Administration of Justice

PREPARING FOR THE MULTIPLE-CHOICE AND CLOZE EXAMS

There are many different types of tests. Two kinds of tests that most of us are familiar with

are achievement tests and aptitude tests. Achievement tests measure what you know about

some specific thing. A final exam in college is an example of an achievement test. In a

final exam, the student is evaluated on how well he or she has mastered the curriculum of

the class. Aptitude tests are quite different; they are tests for determining the probability of

a person's success in some activity in which he or she is not yet trained. A college entrance

test, such as the SAT, is an example of an aptitude test. In reality, achievement tests and

aptitude tests occupy the end points of a continuum of test type for all tests are a little of

each. It is important to know the distinction between the two types of tests is because, in

general, you can study to improve your score on an achievement test, but there is only a

limited amount of study and preparation that you can do for an aptitude test.

The POST Test-Battery is primarily a language aptitude test. As such, there is some

improvement in test score that can be achieved by preparation, but how you do on the test is

primarily determined by how much language skill you presently possess. Language skills

develop over a lifetime and tend to be very stable. Noticeable improvement in language

skills typically takes a prolonged, intense effort. Most people require several semesters of

college level work to appreciably improve their reading or writing levels.

We have developed this test preparation guide so that you can be as prepared as possible to

take the test. In this guide, we will explain exactly what is tested in the exam, we will

provide you with a short, sample test to practice on, and we will provide you with what we

believe to be the best strategies for answering test questions.

WHAT THE TEST BATTERY MEASURES

Focusing exclusively on language ability, the test battery is comprised of two components:

one evaluates writing ability and the other reading ability. The writing component of the test

measures clarity, vocabulary, and spelling, and the reading component measures reading

comprehension.

Writing Ability

Each of the three writing sub-tests is 15 items in length. The clarity sub-test has the test-taker

identify which of two sentences is correctly written. As the segment name implies, this

section is intended to measure the test-taker's ability to identify clear writing. Typical

incorrect sentences manifest problems with unclear reference, misplaced modifiers, fragments,

run-ons, etc. No uncommon sentence faults are included.

2

The spelling sub-test utilizes a standard four choice multiple-choice format. A sentence is

given with one word omitted. A straight line of approximately 1-inch indicates the location of

the omitted word. Four alternative spellings of the same word are given. The alternative

spellings are arrayed under the item.

The vocabulary sub-test also uses a standard four choice multiple-choice format. One word in

a sentence is underlined and the test-taker is instructed to select the alternative that is the most

accurate synonym or definition. Words are included in the spelling and vocabulary tests that

are likely to be encountered in law enforcement work but which are not law enforcement

specific or learned in training or on the job.

Reading Ability

Two types of reading comprehension tests are utilized. One is comprised of a 20-item read-apassage,

answer-a-question, multiple-choice test, and the other is a 40-item cloze test. The

multiple-choice test utilizes passages which were taken from a variety of sources and which

vary in length from a single paragraph to a page. Some come directly from law enforcement

materials, others are non-law enforcement narratives. Neither test requires any prior law

enforcement knowledge in order to correctly answer the questions or complete the blanks.

The cloze test is comprised of a passage with 40 words deleted. The first and last sentences of

the passage are left intact. Between the first and last sentences, every seventh word is

systematically deleted from the text. No word is deleted that cannot be deduced from context.

A dashed line is presented where a word has been deleted, with the number of dashes

indicating the number of letters in the deleted word. The test-taker must insert a word where

one is deleted. The word must come from the test-taker's vocabulary as no alternative words

or lists of words are presented in the test. A word is considered correct if it is syntactically

correct and semantically appropriate--it must be the right part of speech and it must make

sense in the passage. In some instances, there is more than one correct response, in others

only one word can correctly fill the blank. Where more than one word is correct in a blank,

the you will get credit for any correct answers that you identify.

The cloze test is printed in a separate, disposable test booklet. It is intended that you actually

write in the deleted words thus providing you with a more complete picture of the textual

material being interpreted. You are instructed to write and then code your answer onto a

scannable answer sheet the first letter of every word that you chose.

PRACTICE TEST

The following shortened version of the test is provided to introduce you to the directions and

types of items that you will encounter on the actual test. Familiarity with the structure and

content of the test should reduce any anxiety that you might have regarding what to expect

on the exam. The covers of the test, as well as all instructions and directions, have been

presented exactly as they appear on actual tests. Following each practice sub-test, the keyed

responses are provided along with an explanation of why the other choices are incorrect.

For item formats where test-taking strategies can improve your score, the strategies have

been presented.

3

ENTRY-LEVEL LAW ENFORCEMENT TEST BATTERY

TEST BOOK A

CALIFORNIA COMMISSION ON

PEACE OFFICER STANDARDS AND TRAINING

1601 ALHAMBRA BOULEVARD

SACRAMENTO, CALIFORNIA 95816-7083

CONTROL NUMBER ____________

4

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.

Be sure you mark the space on your answer sheet that has the same number

as the question in the test 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.

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.

5

Instructions:

In the following pairs of sentences, identify the sentence which is most clearly written. If sentence "A" is

clearer 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 booklet.

