How To Become A Peace Officer
By: Wayne LeQuang
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author.
This file was provided to you for “FREE,” so that you may
improve yourself as a “Peace Officer,” applicant. Feel free to pass
this file out to your friends, colleagues, students, or anyone who is
in the law enforcement application process. Feel free to post it on
any law enforcement website or chat room.
Good luck with your Law Enforcement endeavor, and if I can
assist you in any ways, feel free to contact me at:
[email protected]
Thank you!
Wayne (LQ) LeQuang
[email protected]
Disclosure: I am not an English major or a professional writer. I
am a cop. If you find any errors, please accept my apologies.
Good luck and test well!
English 101
www.howtobecomeapeacofficer.com
The following enclosure is a brief review of Basic English 101. If you have been out of school or an
educational environment for more than 3 years and English grammar is not one of your strong points, take
the time and review the enclosure: Remember that police work is not all fun and glamour. Part of the job
is writing reports and daily activities for your department, citizens, courts, and others. Good luck and test
well!
English Punctuation:
Period – (.)
Use: to end a sentence that makes a statement or that gives a command not
used as an exclamation.
Example: Quinn, get in the bathroom and take a bath.
Use: after an initial or an abbreviation.
Example: Kaiden M. LeQuang, Mr., Mrs., Ms.
Coma – (,)
Use: to separate words or groups of words in a series.
Example: I like to play basketball, tennis, and football.
Use: to distinguish items in an address and in a date.
Example: Quinn LeQuang, 1000 E. Victoria Street, Carson CA 90746
Use: to separate a title or an initial that follows a name.
Example: Rick Martinez, Ph.D.
Question mark – (?)
Use: at the end of a direct or indirect question.
Example: Did you prepare for your history exam?
How do you make a chocolate cake?
Apostrophe - (‘)
Use: to show that one or more letters or numbers have been left out of a
word to form a contraction.
Example: will not = won’t, I have = I’ve, we have = we’ve
Use: followed by an s is the possessive form of singular nouns.
Example: The woman’s purse was stolen from her hotel room.
Use: possessive form of plural nouns ending in s is usually made by adding
just an apostrophe. An apostrophe and s must be added to nouns not ending
in s.
Example: bosses = bosses, children’s
Colon – (:)
Use: after words introducing a list, quotation, question, or example.
Example: Mary dropped her purse and out spilled everything: money,
lipstick, foundation, pictures and keys.
Tom gave away the following: books, blankets, toys, shoes, and jackets.
Semicolon - (;)
Use: to join compound sentences that is not connected with a conjunction.
Example: It’s elementary, my dear Watson; the butler is clearly responsible.
Use: to separate groups of words.
Example: I packed a toothbrush, deodorant, and perfume; jeans, a raincoat,
and sweatshirts; and boots and tennis shoes.
Quotation marks - (“”)
Use: to frame direct quotations in a sentence. Only the exact words quoted
are placed within the quotation marks.
Example: “I didn’t do it,” she said, “Why would I want to kill him?”
Use: to distinguish a word that is being discussed.
Example: Mr. LeQuang suggested I replace the word “difficult” with
“arduous”.
Single quotation mark – (‘’)
Use: to punctuate a quotation within a quotation.
Example: “My favorite song is ‘I’ve Been Working on the Railroad,’”
answered little Joey.
Exclamation mark – (!)
Use: to express strong feeling.
Example: Help! Help!, Fire! Fire! I can’t do it!
English (Frequently confused words)
accept: to agree to something or receive something willingly
Example: I will accept the job offer from L.A.P.D.
except: not including
Example: I will test with all of the local agencies except Torrance P.D.
capital: chief, important, excellent. Also the city or town that is the official
seat of government of a state or nation.
Example: The capital of Vietnam is Ho Chi Minh city.
capitol: the building where a state legislature.
Example: The U.S. Senate will meet at the capitol.
hear: to listen to
Example: I cannot hear the music.
here: in this place
Example: Do you want me to move the furniture over here?
it’s: the contraction for it is or it has
Example: It’s almost time to eat.
its: shows ownership or possession
Example: The dog and its puppies belong to me.
lead: a heavy, gray metal
Example: In chemistry we will study the content of lead.
lead: to go first, guide
Example: Read “How to Become a Peace Officer,” it will lead you to a
prolific law enforcement career.
led: the past tense of lead
Example: We were led to the wrong cabin.
loose: free or not tight
Example: The knot on the noose was loose.
lose: to mislay or suffer the loss of something
Example: We will lose our accreditation if we do not fix the problem.
principal: the first or most important. It also refers to the head of a school.
Example: The principal will hire an assistant to help her with the planning.
principle: a rule, truth, or belief
Example: The law enforcement code of ethic and its principle are what we
live by.
quiet: free from noise
Example: The library offers a quiet environment for reading.
quite: truly or almost completely
Example: I’m not quite sure if law enforcement is the career for me.
quit: to give up
Example: I will not quit during the academy.
their: belonging to them
Example: Their new house is beautiful.
there: at that place
Example: I don’t want to go over there.
They’re: the contraction for they are
Example: They’re always going to the movies.
to: in the direction of
Example: Go to the police department and ask for an officer.
too: also or very
Example: I too, am in the process of becoming a police officer.
two: the whole number
Example: We have two cats, and two dogs.
weather: the state of the atmosphere referring to wind, moisture,
temperature, etc…
Example: The weather in Cancun will be extremely hot.
whether: a choice or alternative
Example: I cannot decide whether I will join the military or go to college.
who’s: the contraction for who is or who has
Example: Who’s in charge here?
whose: the possessive form of who
Example: Whose skateboard is in the puddle?
you’re: the contraction for you are
Example: Kaiden called to see if you’re going to the movies.
your: the possessive form of you
Example: Your surfboard will need a new coat of resin.
Capitalization:
All proper nouns: Bill Clinton, George Bush, Abraham Lincoln, Las Vegas
All proper adjectives: Coca-Cola, Craftsman tools, Titleist golf balls
The first word in every sentence: The play was very entertaining.
Races, language, nationalities: Asian, Vietnamese, Mexican-American.
Nouns/Pronouns that refer to a Supreme Being: God, Buddha, Allah.
Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, etc…
Bodies of water: Pacific Ocean, Atlantic Ocean, and Mississippi River.
Cities, Towns: Nevada, Las Vegas, Torrance, California.
