-person singular be, instead, a tool that you take out when you think it’s needed and that you leave in the toolbox when you think it’s not.

Kandelが取り出す場合: 発見を語る、教え方を述べる、絶対的真理を主張せずに他の学者と意見を違える、または明瞭で直接であるために I が要る。道具箱に残す場合: I が多すぎて不快になる、すでに明らかな立場を "I believe" や "it seems to me" で水増しする。

Write clear and direct sentences. Using the active voice (‘we performed the experiment...’) typically helps readers better understand concepts and results described in a paper.

We wish to suggest a structure for the salt of deoxyribose nucleic acid (D.N.A.). This structure has novel features which are of considerable biological interest.

受動態の科学（UNC）:

A number of things are indicated by these results.

we なしの能動態:

These results indicate a number of things.

受動態の臨床の文（UNC）:

The balloon is positioned in an area of blockage and is inflated.

臨床医を名指し:

The surgeon positions the balloon in an area of blockage and inflates it.

動作主が欠ける（UNC）:

Heart disease is considered the leading cause of death in the United States.

研究者を名指し:

Researchers have concluded that heart disease is the leading cause of death in the United States.

怠惰な受動態（UNC）:

The working class was marginalized. African Americans were discriminated against. Women were not treated as equals.

UNCの人類学論文、動作主が欠ける:

A new system of drug control laws was set up.

制度を名指し:

The Lao People’s Revolutionary Party set up a new system of drug control laws.

小説家を隠すあらすじ:

Tom and Huck are portrayed as…

動作主を名指し:

Twain portrays Tom and Huck as…

批評家を名指し:

Anderson argues that…

UNCのOdysseyの例、動作主が欠ける:

When her house was invaded, Penelope had to think of ways to delay her remarriage.

UNCの改稿:

After suitors invaded Penelope’s house, she had to think of ways to fend them off.

UNC / Orwellの標的:

Mistakes were made.

UNCのExxonの文:

The Exxon Company accepts that a few gallons might have been spilled.

CMOS Q&A、Usage and Grammar #198:

Although it’s good to avoid excessive use of the passive voice, and it’s especially important to avoid using it to hide who has done something (“Lies were told”), the best writing usually involves regular use of the passive, and it would be a mistake to root it out as a policy.

CMOS Q&A、Usage and Grammar #185:

The idea that the passive must be avoided is a superstition that language professionals long ago abandoned, although the prohibition remains popular.

CMOS Q&A #185、態の混合について:

in good writing a mix of active and passive is essential for variation and eloquence, as you will find in any classic of English literature. (Strunk and White use the passive throughout The Elements of Style after famously recommending against it.)

APA教材、受動態 → 能動態:

The scratch paper was given to the students by their teacher… → The teacher gave scratch paper to the students…

APA Style、受動態 → 問い:

the cookies were eaten → Who ate them? If you know, write the children ate the cookies.

UNC、we なしの能動態の科学:

A number of things are indicated by these results. → These results indicate a number of things.

Natureの型:

The experiment was performed… → we performed the experiment...

ぶら下がり修飾語（CMOS 18 §5.119がこの型を指摘）:

型であり出典ではない: Using qualitative methods, the study was conducted. → Using qualitative methods, we conducted the study.

1. be + 過去分詞を探す。両方あれば候補であり、自動の書き換えではない。
2. 行為はあるか。動詞が状態を名指すだけなら（"the argument is sound"）、止める。それは受動態ではない。
3. 誰または何が行為を行うか。主語の位置か、by の後の末尾か、欠けているか。
4. 公平な読者は 誰が と問うか。はい、かつ分かっているなら、能動態の文を書く。
5. 判断、誤り、または政治的な動作主を隠しているか。はいなら書き換える。"Mistakes were made" が試金石である。
6. 批評家または小説家を要約しているか。姓を動詞の前に置く。
7. シラバスまたは雑誌は受動態のMethodsを求めるか。そのローカルな規則に従い、考察へ輸出しない。
8. 一人で書いたAPA論文で、we または "the researcher" と書いていないか。それらを I に変える。
9. 文法チェッカーがすべての is に印を付けたか。be + 分詞でないものは無視する。