1. A. The officer was hoping to get a new partner, one that had a great deal of experience.

B. The officer was hoping to get a new partner. One that had a great deal of experience.

2. A. Bullet fragments were gathered by officers in envelopes.

B. Bullet fragments were gathered in envelopes by officers.

3. A. The suspect disliked the officer as did the judge.

B. The suspect disliked the officer as much as the judge.

4. A. The officer had probable cause to arrest the suspect when he arrived at the scene.

B. When the officer arrived at the scene, he had probable cause to arrest the suspect.

5. A. Jail is not a pleasant place to be, but they do get their basic necessities met.

B. Jail is not a pleasant place to be, but prisoners do get their basic necessities met.

1,A; 2, B; 3, A; 4,B; 5,B

In item #1, alternative "B" is incorrect because "One that had a great deal of experience" is a sentence

fragment.

In item #2, alternative "A" is incorrect because it contains a misplaced modifier. The way this sentence

is written, the officers collecting the bullet fragments were themselves in the envelope.

In item #3, alternative "B" is incorrect because it is confusing and ambiguous. Does the suspect dislike

both the officer and the judge, or does the judge dislike the officer as much as does the suspect? One

can't tell the way the sentence is written.

In item #4, alternative "A" is incorrect because it has an unreferenced pronoun. The way the pronoun

"he" is used in this sentence makes it unclear if "he" is referring to the officer or the suspect.

In item #5, alternative "A" is incorrect because the pronoun "they" does not refer to an antecedent noun.

In sentence "B", the proper noun "prisoners" makes the sentence clear.

6

This is the only sub-test where studying can markedly improve your test score. The clarity test measures

your ability to identify clear, as opposed to unclear, writing. The writing faults that are included in this

test relate to modification, reference and sentence boundaries. No obscure writing faults are included.

To maximize your test score, you should review the rules regarding:

1. Modification

Example 1:

A. "In rural areas, more deer are killed by automobiles than by hunters."

B. "In rural areas, automobiles kill more deer than hunters."

Explanation:

"A" is clearly written. The reader knows that more deer are killed by automobiles than

are killed by hunters. "B" is an example of improper modification. The way the sentence

is written automobiles are killing both deer and hunters.

Example 2:

A. Beginning to run before stretching is frequently the cause of shin splints.

B. Beginning to run before stretching frequently is the cause of shin splints.

Explanation:

"A" is correctly written. The reader knows that beginning to run before stretching can

frequently cause shin splints. "B" is written incorrectly. The way this sentence is

worded, "frequently" incorrectly modifies stretching thus causing confusion or error.

2. Vague or Indefinite Reference:

Example 1:

A. The next time Mary was in town, she agreed to have lunch with

Sue.

B. Mary agreed to have lunch with Sue the next time she was in

town.

Explanation:

"A" is clearly written. The reader knows who is having lunch, with whom, and when.

"B" suffers from an ambiguous reference. The sentence is ambiguous because the way it

is worded does not make clear whether Mary will have lunch with Sue the next time

Mary is in town or the next time Sue is in town.

Example 2:

7

A. The child wanted everything he saw advertised in commercials, even though he

didn't know exactly what the toys were.

B. The child wanted everything he saw advertised in the commercials, even though

he didn't know exactly what they were.

Explanation:

"A" is clearly written. The reader knows that what were advertised in the commercials

were toys. Choice "B" is incorrect because the "they" at the end of the sentence is

unreferenced. The reader does not know what was in the commercials that the child

wanted.

Run-on Sentences:

Example 1:

A. The necessary revisions have been made by the author and the manuscript is now

ready to be printed. The publicist can begin developing the advertising campaign.

B. The necessary revisions have been made by the author and the manuscript is now

ready to be printed the publicist can begin developing the advertising campaign.

Explanation:

Sentence "A" is correctly written. Sentence "B" is a run-on because it consists of two

complete sentences that are not separated by either a semi-colon, a period, or a comma

and a coordinating conjunction.

Sentence Fragments:

A. The position requires that the incumbent type, file and prepare travel expense

claims in addition to acting as the receptionist for the organization.

B. The position requires that the incumbent type, file and prepare travel expense

claims. In addition to acting as the receptionist for the organization.

Explanation

Sentence "A" is correctly written. Sentence "B" is incorrect because the phrase "in

addition to acting as the receptionist for the organization" is not a complete sentence.

8

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.

