Basic Peace Officer Course │ Chapter 24 │ Written Communications

Written Communication

Unit Goal - The student will demonstrate effective written communication skills.
 
24.1 Identify the Components of a Sentence:

Components of a Sentence:

 Adjective – An adjective is a word that typically describes or modifies the meaning of a

noun. Adjectives serve to point out a quality of a thing named (“a brave officer,” “a new
car”), to indicate its quantity or extent (“some reports”), or to specify a thing as distinct
from something else (“this suspect,” “those witnesses”).
 Adverb – An adverb is a word or combination of words typically serving as a modifier of
a verb, an adjective, another adverb, a preposition, a phrase, a clause, or a sentence,
and expressing some relation of manner or quality, place, time, degree, number, cause,
opposition, affirmation, or denial. Adverbs answer such questions as:
 When? (“Please reply at once”);
 How long? (“This investigation is taking forever”);
 Where? (“The victim died there”);
 In what direction? (“Pull the trigger backward”);
 How? (“The detectives moved expeditiously on the project”); and
 To what degree? (“The book was very popular”).
 Noun – A noun is a word that is the name of something (as a person, animal, place,
object, quality, concept or action). “The officer received an assignment.”
 Preposition – A preposition is a word that combines with a noun, pronoun, or noun
equivalent (as a phrase or clause) to form a phrase that usually acts as an adverb,
adjective, or noun. “She expected resistance on his part.” “He sat down beside her.”
 Verb – Verbs express an act, occurrence, or mode of being. “The suspect ran from the
officer.” “The witness panicked once on the stand.”
 Pronoun – A pronoun is a word that is used as a substitute for a noun or noun
equivalent. “Who is she?”

Source: The Merriam-Webster Concise Handbook for Writers, 1991,

ISBN 0-87779-602-5
 
Lecture Scenario: Have student’s complete exercise on:
 Sentence Parts
(Refer to exercises in the Chapter Resource section)

24.2 - Identify the process of writing complete sentences.

 
Characteristics of a Sentence:
 A sentence is a group of words that expresses a complete thought.

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 A sentence typically contains both a subject and a predicate, begins with a capital letter,
and ends with a punctuation mark.
 A sentence should be short, simple, and concise.
 A sentence should be unmistakably clear to the reader.
 Importance of Complete Sentences in Written Communication:
 Your written communication will be one of the factors used to evaluate your
competence as a peace officer.
 Your written communication may be seen by a diverse audience (your agency, the
criminal justice system, the public, etc.).
 Your written communication may serve as a source document for judicial and
administrative proceedings.
 
Problems with Sentence Construction
 
People often speak in incomplete sentences.  If the listener does not understand what is said,
he or she can ask the speaker to clarify.  However, this is often not possible with written
communications. Therefore, written communications must state complete thoughts to ensure
that the reader understands the author’s meaning.
 
When someone writes the same way he talks, two serious errors may occur: sentence
fragments and run-on sentences.
 
Sentence Fragments:
 A sentence fragment is a group of words that is only a piece, or “fragment,” of a
complete sentence.  This may make it difficult for the reader to understand its meaning.
 Example:  The mirror in the hall closet.
 
Run-on Sentences:
 Like sentence fragments, run-on sentences cause confusion for the reader and can lead
to incorrect conclusions about the intent of the writing.
 Two or more sentences written as one results in a run-on sentence.
 Closely related sentences are often mistakenly combined into one.
 Example:  The officer chased the suspect, and he had a gun.
 
Lecture Scenario: Have student’s complete exercises on:
“Fragments and Run-On’s”
“Sentence Errors”
(Refer to exercises in the Chapter Resource section)

24.3 - Recognize sentence clarity problems and correct them.

 
The Placement of Modifiers:
 A modifier is a word or set of words that qualifies or limits another word or set of words.

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 A misplaced modifier is one that attaches itself to the wrong word or words in the
sentence.
 Because a misplaced modifier presents the reader with an unintended meaning, or
forces him to try to figure out the meaning of the sentence, misinterpretation by the
reader often results.
 Place every modifier as close as possible to the word it modifies.
o WRONG:  We saw many swimming pools flying over California.
o RIGHT:  While flying over California, we saw many swimming pools.
Double negatives:
 When two negative words are used in the same clause, the result is a double negative.
 The following negative terms should be used one at a time, not in pairs:  no, not, never,
none, no one, nobody, nothing, nowhere, and neither.
o WRONG:  Nobody saw nothing. / There is not no time left.
o RIGHT:  Nobody saw anything. / There is no time left.
 The following words are negative in meaning and should not be used in the same clause
with any of the negative words above:  barely, scarcely, and hardly.
o WRONG:  I can't hardly see the road in this fog.
o RIGHT:  I can hardly see the road in this fog.
 
Passive voice:
 When the verb is in the active voice, the subject performs the action.  When the verb is
in the passive voice, the subject receives the action.
 Generally, use the active voice - the sentence is clearer and stronger.  If the actor is not
known, however, the passive voice may be necessary.
o Passive:  The bystander was hit by a stray bullet.
o Active:  A stray bullet hit a bystander.
 
Quotation marks:
 Quotation marks help enclose direct quotations, but not indirect quotations.
 When quoting someone's exact words, you must use quotation marks.
o Example: Carl yawned and said, “Let's go.”
 If not quoting verbatim, do not use quotation marks.
o Example: Carl yawned and said that we should go.
 
