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SAL Foundation College

MAIN Campus
Making, Parang, Maguindanao
Salfcparangmaguindanao@[Link]
Second Semester in A.Y. 2025-2026

PRELIM MODULE
____________________________________________________________________________

COURSE NO: CDI 5

DESCRIPTIVE TITLE: Technical English 1 – Investigative Report Writing and
Presentation
INSTRUCTOR: MARIA THERESA C. KASUYO

ENGLISH LANGUAGE FUNDAMENTALS

LEARNING OBJECTIVES:

At the end of the chapter, the students will be able to:

1. Understand subject-verb agreement, tenses, nouns and pronouns,

grammar, and composition.
2. Distinguish the rules of the English language and the basic building blocks
of sentence structure when writing reports.
3. Compose written communications correctly.

GRAMMAR STRUCTURE

An effective report must always exhibit the writer's command of the English
language, and be relatively free of errors in sentence structure, grammar, and other
writing mechanics, and the more effective the officer's command of the written
language, the greater the clarity of the written report.

Due to a large number of grammatical guidelines in the English language,

officers should have a basic understanding of the basic building blocks of sentence
structure when writing reports.

EIGHT PRINCIPAL PARTS OF SPEECH

I. NOUNS

Nouns are naming words, and could be used to identify people, places, or
things. Ex. book, paper, pen, etc.

a. Common Noun - A common noun is the generic name for a person, place, or thing in
a class or group. Unlike proper nouns, a common noun is not capitalized unless it either
begins a sentence or appears in a title. Common nouns can be concrete (perceptible to
the senses), abstract (involving general ideas or qualities), or collective (referring to a
ortho group or collection). Ex. table, chair, book, paper, etc.
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b. Proper nouns- refer to specific places persons, or things, and always should begin
with a capital letter. When referring to a specific person within a report, officers should
use proper nouns. After the proper noun has been used once, just the last name may
be used when referring to the same person. Ex. Juanito, Naga City, Atlas Encyclopedia,
etc.

c. Count Nouns can be counted as one or more. Ex. pen, computer, bottle, etc.

Take an "s" to form the plural. Ex. pens, computers, bottles, etc.

Work with expressions such as (a few, few, many, some, every, each, these,
and the number of) Ex. A few pens, a few computers, many bottles, some spoons,
etc.) Work with appropriate articles (a, an, or the).

Ex. a pen, computer, a bottle, the spoon, etc.

d. Non-Count Nouns cannot be counted. They usually express a group or a type.

Ex. Water, wood, ice, air, etc.

Generally cannot be pluralized. Work both with and without an article (a, an, or
the), depending on the context of the sentence.

Ex. 1) Sugar is sweet.

2) The sunshine is beautiful.

3) I drink milk.

4) etc.

Work with expression such as (some, any, enough, etc.)

Ex. 1) We ate some rice and milk.

2) I hope to see some sunshine today.

3) This meat is good.

4) etc. b

Do not work with expressions such as (these, those, every, each)

e. Possessive Nouns - are used to indicate ownership, It is usually formed by adding

an apostrophe () and "s" Ex. 1) John's book; 2) Kerry's car; 3) Grandma's
mirror.

When noun is plural and ends is "s", just add an apostrophe (‘).

Ex. 1) The kids' toy.

2) My parents' house.

3) My teachers' lounge.

If two people own one thing, just add the apostrophe (‘) and "s" to the second person
only.
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Ex. 1) John and Mary's new house.

2) David and Sue's wedding.

If two people own separate things, add the apostrophe (‘) and "s" for each person

Ex. Susan's and Beth's books.

II. PRONOUNS

Pronouns are words that substitutes for a noun or proper noun. There are two
types of pronouns primarily used in report writing.

a. First person pronouns. - First person pronouns are used when referring to the
officer writing the reports. Some examples are I/me/mine/my and we/our/ours/us (when
riding with a beat partner). First person pronouns can also be used within quotes to
refer to the person speaking (Wilson told me, "I ran as fast as I could."). Officers should
always use first person pronouns when referring to themselves, because by doing so,
the reader has a clear understanding of the officers actions.

Point of View. In countries where English is the native language (United States,
England, Australia and Canada), police organizations require the use of the "I" or first
person point of view in report writing. It is in fact, a key feature in western police report.
However, in the Philippines context, we have yet to see the day when this perspective
or point of view will be fully adopted since we oftentimes have a unique situation where
the one who signs the report is different from the one who has drafted it or the one has
conducted the investigation.

Nonetheless, the use of the first person point of view has the following
advantages over the third person point of view:

First, it easily pinpoints the person responsible for the preparation of the report
or the decisions made as reflected in the report. That is, the reader will understand right
away that the signatory of the report is the same person as the one involved in the
action (i.e. involved in the investigation or operational activities mentioned in the report).

Secondly, the first-person point of view is more "natural" to use compared to

third-person point of view as any reader can easy identify with the writer as though the
latter were communicating face to face with him. Except in judicial and legislative
proceedings (which use formalities such as "this representation"), nearly everyone,
whether in public or personal dealings, communicates in the first-person point of view.
Public speakers and writers, when talking about their experiences, use the first person
point of view. They will surely come off as "stiff" or distant if they utter phrases as "this
speaker", or "this writer" when it is obvious they are referring to themselves.

Lastly, the use of first person point of view will help the report writer to take
ownership his piece of writing and may spur him to remember every single detail of his
report. This is especially useful when he is called to testify on the witness stand. After
all, the judge calls for a specific witness and not an "office" to testify on the details of the
police report.
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On the whole, the use of specific point of view is a matter of preference either by
concerned agency or the individual report writer (where there is no specific guidelines
issued by higher authorities on the matter.)

If you take to heart and follow the principles you learned from this valuable
reference, you will have no reason to dread sitting in front of a blank computer monitor
day in and day out to document important events in your public safety career. You may
even welcome every writing opportunity with much gladness and enthusiasm.

b. Third person pronouns. Third person pronouns refer to the person, place or thing
being s written about. Examples are he/his/him, it/its and they/their/them.

Third person pronouns must always agree and clearly refer to the noun or proper
noun 1 that is directly before it. The Philippine National Police caters the third person
personality in reporting.