1. The witness corroborated the suspect's story.

a. verified

b. contradicted

c. added to

d. questioned

2. It was not a very pragmatic plan.

a. plausible

b. serious

c. practical

d. sensible

3. The police sequestered the suspect.

a. caught

b. isolated

c. arrested

d. released

4. In order to conceal her guilt, Linda told a blatant lie.

a. harmless

b. subtle

c. careless

d. obvious

5. He was ignorant of the proper procedures.

a. unaware

b. conscious

c. uncertain

d. cognizant

1,A; 2, C; 3, B; 4, D; 5, A

In item #1:

verify means to corroborate, confirm, or attest to

contradict means to express the opposite

added to means to augment

question means to cast doubt on

9

In item #2

plausible means apparently valid or likely

serious means earnest or sincere

practical means pragmatic

sensible means reasonable or wise

In item #3

caught means to seize or trap

isolate means to sequester

arrest means to seize or bring into custody

release means to let go

In item #4

harmless means not harmful, inoffensive

subtle means not obvious

careless means done without care or concern

obvious means blatant

In item #5

unaware means ignorant

conscious means aware

uncertain means having questions regarding

cognizant means aware

The best way to improve your vocabulary is to read, read, read and read some more. It is only through

using and interacting with language that we develop any real mastery of it. To learn words in isolation

is very difficult. We can study word lists and attempt to memorize them, but this tends to be less than

optimal as a means of improving vocabulary. Words will be remembered for awhile and then forgotten.

We can also study the Latin and Greek roots, prefixes, and suffices on which many of our English words

are based. Research has not demonstrated, however, a substantial carry over between learning these

roots, prefixes, and suffices and actually improving one's vocabulary. Thus, there is probably not much

that you can do to improve your vocabulary in the short run. Any real improvement will come only after

extensive reading.

This said, it is useful and interesting to see how words can be built from roots, prefixes, and suffices.

[Hyperlink to "Roots, Prefixes, and Suffices]Click here to see some of the more common roots, prefixes,

and suffices and some of the words that are built using them.

Roots Meaning Example

bas low basement, debase

bio life biology, biopsy

cent hundred century, centipede

dec ten decade, decimal

ego I egoism, egomaniac

equ equal equity, equanimity

fort strong fortitude, fortify

10

graph write autograph, graphic

loc place location, dislocate

mort death mortal, mortician

ped child pediatrician, pedagogy

phob fear claustrophobia, homophobia

poten powerful impotent, potentate

soph wisdom philosophy, sophisticated

term end terminate, terminal

urb city suburban, urban

Prefixes Meaning Example

anti against antidote, antislavery

in, il, im,ir not indiscrete, illegal, impossible, irresponsible

inter among, between intercede, interject

non not nonconformist, nonentity

re back recur

pre before precede, preempt

sub under subvert, submarine

trans across transmit, transcend

un not un-american, unaware

Suffices Meaning Example

ance, ence state of indulgence, abundance

ate one who candidate, advocate

il, ile capable of being evil, servile

ness quality of willingness, shrewdness

ory a place for factory, depository

some characteristic of loathsome, fearsome

1. Put the word in context.

If you do not know the word itself, attempt to figure out the meaning based on the

meaning of the sentence in which it is used.

2. Be aware of subtle differences in meaning.

There will be occasions when two words seem to be correct. Before making your

decision regarding which word to indicate as the correct choice, attempt to identify the

differences between the words. This will help you decide which word is most correct in

the context in which it is presented in the test.

11

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.

1. His ______________ of the situation was incorrect.

a. analisys

b. annalysis

c. analysis

d. anallysys

2. It was not _____________ who committed the crime.

a. apparent

b. apperant

c. aparent

d. aperant

3. She was a ____________ worker.

a. conscienteous

b. consceintious

c. consceinteous

d. conscientious

4. She did not actually _____________ the stolen goods.

a. receive

b. recieve

c. receve

d. recive

5. There was only one witness to the boy's ______________.

a. abducton

b. abducsion

c. abduction

d. abduckion

1,C; 2,A; 3, D; 4, A; 5, C

It is difficult to prepare for the spelling portion of the test. There were no specific word lists utilized to

identify the words that comprise the spelling test and, therefore, no specific words to study. The words

that comprise the test are words that could likely find themselves in police reports or in the other writing

done by officers.

12

There are rules that govern spelling, but they are many and complex. For a presentation of the more

common rules, click here.

(begin click)

The following includes just a few of the more important rules that govern spelling. The complete set of rules

that govern spelling is quite extensive. Also, there are numerous exceptions to the rules.

1. Prefixes

A prefix is a syllable or syllables added to the beginning of a word to change its meaning. The word

prefix means "to fix to the beginning of a word." A prefix does not change the spelling of the original

word, it is simply added to the beginning of that word.

Examples:

2. Suffixes

A suffix is a syllable or syllables added to the end of a word to change its meaning. Suffix is defined as

meaning "a letter, syllable, or group of syllables added at the end of a word or word base to change its

meaning."

There are a number of rules that govern spelling when adding a suffix.

B. When a one syllable word ends in a single consonant preceded by a single vowel, you double the

B When a word with more than one syllable ends in a single consonant preceded by a singe vowel,

3. Plural forms of nouns

13

4. "I" and "E" Rule:

receive).

Instructions

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 the letter which identifies your choice in the space on your answer sheet. Do not spend too

much time on any one item.

1. The case of Gideon v. Wainwright, decided by the Supreme Court in 1962, granted court-appointed

counsel to people charged with felonies who could not afford to pay for their own attorneys. In a more

recent case, the Supreme Court declared that the right extends to persons who are charged with any

crime for which prison is a potential penalty. According to these court decisions, a defendant way waive

his or her right to be represented by counsel at trial, but the state must at least provide the defendant with

the opportunity to have free counsel.