Counties: Los Angeles County, Orange County, Inland Empire
Continents: South America, Africa, Europe, Asia, North America
Holidays and holy days: Veterans Day, Christmas, Memorial Day
Months: January, February, March, April, May, June, July etc…
Official Titles: President Bush, Vice President Quayle, Mayor Tom Bradley
Planets: Mars, Pluto, Saturn, Earth
Public Area: Yosemite National Park, Grand Canyon, Yellowstone
Special events: Battle of Norway, World War I, Vietnam War
Streets, roads, highways: Victoria Street, 405 Freeway, Interstate 66
Trade names: Microsoft, Honda, Mercedes, Land Rover, Pepsi, Coke
Plurals:
The plurals of most nouns are formed by adding s to the singular.
Examples: shoe = shoes, stereo = stereos, fishing pole = fishing poles
The plural forms of nouns ending in sh, ch, x, s, and z are made by adding es
to the singular.
Examples: fish = fishes, box = boxes, buzz = buzzes, starch = starches
The plurals of common nouns that end in y preceded by a consonant are
formed by changing the y to I and adding es.
Examples: fly = flies, try = tries, copy = copies.
The plurals of words that end in y preceded by a vowel are formed by adding
only s.
Examples: holiday = holidays, monkey = monkeys
The plurals of words ending in o preceded by a vowel are formed by adding
s.
Examples: studio = studios, rodeo = rodeos
The plurals of words ending in o preceded by a consonant are formed by
adding s or es.
Examples: hero = heroes, banjo = bajos, tomato = tomatoes, piano = pianos
Sentence Structure:
A complete sentence must express a complete thought and must have a
subject and a verb.
Example: He won the game.
A sentence fragment results from a missing subject, verb, or complete
thought.
Example: Because she was lost.
There are four types of sentences: Simple,
Compound, Complex, or Compound Complex:
A simple sentence consists of one main clause. It expresses one main
thought and has one subject and one verb. A simple sentence may contain a
compound subject, or a compound verb or both.
Example: We enjoyed the party.
Wayne and Arleen were married last year. (compound subject: Wayne and
Arleen)
Ben is leaving work and going home. (compound verb: leaving and going)
A compound sentence contains two or more main clauses 9 in italics)
connected by a conjunction, a semicolon, or a comma with a conjunction.
Example: Collecting sea shells is fun, but I think identifying sea shells is
difficult. (conjunction)
Joe’s suit looks new; it just got back from the dry cleaner. (semicolon)
Frank came home for Christmas, and Kaiden went to Las Vegas.
(comma/conjunction)
A complex sentence has one main clause (in italic) and one or more
subordinate clauses (underlined).
Examples: Mom says that good grades are the result of diligent studying.
(main clause, one independent clause)
A compound-complex sentence has two or more main clauses (in italics) and
one or more subordinate clauses (underlined).
Example: Because the bus broke down, the soccer team rode in a van, and
the baseball team rode in cars.
Spelling Rules:
Write i before e except after c, or when sounded like a as in weigh and eight.
Exceptions: seize, weird, leisure, neither, either.
When the ie/ei combination is not pronounced ee it is usually spelled ei.
Examples: reign, weigh, neighbor
Exceptions: friend, view mischief, fiery
When a multi-syllable word ends in a consonant preceded by one vowel, the
accent is on the last syllable, and the suffix begins with a vowel – the same
rule holds true: double the final consonant.
Examples: prefer = preferred, allot = allotted, control = controlling
If a word ends with a silent e, drop the e before adding a suffix that begins
with a vowel.
Examples: use = useful, state = statement, nine = ninety
Exceptions: argument, judgment, truly, ninth
Whey y is the last letter in a word and the y is preceded by a consonant,
change the y to i before adding any suffix except those beginning with i.
Examples: lady = ladies, try = tries, happy = happiness, ply = pliable.
A
acceptable
Several words made the list because of the suffix pronounced -êbl but sometimes
spelled -ible, sometimes -able. Just remember to accept any table offered to you
and you will spell this word OK.
accidentally
It is no accident that the test for adverbs on -ly is whether they come from an
adjective on -al ("accidental" in this case). If so, the -al has to be in the spelling.
No publical, then publicly.
accommodate
Remember, this word is large enough to accommodate both a double "c" AND a
double "m".
acquire
Try to acquire the knowledge that this word and the next began with the prefix adbut the [d] converts to [c] before [q].
acquit
See the previous discussion.
a lot
Two words! Hopefully, you won't have to allot a lot of time to this problem.
amateur
Amateurs need not be mature: this word ends on the French suffix -eur (the
equivalent of English -er).
apparent
A parent need not be apparent but "apparent" must pay the rent, so remember
this word always has the rent.
argument
Let's not argue about the loss of this verb's silent [e] before the suffix -ment.
atheist
Lord help you remember that this word comprises the prefix a- "not" + the "god"
(also in the-ology) + -ist "one who believes."
B
believe
You must believe that [i] usually comes before [e] except after [c] or when it is
pronounced like "a" as "neighbor" and "weigh" or "e" as in "their" and "heir." Also
take a look at "foreign" below. (The "i-before-e" rule has more exceptions than
words it applies to.)
bellwether
Often misspelled "bellweather." A wether is a gelded ram, chosen to lead the herd
(thus his bell) due to the greater likelihood that he will remain at all times ahead of
the ewes.
C
calendar
This word has an [e] between two [a]s. The last vowel is [a].
category
This word is not in a category with "catastrophe" even if it sounds like it: the
middle letter is [e].
cemetery
Don't let this one bury you: it ends on -ery—nary an -ary in it. You already know it
starts on [c], of course.
changeable
The verb "change" keeps its [e] here to indicate that the [g] is soft, not hard. (That
is also why "judgement" is the correct spelling of this word, no matter what
anyone says.)
collectible
Another -ible word. You just have to remember.
column
Silent final [e] is commonplace in English but a silent final [n] is not uncommon,
especially after [m].
committed
If you are committed to correct spelling, you will remember that this word doubles
its final [t] from "commit" to "committed."
conscience
Don't let misspelling this word weigh on your conscience: [ch] spelled "sc" is
unusual but legitimate.
conscientious
Work on your spelling conscientiously and remember this word with [ch] spelled
two different ways: "sc" and "ti". English spelling!
conscious
Try to be conscious of the "sc" [ch] sound and all the vowels in this word's ending
and i-o-u a note of congratulations.
consensus
The census does not require a consensus, since they are not related.