Memorize the following Personal Pronoun

First Second Third Person

Person Person
Male Female Neutral

Singular Subject I you he she it

Singular Object me you him herself itself

Singular Reflexive myself yourself himself

Plural Subject We you they

Plural Object us you them

Plural Reflexive ourselves yourselves themselves

Point of view. A common feature of the actual reports we have gathered and analyzed
is the use the third person point of view. Report writers generally refer to themselves as
"this officer," "the undersigned" or the use of more general term "this office" as in
the following examples:

1. This officer immediately rushed to the scene of the accident.

2. This office received a phone call from anonymous caller about the escape of a
Chinese detainee while being escorted by jail officers.

3. The undersigned formed a response team to assist in the rescue of the kidnapped
victim.

Using the third person point of view (as the common and widely-used perspective
in the public safety service) is based on the commonly-held belief that this perspective
promotes objectivity as the report writer attempts to detached himself from the
"action". Oftentimes, to avoid emphasizing who did what, a report writer uses the
passive voice where the receiver of the action is emphasized over the doer. (See
examples below)
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1. A five-member response team was dispatched to conduct surveillance operations.

(passive)

2. PSUPT Tapang, our Chief of Police, dispatched a five-member response team to

conduct surveillance operations. (active)

III. VERB

Simply put, a VERB can be defined as a word that expresses an action or a state
of being. Most verbs provide key information about the subject of a sentence and are
central to the sentence's predicate. Whether a verb is literally performing the action in
the sentence or merely linking the subject to the rest of the information, they're always
"doing" something. Verbs are the busybodies of sentences that serve to bring the entire
thought to completion.

Six (6) Types of Verbs

While all verbs express action or describe a state of being, there are not just two types
of speech. Explore six key verb types to further expand your knowledge of this all-
important part

a. Action Verbs

Most verbs are action verbs. As the name indicates, these verbs describe
actions. They describe things a person can do or demonstrate. For example, when
you're playing Simon Says, Simon can ask you to do things like hop, skip, pat your
head, or make a pair of moccasins. There are many examples of action verbs.

Action Verbs express action and are the most common verbs. Action verbs
need “s” at the end with third-person, singular subjects.

Ex. He eats bread. He walks to the station. It floats on the sea.

Negative sentences need "do not, does not, or did not".

Ex. I do not eat bread.

He does not eat bread.

You did not walk to the station.

It does not float on the sea.

Interrogative sentences begin with do, does, or did.

Ex. Do you eat bread?

Does he eat bread?

Does he walk to the police station?

Did they finish it?

"Do not"" can be shortened to "don't", "does not" to "doesn't", and "did not" to
"didn't".
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Ex. I don't eat bread.

She doesn't walk to the station.

It doesn't float on the sea

Action Verbs - express action and are the most common verbs. Action verbs need "s"
at the end with third-person, singular subjects.

Ex. He eats bread.

He walks to the station.

It floats on the sea.

Negative sentences need "do not, does not, or did not".

Ex. I do not eat bread.

He does not eat bread.

You did not walk to the station.

It does not float on the sea.

Interrogative sentences begin with do, does, or did.

Ex. Do you eat bread?

Does he eat bread?

Does he walk to the police station?

Did they finish it?

"Do not"" can be shortened to "don't", "does not" to "doesn't", and "did not" to
"didn't".

Ex. I don't eat bread.

She doesn't walk to the sea.

It doesn't float on the sea.

Remember the variations of action verbs:

Affirmative Sentence Negative Sentence Interrogative Sentence

I sing a song. I do not (don't) sing a song. Do I sing a song?

He (She) sings a song. He (She) does not (doesn't) sing a song. Does he (she) sing a
song?
We sing a song. We do not (don't) sing a song. Do we sing a song?
They sang a song. They did not (didn't) sing a song. Did they sing a song?
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Action verbs can be either transitive or intransitive.

b. Transitive Verbs - Sounds technical and tricky, right? Fear not. Transitive verbs
simply express an action. Seems on par with what a verb is, right? The only thing to
note with this category of verbs is that they're always followed by a direct object, which
is someone or something that's receiving the action of the verb. With transitive verbs, an
object is required.

c. Intransitive Verbs - Intransitive verbs are also verbs that show action. Unlike
transitive verbs, they are ones that are not followed by a direct object. Nothing is
receiving the action of the verb. Instead, the action is being performed by the subject of
the sentence.

 The plane lands at 5 o’clock.

 I arrived at the coffee shop.
 My dog lies by the couch.
 Together, we sat on the stone wall.
 We went to the coffee shop.

Some verbs can be either transitive or intransitive; the type depends on how the
verb is used in a sentence.

Action Verbs express action and are the most common verbs.

Action verbs need "s" at the end with third-person, singular subjects.

Ex. He eats bread. He walks to the station. It floats on the sea.

Negative sentences need "do not, does not, or did not".

Ex. I do not eat bread.

He does not eat bread.

You did not walk to the station.

It does not float on the sea.

Interrogative sentences begin with do, does, or did.

Ex. Do you eat bread?

Does he eat bread?

Does he walk to the police station?

Did they finish it?

"Do not"" can be shortened to "don't", "does not" to "doesn't", and "did not" to "didn't".
Ex. I don't eat bread. She doesn't walk to the station. It doesn't float on the sea.
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Sentences with transitive verbs follow the pattern subject, verb, direct object. In the
examples below, the subject is underlined, the transitive verb is bold, and the direct
object is italicized.

 Molly drove the car.

 Sam wants a bike.
 Aileen wrote a poem.
 Joshua ate the noodles.
 Sarah cleaned the kitchen.

d. Linking Verbs

Linking verbs do not express action. Rather, they connect the subject to the
additional information that's about to come. In other words, they link the subject to
details about the subject. Various forms of the verb "to be" are linking verbs, including
verbs like "am," "is," "are," was and "were." There are many additional examples of
linking verbs.

 Damien is an expert craftsman.

 I am Jennifer.
 The car was here.
 We were exhausted after the trip.

Some words (such as smell, look or appear) can be used as linking verbs or action
verbs. With these words, it's important to consider the function the verb is performing in
the sentence in order to identify the type.

e. Helping Verbs

Helping verbs do exactly what it seems like they should do. They help. That is,
they help the main verb of the sentence by extending its meaning. They are used in
cases where the linking verb on its own is not sufficient to form a complete thought or
sentence. In the examples below, the helping verb is bold and italicized, while the
linking verb is bold only.

 I have been there before.

 I am walking to the store.
 We are reading the book together.
 He will run for president.

"Be" Verbs - A verb shows action or state of being.

Ex. I go home.

I like the smell of my house.

I feel totally relaxed at home.

Home refreshes me.

At home, I get ready for a new day.

"Be" verbs indicate a state of being.

Verbs must match subjects.

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Ex. I am a doctor. He is sleepy. We are here.