Based on the above passage, which of the following statements is most correct regarding defendants

who cannot afford an attorney

14

a. anyone who must appear in court has the right to a free attorney

b. anyone whose charges may result in prison must have an attorney representing him or her at trial

c. anyone charged with a felony must have an attorney present for his or her trial

d. anyone charged with an offence that could lead to prison must have the option of a free attorney*

2. During the 1970s rural America registered a population gain of almost 14 percent, while metropolitan

growth was just under 10 percent. The surprising spurt in rural growth had nothing to do, however, with

prolific reproduction. On the contrary, rural areas were mired in aging townsfolk. This fact, combined

with trend toward smaller families, actually resulted in a 10 percent decline in the existing rural

population between 1965 and 1970. Newcomers more than made up for that loss. The latest census tells

us that one sixth of the U.S. population now lives in rural areas and 40 percent of all new housing in the

1970s was built on rural land. The rural areas are now growing faster than the metropolitan areas for the

first time since the early 1800s.

Based on the preceding passage, which of the following statements is most accurate?

a. Rural areas were mired in aging townsfolk because the young and farmers were immigrating to

the cities.

b. There has been more than a 10 percent increase of newcomers to rural areas.*

c. The overall gain in the American population was almost 14 percent.

d. The trend toward small families contributed to the decrease in the urban population growth rate.

3. Entrapment is defined as officers or agents of the government provoking a person to commit a crime that

he did not originally contemplate in order to prosecute him. The goal of law enforcement is not to

encourage nor to create an offense, but to prevent people from committing crimes and/or arrest people

when they do commit offenses.

Based on the preceding passage, which of the following statements describes an instance of entrapment?

a. Property that has been marked by police so that they can trace it at a later time.

b. A victim, learning that a person intends to rob him, does nothing to stop the crime, but instead

allows the robber to carry through with the crime so that police will catch him in the act.

c. A door to a warehouse containing valuable merchandise is purposely left open by police.*

d. An undercover officer approaches a known drug dealer and tries, unsuccessfully, to purchase

drugs.

4. Community policing has gained increased acceptance during the past 10 years. The community policing

model places service to the public and prevention of crime as the primary role of police in society and

emphasizes problem solving, with active citizen involvement in defining those matters that are important

15

to the community, rather than crime fighting and arrest statistics. Officers at the patrol level are required

to spend less time in their cars communicating with other officers and more time on the street

communicating with citizens. Proponents of this style of policing insist that addressing the causes of

crime makes police officers more effective and at the same time enhances the quality of life in the

neighborhood. Community policing concepts, if successfully implemented, offer the prospect of

effective crime prevention and substantially improved community relations. Although communitybased

policing is not a panacea for the problems of crime in society, it does offer valuable opportunity to

both reduce crime and enhance the police image.

1. According to the preceding passage, which of the following statements is most accurate?

a. Community policing is expected to increase the number of arrests made by patrol

officers.

b. Implementing community policing is expected to decrease the amount of crime.*

c. Community policing is not designed to lessen crime.

d. The community policing model defers decision-making to citizens and community

members.

5. GENERAL ORDER 62 (Radio Codes)

The purpose of this general order is to describe the coding system that identifies the various

departmental and non-departmental units. Below you will find three components of police radio codes

(A, B, and C). When a dispatcher sends officers out on a call, these 3 code components are used.

Each call number shall be comprised of three components:

1. the first digit identifies shift

2. the alpha digit describes the operational assignment

3. the last two digits identifies unit or area

A. Call numbers shall be assigned as follows:

Shift designation

1 day

2 swing

3 graveyard

B. Operational assignments

A. patrol division, platoon 1

B. patrol division, platoon 2

C. patrol division, special activities

D. patrol division, gang unit

E. traffic division, motorcycle unit 1

F. traffic division, motorcycle unit 2

G. traffic division, administration

H. investigation division, fraud

I. investigation division, drugs

16

J. administration division

C. Unit or Area

1-13 Metropolitan area

13-20 Airport

21-40 Industrial parks

41-45 Residential areas

Using the above coding system, the call number 2-B-12 would identify

a. swing shift, platoon 2, metropolitan area

b. graveyard, platoon 1, airport

c. swing shift, administration, residential

d. day, traffic unit 1, airport

1,D; 2, B; 3, C; 4, B; 5, A

Item #1: Alternative "A" is incorrect because it states that "anyone who must appear in court has

the right to a free attorney" while the text states that "persons who are charged with any

crime for which prison is a potential penalty" have a right to a free attorney.

Alternative "B" is incorrect because it states that "anyone…must have an attorney

representing him at trial." The passage, however, states that "a defendant may waive his

or her right to be represented."

Alternative "C" is incorrect because it states that "anyone charged with a felony must be

represented for his trial" while the passage only addresses individuals charged with a

crime "for which prison is a potential penalty."

Item #2: Alternative "A" is incorrect because the passage says nothing about "the young and

farmers …immigrating to the cities."