D
daiquiri
Don't make yourself another daiquiri until you learn how to spell this funny word—
the name of a Cuban village.
definite(ly)
This word definitely sounds as though it ends only on -it, but it carries a silent "e"
everywhere it goes.
discipline
A little discipline, spelled with the [s] and the [c] will get you to the correct spelling
of this one.
drunkenness
You would be surprised how many sober people omit one of the [n]s in this one.
dumbbell
Even smart people forget one of the [b]s in this one. (So be careful who you call
one when you write.)
E
embarrass(ment)
This one won't embarrass you if you remember it is large enough for a double [r]
AND a double [s].
equipment
This word is misspelled "equiptment" 22,932 times on the web right now.
exhilarate
Remembering that [h] when you spell this word will lift your spirits and if you
remember both [a]s, it will be exhilarating!
exceed
Remember that this one is -ceed, not -cede. (To exceed all expectations, master
the spellings of this word, "precede" and "supersede" below.)
existence
No word like this one spelled with an [a] is in existence. This word is a menage a
quatre of one [i] with three [e]s.
experience
Don't experience the same problem many have with "existence" above in this
word: -ence!
F
fiery
The silent "e" on "fire" is also cowardly: it retreats inside the word rather than face
the suffix -y.
foreign
Here is one of several words that violate the i-before-e rule. (See "believe"
above.)
G
gauge
You must learn to gauge the positioning of the [a] and [u] in this word.
Remember, they are in alphabetical order (though not the [e]).
grateful
You should be grateful to know that keeping "great" out of "grateful" is great.
guarantee
I guarantee you that this word is not spelled like "warranty" even though they are
synonyms.
H
harass
This word is too small for two double letters but don't let it harass you, just keep
the [r]s down to one.
height
English reaches the height (not heighth!) of absurdity when it spells "height" and
"width" so differently.
hierarchy
The i-before-e rule works here, so what is the problem?
humorous
Humor us and spell this word "humorous": the [r] is so weak, it needs an [o] on
both sides to hold it up.
I
ignorance
Don't show your ignorance by spelling this word -ence!
immediate
The immediate thing to remember is that this word has a prefix, in- "not" which
becomes [m] before [m] (or [b] or [p]). "Not mediate" means direct which is why
"immediately" means "directly."
independent
Please be independent but not in your spelling of this word. It ends on -ent.
indispensable
Knowing that this word ends on -able is indispensable to good writing.
inoculate
This one sounds like a shot in the eye. One [n] the eye is enough.
intelligence
Using two [l]s in this word and ending it on -ence rather than -ance are marks of .
. . you guessed it.
its/it's
The apostrophe marks a contraction of "it is." Something that belongs to it is "its."
J
jewelry
Sure, sure, it is made by a jeweler but the last [e] in this case flees the scene like
a jewel thief. However, if you prefer British spelling, remember to double the [l]:
"jeweller," "jewellery." (See also pronunciation.)
judgement
"Judgement" is governed by one of the rare rules of English orthography, so why
not enjoy it? After [c] and [g], [e] is retained to indicate the letter is "soft," i.e.
pronounced like [s] or [j], respectively. Omitting it indicates it is "hard," i.e.
pronounced [k] or [g], as in "fragment," "pigment". If we write "management,"
"arrangement," we should write "judgement," "acknowledgement," "abridgement."
The presence of the [d] is of no significance to English orthography.
K
kernel (colonel)
There is more than a kernel of truth in the claim that all the vowels in this word are
[e]s. So why is the military rank (colonel) pronounced identically? English spelling
can be chaotic.
L
leisure
Yet another violator of the i-before-e rule. You can be sure of the spelling of the
last syllable but not of the pronunciation.
liaison
Another French word throwing us an orthographical curve: a spare [i], just in
case. That's an [s], too, that sounds like a [z].
library
It may be as enjoyable as a berry patch but that isn't the way it is spelled. That
first [r] should be pronounced, too.
license
Where does English get the license to use both its letters for the sound [s] in one
word?
lightning
Learning how to omit the [e] in this word should lighten the load of English
orthography a little bit.
M
maintenance
The main tenants of this word are "main" and "tenance" even though it comes
from the verb "maintain." English orthography at its most spiteful.
maneuver
Man, the price you pay for borrowing from French is high. This one goes back to
French main + oeuvre "hand-work," a spelling better retained in the British
spelling, "manoeuvre."
medieval
The medieval orthography of English even lays traps for you: everything about
the MIDdle Ages is MEDieval or, as the British would write, mediaeval.
memento
Why would something to remind of you of a moment be spelled "memento?" Well,
it is.
millennium
Here is another big word, large enough to hold two double consonants, double [l]
and double [n].
miniature
Since that [a] is seldom pronounced, it is seldom included in the spelling. This
one is a "mini ature;" remember that.
minuscule
Since something minuscule is smaller than a miniature, shouldn't they be spelled
similarly? Less than cool, or "minus cule."
mischievous
This mischievous word holds two traps: [i] before [e] and [o] before [u]. Four of the
five vowels in English reside here.
misspell
What is more embarrassing than to misspell the name of the problem? Just
remember that it is mis + spell and that will spell you the worry about spelling
"spell."
N
neighbor
No wonder many speaking Black English say "hood" for "neighborhood"—it
avoids the i-before-e rule and the silent "gh". If you use British spelling, it will cost
you another [u]: "neighbour."
noticeable
The [e] is noticeably retained in this word to indicate the [c] is "soft," pronounced
like [s]. Without the [e], it would be pronounced "hard," like [k], as in "applicable."
O
occasionally
Writers occasionally tire of doubling so many consonants and omit one, usually
one of the [l]s. Don't you ever do it.
occurrence
Remember not only the occurrence of double double consonants in this word, but
that the suffix is -ence, not -ance. No reason, just the English language keeping
us on our toes.
P
pastime
Since a pastime is something you do to pass the time, you would expect a double
[s] here. Well, there is only one. The second [s] was slipped through the cracks in
English orthography long ago.
perseverance
All it takes is perseverance and you, too, can be a (near-)perfect speller. The
suffix is -ance for no reason at all.
personnel
Funny Story (passed along by Bill Rudersdorf): The assistant Vice-President
of Personnel notices that his superior, the VP himself, upon arriving at his desk in
the morning opens a small, locked box, smiles, and locks it back again. Some
years later when he advanced to that position (inheriting the key), he came to
work early one morning to be assured of privacy. Expectantly, he opened the box.