Negative sentences need "not" after the verb.

Ex. I am not a doctor. He is not sleepy. We are not there.

The verb comes first in interrogative sentences.

Ex. Am I a doctor? Is he sleepy. Are we there.

"Are not" (is not) can be shortened to "aren't" (isn't"). Ex. He isn't sleepy. We
aren't there. He isn't a doctor.

Remember the variations of "be" verbs

Present Negative Interrogative

I am. I am not. Am I?

You are. You are not. (aren't) Are you?

He is. He is not. (isn't) Is he?

She is. She is not. (isn't) Is she?

It is. It is not? (isn't) Isn't it?

We are. We are not (aren't) Are we?

You are. Your are not (aren't) Are you?

They are. They are not. (aren't) Are they?

f. Stative Verbs

Stative verbs are more difficult to identify as verbs. They describe a position or
state of being; they have no duration, no beginning and no end. They're more intangible
than action object, which is italicized in the examples below. verbs. While they don't
perform any action, notice that they're typically followed by a direct

 You deserve a prize.

 Jane dislikes humidity.
 She hates eating contests.
 Henry loves billiards.

IV. ADJECTIVES

Adjectives describe or modify nouns.

Adjectives generally appear immediately before the noun.

Ex. Pretty girl; red flowers; a long stick; heavy boxes; warm weather.
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Commonly, adjectives of opposite meaning are formed by adding a prefix such as "un,
in, or dis".

Ex. clear – unclear; definite- indefinite; able-disable

When using a string of adjectives, they appear in a set order: size,/shape + age +
color + origin + material.

Ex. A big brown house.; A small old English desk.

The + adjective describes a class or group of people and acts as a noun.

Ex. the young; the poor; etc.

Comparative and Superlative Adjectives

Comparative adjectives compare two things. Superlative adjectives compare more

than two things.

pretty -

Commonly, adjectives that contain only one syllable or end in "y", use "er" to form
comparative and "est" to form the superlatives. For adjectives ending in "y", change
"y" to "i" before adding the "er" or "est".

Ex. Old- older - oldest;

young - younger - youngest;

prettier – prettier- prettiest;

Adjectives with two or more syllables do not change but instead add "more" to form
comparative and "most" to form superlatives.

Ex. respectable - more respectable- most respectable;

beautiful - more beautiful- most beautiful;

preferable - more preferable - most preferable

Some adjectives have different forms of comparative and superlative.

Ex. Good - better - best;

bad - worse - worst;

little less - least; much (many) – more - most.

The word "than" typically appears in comparative sentences.

Ex. Amy is smarter than Betty.

Chad is stronger than Dan.

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I have more apples than he.

She likes him more than me.

Superlative are typically accompanied by the word "the".

Ex. Tom is the oldest man in town.

Paul is the tallest boy in the neighborhood.

The shade of blue is the most beautiful color.

This is the longest song that I have ever heard.

V. ADVERBS

Adverbs modify a verb, an adjective, or another adverb. An adverb tells more about a
verb in the sentence.

Ex. The fire engine runs fast.

Listen to the speech carefully.

I browse the web frequently.

It rained hard.

An adverb describes more about an adjective in the sentence.

Ex. The news is very surprising!

The coffee is extremely hot, so be careful.

Nature is really amazing!

An adverb modifies another adverb in the sentence.

Ex. It rains very hard.

Computer runs much faster these days.

I clean my room less frequently because I am busy.

Commonly, adjectives can be changed to adverbs by adding "ly".

Ex. Slow - slowly;

quick - quickly;

comfortable- comfortably;

loud - loudly;

clear - clearly.

To change adjectives ending in "y" into adverbs, change the "y" to "I".
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Ex. Happy- happily

easy - easily

VI. PREPOSITIONS

Prepositions tell you the relationship between the other words in a sentence. Here are
the examples:

I left my bike leaning against the garage. In this sentence, against is the
preposition because it tells us where I left my bike.

She puts the pizza in the oven. Without the preposition in, we don't know where
the pizza is.

VII. CONJUNCTIONS

Conjunctions make it possible to build complex sentences that express multiple ideas.

I like marinara sauce.

I like alfredo sauce.

I don't like puttanesca sauce.

Each of these three sentences expresses a clear idea. There's nothing wrong
with listing your preferences like this, but it's not the most efficient way to do it.

Consider instead: I like marinara sauce and alfredo sauce, but I don't like
puttanesca sauce.

In this sentence, and and but are the two conjunctions that link your ideas together.

VIII. ARTICLES

A pear. The brick house. An exciting experience. These bolded words are known
as articles. Like nouns, articles come in two flavors: definite articles and indefinite
articles. And just like the two types of nouns, the type of article you use depends on how
specific you need to be about the thing you're discussing.

A definite article describes one specific noun, like the and this.

Example: Did you buy the car?

Now swap in an indefinite article: Did you buy a car? See how the implication is gone
and you're asking a much more general question?
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TENSES

Since most investigative reports are written about things that have already
happened, the words that are used should clearly indicate the events occurred in the
past. This is expressed through the tense of the action words (or verbs) in the report.
Tense can be either present or past tense.

a. Present tense. Present tense verbs express an action currently taking place.
For example, the phrase "I am reading this manual" is written in the present
tense.
b. Past tense. Past tense verbs express actions completed in the past.
For example, the phrase. "I read this manual last week" is written in the past
tense.

All Tenses

Simple Continuous Perfect Perfect Continuous

Present Present Simple Present Present Perfect Present Perfect

continuous Continuous

Past Past Simple Past Continuous Past Perfect Past Perfect Continuous

Future Future Simple Future Continuous Future Perfect Future Perfect Continuous

I. PRESENT SIMPLE

Form: Subject + Verb (Present/V1)

Examples: Habits and routines:

1. I drink milk everyday.

2. Faye goes to church on Sundays.

Facts:

1. Steph works as a teacher.

2. You sing very well.

II. PRESENT CONTINUOUS

Form: Subject + am/is/are + verb (ing)

I am
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He, She, It is

You, We, They are

Examples:

a. Actions happening now (at the time of speaking).

1. I am teaching lesson right now.

2. We are eating dinner.

3. It is raining outside.

b. Temporary Activities

4. Sheen is learning to play the piano.

5. I am watching the movie at the moment.

6. My mom is staying with us for a couple of days.

c. Changes taking place now

7. Tiktok videos are becoming very popular these days.

8. The price of meat is increasing.

9. Experts say that the Earth is getting warmer.

III. PRESENT PERFECT

Form: Subject + has/have +Verb (past perfect/V3)

I, You, We, They have

He, She, It has

Examples:

a. Experiences:

1. I have taught English to many learners. (in my profession)

2. Klein has visited Paris four times. (in his life)

3. We have four movies this month.

b. Recent actions or events.

