Lesson Proper for Week 1 (cdi5)

POLICE REPORT

Primarily, report is defined as an account of any occurrence prepared after thorough investigation.It is also
defined as an account or statemen describing in detail an event, situation, or the likes, usually as the result of
observation or inquiry.

It deals with the story of action performed by police personnel. It is a chronological or step-by-step account of
an incident that transpired in a given time, at a given place. It is also defined as an account of some subjects
specifically investigated, or an official statement of facts.

Police reporting has become one of the most significant processes in modern police operations. A police officer,
after rendering his/her duty, must render a report. His immediate supervisor must be aware of the things he/she
had done in the field during his/her tour of duty, and submitting a report is the only way to do that.

POLICE REPORT WRITING

Police report writing is considered technical writing, and as such, one needs to develop special skills and
techniques. Police report writing is the backbone of criminal investigation and prosecution. Police Report
Writing are also used to train personnel and to get people to follow procedures and policies. Report writing is a
skill or competence that is difficult to master. That is why it needs to be learned or studied.

Note: The success of police operation depends upon the quality of the reports and the ability of the police
officer to write them effectively. The PNP for instance, relies on written reports to relay information to
superiors, co-workers, the courts and numerous other agencies.

PURPOSE OF WRITTEN REPORTS

A. To Preserve Knowledge. Knowledge when in use can be shared and Used by others for greatest possible
benefits. It can pass on from generation to generation;

B. To Provide Accurate Details. Regardless of the length of time the details recorded in a written report
will be available for future time and for any purpose with accuracy.

C. To Aid the Personnel and Other Agencies. Witten report provides valuable assistance to other members
of investigation agencies and other law enforcement agencies. Record and report are important part of achieving
mutual cooperation among agencies national, local or private entities; and,

D. To Coordinate the Activities within the Organization. A report by an individual may be concerned of
another office within the organization. Mutual and supportive roles would result to closely coordinate activities
when the report is widely disseminated or not limited to a few.

QUALITIES OF A GOOD POLICE REPORT

All police reports must contain certain qualities, which can be categorized as Accurate, Clear, Complete,
Concise, Factual, Objective and Prompt.
A. Accurate. This means that the report is in exact conformity to fact (errorless). A fact is something that
has been objectively verified. You must report the facts correctly and without error. If it is a criminal incident
report, the elements of the crime are a must for accuracy. One must restrict his/her report to the facts of the
incident as one saw it or as victims and witnesses reported them. One must accurately report the conditions of
the scene as he/she found them;

B. Clear. The language and format in one's report must be simple and direct to the point. Clear means plain
or evident to the mind of the reader. One should use simple words so the reader will know exactly what he/she
needs to know. Avoid use of words that can have double meanings, slang, jargon and unnecessary
abbreviations;

C. Complete. A report must answer the Who, What, When, Where, Why and How questions (5W's and 1
H). It must also contain the elements of the offense. One's memory is not sufficient to assure the completeness
of reports. Proper note-taking techniques can assure one to write complete reports;

D. Concise. This means that the report says much with a few words as possible. Conciseness relates to the
elimination of unnecessary words and does not mean short. Writing concise reports includes using active voice,
avoiding wordiness, eliminating unnecessary words, prepositional phrases, and using ordinary and commonly
understood words. Most sentences in police reports consist 12 to15 words;

E. Factual. A report must be factual. A fact is something that has been objectively verified and is presented
objectively. One must report the facts correctly and without error. Avoid reporting opinion or inferences
(drawing conclusions), suppositions (assumptions of truth) or hearsay as though they were facts;

F. G. Prompt. A report must be completed in a timely manner and submitted at the soonest possible time.
One's credibility may be open to speculation if this quality of police report is not followed.

STEPS IN REPORT WRITING PROCESS

Report or Technical Writing is a five-step process.

1) Interviewing - is defined as asking somebody a series of questions to gather information. This is the first step
in the process. The investigator's interview of the victims, witnesses, and suspects is the backbone of the
preliminary investigation. Frequently, the first officer at the scene of the crime has the best opportunity to
conduct interviews. If he/she fails to conduct successful interviews, his/her action on preliminary investigation
is incomplete.

2) Note Taking - It means brief notation concerning specific events while fresh in one's mind and used to
prepare a report. An investigator takes notes to assist his/her memory with specific details, such as names, date
of birth, serial numbers, addresses and phone numbers. Neat and accurate notes add to one's credibility and
demonstrate one's high level of proficiency and professionalism. Since notes are made of all pertinent
information during an investigation, they would be of great help especially when an investigator is Subpoenaed
or Summoned to appear in court.