In it was a single piece of paper which said: "Two Ns, one L."
playwright
Those who play right are right-players, not playwrights. Well, since they write
plays, they should be "play-writes," wright right? Rong Wrong. Remember that a
play writer in Old English was called a "play worker" and "wright" is from an old
form of "work" (wrought iron, etc.)
possession
Possession possesses more [s]s than a snake.
precede
What follows, succeeds, so what goes before should, what? No, no, no, you are
using logic. Nothing confuses English spelling more than common sense.
"Succeed" but "precede." (Wait until you see "supersede.")
principal/principle The spelling principle to remember here is that the school principal is a prince and
a pal (despite appearances)--and the same applies to anything of foremost
importance, such as a principal principle. A "principle" is a rule. (Thank you,
Meghan Cope, for help on this one.)
privilege
According to the pronunciation (not "pronounciation"!) of this word, that middle
vowel could be anything. Remember: two [i]s + two [e]s in that order.
pronunciation
Nouns often differ from the verbs they are derived from. This is one of those. In
this case, the pronunciation is different, too, an important clue.
publicly
Let me publicly declare the rule (again): if the adverb comes from an adjective
ending on -al, you include that ending in the adverb; if not, as here, you don't.
Q
questionnaire
The French doing it to us again. Double up on the [n]s in this word and don't
forget the silent [e]. Maybe someday we will spell it the English way.
R
receive/receipt
I hope you have received the message by now: [i] before [e] except after . . . .
recommend
I would recommend you think of this word as the equivalent of commending all
over again: re+commend. That would be recommendable.
referred
Final consonants are often doubled before suffixes (remit: remitted, remitting).
However, this rule applies only to accented syllables ending on [l] and [r], e.g.
"rebelled," "referred" but "traveled," "buffered" and not containing a diphthong,
e.g. "prevailed," "coiled."
reference
Refer to the last mentioned word and also remember to add -ence to the end for
the noun.
relevant
The relevant factor here is that the word is not "revelant," "revelent," or even
"relevent." [l] before [v] and the suffix -ant.
restaurant
'Ey, you! Remember, these two words when you spell "restaurant." They are in
the middle of it.
rhyme
Actually, "rime" was the correct spelling until 1650. After that, egg-heads began
spelling it like "rhythm." Why? No rhyme nor reason other than to make it look like
"rhythm."
rhythm
This one was borrowed from Greek (and conveniently never returned) so it is
spelled the way we spell words borrowed from Greek and conveniently never
returned.
S
schedule
If perfecting your spelling is on your schedule, remember the [sk] is spelled as in
"school." (If you use British or Canadian pronunciation, why do you pronounce
this word [shedyul] but "school," [skul]? That has always puzzled me.)
separate
How do you separate the [e]s from the [a]s in this word? Simple: the [e]s surround
the [a]s.
sergeant
The [a] needed in both syllables of this word has been pushed to the back of the
line. Remember that, and the fact that [e] is used in both syllables, and you can
write your sergeant without fear of misspelling his rank.
supersede
This word supersedes all others in perversity. As if we don't have enough to worry
about, keeping words on -ceed and -cede ("succeed," "precede," etc.) straight in
our minds, this one has to be different from all the rest. The good news is: this is
the only English word based on this stem spelled -sede.
T
their/they're/there They're all pronounced the same but spelled differently. Possessive is "their" and
the contraction of "they are" is "they're." Everywhere else, it is "there."
threshold
This one can push you over the threshold. It looks like a compound "thresh +
hold" but it isn't. Two [h]s are enough.
twelfth
Even if you omit the [f] in your pronunciation of this word (which you shouldn't do),
it is retained in the spelling.
tyranny
If you are still resisting the tyranny of English orthography at this point, you must
face the problem of [y] inside this word, where it shouldn't be. The guy is a
"tyrant" and his problem is "tyranny." (Don't forget to double up on the [n]s, too.)
U
until
I will never stop harping on this until this word is spelled with an extra [l] for the
last time!
V
vacuum
If your head is not a vacuum, remember that the silent [e] on this one married the
[u] and joined him inside the word where they are living happily ever since. Well,
the evidence is suggestive but not conclusive. Anyway, spell this word with two
[u]s and not like "volume."
WXYZ
weather
Whether you like the weather or not, you have to write the [a] after the [e] when
you spell it.
weird
It is weird having to repeat this rule so many times: [i] before [e] except after...? (It
isn't [w]!)
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Used for educational and coaching purpose only.
Written Exam
Writing Skills Test
The Writing Test is comprised of a 45 item multiple choice examination.
This test measures three aspects of good writing; clarity, vocabulary, and
spelling.
Remember to make all responses to test questions on the answer sheet.
Make no marks in the test booklet.
Suggestions for taking the test
• Be sure you mark the space on your answer sheet that has the same
number as the question in the question booklet.
• Keep your answer sheet on a hard surface while you are marking an
answer.
• Firmly press down the pencil point until you completely darken the
circle on the answer sheet. Do not use any other means of marking
your answer sheet.
• If you wish to change your answer you may do so, but be sure to erase
your first answer completely.
• It is to your advantage to answer all questions. If it takes an
unreasonable amount of time to answer a question, it is better to skip
it and go back to it after the other questions have been answered.
• Read and consider all choices to each question before deciding which
one is correct.
Clarity
Instructions:
In the following pairs of sentences, identify the sentence which is most
clearly written. If sentence “A” is more clear than sentence “B”, mark “A”
on your answer sheet. If sentence “B” is more clear than sentence “A”,
mark “B” on your answer sheet. Make no marks in the test booklets.
Example:
A. He enjoyed the challenge, one not without risks.
B. He enjoyed the challenge. One not without risks.
Correct answer: B
Clarity
(Practice Exam)
1.
A. We shall be glad to place an order. If you cut your price.
B. We shall be glad to place an order, if you cut your price.
2.
A. The orchestra began to play and we got up to dance.
B. The orchestra began to play we got up to dance.
3.
A. Opening the window, the plane’s noise became louder.
B. Opening the window, I heard the plane’s noise become louder.
4.
