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Canyon Blog: Keep Voice and Mood on Track worksheet preview

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Canyon Blog: Keep Voice and Mood on Track

Edit a canyon travel blog to recognize and repair inappropriate shifts in verb voice and mood.

Grade 8ELAInteractive · Printable

Aligned toL.8.1.d

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students distinguish purposeful voice and mood changes from inappropriate shifts.
  • Students revise inappropriate shifts while preserving meaning and a consistent sentence structure.

How to use

Read the draft and reference note first. Have students complete the editing tasks independently, then discuss why some voice and mood changes should remain.

Curriculum

Common Core standard covered

L.8.1.d

Recognize and fix shifts in verb voice and mood that do not fit.

Preview

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Name Date

Canyon Blog: Keep Voice and Mood on Track

Edit a family travel post for clear, purposeful verbs.

Read the Draft

This family travel blog contains a few awkward shifts. Read for meaning before deciding which verbs need revision.

Editing reference: Active voice makes the subject the doer; passive voice makes the subject the receiver. Indicative mood states or asks about facts, imperative mood gives directions, and subjunctive mood expresses wishes or situations contrary to fact. A change is not automatically an error: revise it when it disrupts the intended focus or structure.

What the Wide Shot Missed

1Before our family left for the canyon, I promised to write a travel post that went beyond a row of impressive photographs. My brother, Tavian, wanted every picture to include a person for scale. Dad preferred empty views. I packed a notebook, and the camera was carried by Tavian. At first, choosing a style seemed harder than choosing what to pack.

2At the visitor center, we studied an old photograph of the canyon overlook. A handwritten date appeared beneath the image. No one knew who had taken the photograph. The photograph was donated by a local family. We compared its narrow border with the wide images on Dad’s phone, then wondered how each frame changed what a visitor noticed.

3Our first stop was a marked overlook beside the road. Dad checked the map while Tavian searched for a place where his shadow would stay out of the picture. I recorded the colors in my notebook, and the distance was estimated by Dad. None of us could fit the whole view into a single frame without losing the smaller details.

4Later, I drafted a box of advice for readers who planned a similar visit. It began, “Stay on marked paths, and you should carry drinking water.” My next line was, “Check the posted conditions before you leave.” Tavian said the advice sounded as if two different people were speaking. I marked the first line for revision but kept his comment in my notes.

5Back at our room, we chose images for the post. Tavian favored a close view of a rough stone beside the path. Dad selected a broad view of the canyon walls. I added a caption explaining where we had stood. Then I wrote, “If I were the trip photographer, I will include both kinds of pictures.” The sentence needed another look.

6By the final evening, my notebook held more crossed-out captions than finished ones. I wrote, “We returned to the overlook after breakfast. Compare the two photographs below to see how the light changed.” This time, the move from describing our trip to addressing readers felt useful. I did not want to remove every change, only the ones that made readers lose their way.

1.
An editor suggests adding “The photograph was taken many years ago” to paragraph 2. Why would passive voice fit this context?
  • A. It would turn the description into advice for future visitors.
  • B. It would show that the photograph recorded an imagined event.
  • C. It would show that the family took the photograph together.
  • D. It would describe the photograph without naming an unknown photographer.

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