Slang, Jargon, and Nonstandard Abbreviations:
 Unless it is being quoted for a purpose (e.g., a statement made by a suspect), do not use
slang and jargon.
o Slang: The man said that someone trashed his car.
Corrected: The man said that someone damaged his car.
Quoted: The man said that someone “trashed” his car.
o Jargon: I responded to a 10-50.
Corrected: I responded to a traffic crash.
o Jargon: Deputy Brown arrested Crain for dee-wee.

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Corrected: Deputy Brown arrested Crain for Driving While Intoxicated.

 Nonstandard abbreviations should be avoided. However, if used, they must first be
preceded by the full word. For instance, “The training material was provided by the
Texas Commission on Law Enforcement Officer (TCOLE). TCOLE is located in Austin,
Texas.”
o WRONG: We ID’d the S from the APB.
o RIGHT: We identified the suspect from the all-points-bulletin broadcast (APB).

Lecture Scenario: Have students complete the exercise on:

 Misplaced Modifiers, Double negatives, Quotation Marks, Tense/Number Shifts
(Refer to exercises in the Chapter Resource section)
 
Examples of Commonly Misused Words

Words that sound alike (or nearly alike) but have different meanings often cause writers
trouble. Here are a few of the most common pairs with correct definitions and examples:
 ACCEPT-to receive
He accepts direction well.

EXCEPT-to take or leave out

Please take all the weapons off the shelf except for those already numbered.

 AFFECT- verb, to influence

Lack of exercise affects your ability to effectively perform your duties.

EFFECT-noun, result, v., to accomplish

The subtle effect of the lighting made the room look ominous.

 A LOT (two words)-many.

ALOT (one word)-Not the correct form.

 ALL READY-prepared
The prisoners were all ready for transport when the truck arrived.

ALREADY-by this time

The suspect was already gone when the officers arrived.

 ALTOGETHER-entirely
Altogether, I thought that the state’s argument before the jury was excellent.

ALL TOGETHER-gathered, with everything in one place

We were all together at the family reunion last spring.

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 ASCENT- climb
The plane's ascent made my ears pop.

ASSENT-agreement
The suspected assented to being handcuffed.

 BREATH-noun, air inhaled or exhaled

You could see his breath in the cold air.

BREATHE-verb, to inhale or exhale

If you don't breathe, then you are dead.

 CAPITAL-seat of government. Also financial resources.

The capital of Texas is Austin.

The business had enough capital to open a new store.

CAPITOL-the actual building in which the legislative body meets.

The governor announced his decision to run for president at the capitol today.

 CITE-to quote or document

The officer’s report cited ten witnesses who observed the offense.

SIGHT-vision
The sight of the suspect in the courtroom frightened the victim.

SITE-position or place
The new courthouse was built on the site of the old railway terminal.

 CONSCIENCE-sense of right and wrong

The officer’s conscience kept him from falsifying the report.

CONSCIOUS-awake
She was conscious when the burglar entered the house.

 COUNCIL-a group that consults or advises

The members of the council voted in favor of the new budget.

COUNSEL-to advise
Though his attorney counseled him not to, he robbed the bank anyway.

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 ELICIT-to draw or bring out

The officer elicited the name of the drug dealers from the neighbors.

ILLICIT-illegal
The drug dealers where then arrested for their illicit activities.

 ITS-of or belonging to it
That dog begins barking as soon as it sees its owner leave for work.

IT'S-contraction for it is
It's another long day working the street for Officer Jones.

 LIE-to lie down (a person or animal. hint: people can tell lies)
I have a headache, so I'm going to lie down for a while.

(also lying, lay, has/have lain--The dog has lain in the shade all day; yesterday, the dog
lay there for twelve hours).

LAY-to set an object down.

"Lay down that gun, Bubba!" The sheriff demanded.

(also laying, laid, has/have laid--At that point, Bubba laid the gun on the ground).

 PASSED-verb, past tense of "to pass," to have moved

The train passed through town like a speeding bullet.

PAST-belonging to a former time or place

Who was the past sheriff of Comal County?

 PRECEDE-to come before

Ronald Regan preceded Bill Clinton as U.S. President.

PROCEED-to go forward
After questioned by the prosecutor, the witness proceeded to explain what he saw at
the crime scene.

 PRINCIPAL-adjective, most important; noun, a person who has authority

The principal ingredient in pecan pie is pecans.

The principal of the school seemed 100 years old to the first graders.

PRINCIPLE-a general or fundamental truth

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The principle of “innocent until proven guilty” is a fundamental tenet of American

jurisprudence.

 SUPPOSED TO-correct form for "to be obligated to" or "presumed to" NOT "suppose to"
When am I supposed to appear in court?

SUPPOSE-to guess or make a conjecture

Do you suppose I will have to testify?

 THAN-use with comparisons

I would rather work with Officer Williams than Officer Jones.

THEN-at that time, or next

I reviewed my field notes, then wrote my report.

 THEIR-possessive form of they

Their car was stolen last night.

THERE-indicates location
I loved Seattle and want to go there again.

THEY'RE-contraction for "they are"

They’re always late for work.

 THROUGH-by means of; finished; into or out of

The investigation lasted through the night.

THRU-abbreviated slang for through; not appropriate in standard writing

THREW-past tense of throw

The judge threw out the testimony as hearsay.

 THOROUGH-careful or complete
Because of the thorough investigation, the defendant was found guilty and given a life
sentence.