Alternative "C" is incorrect because the distractor states that there was an "overall gain in

the American population", but the passage speaks about rural and metropolitan growth,

not overall growth.

Alternative "D" is incorrect because the passage states that the trend toward smaller

families resulted in a "decline in the existing rural population", while the distractor talks

about a trend toward smaller families affecting urban growth.

Item #3: Alternative "A" does not constitute entrapment because there is no government

provocation to steal the marked items.

Alternative "B" is not entrapment because the activity described is undertaken by a

"victim", not by the government.

17

Alternative "D" is not entrapment because the officer is not provoking an individual to

commit a crime that they were not already contemplating committing.

Item #4: Alternative "A" is incorrect because community policing is not focused primarily on

enhancing arrest statistics but rather "places service to the public and prevention of crime

as the primary role of police in society."

Alternative "C" is incorrect because community policing is intended to lessen crime.

Unlike traditional policing, however, this goal is to be achieved through crime

prevention, not crime fighting.

Alternative "D" is incorrect because decision-making is not deferred to the citizens and

the community. Community policing does, however, stress "active citizen involvement

in defining those matters that are important to the community."

Item #5: Alternatives "B", "C", and "D" are immediately recognized as incorrect because the last

element of the code (12) refers to the metropolitan area, and only one of the choices, "A",

meets this condition.

Strategy 1: Read the question and the alternative responses before reading the passage.

The issue of whether to read the passage or the question first is debated. Some contend that the

passage should be read carefully before the question and alternative answers. Such a tactic,

however, inevitably requires the reader to go back to the passage after reading the passage and

question. It also precludes the reader from reading with a purpose or a goal, both of which

improves reading efficiency. I favor reading the question and alternative answers first, and then

reading the passage. This strategy has the advantage of having the test-taker read the passage

while looking for specific information (the information that will answer the question that he or

she already knows, and which identifies one of the known alternative choices as being correct).

Strategy 2: Don't answer a question based on your opinions or knowledge; answer the question based on

what is in the passage.

The reading passages come from a variety of sources, and they address a variety of topics. In all

instances, however, all of the information needed to answer the question is contained in the

passage. In answering the questions, be guided by the information contained in the passage, not

on other information that you possess or on opinions that you may hold.

Strategy 3: Read the question very carefully.

It is very unlikely that you will identify the correct answer if you have misread the question.

18

NAME: ___________________________________________________________________

(Last) (First) (MI)

SOCIAL SECURITY NUMBER ____ ____ ____ -- ____ ____ -- ____ ____ ____ ____

TEST LOCATION ___________________________________________________________

DATE _____________________________________________________________________

(Month) (Day) (Year)

ENTRY-LEVEL LAW ENFORCEMENT TEST BATTERY

TEST BOOK B

220

CALIFORNIA COMMISSION ON

PEACE OFFICER STANDARDS AND TRAINING

1601 ALHAMBRA BOULEVARD

SACRAMENTO, CALIFORNIA 95816-7083

ALL RIGHTS RESERVED

CONTROL NUMBER ______________________

19

This is a test of how well you can read. The test is completed by supplying missing words in

sentences and then coding those words on your answer sheet.

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 dashes. All words

that meet these two conditions will be scored as being correct.

though they make sense in the blank, they have the wrong number of letters. There were three

dashes in the blank space, therefore, only words with three letters can be used. Also, only one

word has been deleted in each blank space, so make sure that you put only one word in each

blank space with a dashed line.

Once you have completed the passage, you then code your answers onto Page 2, side 2 of the

answer sheet. On Page 2, you will find the alphabet printed many times. Each numbered

of the word that you wrote in the blank, in the box directly under the appropriate item number.

Then, blacken the circle in the column of letters that is the same as the letter you wrote in the

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.

• you have written the correct letter in the box.

• you have blackened the correct circle below the box.

The sample paragraph on the following page demonstrates how the coding is done.

20

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 first 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.

21

22

The ability to write clear, well-developed reports is a necessary prerequisite to being a good law

enforcement officer. Writing good 1)_ _ _ _ _ _ _, however, has been, and continues to 2)_ _

one

of the primary weaknesses of 3)_ _ _ _ officers. Writing skills can be improved 4)_ _ _ _ _ _

through raising entrance standard, improving training, 5)_ _ a combination of the two.

Accepting 6)_ _ _ _ there are limits on how high 7)_ _ _ _ _ _ _ _ standards be set, one is

realistically 8)_ _ _ _ with training as a means of 9)_ _ _ _ _ _ _ _ _ writing skills.

POST has developed a 10)_ _ _ _ _ _ _ course for the basic academy that 11)_ _ designed to

teach

students how to 12)_ _ _ _ _ clearly and effectively. The curriculum is 13)_ _ _ _ _ _ by

established principles of teaching and 14)_ _ _ _ _ _ _ _. A basic premise underlying the

curriculum 15)_ _ that writers learn best by writing, 16)_ _ _ by writing frequently. A second

premise 17)_ _ that students learn best whey they 18)_ _ _ _ _ _ _ information through more than

a single 19)_ _ _ _ _ _ _ mode.