A. We found many beautiful shells walking along the beach.
B. Walking along the beach, we found many beautiful shells.
5.
A. Mr. Hamilton found teaching more inspiring than working in a
store.
B. Mr. Hamilton found teaching more inspiring than to work in a
store.
6.
A. She sang two songs and then leaves the stage.
B. She sang two songs and then left the stage.
7.
A. Mr. Jones, my neighbor, called on me today.
B. Mr. Jones, my neighbor, he called on me today.
8.
A. The girl went to the party with the young man wearing a low-cut
gown.
B. Wearing a low-cut gown, the girl went to the party with the young
man.
9.
A. The bell rang; I opened the door.
B. The bell rang I opened the door.
10.
A. The teacher reads a poem to the class but refused to explain its
meaning.
B. The teacher reads a poem to the class but refuses to explain its
meaning.
11.
A. I arrived at school late, and the class had already begun.
B. I arrived at school late, the class had already begun.
12.
A. After Fido had finished eating his dog food, John took him for a
walk.
B. After he had finished eating his dog food, John took Fido for a
walk.
13.
A. Her students did well on the test. But mine did poorly.
B. Her students did well on the test, but mine did poorly.
14.
A. In English class we learn how to write compositions and correct
English.
B. In English class we learn how to write compositions and how to
speak correctly.
15.
A. In my opinion, it is an excellent idea.
B. In my opinion, I think it an excellent idea.
16.
A. We could hear every word of the cast seated in the last row of the
balcony.
B. Seated in the last row of the balcony, we could hear every word of
the cast.
17.
A. The teacher said that Louis must do all his work. That he would
have to make up the assignment he had missed.
B. The teacher said that Louis must do all his work and that he would
have to makeup the assignment he had missed.
18.
A. He enters the room and took a seat.
B. He enters the room and takes a seat.
19.
A. During a fire drill, the teacher insisted on silence and that we leave
the room in an orderly fashion.
B. During a fire drill, the teacher insisted that we be quiet and that we
leave the room in an orderly fashion.
20.
A. The condition in which the patient was warranted attention.
B. The condition in which the patient was in warranted attention.
Vocabulary
Instructions:
In each of the following sentences, choose the word or phrase that most
nearly has the same meaning as the underlined word. Mark on your answer
sheet the letter that identifies the correct choice.
Example:
The suspect was hostile to the officer.
A. Friendly
B. Courteous
C. Indifferent
D. Antagonistic
Correct answer: D
Vocabulary
1. He wants to terminate the conversation.
a. end b. ignore c. postpone d. continue
2. He had a prior appointment with the manager.
a. private b. previous c. later d. definite
3. The supply of brochures was depleted.
a. delivered b. included c. exhausted
d. rejected
4. The chief inspector relied upon the veracity of his inspectors.
a. speed b. shrewdness c. assistance d. truthfulness
5. There was much diversity in the suggestions submitted.
a. variety b. similarity c. triviality d. value
6. The vehicle was left intact.
a. unattended b. undamaged
c. repaired
7. Action at this time would be inopportune.
a. untimely b. premeditated c. sporadic
d. disabled
d. commendable
8. The politician conceded that he was in error.
a. denied b. implied c. admitted d. explained
9. It was reported that noxious fumes were escaping
a. concentrated b. gaseous c. harmful d. odoriferous
10. She asked for a candid opinion.
a. biased b. written c. confidential
d. frank
Spelling
Instructions:
In the following sentences, choose the correct spelling of the missing word.
Mark on your answer sheet the letter that identifies the correct choice.
Example:
There was no _________________ to the river.
A. Access
B. Acess
C. Aces
D. Acces
Correct answer: A
Spelling
1. The stranger in town made her ________________.
a. suspicious b. suspicous c. susppecious d. suspicios
2. The ______________ opinion was clearly written.
a. desentting b. desenting c. dissenting d. dissanting
3. She was served a ______________ for her arrest.
a. warant b. warrant c. warrint d. warent
4. The _______________ of the evidence caused concern.
a. disapperance b. disappearance c. disapearance d. desppearance
5. The _________________ were empty.
a. shelfs b. shelves c. shelfes d. shelvs
6. The situations were ___________________.
a. semilar b. similar c. similure d. cimilar
7. _____________ these items.
a. seperate b. separat c. ceperate
d. separate
8. He directed them to __________________.
a. procede b. proseed c. proceed d. prosede
9. It was a great ______________.
a. ocasion b. occason c. occassion d. occasion
10. The object was _________________.
a. removable b. rimovable c. removeable d. removeabel
11. The ______________ told me to rewrite the report.
a. Sergint b. Cergeant c. Serghant d. Sergeant
12. She was born on _____________15, 1985.
a. Febuary b. Febrary c. February d. fedbuary
Reading Comprehension
Instruction:
Officers must read and understand a wide range of materials. This test is
designed to measure your ability to read and understand various types of
written material. Read each paragraph or passage and choose the statement
which best answers the question. All questions pertain only to the material
in the passage which precedes them. Therefore, you are to choose your
answer solely on the basis of the material contained in the passage. Mark in
the space on your answer sheet the letter which identifies your choice. Do
not spend too much time on any one item.
Example:
Juvenile officers when considering past offenses shall only consider prior
acts of delinquency. Entries of child abandonment, dependency, neglect,
curfew or truancy, shall be considered only in assisting the juvenile officer
to make a determination.
Which type act is considered a prior act of delinquency.
A. Failure to attend school for one week.
B. Possession of marijuana.
C. Being caught on the street at 3 a.m.
D. Detention in a county facility because the parents have left town.
Correct answer: B
Reading Comprehension
This passage should be used to answer question #1.
Honest people in one nation find it difficult to understand the viewpoints of
honest people in another. Foreign ministries and their ministers exist for the
purpose of explaining the viewpoints of one nation in terms understood by
the ministries of another. Some of their most important work lies in this
direction.
1. The paragraph best supports the statement that:
a. People of different nations may not consider matters in the same
light.
b. It is unusual for many people to share similar ideas.
c. Suspicion prevents understanding between nations.
d. The chief work of foreign ministries is to guide relations
between nations united by a common cause.
e. The people of one nation must sympathize with the viewpoints of
people from other nations.
This passage should be used to answer question #2.
