poWrittenPracticeTest.docx

VOCABULARY Instructions ------------ In each of the following sentences, choose the word or phrase that most nearly has the same meaning as the underlined word. Mark on your answer sheet the letter that identifies the correct choice. 1. The witness [corroborated] the suspect\'s story. a. v...

VOCABULARY Instructions ------------ In each of the following sentences, choose the word or phrase that most nearly has the same meaning as the underlined word. Mark on your answer sheet the letter that identifies the correct choice. 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. e. plausible f. serious g. practical h. sensible 3. The police [sequestered] the suspect. i. caught j. isolated k. arrested l. released 4. In order to conceal her guilt, Linda told a [blatant] lie. m. harmless n. subtle o. careless p. obvious 5. He was [ignorant] of the proper procedures. q. unaware r. conscious s. uncertain t. cognizant **Correct Answers:** **Explanation of Incorrect Alternatives:** **Things to study:** Vocabulary is not a skill that can be improved quickly. The best way to improve vocabulary is to immerse oneself in language for prolonged periods of time through activities such as reading and writing. Using and interacting with language is the only real way to achieve mastery. Learning words in isolation is very difficult. Those with strong vocabulary skills may benefit from understanding the Latin and Greek roots, prefixes, and suffixes on which many English words are based. Below are some examples of words that derive their meaning from their roots, prefixes, and suffixes. 1. [Put the word in context.] 2. [Be aware of subtle differences in meaning.] SPELLING ======== Instructions ------------ In the following sentences, choose the correct spelling of the missing word. Mark on your answer sheet the letter that identifies the correct choice. 1. His \_\_\_\_\_\_\_\_\_\_\_\_\_\_ of the situation was incorrect. a. analisys b. annalysis c. analysis d. anallysys 2. It was not \_\_\_\_\_\_\_\_\_\_\_\_\_ who committed the crime. e. apparent f. apperant g. aparent h. aperant 3. She was a \_\_\_\_\_\_\_\_\_\_\_\_ worker. i. conscienteous j. consceintious k. consceinteous l. conscientious 4. She did not actually \_\_\_\_\_\_\_\_\_\_\_\_\_ the stolen goods. m. receive n. recieve o. receve p. recive 5. There was only one witness to the boy\'s \_\_\_\_\_\_\_\_\_\_\_\_\_\_. q. abducton r. abducsion s. abduction t. abduckion **Correct Answers:** **Things to study:** It is difficult to prepare for the spelling portion of the test. No specific word list was used 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. There are rules that govern spelling, but they are many and complex. The complete set of rules that govern spelling is quite extensive, and there are numerous exceptions to the rules. The following includes just a few of the more important rules that govern spelling. 1. Prefixes ----------- Examples: *dis* approve, *dis* continue*, mis* understand, *over* extend, *un* happy. 2. Suffixes ----------- A. When adding the suffix *ness* or *ly*, don\'t change the spelling of the base word. However, when the root word ends in *y*, the *y* is usually changed to *i* before the *ly* or *ness.* B. When a one syllable word ends in a single consonant preceded by a single vowel, double the consonant before adding *ing, ed, er, est*. C. When a word with more than one syllable ends in a single consonant proceeded by a single vowel, and when the accent is on the last syllable, double the consonant before adding *ing, ed.* D. When a word ends in a consonant followed by a silent *e*, drop the *e* before adding *ing*. E. When a word ends in *y* preceded by a consonant, keep the *y* before adding *ing*. When adding either *es* or *ed,* change the *y* to *i.* 3. Plural forms of nouns ------------------------ A. To form the plural form of most nouns, add s. B. To form the plural form of nouns ending in *s*, *x*, *z*, *ch*, or *sh*, add *es* C. To form the plural form of nouns ending in a consonant plus *y*, change the *y* to *i* and add *es.* D. To form the plural form of nouns ending in a vowel plus *y*, add *s*. E. To form the plural form of nouns ending in a consonant plus *o*, add *es.* F. To form the plural form of nouns ending in a vowel plus *o*, add *s*. 4. \"I\" and \"E\" Rule ----------------------- THE MULTIPLE-CHOICE READING COMPREHENSION TEST ============================================== 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. 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 courtappointed 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 may 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. 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 offense 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 the 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. 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. 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 emphasize problem solving, with active citizen involvement in defining those matters that are important 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 community-based 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. 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) 1. the first digit identifies shift 2. the alpha digit describes the operational assignment 3. the last two digits identifies unit or area 1. -- Day 2. -- Swing 3. -- Graveyard 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 J. -- Administration Division 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 **Correct Answers:** **Explanation of Incorrect Alternatives:** **Test strategies**: [Strategy 1]: Read the question and the alternative responses before reading the passage. When reading the passage, focus attention on information indicated in the question and alternatives. [Strategy 2]: Avoid using opinions or personal knowledge to answer the question. Remember that responses are scored based solely on information that is in the passage. [Strategy 3]: Read the question very carefully. Correct responses are difficult for those who misread the question. (Last) (First) (MI) (Month) (Day) (Year) TEST BOOK B ----------- CLOZE READING TEST ================== 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. For example, a sentence in the test might read... **\"The driver was injured when his 1) \_ \_ \_ crashed into the tree.\"** You would complete the sentence by printing **\"CAR\"** in the blank space provided: **\"The driver was injured when his 1) [C A R] crashed into the tree.\"** The word **[B U S]** could have been used, as it both makes sense in the blank space, and has the proper number of letters. The words **truck**, **auto** and **vehicle** are incorrect, because, even though they make sense in the blank, they have the wrong number of letters. There were three dashes in the blank space. 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 column represents one item. To code a word on the answer sheet, write the **FIRST LETTER** 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 box. **ONLY THE RESPONSES CODED ON YOUR ANSWER SHEET WILL BE SCORED, SO MAKE SURE YOU CODE YOUR ANSWERS CORRECTLY.** As you are coding your answer sheet, check to ensure that: - the item number on the answer sheet, where you are coding your responses, corresponds with the item number in the passage. - you have written the correct letter in the box. - you have blackened the correct circle below the box. The following paragraph is an example of a CLOZE test.