THOUGH-however; nevertheless
Sergeant looks like a tough bulldog, though he is as kind as a little puppy dog.

TO-toward
Mark went to the market.

TOO-also, or excessively

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He drank too much before driving home and was arrested for DWI.

TWO-a number
Only two recruits failed the academy.

 WHO-pronoun, typically refers to a person or persons and some animals

Jack wondered who could have committed such a violent murder.
Rin Tin Tin, who made 26 movies before his death in 1932, remains one of the most
famous dogs in history.

 WHICH-pronoun, typically refers to things and animals

Which gun was used in the murder?

THAT-is a pronoun that refers to both beings and things

That is the weapon used.

 WHO-used as a subject or as a subject complement (see above)

Tracy is the person who you need to see.

WHOM-used as an object
Whom are you referring to?

Other commonly misused words include:

 whose/who’s
 your/you're
 site/sight/cite
 weather/whether
 a while/awhile
 besides/beside
 everyday/every day
 can/may
 advice/advise
 infer/imply
 few/fewer/less
 like/as
 farther/further
 amount/number
 bring/take
 will/shall
 all of/all
 among/between
 but/however
 different from/other than (not “different from”)

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 disinterested/uninterested
 due to/because of
 i.e./e.g.
 and/or/nor
 oral/verbal
 pleaded/pled
 proved/proven
 say/state
 when/where (as in the incorrect “times where...”)
 
Problems With Verbosity - Using Too Many Words. Often, in an unnecessary attempt to
impress the reader, the writer uses unnecessary phrases or words. This can be, and often
should be, avoided.
 
Examples:
 “At this point in time”
 “Have knowledge of ...” (use “know”)
 “In a hasty manner” (use “hastily”)
 “In connection with” or “In regard to” (use “regarding”)
 “In the event that” (use “if”)
 “It should be noted that”
 “The fact that”
 “The question as to whether” (use “the question whether”)
 “There is no doubt but that” (use “no doubt,” “undoubtedly”)
 
Getting Rid of Deadwood (Phrases and Repetition)

Police reports are not prose. Flowery and fancy words and phrases are unnecessary and
distracting. Such words and phrases are considered “deadwood,” and should be kept out of
your documents. Below are numerous examples of “deadwood” phrases followed by the term
which instead should be used.

 a majority of – most
 after the conclusion of -- after

 ascertain the location of -- find

 at such time as -- when

 at the present time -- now

 in view of the fact that -- because, since

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 is capable of -- can

 is found to be -- is

 it is possible that -- perhaps

 make inquiry regarding -- ask about, inquire about

 not with standing the fact that -- although

 on the basis of -- from, because, by

 provided that -- if

 put an end to -- end

 reach a conclusion -- conclude

 subsequent to -- after

 utilize or utilization -- use

The needless repetition of similar words which say the same thing is another form of
“deadwood.” Such phrases are easily shortened.

 adequate enough -- adequate (or enough)

 appear(s) to be -- appear(s)

 basic essentials -- basics (or essentials)

 close proximity -- proximity

 consensus of opinion -- consensus

 cooperated together -- cooperated

 general rule -- rule

 joint cooperation -- cooperation

 necessary requirement -- requirement

 rate of speed -- speed

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 resemble in appearance -- resemble

 true facts -- facts

 very unique -- unique

24.4 – Discuss the appropriate use of punctuation.

 
Common Punctuation Marks:
 Apostrophe ’
 Brackets []
 Colon :
 Comma ,
 Dash/Hyphen – -
 Ellipsis …
 Exclamation Point !
 Parentheses ()
 Period .
 Question Mark ?
 Quotation Marks “ ”
 Semicolon ;
 Slash /
 
Instructor Note: Refer to Chapter Resources for the “Brief Guide to Punctuation.” Use these
materials as a class.

24.5 - Describe the critical nature of effective field notes.

Lecture Scenario: Have officers write reports during this section.

 Officers should be shown examples of reports to be used as a teaching tool.
 Officers should utilize Law Enforcement report forms to complete utilize information
discussed in this chapter.

Definition:
“Field notes” are brief notations concerning specific events and circumstances that are
recorded while fresh in the officer’s mind and used to prepare a report.

Uses:
 Provides basis for report
 Reduces need to re-contact parties involved
 Provides greater accuracy relative to time, statements, and events than memory alone

Lecture Scenario: Use possible scenario to give students practice in note-taking.

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 When note-taking keep several things in mind

o Non-police information and personal comments should not be included
 If brought to court they are subject to scrutiny
 If placed into evidence they may not be available to you until released by
the court
o Be very careful when transferring information from field notes to your report
 To ensure there are no impeachable discrepancies
 Your field notes and report much be consistent
o It is recommended that once information from field notes has been transcribed
to a report, the notes be destroyed.
 However, check agency policy

24.6 - Demonstrate observation and descriptive skills.

Practical Scenario: Pre-instruction Writing Activity

 The students have 10 minutes to write and turn in a description of one person near
them in class.
 The students have 10 minutes to write and turn in a description of the classroom.
 The students have 10 minutes to write and turn in a description of their surroundings on
the way to the classroom.

Instructor Note: Have students turn in writing activity and hold the descriptions until the end
of the writing unit. At that time, return them to the students, have them repeat the exercise,
and assess their progress.

Good observation, communication, and descriptive skills are essential in writing narrative
reports. It is important to practice observation and descriptive writing skills often.