Education should not stop when the individual has been prepared to make a
livelihood and to live in modern society. Living would be mere existence
were there no appreciation and enjoyment of the riches of art, literature, and
science.
2. The paragraph best supports the statement that true education:
a. Is focused on the routine problems of life.
b. Prepares one for a full enjoyment of life.
c. Deals chiefly with art, literature, and science.
d. Is not possible for one who does not enjoy scientific literature.
e. Disregards practical ends.
This passage should be used to answer question #3.
“Too often, indeed, have scurrilous and offensive allegations by underworld
creatures been sufficient to blast the career of irreproachable and
incorruptible executives who, because of their efforts to serve the people
honestly and faithfully, incurred the enmity of powerful political forces and
lost their positions.”
3. Judging from the contents of the preceding paragraph, you might best
conclude that:
a. The larger majority of executives are irreproachable and
incorruptible.
b. Criminals blast executives with machine guns and kill their
careers.
c. Political forces are always clashing with government executives.
d. Underworld creatures make scurrilous and offensive allegations
against incorruptible executives.
e. False statements by criminals sometimes cause honest officials
the loss of their positions or the ruin of their careers.
This passage should be used to answer questions 4 – 6.
“Some early psychologists believed that the basic characteristic of the
criminal type was inferiority of intelligence, if not outright
feeblemindedness. They were misled by the fact that they had
measurements for all kinds of criminals but, until World War I gave them a
draft army sample, they had no information on a comparable group of non-
criminal adults. As soon as acceptable measurements could be taken of
criminals and a comparable group of non-criminals, concern with
feeblemindedness or with low intelligence as a type took on less and less
significance in research in criminology.”
4. According to the above paragraph, some early psychologists were in error
because they didn’t:
a. Distinguish among the various types of criminals.
b. Devise a suitable method of measuring intelligence.
c. Measure the intelligence of non-criminals as a basis for
comparison.
d. Distinguish between feeblemindedness and inferiority of
intelligence.
e. Clearly define the term “intelligence”.
5. The previous paragraph implies that studies of the intelligence of
criminals and non-criminals:
a. Are useless because it is impossible to obtain comparable groups.
b. Are not meaningful because only the less intelligent criminals are
detected.
c. Indicate that criminals are more intelligent than non-criminals.
d. Indicate that criminals are less intelligent than non-criminals.
e. Do not indicate that there are any difference between the two
groups.
6. According to the previous paragraph, studies of the World War I
Draft army gave psychologists vital information concerning:
a. Adaptability to army life of criminals and non-criminals.
b. Criminal tendencies among draftees.
c. The intelligence scores of large numbers of men.
d. Difference between intelligence scores of draftees and volunteers.
e. The behavior of men under normal conditions.
This passage should be used to answer question #7.
When a card money order is presented for payment, the paying employee
shall examine it to see that it is properly drawn and stamped by the issuing
post office, and assure himself that it is not issued on a form reported stolen,
and that it is signed and presented by the payee or remitter or by a person
authorized by either to receive payment. Payment must not be refused if one
year or more has elapsed since the last day of the month in which the order
was issued.
7. The paragraph best supports the statement that payment for an otherwise
correct card money order will not be refused if the order:
a. Was issued by a post office that has since been discontinued.
b. Bears the stamp of a post office other than the one that issued
the order.
c. Bears a date more than a year earlier than the date payment is
requested.
d. Is presented for payment by a person whose signature is unfamiliar
to the paying check.
e. Is signed by a person other than the payee or a person authorized
by the remitter.
This passage should be used to answer question #8.
Some fire-resistant buildings, although wholly constructed of materials that
will not burn, may be completely gutted by the spread of fire through their
contents by way of hallways and other openings. They may even suffer
serious structural damage by the collapse of metal beams and columns.
8. The paragraph best supports the statement that some fire-resistant
buildings:
a. Suffer less damage from fire than from collapse of metal supports.
b. Can be damaged seriously by fire.
c. Have specially constructed halls and doors.
d. Afford less protection to their contents than would ordinary
buildings.
e. Will burn readily.
This passage should be used to answer question #9.
Even the most comprehensive and best substantiated summaries of the total
volume of criminal acts would not contribute greatly to an understanding of
the varied social and biological factors which are sometimes assumed to
enter into crime causation, nor would they indicate with any degree of
precision the needs of police forces in combating crime.
9. According to this statement:
a. Crime statistics alone do not determine the needs of police forces
in combating crime.
b. Crime statistics are essential to a proper understanding of the social
factors of crime.
c. Social and biological factors which enter into crime causation
have little bearing on police needs.
d. A knowledge of the social and biological.
This passage should be used to answer questions 10 – 12.
Perhaps the most difficult administrative problem of the police records unit
is the maintenance of cooperative relationships with the operating units in
the department. Unless these relationships are completely accepted by the
operating units, some records activities will result in friction. The records
system is a tool of the chief administrative officer and the various super
visiting officers in managing personnel, police operations, and procedures.
However, the records unit must constantly check on the records activities of
all members of the department if the records system is to serve as a really
effective tool for these supervisory officers.
The first step in avoiding conflict between the records and the operating
units is to develop definite policies and regulations governing the records
system. These regulations should be prepared jointly by the head of the
records unit and the heads of the operating units under the leadership of the
chief administrative officer of the department. Once the records policies and
regulations have been agreed upon, the task is to secure conformity.
Theoretically, if a patrol officer fails to prepare a report of an investigation,
the commanding officer should be notified by the records unit and he/she in
turn should take appropriate measures to secure the report. Practically, this
line of command must be cut across in the case of such routine matters, or
the commanding officer will spend time in keeping the records system going
that should be devoted to the other police duties which comprise the major
work of the department. However, if the patrol officer is persistently
negligent, or if a new policy or procedure is being initiated, the records unit
must deal through the commanding officer.
10. According to the above paragraphs, the one of the following situations
in which the records unit would most likely contact a commanding officer of
an operating unit is when:
a. A patrol officer has expressed disagreement with a records unit
policy and suggests a modification of the policy.
b. An important report, which involves more than one operating unit,
has been carelessly prepared by a patrol officer.
c. The commanding officer of the operating unit devotes little time
to police duties which comprise the major work of the department.
d. The records unit has received orders from the chief administrative
officer to institute several changes in previous records procedure.