1) reports

2) be

3) many

4) either

5) or

6) that

7) entrance

8) left

9) improving

10) writing

11) is

12) write

13) guided

14) learning

23

15) is

16) and

17) is

18) receive

19) sensory

As can readily be seen from the list of correct words, some of the words are very easy to

identify and others are considerably more difficult. On this type of test it is extremely

rare for a test-taker to get all of the words correct. Therefore, you should not worry if

you do not know all of the words. To do you best on this type of examination, it is

important that you read through the entire passage before you write, and then continue to

re-read the passage as you enter more words.

THE ESSAY EXAM

Preparing for the Law Enforcement Essay Exam

The best way to prepare for the Essay Exam is, of course, to write. This packet of information

provides you with the scoring guide, a group of scored essays, and four sample essay prompts.

The sample prompts should let you know what is expected of you and provide you with some

samples for practice. The essay exam is a 40-minute exam, so you should practice by giving

yourself timed writings. As you read the packet of "Sample Scored Essays," you should

remember that typing the sample essays makes the errors and other problems more noticeable

than they would be when handwritten.

If you have not written for a very long time, or if you feel that your knowledge of grammar is

insecure, you might find it useful to take a writing course at a local college. A number of

grammar handbooks exist, which you can locate at almost any bookstore, especially college

bookstores. One very popular handbook is called Easy Access: The Reference Handbook for

Writers, by Katherine Adams and Michael Keene (Mayfield Publishing). This text includes a

good section on English as a Second Language. One caution: the study of grammar without

writing practice seldom improves writing.

Why Essays Fail

Essays fall into the lower half of the scoring range for a variety of reasons. The scoring guide

should make clear why essays fail. But more discussion might be helpful.

1) Some essays are difficult to follow. The writer may know what he or she means, but a reader

has difficulty following. In the "Sample Scored Essays" packet, the essay with a score of 3 not

only contains a number of errors, but seems to leave out details and reasons that would make

the essay clearer.

24

2) Some essays are problemed by error, especially errors that obscure meaning. One common

problem that is readily corrected is the shifting from one tense to another (e.g., "He got out of his

car and then he starts to yell."). Usually, writers who take time to proofread their work can get

rid of many errors.

3) Some essays do not provide sufficient relevant detail or fail to explore ideas in any depth. The

general instructions for the essay exam call for a fully developed essay. Exams that are only a

handwritten half page will probably not have sufficient development.

4) The prompts ask the candidates to write about a specific incident; some candidates choose,

instead, to write about a more generalized situation, which misses the point of the topic (e.g.,

"Whenever I teach, I follow these rules."). In the "Sample Scored Essays" packet, the essay with

a score of 2 exemplifies this generalized approach. The purpose in asking for a specific incident

is that this task most nearly replicates the body of a police report: the prompt asks for a

chronology of events and a conclusion.

SAMPLE QUESTIONS

Below are four practice prompts. They are typical of the kind of question you will face on the

exam: these prompts ask you to write about a specific incident and then to reflect upon the

experience.

These prompts are intended to test the candidates' ability to write a clear, coherent narrative--

much like what one expects in good police report writing: the ability to provide ample and

appropriate detail and to draw well-reasoned conclusions.

The prompts below will provide you with a good deal of practice. You should try each prompt

as a timed writing experience. You should be able to use each prompt more than once if you

discuss a different incident with each attempt.

1. All of us have had experiences when everything went right, when we succeeded at something

we tried, in spite of odds against success.

Describe a difficult task that you carried out successfully or a difficult goal that you achieved.

Explain how you went about it and what you learned from the experience of overcoming the

odds.

2. Events or situations in our lives often produce unexpected responses. We may find ourselves

reacting in better or worse ways than we would have thought.

Write about a time when your reactions to an event or a situation in life were not what you would

have expected. Describe the event and explain how your response surprised you.

25

3. Write an essay about a point in your own life when you felt that you did not receive proper

recognition or praise for something you did. Describe the situation, indicating what rewards you

anticipated, why you expected them, and why you felt you were not properly rewarded.

4. Write about a potentially explosive situation, where tempers of the involved parties were hot.

Describe the situation and explain what you did to neutralize it.

Some Specific Language Problems

In hurried, first-draft writing, most people make some errors. A few errors will not cause failure

on the exam. If, however, the essay contains a large number of errors or a great variety of errors,

the essay will receive a lower score.

It is important to give yourself time (at least a few minutes) to proofread your essay.

In addition to tense shifting, mentioned earlier, a number of other specific grammar or language

problems need to be mastered.

1) Sentence fragments: groups of words that do not form a complete sentence: "Which is what I

meant."

2) Running two sentences together without any punctuation: "We entered the house without

making any noise we heard a scuffling noise from the bedroom."

3) Connecting two sentences with a comma: "We entered the house without making any noise,

we heard a scuffling noise from he bedroom."

4) Loss of past tense endings: "Yesterday we reach our destination and then we call home."

5) Subject-verb agreement: "The boys was going to the beach that afternoon."