4. I have finished my task.

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5. Breille has left her book.

6. The principal has instructed her teacher what to do with the new
grading
system.

IV. PRESENT PERFECT CONTINUOUS

Form: Subject+ has/have + been + verb (ing). (Action started in the past and are
still continuing)

Examples:

1. I have been waiting to see the doctor for three hours/since three o'clock.

2. He has been playing basketball since he was child/for15years.

3. Liza has been learning English for six months/since last July.

V. PAST SIMPL

Form: Subject + Verb (past/V2)

Examples:

a. Completed actions in the past.

1. I played chess with my friends last Monday.

2. Jomarie gave me a present for our anniversary.

3. My father built this house in 2019.

4. Cris lived in Dubai for three years.

V1 V2 V3

give gave given

build built Built

come came come

VI. PAST CONTINUOUS

Form: Subject+ was /were + Verb (ing). (Unfinished on-going action in the past +
finished action)

Examples:

1. I was having dinner with my in-laws when the telephone rang.

2. It was raining when Mary Ann left for work.

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3. The light went off while the kids were playing.

VII. PAST PERFECT:

Form: Subject + had + Verb (past participle /V3.) The first past action (when there
are two or more past actions.)

1. When we got to the mall, the concert started.

X X

Past Now Future

2. When we got to the mall, the concert had started.

X X

Past Now Future

3. I was full because I had eaten much earlier.

4. The man looked very familiar, I had seen him somewhere before.

VIII. PAST PERFECT CONTINUOUS

Form: Subject + had been + Verb (ing) (The first (continuous) past action)

Examples:

1. I felt really tired because I had been working all day.

2. He had been waiting for three hours when the doctor finally arrived.

IX. FUTURE SIMPLE:

Three forms:

a. Going to
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b. Present Continuous (ing)

c. Will

a. Going To (plans and intentions)

Form: Subject + am /is/are + going to verb (base)

Examples:

1. We are going to buy a house.

2. I am going to practice yoga everyday.

3. Angel is going to take a leave from work.

b. Present Continuous- fixed arrangements.

Form: Subject + am/is/are +verb (ing)

Examples:

1. I am having lunch with my in-laws on Sunday.

2. We are going to Laguna tomorrow.

3. Jonas is giving a proposal to the board members on the 30th.

Going To vs Present Continuous

1. I am going to see the architect sometime next month. (plan)

I am seeing the architect tomorrow morning. (arrangement)

2. We are going to get married next year. (plan)

We are getting married on December 27th. (arrangement)

c. Will - instant decision, offers, promises.

Form: Subject+ will + verb (base)

Examples:

1. "May I take your order?"

"Yes I will have spaghetti and fries combo please." (instant decision)

2. "Someone is knocking at the door.

"I wll open it. "(instant decision)

3. "These documents are really heavy.

"I will help you with them." (offer)

4. "Can you lend me P500.00?

I will pay you back next month." (promise)

5. "Thank you for your message.

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I will respond within the day.

MAKING PREDICTION: WILL AND GOING TO

WILL - prediction based on knowledge, personal experience.

Examples:

1. I think the Philippines will win in the 2023 FIBA World Cup.

2. You should watch "Pride and Prejudice". I'm sure you will love it.

GOING TO- Prediction based on something in the present.

3. Look at the sky, it is going to rain soon.

4. Daddy is going to be happy.

X. FUTURE CONTINUOUS

Form: Subject + will be +verb (ing). (Going actions in the future)

Examples:

1. At 7AM tomorrow, I will be driving to Quezon City.

2. "Do you want to join the seminar on Saturday?" "I can't. I will be working until
late.

(Fixed or routine events}

Form: Subject +will be + verb (ing)

3. I will be staying at the Manila Hotel.

I am staying at the Manila Hotel.

I am doing to stay at the Manila Hotel.

4. "I'm going to Starbucks. Do you want me to bring you coffee?"

XI. FUTURE PERFECT

(Completed actions in the future)

Form: Subject + will have + verb (participle/V3)

Examples:
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1. By October, Page will have saved P10,000.00

XII. FUTURE PERFECT CONTINUOUS

(On going action in the future (with duration)

2. By October, Page will have been saving for ten months.

3. By 6PM, we will have painted the room.

4. By 6PM, we will have been painting the room for eight hours.

VOICE

The term "voice," when used to describe a type of verb, refers to whether the verb
is active or passive. Reports should be always be written in the active voice, as most
readers fin sentences written in the active voice easier to follow and understand.

a. Active voice. A verb is in the active voice when the subject of the sentence is the
individual or thing that is doing or performing the action.

Example: "I gave the report form to the victim.'

b. Passive voice. A verb is in the passive voice when the subject of the sentence is
someone or something other than the performer of the action in the sentence. A
common indicator or passive voice is the word "by" in the sentence.

Example: "The victim wa 92903 given the report form by me."

SENTENCE COMPOSITION

A sentence is the most fundamental and versatile tool available to the writer.
Sentence generally flow from a subject, to a verb, to any objects, complements, or
modifiers, but ca be ordered in a variety of ways to achieve emphasis. We can define a
sentence as a group of words that express a complete thought. Consider the
following group of words:

Ex: The notorious robbers.

According to the definition, a sentence must express a complete thought. It is tr that

the words "The notorious robbers" create a mental image, but in terms of
communicating a thought to the reader, something is lacking. To complete the thought
started by the word you must tell what the robbers did, or what happened to the
robbers, or what the robbers are.
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Incomplete Thought Complete Thought

struck again.

were cornered by authorities.

The notorious robbers are from Legazpi City.

posted bail bond.

regrouped in Naga City.

killed the victims.

Complete Thought

SUBJECT AND PREDICATE

A sentence consists of two basic parts, the subject and the predicate. The subject of a
sentence, a noun or a pronoun (and its modifiers) is the part about which something is
being said. The predicate is the part that says something about the subject. Although a
subject may I appear anywhere in a sentence, it most often appears at the beginning.

Ex. Subject Predicate

Lightning strikes

THE SIMPLE PREDICATE, OR VERB

The simple predicate is the verb (or verb phrase) alone; the complete predicate is the
verb and its modifiers and complements.