3) Organizing - Organizing means to arrange the Components of something in a way that creates a particular
structure. Since during the note taking, all information gathered are fragments, the investigator must organize
the information into logical manner. The sequence of events must be followed in order to portray the incident
clearly.
4) Writing the Narrative - This is the fourth stage in the preparation of thee report. The task is not only to
express your ideas, but to make an impression upon the mind of the reader as well. In other words, you must
write for the benefit of the reader. Place yourself in his/her position and try to visualize his/her interest his/her
knowledge of the subject and his/her dependence upon the report Writing the narrative should be the easiest part
of report writing. Before you begin writing the narrative, stop and think about what you have done and what
you have yet to do.

5) Proofreading - The results of an investigation must be reduced to writing. During the investigation, one must
complete each of the steps, or else, the final report will lack substance.

Lesson Proper for Week 2 (cdi5)

GUIDELINES IN REPORT WRITING:
1. Word Usage: Police officers from all over the country tend to Use similar words and phrases but you should
always make sure you know the correct definition and spelling of the words you will use in the reports.
a. Slang is usually a nonstandard vocabulary developed by a group of people. You may be familiar
with street slang, criminal slang, and police slang. It is inappropriate to use slang in your report,
unless you are quoting someone's statements; and,
b. Jargon is usually the specialized language of a profession. Criminal justice professionals, just like
other professionals, use a great deal of jargons. You should avoid use of jargon in your reports.
2. Tone (First Person and Third Person): You may write your reports in either the first-person or third-person
style, both are acceptable. First-Person writing style is preferred and the most widely used. You should refer
to yourself as an active participant. The alternative to first person is the Third Person writing style. You
refer to yourself as assigned officer the undersigned or this officer. Usually, department policy specifies
which style as assigned to the office you use. Police reports should be written in an easily understandable
which style the Philippine National Police organization caters.
3. The Contents of a Police Report (5Ws and 1H): The police officer needs not be a literary genius to write a
good police report. It the officer obtains responses for the six interrogatives, i.e., WHO, WHAI, WHERE,
WHEN, WHY and HOW, his report will be complete even though it might not be a literary masterpiece.
The 5Ws and 1H can be a useful guide to report writers, especially the beginners. The following is a list of
the variations that can be derived from the above.
a. WHO
i. Complete and correct name. Wrong name usually results in failure to locate a witness or
apprehend a suspect. The spelling of the name of witness, victim and suspect should be
correct. Name including middle name must be exact.
ii. Exact home address, be it residence or a hotel, and telephone address.
b. WHAT
i. What type of property was attacked, e.g., building, residence, alley, vacant lot, etc.
ii. What type of property was stolen, lost or found. What items related to the crime were found
at the crime scene. An accurate description of all such properties stolen, lost or found should
be entered in the notes.

iii. What offense was committed, e.g., murder, homicide, rape, physical injuries, robbery, theft,
and violation of special laws.
iv. What type of evidence was found or recovered?
c. Where
i. This question is concerned with the geographical location of the crime Scene, property or
evidence.
d. When
i. This question includes the date and the time when the offense was committed; property
found, suspect apprehended, etc.

e. WHY
i. Under this heading is listed the object of desire which motivated offense
 ii. In crime against person, the object of the attack might be revenge ransom, or sexual pleasure.
iii. In crime against property, the reason may be to acquire money and property.
f. HOW
i. This question refers to the general manner in which the crime was committed.

SECURITY CLASSIFICATIONS OF DOCUMENTS

Classified information is a material that the government deems to contain sensitive information and requires
protection of confidentiality, integrity, or availability. Access is restricted by law or regulation to particular
groups of people, and mishandling can incur criminal penalties and loss of respect. A formal security clearance
is often required to handle classified documents or access classified data. Documents and other information
assets are typically marked with one of several (hierarchical) levels of sensitivity, e.g. restricted, confidential,
secret and top secret.

These levels of sensitivity are explained as follows:

A. TOP SECRET - A document which unauthorized disclosure of its contents would cause exceptionally grave
damage to the nation, politically economically or from security aspect. This category is reserved for the nation's
closest secrets and is to be used with great reserve. This kind of document has the highest level of sensitivity.
Examples:
1. Very important political documents dealing with such matters as negotiations for our country.
2. Major governmental projects such as drastic proposals to adjust the nation's economy before official
publications.
3. Matters relating to new and far reaching experimental, technical, and scientific development in methods
of warfare, defense against biological warfare, or matter affecting future operation strategy. A TOP
SECRET grading is justified if:
a) It is likely to influence military strategy materially;
b) If gives us a prolonged military advantage over the nation;
c) It is liable to compromise some other project similarly graded.
d) The critical information relates to vital strategic areas and the supply of vital strategic materials.
e) The information indicates the capabilities or major successes of our intelligence services which would
imperil secret sources.
f) The critical information on cryptography relates to devices and equipment under development.
g) It is a compilation of data or items which individually may be classified as SECRET or lower, but which
collectively should be put in a higher grade.