Observation:
 An officer’s ability to be descriptive in field notes and reports is based on their
observation skills. All five senses (sight, hearing, touch, taste, and smell) are used in
observation.
Observation skills are a perishable skill and must be frequently practiced in order to keep
them sharp.
Describing:
 The peace officer must be able to describe people, places, and things by using specific,
clear, and vivid language, which takes practice.
 Describing people is one of the most difficult tasks for an officer. Include all descriptive
characteristics of persons, such as their manner of speaking, accents, walking, their
movements, or the things they are carrying.

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 Describe people in a systematic manner, beginning with race, sex, and age, and
continuing with a head to toe description, being especially careful to note any features
that would make the person easily identifiable by items such as scars, tattoos, and
disfigurements.
 Places should be described beginning at one point, then proceeding in one direction,
such as left-to-right or top-to-bottom, to ensure that the description is thorough and
systematic. The goal is to paint a picture of the place using words.
 When describing things, look for all distinguishing marks and anything that might be
compared or related to a commonly known thing or idea. Look for color, size, shape,
texture, location, and type. For instance, when describing a vehicle it would be useful to
note any damage, bumper stickers, or after-market enhancements.

Instructor Note: Refer to the Chapter Resources for worksheet on “Categories/Examples to

Help in Descriptive Writing”

24.7 - List the types of information that should be entered into the officer’s field notebook.

Persons:
 Suspect(s)
 Victim(s)
 Witness(es)

Describe suspects and victims from head to toe:

 Race and sex
 Height and weight
 Hair - color, style, curly, straight, etc.
 Hat - color, style
 Face - complexion
 Eyes - color, shape
 Nose - mouth area and any distinguishing marks
 Shirt - color, style
 Pants - color, style
 Shoes - color, style
 Other distinguishing marks (e.g., tattoos, scars, limp, missing teeth, etc.)
 Injuries

Lecture Scenario: Have students break up in groups of 2.

 Hand out a photo of a person to each group
 Have students describe the physical characteristics of the individual in the photo
o Focusing on conveying specific things about individual that would set that
individual apart
 Each group should share results with class

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Practical Scenario: “Box of Things” Activity

Collect 10-15 everyday items (with a good mix of male/female, police/non-police, varied in
colors, textures, sizes, etc.). Place the items in a box so that all of them are visible when the
students look in the box from above.
 Tell the students that the box contains several items
 Ask students to describe the items in writing.
 No talking will be allowed during this exercise.

First Round
 Allow several of the students at a time to look into the box for exactly 10 seconds. They
cannot take notes, draw on a pad, etc. Have each group go back to their desks to write
down what they can recall about the box’s contents. Continue until all of the students
have finished.

 Have the students tell you only one thing: how many items they saw. Don't let anyone
say anything more than the number they recall.

Second Round
 Allow each group to return to the box to look again - this time for 15 seconds. Let them
write their notes again.

 Discuss the results.

Third Round
 After everyone has looked into the box for the second time and had time to write,
remind them to think about the many different ways to describe each item, such as:

o color
o size
o shape
o texture
o probable weight
o use(s)
o distinguishing marks
o location, especially relative to other things

 Allow each group to come back up to the box- this time for 15 seconds. They can pick up
the items. Remind them to check texture, feel, weight, etc. Encourage them to use vivid
language when writing the third round of notes.

 Discuss the results.

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Follow-up
 Take each item out of the box and discuss with the students how it was described in
their notes.
o Explain that describing precisely, vividly, and quickly is of paramount importance for
peace officers.
o An officer should keep all of his/her senses attuned at all times.

Vehicles:
 Describe top to bottom
 “CYMBAL”:
C Color - top to bottom
Y Year
M Make/Model
B Body style, and
L License plate: year of expiration, state registered
 VIN (Vehicle Identification Number)
 Value (estimated)
 Distinguishing marks/damages
 Insured?
 Financed?

Lecture Scenario: Have the students describe vehicles from a photo

 Focus on specific things about vehicle that would set it apart from others (rims, tint,
stickers, damage, etc. )

Other property - description will differ by the type of property, but should include:
 Manufacturer
 Model name/number
 Serial number
 Cost/value
 Size
 Color
 Style
 Use (if not obvious)
 Location found (and disposition, when appropriate)

Lecture Scenario: Have the students break into pairs and describe the physical characteristics of
another’s cell phone / or other property.

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 Be able to differentiate by items that may seem to look the same.

 Look for unique identifiers, cracked screen, case, etc, .

Practical Scenario: Providing Descriptions

 Communicating Description 15 minutes

o Instructor should provide a geometric/abstract design.

o Choose a student to come to the front of the class to describe the design to the class
- the other students are to draw the design as described.

o Allow this to continue for a few minutes - until the student has a hit a dead end,
gives up, or is actually finished!

 Describing Pictures 5-10 minutes

o Instructor should provide several pictures - choose those that contain a variety,
including people and places.

o Have students choose and write an in-depth description of one of the pictures. 5-10
minutes.

o Trade papers. Peers to give suggestions about how to enhance the description. 5
minutes.

o Students work on their descriptions. 5-10 minutes.

 Share with class

Date(s) and time(s)

 If an individual is not able to give an exact date and time, figure out between what time
the offense occurred. For example, if a BMV occurred overnight outside a residence, ask
the last time the individual left the vehicle with the property inside and what time they
found it. The offense time frame may often span two different days, especially in
overnight offenses.