A compound predicate consists of two or more verbs with the same subject. It is an
important device for conciseness in writing. The principal word or group of words in the
predicate is called the simple predicate, or the verb.

The predicate is the part of a sentence that contains the main verb and any other
words used to complete the thought of the sentence (the verb's modifiers and
complements).

Ex. Helen worked quickly and efficiently. [The complete predicate is worked quickly and
efficiently. The simple predicate, or verb, is worked.]

THE SIMPLE SUBJECT

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The simple subject is the main word or combination of words that names the person,
place, thing, or idea about which something is being said.

Ex. The performance of these engines shows the expertise of industrial technicians in
the late 1800's. [The complete subject is "The performance of these engines". The
simple subject is "performance".]

COMPOUND SUBJECTS AND COMPOUND VERBS

A compound subject consists of two or more subjects that are joined by a conjunction
and have the same verb. The usual connecting words are and and or.

Ex. The books and all the documents were at the library. [compound subject: books
and documents]

CLASSIFICATION OF SENTENCES

Sentences may be classified according to their purposes: (1) to make a statement, (2)
to ask a question, (3) to command or request, or (4) to exclaim.

A declarative sentence is a sentence that makes a statement.

Ex. Police Inspector is the initial rank of police commissioned officer.

An interrogative sentence is a sentence that asks a question.

Ex. Have you seen the PNP Journal?

An imperative sentence is a sentence that gives a command or makes a request.

Ex. Deliver this message to the Chief Operations. Please carry me on leave
effective tomorrow.

An exclamatory sentence is a sentence that expresses strong feeling or emotion.

Ex. Ah, you have solved the problem!

SENTENCES CLASSIFIED ACCORDING TO STRUCTURE

Classified according to their structure, there are four kinds of sentences: simple,
compound, complex, and compound-complex.

A simple sentence is a sentence with one independent clause and no subordinate

clauses.

Ex. The invention of the microchip is the beginning of personal computing.

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A compound sentence is a sentence that is composed of two or more independent

clauses but no subordinate clauses.

Ex. The invention of the microchip is the beginning of personal computing but it
meant the end of macro-computers.

A complex sentence is a sentence that contains one independent clause and at least
one subordinate clause.

Ex. The person who looks for success often finds it. [The independent clause is
the person often finds it. The subordinate clause is who looks for success.]

A compound-complex sentence is a sentence that contains two or more independent

clauses and at least one subordinate clause.

Ex. The person who looks for success often finds it, but then he does not know
what to do with it.

WRITING CLEARLY AND LOGICALLY

As previously discussed, effective police reports must be organized, logical, and

present all relevant information simply. An effective report must also be written in plain
English in order to be useful and understandable for the reader.

1. Paragraphs

Paragraphs are the structural units for grouping information. Regardless of

whether a narrative style format or a category format is used for the investigative report,
all paragraphs within the report must be clear and easy to understand.

When writing an investigative report, the first sentence (lead-in sentence) of each
paragraph should clearly state the primary topic of subject f of the paragraph. The
sentence that follow within the paragraph should present facts, ideas, reasons, or
examples that are directly related to the primary topic.

Poorly Organized Well Organized

When we arrived, the husband let us into My partner and I were dispatched to a
the house. We were responding to a 9-1- domestic violence incident after a woman
1 call. My partner and I had been dialed 9-1-1. The woman called for help
dispatched to an incident of domestic because she was afraid her husband
violence. A woman called for help to keep would beat her. When we arrived, the
her husband from beating her. husband let us into the house.

Marie Parker said her husband refused to I took Marie Parker's statement
answer the door at first when he heard approximately 45 minutes after the
the man on the other side begin to shout. assault took place. Parker said she was
I took her statement approximately 45 sitting in the family room when her
minutes after the assault took place. She husband went to see who was at the
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was sitting in the family room when her door. Initially her husband refused to
husband went to see who was at the answer the door when he heard the man
door. on the other side begin to shout.

A paragraph is a collection of related sentences dealing with a single topic. Learning to

write good paragraphs will help you as a writer stay on track during your drafting and
revision stages. Good paragraphing also greatly assists your readers in following a
piece of writing. You can have fantastic ideas, but if those ideas aren't presented in an
organized fashion, you will lose your readers (and fail to achieve your goals in writing).

2. The Basic Rule: Keep one idea in one paragraph

The basic rule of thumb with paragraphing is to keep one idea in one paragraph.
If you begin to transition into a new idea, it belongs in a new paragraph. There are some
simple ways to tell if you are on the same topic or a new one. You can have one idea
and several bits of supporting evidence/details within a single paragraph. You can also
have several points in a single paragraph as long as they relate to the overall topic of
the paragraph. If the single points start to get long, then perhaps elaborating on each of
them and placing them in their own paragraphs is the route to go.

Your notes provide the key or topic sentence and the outline for the paragraphs. Check
for completeness and rearrange sentences if it is necessary. Write the paragraph using
12 to 1 15 word sentences. Paragraphs in police reports generally have five (5) to seven
(7) sentences or approximately 100 words. However, it is acceptable in police reports to
write one or two- sentence paragraphs. One-or two-sentence paragraphs are used to
mark transition in reports, from one topic or section to another. Indent the beginning of
each paragraph or skip one to two lines between paragraphs.

3. Elements of a paragraph

To be as effective as possible, a paragraph should contain each of the following:

Unity, Coherence, A Topic Sentence, and Adequate Development. As you will see,
all of these traits overlap. Using and adapting them to your individual purposes will help
you construct effective paragraphs.

a. Unity. The entire paragraph should concern itself with a single focus. If it begins with
one focus or major point of discussion, it should not end with another or wander within
different ideas.

b. Coherence. Coherence is the trait that makes the paragraph easily understandable
to a reader. You can help create coherence in your paragraphs by creating logical and
verbal bridges using appropriate transition words. reader.

i. Logical bridges - The same idea of a topic is carried over from sentence to
sentence. Successive sentences can be constructed in parallel form.

ii. Verbal bridges - Key words can be repeated in several sentences.