11. According to the previous paragraph, obtaining agreement as to definite
policies and regulations governing the records system:
a. Guarantees the avoidance of conflict between the records and
operating divisions.
b. Is of lesser importance than the maintenance of cooperative
relationships thereafter.
c. Should precede any active records division efforts to gain
compliance with such policies and regulations.
d. Should be preceded by an evaluation of the extent to which
supervisory officers consider the system an effective management
tool.
12. According to the paragraph on the preceding page, conflict between the
records division and the operating divisions is most likely to result when
the:
a. Chief administrative officer denies to the records division the
authority to check on the records activities of all members of
the department
b. Operating divisions are not convinced that their work contacts
with the records division are useful and desirable.
c. Record division voluntarily attempts to establish productive
relationships with operating divisions.
d. Operating divisions understand the specific nature of records
division duties.
Reading Test
Every place you see a dashed blank line, you have to supply the correct
word. Notice that there are different numbers of dashes in each blank space.
The dashes tell you how many letters make up the word that has been
deleted. For a word to be scored as being correct it must make sense in the
passage and it must have the same number of letters as there are dashed lines
in the blank space. All words that meet these two conditions will be scored
as being correct.
For example, a sentence in the test might read, “The driver was injured when
his 1) _ _ _ crashed into the tree.” You would complete the sentence by
printing “car” in the blank space provided: “The driver was injured when
his 1) car crashed into the tree.” The word car is used as it both makes sense
in the blank space and has the proper number of letters. The words truck,
auto, and vehicle, however, are incorrect because, even though they make
sense in the blank, they have the wrong number of letters. There were three
dashes in the blank space and, therefore, only words with three letters can be
utilized. Also, only one word has been deleted in each blank space, so make
sure that you only put one word on each dashed line.
Once you have completed the passage you then code your answers onto page
B of the answer sheet. On page B you find the alphabet printed numerous
times. Each numbered column represents one item. To code a word on the
answer sheet you write the FIRST LETTER of the word that you wrote in
the blank in the box directly under the appropriate item number. Then,
blacken out the circle in the column of letters that is the same as the letter
you wrote in the box. It is the responses coded on your answer sheet that
will be scored so make sure that you code your answers correctly. As
you are coding your answer sheet:
• Check to ensure that the item number on the answer sheet where you
are coding your responses corresponds with the item number in the
passage which identifies the word you are coding.
• Check to ensure that you have written the correct letter in the box.
• Check to ensure that you have blackened out the correct circle below
the box.
The sample paragraph on the following page demonstrates how the coding is
done.
First, complete the blanks.
The juvenile justice system encounters many types of people. Here is one
example. Mary was 15 when 1) _ _ _ was first arrested. Mary was a
popular girl. 2) _ _ the time of her arrest, 3) _ _ _ was doing well in school.
According to 4) _ _ _ teacher, she was a hard working 5) _ _ _ _ _ _ _ and
made excellent grades. Mary also had 6) _ good attitude toward school.
Mary lived with her parents 7) _ _ a middle class neighborhood.
-------------------------------------------------------------------------------------------Acceptable words for the above example are: 1) she, 2) at, 3) she, 4) her,
5) student, 6) a, and 7) in.
then, code the answers on the answer sheet.
Suggestions for Taking the Test
Skim the passage briefly. When you think you know the passage
is about, try to supply the missing words.
Begin with the easier and then go on to the harder words.
Guess at those words that you don’t know. Try to supply a word
for each blank space.
Do not be overly concerned if you are unsure of some of the
words. In this type of test you can miss many of the words and
still do well.
You may find that you disagree with statements in the passages.
Do not let that influence your choice of words. Choose words that
are consistent with the overall meaning of the passage.
Put only one word in each blank space.
In the blank spaces, use only words that both make sense and have
the same number of letters as there are dashes.
Make sure that you have coded your responses correctly.
Reading Test
1) _ _ _ of the problems in writing compositions, 2) _ _ _ _ in and out of
school, is finding something to write 3) _ _ _ _ _. Far too many 4) _ _ _ _ _
_ themes are written because the 5) _ _ _ _ _ _ _ had no interest in the
subject. 6) _ _ _ _ _ _ _ _ likes something, some activity, some sport, some
hobby. If you can only discover it, you will find 7) _ _ _ _ it will open a
door to more and better writing 8) _ _ your part.
Once your interest is 9) _ _ _ _ _ _ _ about a certain subject, if you are an
10) _ _ _ _ _ _ _ boy or girl you won’t rest 11) _ _ _ _ _ you find a way of
expressing 12) _ _ _ _ _ _ _ _ on the subject. You can of course talk about
it, and you 13) _ _ _ _. 14) _ _ _ _ _ _ _, you can learn a lot by 15) _ _ _ _ _
_ _ _ _ your information and then 16) _ _ _ _ _ _ _ down your ideas about
17) _ _ on paper.
How many subjects 18) _ _ _ there to write about? The 19) _ _ _ _ _ _ is
almost endless. Any subject you name probably will be featured in a
popular 20) _ _ _ _ _ _ _ _.
Answers
Clarity
1. b. is correct. In a. “If you cut your price” is not a complete sentence.
2. a. is correct. b. is a run-on sentence. Either make two separate sentences,
properly punctuate or use words such as “and”, “but”, “or” or “nor”.
3. b. is correct. a. states that the plane’s noise opened the window.
Obviously this is not what the writer meant. This is known as a
dangling expression or a misplaced modifier and is incorrect. The
position of a phrase or a clause in a sentence should clearly indicate the
word to which it is most closely and logically related.
4. b. is correct. In A. are the people or the shells walking along the beach?
This sentence also has a misplaced modifier.
5. a. is correct. In b. both “teaching” and “to work” are used. This is
known as lack of parallel structure. Either use “teaching” and
“working” or “to teach” and “to work”.
6. b. is correct. In a. the verbs “sang” and “leaves” do not agree in tense.
Do not shift the tense of verbs needlessly.
7. a. is correct. In b. it is not necessary to say “he” again. This is
repetitious.
8. b. is correct. see questions 3 and 4 for explanation.
9. a. is correct. see question #2.
10. b. is correct. see question #6.
11. a. is correct. see question # 2.
12. a. is correct. see questions #3 and #4.
13. b. is correct. see question #1.
14. b. is correct. see question #5.
15. a. is correct. see question #7.
16. b is correct. see questions #3 and #4.