Exact location of occurrence

 If on a public street, a general address (4500 Harry Hines Blvd.) will suffice but generally
speaking officers should attempt to determine the exact location of the offense to assist
investigators and associate the offense in case of future calls to the same location.

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Persons involved (e.g., witnesses, other officers)

Other possible information:

 Contact information, alternate contact numbers
 Case number
 Assisting officer activity
 Location and chain of evidence/custody
 Type of incident

24.8 - List questions to be answered in field notes to complete a report.

Who (Persons involved should be identified by their role as suspect, victim, or witness.)? :
 Correct spelling of complete name, address, telephone number, work address and work
telephone numbers (or contact information for someone who can reach them)
 Any aliases used
 Involvement (e.g., suspect, victim)
 Sex and race
 Occupation (if employed)
 Student/school, school ID number
 Age and date of birth
 Drivers license or other official ID (e.g., social security number, passport number,
foreign consulate card)

What?:
 Type of offense committed
 Type of property involved
 Means of transportation used (if any, or by foot), last known direction of travel
 Statements made (exact words, if possible)
 Unusual characteristics or actions

When (Date and Time)?:

 Offense occurred
 Discovered
 Reported
 Evidence located
 Witness(es) and victim(s) contacted
 Arrest(s) made

Where?:
 Exact location of offense and evidence
 Reference points
 Type of area (e.g., residential, business, open field)

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 Location of victims, witnesses, or suspects in relation to crime

Why?:
 Any statement or evidence supporting a possible cause or motive (e.g., revenge, drug
addiction, monetary gain, accident)

How?:
 Offense occurred
 Suspect approached (or gained access/entry) and exited
 Law enforcement was notified
 Officer approached the scene
 Scene and persons involved appeared

Practical Scenario: After this section, the students will break into groups of three. One
individual will simulate bring the victim of a crime, one individual will take the lead on fully
documenting the circumstances of the incident, and the third individual will simulate being the
cover portion of a contact/cover team and interject if the contact individual overlooks
information.

Note to the instructor: Begin familizariation with cover/contact practices (officer safety).
Have students begin to develop a routine of collecting information to reduce chance of
missing critical information.

24.9 – Discuss the uses and essential characteristics of police reports.

Official Uses of the Police Report:

 Permanent record of facts
 Coordination of follow-up
 Basis for prosecution and defense
 Performance evaluations of officer
 Statistical data
 Reference material

Note to the instructor: In addition to the above activity, practical application of this segment
should occur during the criminal investigation block of instruction.

23.10 - List the eight essential criteria of a good police report.

The Eight Essential Criteria of a Good Police Report:

 Accurate
 Concise
 Complete

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 Clear
 Legible
 Objective
 Grammatically correct
 Correct spelling

Note to the instructor: The use of first- or third-person writing will depend on agency policy.

Practical Scenario: Sharpening Descriptions

 Distribute a template paper to students with 5 columns (one column for each sense).

 Divide the students into partners.

 Using the columns, have students record descriptions for each of the following:

o Sounds in a supermarket
o Textures in a room in your house
o Smell of a meal that you ate lately
o Taste of your favorite food (or one that you hate)
o Describe the sky - at dawn or at sunset
o (15 minutes). Turn in.

 Have students describe what they might see, hear, smell, feel, taste walking on the
beach on a rainy day (5 minutes).

 Whole class to share beach descriptions (3-5 minutes).

 Set another scene for same procedure (as in #4):

 “Imagine you are in the middle of a jewelry store robbery in a store with 5-7
customers and employees.” (10 minutes)
 Share in small groups (5 minutes).

 Instruct students to go back and look at their lists of descriptions for all activities -
o Are the words specific and well chosen?
o Do they convey thoughts clearly?
o Could another person visualize what is described?

24.11 - List the common types of police reports.

Common types of police reports:

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 Arrest reports
 Incident reports
 Offense reports
 Crash reports
 Supplemental reports

24.12 - Identify the difference between chronological and categorical ordering in report
writing.

Definitions:
 Chronological - arrangement of information in order of occurrence
 Categorical - arrangement of information by category (e.g., witnesses, suspects, crime
elements)

Note to the instructor: This subject may be governed by agency policy.

24.13 - List the three basic kinds of information necessary in police reports.

Three basic kinds of information necessary in police reports:

 Identification of the involved persons, vehicles, etc.
 Narrative description of the offense or incident
 Elements of the offense or probable cause

Note to the Instructor: Explain to the student that some procedures regarding juveniles, sex
offenders, and victims of family violence may be governed by statute or agency policy.

24.14 - Identify the importance of separating fact from opinion in police reports.

Unless required, officers’ opinions should not be included in the police report. Anything other
than facts must be labeled as such to avoid any possible confusion.

24.15 - Identify the statutory authority relating to confidentiality of sex offense victims.

A victim may choose a pseudonym to designate his or her identity in all public files and records
concerning the offense. See CCP, Chapter 57. Agency policy will dictate how this is
documented.

Practical Scenario: After this section, the students write at least two sample police reports (one
property crime, one crime against a person), more if time allows.

 Gauge student comprehension of material.

 Identify students that might need to devote additional time to spelling and grammar.

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SOURCES

Tracz, Richard Francis (1991) Dr. Grammar’s Writes From Wrongs, Vintage Books, New York

The Merriam-Webster Concise Handbook For Writers (1991) Merriam-Webster Inc.