Synonymous words can be repeated in several sentences. Pronouns can refer to nouns
in previous sentences and pronouns should agree with their antecedents in person,
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number and gender. Transition words can be used to link ideas from different
sentences.

c. Topic sentence. A topic sentence is a sentence that indicates in a general way what
idea or thesis the paragraph is going to deal with. Although not all paragraphs have
clear- cut topic sentences, and despite the fact that topic sentences can occur
anywhere in the paragraph (as the first sentence, the last sentence, or somewhere in
the middle), an easy way to make sure your reader understands the topic of the
paragraph is to put your topic sentence near the beginning of the paragraph. (This is a
good general rule for less paragraph is about. experienced writers, although it is not the
only way to do it). Regardless of whether you include an explicit topic sentence or not,
you should be able to easily summarize what the paragraph is about.

d. Adequate development. The topic (which is introduced by the topic sentence)

should be discussed fully and adequately. Again, this varies from paragraph to
paragraph, depending on the author's purpose, but writers should be wary of
paragraphs that only have two or three sentences. It's a pretty good bet that the
paragraph is not fully developed if it is that short.

4. Some methods to make sure your paragraph is well-developed:

 Use examples and illustrations

 Cite data (facts, statistics, evidence, details, and others)
 Examine testimony (what other people say such as quotes and paraphrases)
 Use an anecdote or story
 Define terms in the paragraph
 Compare and contrast
 Evaluate causes and reasons
 Examine effects and consequences
 Analyze the topic
 Describe the topic
 Offer a chronology of an event (time segments)

5. When to start a new paragraph.

You should start a new paragraph:

i. To begin a new idea or point. New ideas should always start in new
paragraphs. If you have an extended idea that spans multiple paragraphs, each
new point within that idea should have its own paragraph.

ii. To contrast information or ideas. Separate paragraphs can serve to contrast

sides in a debate, different points in an argument, or any other difference.

iii. To pause for the readers. Breaks between paragraphs function as a short
<<break>> for your readers-adding these in will help your writing more readable.
You would create a break if the paragraph becomes too long or the material is
complex.

iv. To end the introduction or to start the conclusion. The introductory and
concluding materials should always be in a new paragraph. Many introductions
and conclusions have multiple paragraphs depending on their content, length,
and the writer's purpose.
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TRANSITIONS

Transitions are words or phrases that show relationships between thoughts,

sentences, or paragraphs. By selecting appropriate transitional words, officers can help
readers move smoothly and logically from detail to detail and sentence to sentence
within the report. The following table suggests a few of the possible transitional words
and phrases officers may use within their reports.

Type of Transition Words/Phrases Examples

Time Immediately Caster said he noticed the

In the meantime door was not completely
At the same time shut, so he decided to find
When out why.
Before Immediately after entering
Prior to the room, he saw the
window was broken.
Place Near Caster said he saw broken
Beyond glass on the floor under
Next to the window.
Under Near the glass, he saw a
Behind large brick.
Around
Order Finally In addition, Caster saw his
In addition laptop computer was not
Lastly on the desk where he left it
First the night before.
Then
Further

CONCRETE VS ABSTRACT WORDS

Reports should be written using simple, common, and concrete language whenever
possible. The use of simple language can help keep reports concise and brief, and
addresses relevant information quickly and clearly.

Concrete nouns refer to physical things you can perceive with your five senses
(sight, smell, taste, hearing, touch), while abstract nouns refer to intangible ideas,
qualities, or states of being that you cannot physically sense.

Concrete Nouns

A concrete noun is a word for a person, place, or thing that has a physical existence
and can be directly experienced through one or more of the five senses.

 Examples:

o People/Animals: doctor, cat, neighbor, Mrs. Robins

o Places: school, Paris, mountain, restaurant

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o Objects/Substances: book, water, computer, music

Abstract Nouns

An abstract noun is a word for an idea, emotion, quality, or concept that exists only in
the mind and cannot be physically detected by the senses.

 Examples:

o Emotions/Feelings: happiness, anger, sadness, love

o Qualities/Characteristics: bravery, honesty, beauty, strength

o Concepts/Ideas: freedom, democracy, time, politics

The following table presents examples of abstract words and phrases, along with
more concrete alternatives.

Abstract Words Concrete Words

A number of. Seven...

At a high rate of speed... 75 MPH...

Appeared intoxicated... Breath smelled of an alcoholic

beverage...

Hostile behavior... Repeatedly struck at officers.

Physical confrontation... Fight...

Verbal altercation... Argument...

Extensive record... Six DUI offenses over two years...

Employed... Used...

Dispute... Argument...

Inquired... Asked...

In the vicinity of... Near...

Articulated... Said, told...

Hit... Punched, slapped or clubbed.

HOMONYMS
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Homonyms are words that sound the same but have different meanings. There
are a number of frequently used words that sound alike but have completely different
spellings and meanings. When writing reports, officers should ensure that they are
using the correct word for what they are trying to express.

Examples The following table identifies the most commonly confused sound-
alike words.

Words Definitions Examples

Accept To take with approval, or agree to I accepted the medal with pride.

Except To omit or exclude; preposition meaning 'but' We did everything except interview
the witnesses.

Access An approach, admittance, or route There is an access road running

east to west in front of the drug
store.

Excess Surplus; an amount greater than wanted. The amount of cocaine found was
in excess of what had been initially
reported.

Advice Worthy suggestion or information; noun My sergeant gave me advice on

how to handle the situation.

Advise To give suggestions, data or counsel; verb My sergeant advised me on how to

handle the situation.

Affect To act upon or produce change or influence; The suspect was affected by the
verb pepper spray.

Effect Result of cause; belongings; noun Dilated pupils are a physical effect
of the drug. The coroner removed
the personal effects from the
victim.

Allude Make reference to The witness alluded to the

suspect's collection of guns.

Elude To escape or evade The suspect eluded arrest by going

into a store.

Assure To offer assurances The officer assured the victim that

the batterer would be jailed.
Ensure To make certain The officer ensured the suspect
was correctly handcuffed.

Insure To make secure or certain (as with evels The man insured his house against
ensure); or to guarantee life or property fire and floods.
against risk.

Brake To stop a vehicle The officer watched the suspect

break into the store.
Break To burglarize a home or other structure; The officer watched the suspect
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forcibly entering or exiting a house or break into the store.

structure; to damage.

Cite Refer to an official document or rule as proof; The district attorney cited the penal
verb code.

Site Place or setting of an event; noun The officers returned to the site of
the crime to gather more evidence.

Sight Ability to see the contraband lay on the table in

plain sight.
Elicit To draw out or forth; evoke The officer was able to elicit a
confession from the suspect.
Illicit Something not permitted by law The suspect had committed an
illicit act.
Formally Something done ceremoniously or in a The suspect was formally indicted
regular, methodical fashion in for the crime.

Formerly Something that happened in the past He was formerly a detective.

Hear To perceive sound The officers could hear the

argument through the door

Here Place or location I asked the victim to come here

and answer some questions.