17. b. is correct. see question #1.
18. b is correct. see question #6.
19. b. is correct. see question #5.
20. a. is correct. see question #7.
Word Usage
1. a
2. b
3. c
4. d
5. a
6. b
7. a
8. c
9. c
10. d
Spelling
1.
2.
3.
4.
5.
6.
7.
8.
a
d
b
c
b
a
d
c
9. d
10. a
Reading Comprehension
1. The conclusion derived by the correct alternative a. is inherent in the
content of the paragraph; if honest people in one nation find it difficult to
understand the viewpoints of honest people in another, it is because they
often see matters in different lights. Alternative b., c., and d. find little or
no support in the paragraph: b. is concerned with “many people” whereas
the paragraph refers to people of different nations; c. assumes that nations
are suspicious of each other and that suspicion prevents understanding; d.
contradicts the main idea expressed by the paragraph since foreign ministries
should work towards mutual understanding between nations having
discrepant viewpoints whether or not they have a common cause.
Alternative e. sets forth an ethical command which to an extent stems from
the content of the paragraph but which is not completely warranted by it as
is the conclusion of alternative a.
2. The correct alternative b. restates the main idea presented in the
paragraph that living is mere existence for those individuals who lack the
enjoyment of art, literature, and science. Alternative a. directly contradicts
this main idea, and alternatives c. and e. also contradict the paragraph which
acknowledges that education should prepare the individual to make a
livelihood although it shouldn’t stop there. Alternative d. goes beyond the
paragraph in that it affirms that each individual must enjoy scientific
literature, whereas the original statement simply suggests that life in general
would be limited if the riches of science, art, and literature were not
available for appreciation and enjoyment.
3. a. This statement is probably true, and you may agree with it – but it is
not stated in the paragraph. Remember, no personal opinions. Just
deal with the facts.
b. This is ridiculous and far-fetched.
c. This choice is not stated in the paragraph at all. The catch-word
“always” makes this choice entirely invalid.
d. This is stated in the paragraph, and is true. However, in the paragraph
the qualifying words “too often” are used, which limit the scope of the
statement. Also, this choice does not quite summarize the entire
central idea or thought of the passage. It is too narrow.
e. This choice is open to no exceptions and accurately sums up the
entire central thought of the paragraph. It is the best conclusion
that could be drawn in the light of the five choices given.
4. c
5. e
6. c
7. c
8. b
9. a
10. d
11. c
12. b
Reading Test
1. one
5. student
9. aroused or
excited
13. will
2. both
6. everyone
10. average
3. about
7. that
11. until
4. boring
8. on
12. yourself
14. however
15. gathering
17. it
18. are
19. number
16. writing,
jotting, setting
20. magazine
Essay Writing
Patterned plan of attack.
Read the topic carefully, several times if necessary.
Note the important words or main focus of the assigned task.
Plan your essay: Pre-write by clustering or outlining.
Write your essay; Use the appropriate form: “Why,” “story,” or
“compare-contrast” essay.
Re-read your essay, making minor corrections in spelling, grammar,
etc.
Checklist for a good essay.
• Address the assignment, be well focused.
• Be well organized, smooth transition between paragraphs, coherent,
unified
• Be well developed, contain specific examples to support points
• Be grammatically sound (only minor flaws), correct sentence
structure, correct punctuation, and use of standard written English.
• Use language skillfully, variety of sentence types, variety of words.
• Be legible, clear handwriting and neat.
Important terms used in essay questions
Describe: requires the use of adjectives, adverbs, and descriptive type
phrases. You are trying to “paint a mental picture” for your reader.
Compare: Requires analyzing similarities and differences between two or
more items.
Explain: Requires reason substantiating an opinion or strengthening an
argument. Answers the question “why?”
Contrast: Requires setting up a comparison between items, usually
focusing on their differences.
Discuss: Usually allows a more open-ended approach, enabling the writer a
broader range of possibilities of approach.
Argue (or present a point of view): Requires the writer to take only one
point of view (either pro or con) and substantiate the position. Don’t be
concerned about taking the “right” or “wrong” position. That doesn’t
matter. What matters is, whichever position you take, that it be soundly and
clearly supported.
Practice Essay Topics:
Allow yourself 30 minutes to plan and write each essay. Limit yourself to
approximately three handwritten pages.
Topic 1. Describe a particular time in your life when you had difficulty
making an important decision.
Topic 2. Our lives have high points and low points. Choose one particular
high point or low point and explain why it had such an impact on you.
Topic 3. The maximum speed limit in California is 65 miles per hour.
Write a strong argument (either pro or con) regarding this speed limit.
Topic 4. Tell us why you want to become a police officer or deputy sheriff.
Topic 5. What have you done to prepare yourself for a position as a peace
officer.
HOW TO BECOME A PEACE OFFICER
BY: WAYNE (LQ) LEQUANG
www.howtobecomeapeaceofficer.com
If you want to become a Peace Officer:
Police Officer
F.B.I.
Secret Service
Parole Officer
Deputy Sheriff
Border Patrol
CSI
D.M.V. Inv.
Highway Patrol
Detective
U.S. Customs
D.A. Investigator
State Trooper
Dept. of Justice
Probation Officer
D.E.A.
This workbook and its philosophy, principles, techniques and assignments
will bring you closer to your career. In this work book I will guide and
coach you through the civil service exam. “Come on rookie follow me.”
The contents, techniques, philosophy, principles, and assignments of this
workbook are not taught in colleges.
• Application Process
• Written Exam
• Physical Agility Test
• Oral Exam (45 common questions with sample answer format)
Tell us about yourself?, Why do you want to become a peace officer?, What have you done to prepare yourself for this
position?, What are the primary duties of a peace officer?, Why do you want to work for our department?, What have you
done to help improve your community?
• Hypothetical Oral Questions
What would you do if you pulled over your mom for running a red light?, What would you do if your partner stole
something in front of you? What would you do if your (FTO) abused a prisoner? What would you do if you saw
something against departmental policy? What would you do if your partner lied on a police report?
• Background Investigation (Tips on how to pass background Inv.)
• Medical Exam, Polygraph Exam, and Psychological Exam.
And much, much more: 22 self improvement assignments, applicant’s readiness to
test with an agency exam, suggested reading for applicants and a lot of inside stuff
only a peace officer would know. (ISBN # 1-41205819-8) www.trafford.com