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CHAPTER RESOURCES

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Sentence Parts
Exercise Sheet

Fill in the name of each part of the sentences below.

(Some have more than one correct answer.)

John threw a rock.

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Something happened to him.

Men were in the office.

He heard loud noises.

We slowly moved toward the house.

Sentence Parts
(KEY)

John threw a rock.

Noun Predicate
(Subject)

Something happened to him.

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Noun Verb Preposition Pronoun

(Subject)

Men were in the office.

Noun Verb Preposition Noun

(Subject)

He heard loud noises.

Pronoun Verb Adjective Noun

(Subject)

We slowly moved toward the house.

Pronoun Adverb Verb Preposition Noun

(Subject)

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Fragments and Run-ons

1. Had melted in the summer heat.

2. Mysteries are my favorite books I read them all the time.

3. The mirror in the hall closet.

4. We were on alert all day my nerves are on end.

5. Mr. Morris, my next-door neighbor, never bothers anyone.

6. Lightning struck the barn.

7. Watching the ships come in.

8. That easy course.

9. We had baton practices until five we have a test tomorrow.

10. The speeding car skidded around the turn it went into the ditch.

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Answer Key

Fragments and Run-ons

(Note: fragment completions are just examples.)

1. (fragment, no subject)
My ice cream had melted in the summer heat.

2. (run-on sentence)
Mysteries are my favorite books; I read them all the time.

3. (fragment, no verb)
The mirror in the hall closet fell off of the wall during the storm.

4. (run-on sentence)
My nerves are on end because we were on alert all day.

5. (complete sentence – no changes needed)

Mr. Morris, my next-door neighbor, never bothers anyone.

6. (complete sentence, end mark)

Lightning struck the barn.

7. (fragment, no verb)
Watching the ships come in calms my soul.

8. (fragment, no verb)
That easy course turned into a nightmare!

9. (run-on sentence)
We had baton practices until five. We have a test
tomorrow.

10. (run-on sentence)

The speeding car skidded around the turn and went into the
ditch.

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Sentence Errors
Examples and Non-examples

1. An unmarked police car.

2. Jody won.

3. The toy collection booth was a success we gathered over 1,000 toys.

4. Shaking with fear, the sergeant reprimanded the cadet.

5. A clever dog knows it's master.

6. The foreigner does not speak scarcely a word of English.

7. There wasn't nothing you could have done to help.

8. She died in the house in which she was born at the age of 88.

9. The maid told the detective his dying words were the butler did it.

10. Clear understandable writing will be one of your greatest assets practice daily in the academy.

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Sentence Errors
Examples and Non-examples

Below are the sentence errors, as applicable, along with possible solutions to correct the
sentences.

1. (sentence fragment)
An unmarked police car drove the residence.

2. (complete sentence – no changes needed)

3. (run-on sentence)
The toy collection booth was a success. We gathered over 1,000 toys.

or The toy collection was a success; we...

4. (misplaced modifier)
The sergeant reprimanded the cadet, who was shaking with fear.

or The cadet, who was shaking with fear, was reprimanded by the sergeant.

5. (incorrect word use)

A clever dog knows its master.

6. (double negative)
The foreigner scarcely speaks a word of English.

7. (double negative)
There was nothing you could have done to help. or There wasn’t anything ...

8. (misplaced modifier)
She died in the house where she was born 88 years ago.

9. (misused quotation marks)

The maid told the detective that his dying words were, “The butler did it!”

10. (run-on sentence)

Clear, understandable writing will be one of your greatest assets; practice daily in the
academy.

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Misplaced Modifiers, Double Negatives, Quotation Marks,

Tense/Number Shifts

1. The company has patented a crushproof helmet for football players made of plastic.

2. The crowd roared when the horse jumped over the fence and burst into applause.

3. The boy was yelling, I won't; his mother was shouting, You will; and the dog was barking.

4. Neither of them went nowhere.

5. Sleeping under a good tent, the insects will not bother you.

6. If you want to be a peace officer, they must be able to communicate with the public.

7. To learn to play the piano, Johns mother made him practice every day.

8. Wrapped in a large wet towel, the flames surrounded her as she ran.

9. Ray kept saying I'm okay; however, the doctor thought otherwise.

10. Stan don’t work very hard.

11. He thanked Jill for baking him a cake yesterday.

12. Mary said No one will help me take care of Jane.

13. The officer shouted Get out of the way.

14. The top branches of that tree near the front gate is crooked.

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Answer Key

Misplaced Modifiers, Double Negatives, Quotation Marks,

Tense/Number Shifts

1. The company has patented a crushproof, plastic helmet for football players.

2. The crowd roared and burst into applause when the horse jumped over the fence.

3. The boy was yelling, “I won't!” His mother was shouting, “You will!” The dog was
barking.

4. Neither of them went anywhere.

5. The insects will not bother you if you are sleeping under a good tent.

6. If you want to be a peace officer, you must be able to communicate with the public.

7. John’s mother made him practice every day so that he would learn to play better.

8. The flames surrounded her as she ran with a large wet towel wrapped around her.

9. Ray kept saying, “I'm okay.” However, the doctor thought otherwise.

10. Stan doesn’t work very hard.

11. He thanked Jill, yesterday, for baking him a cake.

12. Mary said, “No one will help me take care of Jane.”

13. The officer shouted, “Get out of the way!”

14. The top branches of that tree near the front gate are crooked.

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A Brief Guide to Punctuation

Adapted from Merriam-Webster’s Notebook Dictionary

Merriam-Webster, Incorporated, 1996
ISBN # 0-87779-650-5

APOSTROPHE ’
1. indicates the possessive case of nouns and indefinite pronouns (the boy’s mother) (the
boys’ mothers) (It is anyone’s guess.)
2. marks omissions in contracted words (didn’t) (o’clock)
3. often forms plurals of letters, figures, and words referred to as words (You should dot
your i’s and cross your t’s.) (several 8’s) (She has trouble pronouncing her the’s.)