Its Adjective showing possession. The car lost its rear hubcap when
the officer drove over the curb.

It's Contraction of 'it is' or 'it has' It's been six years since the officer
was hired.
Know To be cognizant of or be acquainted with The victim claimed that she did not
know the suspect.

No Negative The suspect said, "No."

Pain Strong sense of hurt The victim screamed in pain after

being Tasered.

Pane Window glass set in a frame The burglar had broken the pane
to gain access to the house.

Passed To move forward or around; to circulate As we pursued the suspect, we

passed four other vehicles on the
freeway.

Past History; ended or accomplished, beyond The suspect had a number of past
convictions.

Personal Belonging to someone The suspect's personal effects

were booked into property.

Personnel Company's employee The department had a personnel

meeting.

Precede To go before in time, place or rank The burglary preceded the rape.
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Proceed To advance, go toward The burglary then proceeded to the

bedroom.

Pride Self esteem The officer took great pride in his

work
Pried To raise, move, or force with a lever (past The burglar pried the window open
tense of pry) with a screwdriver.

Principal Chief official; chief actor or perpetrator Gary Moreno was the principal
present at time of crime. person involved in the burglary.

Principle Rule of conduct; law of nature or Joad Police officers are expected to
scientific fact. uphold high moral principles.

Quiet Still or silent When we arrived at the dispute,

the house was quiet.

Quite To a great degree; completely The suspect was quite agitated

and began sweating.
Scene Location of an event The officers secured the crime
scene.
Seen Past tense of "to see" (sight) The officer seen the crime.

Steal To take without permission Robbery and theft are forms of

stealing.
Steel Strong alloy of iron The pipe was made of steel.

Than Introduces comparative clauses The suspect was taller than me.

Then Designates time (next) The suspects then fled from the
bank on foot.
There At or in that place; to, toward, or into that Morez went there after she talked
place with the officer.

They're Short form of 'they are' The woman said, "They're going to
shoot him.'

Their Possession of them, by them The brothers went by their home

on their way to the corner.

Threw Past tense of "throw" She threw the vase at her

husband.

Through Motion from side to side or end to end within The suspect ran through the mall
something. to evade arrest.

To Movement toward a place, person, or thing The victim stated he was going to
the grocery store when he was
stopped.
Too Also, besides, in excessive degree The reporting party stated that the
noise was too loud for her to hear
the person talking.
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Two The number two (2) The building had two entrances.
Waist Part of the body between the ribs and the The suspect grabbed the victim
hips around the waist and wrestled her
to the ground.
Waste To consume, weaken, or squander She wasted water by washing her
car twice every day.
Weak Not strong His use of heroin left him very
weak.

Week Seven days' duration The suspect stalked his victim for
three weeks.
Your Belongs to a specific you or a specific Young heard Johnson say, "Your
dog is on person my property
again."

You're Short form of 'you are' The officer said you're under
arrest.
Wave To signal She waved to her neighbor.

Waive To surrender or relinquish She waived her Miranda rights.

DEFINITION OF TERMS:

1. Accident - an unfortunate mishap.

2. Acquainted - having fair knowledge of.

3. Adjacent - having a common boundary or edge.

4. Affidavit - written declaration made under oath.

5. Aggravated - made more severe or intense especially in law.

6. Alibi - proof that someone accused of a crime could not have done it.

7. Alleged - doubtful or suspect.

8. Ambulance - vehicle that takes people to and from hospitals.

9. Analysis - abstract separation of a whole into its constituent parts.

10. Angle - the space between two lines or planes that intersect.

11. Arraign- accuse of a wrong or an inadequacy.

12. Arrest - take into custody.

13. Assumption - This pertains to the belief of somebody that something is true without
having any proof.

14. Autopsy - an examination and dissection of a dead body

15. Battery - a collection of related things intended for use together

16. Burglary - entering a building unlawfully intending to commit a felony.

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17. Caliber - diameter of a tube or gun barrel

18. Chronological Order - Refers to the arrangement of events and/or actions in the
order or by the time of their occurrence

19. Cocaine addict - a person addicted to cocaine.

20. Coherence - In writing, this meant to be logically or aesthetically consistent so that

all the separate facts or information fit together and add up to a harmonious or credible
whole report.

21. Collision - an accident resulting from violent impact of a moving object.

22. Communication - Defined as the use of language, spoken or written to exchange

ideas or transfer information. Communication includes also the use of non-verbal
language (sign, symbol) to exchange ideas or transfer information. The transfer of
information or ideas from one person to another includes the transmission and receipt of
a message to effect some type of action or change.

23. Concealed - not accessible to view.

24. Conclusion - Pertains to a decision made or an opinion formed after considering

relevant facts or evidence.

25. Continuing - remaining in force or being carried on without letup.

26. Controlling - able to control or determine policy.

27. Contusion - an injury in which the skin is not broken.

28. Coroner - an official who investigates death not due to natural causes.

29. Corpus Delicti - Refers to the body of facts that show that a crime has been
committed, including physical evidence such as a corpse.

30. Corroborate - give evidence for

31. Counterfeit - not genuine; imitating something superior

32. Culprit - someone or something responsible for harm or wrongdoing

33. Curfew - an order that after a certain time activities are prohibited.

34. Delinquent - a young offender.

35. Deterrent - something immaterial that interferes with action or progress.

36. Disheveled - in disarray; extremely disorderly

37. Disorderly - lacking any regular or logical organization.

38. Disturbance - activity that is a malfunction, intrusion, or interruption.

39. Embezzlement - the fraudulent appropriation of funds or property.

40. Erratic - liable to sudden unpredictable change

41. Exhaust - wear out completely.

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42. Fact - Refers to anything which either through careful observation or investigation,
has been proven to exist as to have happened.

43. Farthest - most remote in space or time or order.

44. Felonious - involving or being or having the nature of a crime

45. Fondle - touch or stroke lightly in a loving or endearing manner.

46. Forcible - impelled by physical force especially against resistance.

47. Fugitive - a person who has escaped from a place or is in hiding, especially to
avoid arrest or persecution.

48. Handicapped - incapable of functioning as a consequence of injury or illness.

49. Harassed - troubled persistently especially with petty annoyances.

50. Hearsay - This pertains to information that is heard from other people.

51. Homicide - the killing of a human being by another human being.

52. Hysterical - characterized by a state of violent mental agitation.

53. Illicit - contrary to accepted morality or convention.

54. Indictment - an accusation of wrongdoing.

55. Innocence -the state of being unsullied by sin or moral wrong

56. Interfering -intrusive in a meddling or offensive manner.

57. Interrogation - an instance of questioning.

58. Irrational- not consistent with or using reason.

59. Jargon - This refers to the language that is used by a group, profession, or culture,
especially when the words and phrases are not understood or used by other people.