6) Spelling: Repeated spelling errors will lower the score on an essay. Writers should be able to

spell commonly used words. Make a list of words that you find difficult to spell so that you can

master the spelling of those specific words. Some confused spellings are the following:

there/their/they're, your/you're/ its/it's, hear/here, our/are.

SCORING GUIDE

Candidates are asked, first, to narrate or describe an event or situation from personal experience

or observation. In the last part of the question, they are directed to provide some sort of analysis

of the experience.

RANGE OF SCORES

26

6 The "6" essay

--responds effectively to the writing task

--explores the issues thoughtfully and in depth

--is coherently and logically organized and fully developed

--has a fluent style marked by sentence variety and language control

--is generally free from errors in mechanics, usage, and sentence structure

5 The "5" essay

--responds clearly to the writing task

--explores the issues in some depth

--is clearly organized and well developed

--displays some sentence variety and facility in language

--may have a few errors in mechanics, usage, and sentence structure

4 The "4" essay

--responds adequately to the writing task

--may not explore the issues in depth

--is adequately organized and has sufficient development

--basic competence in mechanics, usage, and sentence structure

3 The "3" essay reveals weakness in one or more of the following:

--does not clearly respond to the writing task

--may not provide adequate development or may lack specificity

--may be poorly organized

--may have an accumulation of errors in mechanics, usage, and sentence

2 The "2" essay reveals weakness in one or more of the following:

--may indicate confusion about the topic

--may have weak organization or be seriously underdeveloped

--may lack focus or demonstrate confusion about the writing task

--may be marred by frequent errors in mechanics, usage, and sentence structure

1 The "1" essay

--suggests an inability to comprehend the question

--may be off topic

--is unfocused or disorganized

--is undeveloped

--may have serious and persistent errors in mechanics, usage, and sentence structure

Each essay is read by two raters, and the raters' scores are added. A total score of 6 or below is

failing. That is, an essay that receives two scores of "3" does not pass the written exam.

EXAMPLE ESSAYS

27

The following is a set of actual essays and the grades that they received. The essays were written

in response to the following question.

Issue: We all have to make important decisions that may affect our own lives or the lives

of others.

Prompt: Write about a time when you made such an important decision. Describe the

issues that affected your decision and the results.

Score – 6

My present occupation is that of a manager in a large department store where I supervise

a number of employees of various life experiences and maturity levels. One such employee,

whom I'll call Scott, came to work for me some months ago. This was his first job and he

seemed immature but in a harmless, charming way. His earnest nature compensated for his

immaturity and I decided to hire him on a trial basis.

Through the months that we worked together, I could see him gaining confidence with

each new project he was assigned, whether it was meeting and greeting customers or moving and

merchandising new products. The improvements in his confidence and maturity were evident

every week and I was taking pride in his development.

As evidence of this new pride in his ability to earn a paycheck, Scott purchased a used car

and planned to make monthly payments until it was paid for. About the same time he made this

purchase he was given a raise in pay. When he received his next check, he noticed a sizable

increase in pay but attributed is all to his increase in hourly rate. What had happened though was

that he was given more money than he was entitled to but wasn't made aware of it until he had

spent it all.

The unfortunate result was that he would be docked on his next few checks a sum that

would make up for the overpayment. Scott hadn't planned on such an occurrence and was not

prepared to make his car payments with his amended paychecks. Scott was not in a very

confusing situation and I understood this and suggested that perhaps once the payroll mess had

been resolved he would still have time to make the payment. He told me he would take care of it

and I assumed the matter was resolve. Much to my dismay, a few days later, Scott was caught

trying to steal a very expensive bread maker, presumably so that he could sell it and make

enough to settle his car payment.

I was very disappointed in him and brought this to his attention. For awhile, I even

considered turning him in to the police in order to impress upon him the seriousness of his act.

After some thought, I decided not to turn him in to the police.

Among my considerations affecting this decision was Scott's age and predicament. He

had extended himself to buy this car when he was encouraged by me and talk of an increase in

pay. Given his lack of experience with payroll procedures, he didn't understand the payroll snafu

and what steps would need to be taken to correct it. His car payment was coming due and this

car symbolized freedom and adulthood to him. All these contributing factors caused a

somewhat immature young man to act immaturely. I recognized his confusion and predicament

28

and didn't think adding a permanent blemish to his record, such as a criminal offense, would

benefit anyone.

Being that we had not lost any merchandise, there was no need for any formal charges.

Instead, I conveyed how disappointed he had mad me and I told him he would have a lot to prove

to me in the future to clear his name. To demonstrate my long-term confidence in him, we

arranged for an employee loan in order for him to make his car payment. In this way, it was

clear I was on his side and trying to support him.

Since all this confusion has been resolved, Scott has been an exemplary employee and a

benefit to all. He demonstrates to all the new employees the proper way to conduct their

respective responsibilities. His trust in me is also something I feel very good about as a result of

this incident. At this point, I can say that both Scott and I are better for having dealt with this

situation.

Score – 5

In May of 1990, I made a decision that has changed the course of my life. I chose to

return to college and pursue a degree in criminal justice. In making this decision, there were a

number of critical factors which played a role in influencing me.