BRACKETS [ ]
1. set off extraneous data such as editorial additions esp. within quoted material (wrote
that the author was “trying to dazzle his readers with phrases like jeu de mots [play on
words]”)
2. function as parentheses within parentheses (Bowman Act (22 Stat., ch. 4, § [or sec.] 4, p.
50))

COLON :
1. introduces word, clause, or phrase that explains, illustrates, amplifies, or restates what
has gone before (The sentence was poorly constructed: it lacked both unity and
coherence.)
2. introduces a series (Three countries were represented: England, France, and Belgium.)
3. introduces lengthy quoted material set off from the rest of a text by indentation but not
by quotation marks (I quote from the text of Chapter One:)
4. separates data in time-telling and data in bibliographic and biblical references (8:30
a.m.) (New York: Smith Publishing Co.) (John 4:10)
5. separates titles and subtitles (as of books) (The Tragic Dynasty: A History of the
Romanovs)
6. follows the salutation in formal correspondence (Dear Sir:) (Gentlemen:)

COMMA ,
1. separates main clauses joined by a coordinating conjunction (as and, but, or, nor, or for)
and very short clauses not so joined (She knew very little about him, and he volunteered
nothing.) (I came, I saw, I conquered.)
2. sets off an adverbial clause (or a long phrase) that precedes the main clause (When she
found that her friends had deserted her, she sat down and cried.)
3. sets off from the rest of the sentence transitional words and expressions (as on the
contrary, on the other hand), conjunctive adverbs (as consequently, furthermore,

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however), and expressions that introduce an illustration or example (as namely, for
example) (Your second question, on the other hand, remains open.) (The mystery,
however, remains unsolved.) (She expects to travel through two countries, namely,
France and England.)
4. separates words, phrases, or clauses in series and coordinate adjectives modifying a
noun (Men, women, and children crowded into the square.) (The harsh, cold wind was
strong.)
5. sets off from the rest of the sentence parenthetic elements (as nonrestrictive modifiers)
(Our guide, who wore a blue beret, was an experienced traveler.) (We visited Gettysburg,
the site of a famous battle.)
6. introduces a direct quotation, terminates a direct quotation that is neither a question
nor an exclamation, and encloses split quotations (John said, “I am leaving.”) (“I am
leaving,” John said.) (“I am leaving,” John said with determination, “even if you want me
to stay.”)
7. sets off words in direct address, absolute phrases, and mild interjections (You may go,
Mary, if you wish.) (I fear the encounter, his temper being what it is.) (Ah, that’s my idea
of an excellent dinner.)
8. separates a question from the rest of the sentence which it ends (It’s a fine day, isn’t it?)
9. indicates the omission of a word or words, and esp. a word or words used earlier in the
sentence (Common stocks are preferred by some investors; bonds, by others.)
10. is used to avoid ambiguity (To Mary, Jane was someone special.)
11. sets off geographical names (as state or country from city), items in dates, and addresses
from the rest of a text (Shreveport, Louisiana, is the site of a large air base.) (On Sunday,
June 23, 1940, he was wounded.) (Number 10 Downing Street, London, is a famous
address.)
12. follows the salutation in informal correspondence and follows the closing line of a
formal or informal letter (Dear Mary,) (Affectionately,) (Very truly yours,)

DASH —
1. usu. marks an abrupt change or break in the continuity of a sentence (When in 1960 the
stockpile was sold off—indeed, dumped as surplus—natural-rubber sales were hard hit.—
Barry Commoner)
2. introduces a summary statement after a series (Oil, steel, and wheat—these are the
sinews of industrialization.)
3. often precedes the attribution of a quotation (My foot is on my native heath….—Sir
Walter Scott)

ELLIPSIS … …. ……
1. indicates the omission of one or more words within a quoted passage (The head is not
more native to the heart…than is the throne of Denmark to thy father.—Shakespeare)
four dots indicates the omission of one or more sentences within the passage or the
omission of words at the end of a sentence (Avoiding danger is no safer in the long run
than outright exposure….Life is either a daring adventure or nothing.—Helen Keller)

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2. indicates halting speech or an unfinished sentence in dialogue (I’d like to…that is…if you
don’t mind…” He faltered and then stopped speaking.)

EXCLAMATION POINT !
1. terminates an emphatic phrase or sentence (Get out of here!)
2. terminates an emphatic interjection (Encore!)