60. Laceration - the act of tearing irregularly.

61. Logical- Characteristic which one is able to think sensibly and come to a rational
conclusion based on facts rather than emotion.

62. Maintenance - activity involved in keeping something in good working order.

63. Malicious - having the nature of threatening evil .

64. Miscellaneous - having many aspects .

65. Mischief - reckless or malicious behavior causing annoyance in others.

67. Misdemeanor - a crime less serious than a felony.

68. Narrative - This pertains to the story or an account of a sequence of events in the
order in which they happened. This is the language of the narrator taken down as
he/she tells. It has the advantage of giving him/her free rein and not restricting him/her
to the point where he/she leaves out vital or important information. It has the
disadvantage of being too long and a burden in note taking.
 PAGE \* MERGEFORMAT 2

69. Note Taking- defines as a brief notation concerning specific events that are
recorded while fresh in one's mind and used to prepare a report.

70. Obstruct - block passage through.

71. Omission - leaving out or passing over something.

72. Opinion - a personal belief or judgments.

73. Paralyze - cause to be immobile.

74. Prescription - the action of issuing authoritative rules or directions.

75. Prevalent - most frequent or common.

76. Probable cause - (law) evidence sufficient to warrant an arrest or search and
seizure 77. Proofreading - This is a way of reading the proofs of a text and mark
corrections to be made.

78. Prosecute - conduct legal proceedings against a defendant .

79. Protruding - extending out above or beyond a surface or boundary.

80. Pursuit - the act of following in an effort to overtake or capture.

81. Quarrel - an angry dispute.

82. Recurrence -happening again, especially at regular intervals.

83. Rendezvous - a meeting planned at a certain time and place.

84. Report Writing - It is a communication that lends itself to a useful tool for people in
a free society to express their thoughts and ideas and to obtain what they need or want.

85. Reporting - This is a way of knowingly passing along information to someone else.

86. Resisting arrest - physical efforts to oppose a lawful arrest.

87. Restitution - the act of restoring something to its original state.

88. Resuscitation - reviving a person and returning them to consciousness.

89. Ridiculous - incongruous or absurd.

90. Scarcely - only a very short time before.

91. Schedule -a list of times at which things are planned to occur.

92. Seizure - the taking possession of something by legal process.

93. Sergeant - a noncommissioned officer ranking above a corporal.

94. Siege - an action of an armed force that surrounds a fortified place.

95. Significance - the quality of being important.

96. Silhouette- a filled-in drawing of the outline of an object.

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97. Slang - Pertains to the words, expressions, and usage that are casual, vivid, racy,
or playful replacement for standards ones, are often short-lived, and are usually
considered unsuitable for formal context.

98. Specimen - a bit of tissue or fluid taken for diagnostic purposes.

99. Subpoena - a writ issued to compel the attendance of a witness [Link] -

functioning in a supporting capacity.

[Link] - the act of killing yourself so pole end.

[Link] - showing ignorance of the laws of nature and faith in magic.

[Link] - close observation of a person or group.

[Link] - Refers to the discreet observation of places, persons and vehicles

for the purpose of obtaining information concerning the identity or activities of the
subjects. 105. Suspicious - openly distrustful and unwilling to confide.

106. Swerve - turn sharply; change direction abruptly.

[Link] - take unlawfully; steal.

[Link] - position 30 in a countable series of thing.

[Link] - A writer's attitude toward subject, audience, and self.(First Person, I;

Second

Person You; Third Person - He/She).

[Link] - lasting a very short time.

[Link] - psychologically painful.

[Link] - destroy wantonly, as through acts of vandalism.

[Link] - relating to or intended for motor transport.

[Link] - A way of using words, especially spoken words, as opposed to pictures or

physical action.

[Link] - a surrounding or nearby region.

116. Warrant - formal and explicit approval.

Note: The following terms mentioned here can be used to enhance the student's
comprehension for the report writing. With these, you can formulate sentences and
paragraphs with the terms that are more suited to your degree which is criminology.

Name: ____ Date:

Multiple Choice Question: Select only the letter of the correct answer.

1. It refers to the person, place or thing being written about.

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a. first person pronoun c. second person pronoun

b. third person pronoun d. pronoun
2. These are used when referring to the officer writing, the reports.
a. first person pronoun c. second person pronoun
b. third person pronoun d. pronoun
3. A verb is in this voice when the subject of the sentence is the individual or thing that
is doing or performing the action.
a. first person pronoun c. active voice
b. passive voice d. voice
4. It is being used to describe a type of verb, refers to whether the verb is active or
passive.
a. unity c. active voice
b. passive voice d. voice
5. It consists of two or more verbs with the same subject.
a. compound subject c. compound predicate
b. passive voice d. voice
6. It is a part of a sentence that contains the main verb and any other words used to
complete the thought of the sentence.
a. simple subject c. predicate
b. passive voice d. voice
7. It is the main word or combination of words that names the person, place, thing, or
idea about which something is being said.
a. simple subject c. paragraph
b. passive voice d. voice
8. It is a sentence that gives a command or makes a request.
a. compound-complex sentence c. interrogative sentence
b. imperative sentence d. simple sentence
9. A sentence with one independent clause and no subordinate clauses.
a. complex sentence c. interrogative sentence
b. imperative sentence d. simple sentence
10. A sentence that contains one independent clause and at least one subordinate
clause.
a. complex sentence c. interrogative sentence
b. imperative sentence d. simple sentence
11. It is a sentence that contains two or more independent clauses and at least one
subordinate clause.
a. compound-complex sentence c. interrogative sentence
b. imperative sentence d. simple sentence
12. It is a collection of related sentences dealing with a single topic.
a. simple subject c. paragraph
b. passive voice d. voice
13. Element of paragraph that say that the entire paragraph should concern itself with a
single focus.
a. unity c. active voice
b. passive voice d. voice
14. It is a sentence that indicates in a general way what idea or thesis the paragraph is
going to deal with.
a. unity c. topic sentence
b. coherence d. transitions
15. These are words or phrases that show relationships between thoughts, sentences,
or paragraphs.
a. unity c. topic sentence
b. coherence d. transitions
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Reference:

Balares, B.F. et., al. ( 2023). Technical English 1 & 2 . Investigative Report Writing and

Presentation. Wiseman’s Book Trading, Inc.