Outlines three criteria that justify using passive voice. Claims teaching sentence focus--keeping the topic of the sentence in the subject position--will accomplish the end of teaching the appropriate uses of active and passive voice.

Argues that, to deal effectively with sentence errors of basic writers, it is crucial to distinguish between what should be left alone and what can be productively marked and how it should be marked. Proposes a taxonomy of four sources of errors (knowledge, dialect, process, and developmental errors) and seven ways to address them.

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