HYPHEN -
1. marks separation or division of a word at the end of a line (mill-[end of line]stone)
2. is used between some prefix and word combinations, as prefix + proper name; (pre-
Renaissance) prefix ending with a vowel + word beginning often with the same vowel
(co-opted) (re-ink); stressed prefix + word, esp. when this combination is similar to a
different one (re-cover a sofa) but (recover from an illness)
3. is used in some compounds, esp. those containing prepositions (president-elect) (sister-
in-law)
4. is often used between elements of a unit modifier in attributive position in order to
avoid ambiguity (He is a small-business man.) (She has gray-green eyes.)
5. suspends the first part of a hyphenated compound when used with another hyphenated
compound (a six- or eight-cylinder engine)
6. is used in writing out compound numbers between 21 and 99 (thirty-four) (one hundred
twenty-eight)
7. is used between the numerator and the denominator in writing out fractions esp. when
they are used as modifiers (a two-thirds majority of the vote)
8. serves instead of the phrase “(up) to and including” between numbers and dates (pages
40-98) (the decade 1960-69)

PARENTHESES ( )
1. set off supplementary, parenthetic, or explanatory material when the interruption is
more marked that that usu. indicated by commas (Three old destroyers (all now out of
commission) will be scrapped.) (He is hoping (as we all are) that this time he will succeed.)
2. enclose numerals which confirm a written number in a text (Delivery will be made in
thirty (30) days.)
3. enclose numbers or letters in a series (We must set forth (1) our long-term goals, (2) our
immediate objectives, and (3) the means at our disposal.)

PERIOD .
1. terminates sentences or sentence fragments that are neither interrogatory nor
exclamatory (Obey the law.) (He obeyed the law.)
2. follows some abbreviations and contractions (Dr.) (Jr.) (etc.) (cont.)

QUESTION MARK ?
1. terminates a direct question (Who threw the bomb?) (“Who threw the bomb?” he asked.)
(To ask the question Who threw the bomb? is unnecessary.)

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2. indicates the writer’s ignorance or uncertainty (Omar Khayyam, Persian poet (1048?-
1122))

QUOTATION MARKS, DOUBLE “ ”

1. enclose direct quotations in conventional usage (He said, “I am leaving.”)
2. enclose words or phrases borrowed from others, words used in a special way, and often
slang when it is introduced into formal writing (He called himself “emperor,” but he was
really just a dictator.) (He was arrested for smuggling “smack.”)
3. enclose titles of short poems, short stories, articles, lectures, chapters of books, songs,
short musical compositions, and radio and TV programs (Robert Frost’s “Dust of Snow”)
(Pushkin’s “Queen of Spades”) (The third chapter of Treasure Island is entitled “The Black
Spot.”) (Ravel’s “Bolero”) (NBC’s “Today Show”)
4. are used with other punctuation marks in the following ways: the period and the
comma fall within the quotation marks (“I am leaving,” he said.) (His camera was
described as “waterproof,” but “moisture-resistant” would have been a better
description.) the semi-colon falls outside the quotation marks (He spoke of his “little
cottage in the country”; he might have called it a mansion.) the dash, the question mark,
and the exclamation point fall within the quotation marks when they refer to the
quoted matter only; they fall outside when they refer to the whole sentence (He asked,
“When did you leave?”) (What is the meaning of “the open door”?) (The sergeant
shouted, “Halt!”) (Save us from his “mercy”!)

QUOTATION MARKS, SINGLE ‘ ’

enclose a quotation within a quotation in conventional usage (The witness said, “I distinctly
heard him say, ‘Don’t be late,’ and then I heard the door close.”)

SEMICOLON ;
1. links the main clauses not joined by coordinating conjunctions (Some people have the
ability to write well; others do not.)
2. links main clauses joined by conjunctive adverbs (as consequently, furthermore,
however)
(Speeding is illegal; furthermore, it is very dangerous.)
3. links clauses which themselves contain commas even when such clauses are joined by
coordinating conjunctions (Mr. King, whom you met yesterday, will represent us on the
committee; but you should follow the proceedings yourself, because they are vitally
important to us.)

SLASH /
1. separates alternatives (…designs intended for high-heat and/or high-speed applications—
F. S. Badger, Jr.)
2. separates successive divisions (as months or years) of an extended period of time (the
fiscal year 1972/73)

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3. serves as a dividing line between run-in lines of poetry (Say, sages, what’s the charm on
earth/Can turn death’s dart aside?—Robert Burns)
4. often represents per in abbreviations (9 ft/sec) (20 km/hr)
Categories/Examples to Help in Descriptive Writing
Section 23.2
Sight:
colors speed facial expression
sizes direction simile/comparison
shapes manner of walking height
distinct marks manner of movement weight
shininess neatness/orderliness proportions
smoothness furtiveness location
brightness clothing relation to surroundings
lights (on/off) accessories hand placement
cleanness altered appearance

Hearing:
volume dead telephones defined by noises pitch
simile/comparison number of people pace unexpected noises
ID clues repetitions distance location and time
hollowness direction type of weapon

(walking noises) (breathing) (speech)

limping stumbling heavy/gasping slurred
shuffling stumbling raspy guttural
running walking sighing gendered
scooting jumping hyperventilating

(car noises)
backfire smooth-running missing
muffler clacking engine sound
brake squeal car doors closing gunning the motor

(miscellaneous noises)
scratching cutting snapping ripping cocking
clicking punching scraping slamming
ticking dragging sliding tearing

Touch:
Temperature texture size shape vibrations
thickness cleanness hollowness sharpness wetness
powdery/granular alive/dead weather stickiness simile/comparison
location clues find weapons firmness imprints air flow
Smell:
perfumes personal scents motor exhausts gun powder
sulfur matches cigarettes/cigars/pipes drugs/incense leather
cooking odors breath gases fuels
compare to familiar location clues animals blood
newness of things mustiness humidity

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Taste:
Most tastes in police work are secondary functions of smell (e.g., salty air).

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