To provide a little background information that is important, I dropped out of school in

Illinois because I didn't like it and was not doing well at all. I moved to California and began the

process of looking for an occupation. A friend suggested that I take a career counseling course at

University of California at Los Angeles. This proved to be the first factor influencing my

decision to return to college. During the career counseling course, I was given 25 hours of

aptitude and achievement tests. When I completed the tests, they were scored and evaluated by a

psychologist and career counselor. When I met with the counselor to review the results, I was

shocked. I had always believed myself to be athletic and not very intelligent. What the results

showed was that my IQ. was above average and I excelled on most of the tests. The counselor

advised that I return to school and pursue a career in a "people-oriented" field since that was

what I seemed to be drawn to.

After I had time to slowly review the results, I realized that I had not done well in school

because I was afraid to try. It was an empowering feeling to have a completely neutral person

tell me I was smart. This began what became the biggest factor in my decision to return to

school--the growth of my self-confidence. I was appalled that I had let fear hold me back from

trying and I resolved to see what could happen if I tried.

I enrolled in a community college and met an instructor that became another factor in my

trek back to school. Dr. Meadows became my mentor and gave me my first A. I took four

courses that semester and earned a 4.0 grade point average. I don't believe I have ever been as

proud as I was that day. When that semester ended, Dr. Meadows encouraged me to enter a

four-year college.

One of the biggest factors that influenced me to return to college was the support of my

entire family. All along they encouraged me to return for my degree. When it came time for my

interview with the dean of admissions, my entire family went with me and gave moral as well as

physical support.

29

I entered college at California Lutheran University with my major as criminal justice and

found that this time I loved it! I looked forward to my criminal justice classes and found that my

grades reflected this. I studied more than I thought was possible and tried with every ounce of

my being.

On May 15, 1993, I walked up and received my degree in criminal justice. I made it

through with a grade point average of 3.85 and showed everyone (including myself) what I could

do.

Score – 4

One of the most important decisions I have made within the past year was to apply for a

position with the California Highway Patrol. I put a lot of thought and effort into coming to this

decision. Various things in my life have helped me to pursue a career with the California

Highway Patrol. I would like to elaborate on a few of these items.

Since my childhood, I have always known what is right and wrong. I have parents which

have helped me learn how to and how not to treat other people. I have always felt a need to help

others. Role models have also helped guide me to make the right decisions. My stepfather, who

is an LAPD detective, continues to set high standards which I attempt to meet.

Sports and self-discipline have been a part of my life since age 13. I have continually

sought to improve myself both physically and mentally. Football was my chosen sport through

high school, martial arts and weight-lifting continue to provide me with the self-discipline I

desire. Martial arts has also given me a great amount of self-esteem, which I feel is greatly

needed in any career, as well as in life.

A major event took place in my life, approximately four hears ago, which greatly

influenced my decision to apply for a highway patrol position. I was the victim of a random

violent crime. Needless to say, this changed my life as I knew it, to one of much deeper

awareness for not only life, but other people in general. Another situation affects my decision. I

am involved with a lady and her son. I truly want to make a better life not only for myself, but

also them. To me, this is a lifetime decision and commitment.

At this point in time, I do not know the final results of my decision. I continue to pursue

my goal. And with some drive, and a little luck, I will achieve my goal. If by chance my goal is

not achieved, I will utilize what I have learned in pursuit of it, and turn my focus to other career

choices which lie ahead of me.

Score – 3

The most important decision I made was getting an education and fulfilling that goal.

When I was younger in elementary school you sometimes took school litely and didn't think that

what was being hopefully instilled in your mind you would ever need. But as you get older, you

then realized that you would be responsible for your future, and the way to do that was to gain

knowledge from whatever was available.

I realized that I wanted to attend college when I was around 12 or 13 years old. But

before I could do that, I had to complete high school with average grades and pass the ACT

30

exam with a minimum score. Once I got into my junior year I took the exam to get an idea of

what it was and to see how well or bad I did. I took the exam again in my senior year and did

improve my score somewhat, but not to what I wanted it to be.

When I graduated from high school, I attend college and decided to major in Marketing,

because of my interest in business. Making that decision was also important, relative to fact that

there are many different areas of business you may concentrate on. Graduating from college,

getting a good education, I think has affected my life and my family's lives as well.

Score – 2

I am currently employed as a detention officer at the immigration building in San Pedro,

California. I deal with convicted felons in this facility. My duties are to supervice the

movement of these people, to enforced rules and regulations, follow policies and procedures and

to write a daily report. As a detention officer, I am constantly making decisions that affect the

lives of the people detained in my assigned post. For instance, when dealing with the television

channel selections, some times a group of five or more wants to see a particular program and

another group wants to see a different program, a conflict arises which sometimes lead to a

physical encounter among them. When or before a conflicts arises, I intervene and counsel them

regarding the situation at hand, once I established a reasonable agreement favorable to both side,

the security of my assigned post is again opeerating with eased. In my two years working in this

facility, I have made important decisions that have affected not only the life of the inmates but

that of a fellow officer and friends, and as a result have stablished the security and smooth

operation of the facility.