Classification Authority
1. Original classification authority for assignment of TOP SECRET classification rests exclusively with the
head of the Office. This power may however, be delegated to authorized offices in instances when necessity
for such arises.
2. Derivative classification authority for TOP SECRET classification (authority may be granted to those
officers who are required to give comments or responses to a communication that.
B. SECRET MATTER - A document which unauthorized disclosure of its contents would endanger national
security, cause serious injury to the interest or prestige of the nation or to any governmental activity or would be
of great advantage to a foreign nation. Examples:
1. High level directives dealing with important negotiations (as distinct from major negotiations which would
be in the TOP SECRET category) with other countries.
2. Proposals for new schemes of government or other controls, foreknowledge of which would seriously
prejudice their operation.
3. Matter relating to certain new methods of warfare or defense including scientific and technical
developments, not classified as TOP SECRET e.g. new design or service aircraft., guided
projectiles/missiles, tanks, radar and anti-submarine devices. A SECRET grading is justified if:
a) It materially influences a major aspect of military tactics; projects.
b) It involves a novel principle applicable to existing important
c) It is sufficiently revolutionary to result in a major advance in existing techniques or in the
performance of existing secret weapons; d. It is liable to compromise some other projects already so
graded.

d) It refers to plans or details of schemes for the defense of areas other than vital strategic areas,
including plans or particulars of operations connected with them.
e) It involves vital military information, including photographs, etc. relating to important defenses,
establishment and installation
f) It refers to intelligence which is not in the TOP SECRET category but which would reveal a secret
source, or the value of which dene concealing the fact that we possess it.
g) It is about cryptographic devices and equipment unless specifically assigned to a lower
classification.
h) It is a compilation of data or item which individually may be classified CONFIDENTIAL or lower,
but which collectively should be put in d higher grade.
C. CONFIDENTIAL MATTER - A document which unauthorized disclosure of its contents, while not
endangering the national security, would be prejudicial to the interest or prestige of the nation or any
governmental activity or would Cause administrative embarrassment or unwarranted injury to an individual or
would be of advantage to a foreign nation. Examples:
1. Plans of government projects such as land development, hydroelectric Schemes, road development, or
development of areas.
2. Routine Service Reports, e.g. on operation and exercises, which contain information of value but not of vital
interest to a foreign power.
3. Routine Intelligence Report.
4. Technical matter not of major importance but which has a distinct military value or required protection
otherwise., e.g. new weapons calculated to influence minor tactics or service test of war equipment of a
standard pattern. A CONFIDENTIAL grading is justified if:
a) it is more than a routine modification or logical improvement of existing materials and is sufficiently
advanced to result in substantial improvement in the performance of existing CONFIDENTIAL
weapons;
b) It is sufficiently important potentially to make it desirable to postpone knowledge of its value reaching a
foreign nation; It is liable to compromise some other projects already so graded; iv. It involves personnel
records and staff matters;
c) Certain compilations of data or items which individually may be classified RESTRICTED, or which
may be unclassified, but the aggregation of which enhance their security value;
d) Matters, investigations and documents of a personnel and and disciplinary nature, the knowledge of
which is desirable to safeguard for administrative reasons;
e) Identification of personnel being investigated for misconduct, anomaly of fraud prior to the filing of
appropriate charges or completion of the findings of boards created for such purpose.
Any officer is authorized to assign CONFIDENTIAL Classification to any matter in the performance of his
duties.
D. RESTRICTED - A document which requires special protection other than that determined to be TOP
SECRET, SECRET or CONFIDENTIAL. Examples:
1. Departmental Books of Instructions and Training and technical document intended for official use only
or not intended for release to the public; stores;
2. Routine information relating to the supply and procurement of military
3. Minor modifications and routine test of equipment;
4. Certain compilations of data or item which individually maybe unclassified and which in its aggregate
warrants a classification.
5. Authority for Classification, Reproduction, Dissemination and Destruction
Authority to classify shall be the same as for CONFIDENTIAL matter. Reproduction is authorized.
Transmission shall be through the normal be dissemination system. Destruction shall be the same as for that of
CONFIDENTIAL matter.
Lesson Proper for Week 3

BASIC GRAMMAR REVIEW

This lesson is geared towards directing the learner on reviewing the basics of English grammar. The
skills acquisition on correct grammar is important, before the learner engages in the actual writing process of
this course, he needs to go back and review on the basics. Though English grammar has already been taught in
other English subjects, still the writer needs to reinforce his learning through constant review, repetition, and
practice. The basic elements of grammar like the Eight Parts of Speech, which are the Nouns, Pronouns, Verbs,
Adverbs, Adjectives, Prepositions, Conjunctions, and Interjections, are reviewed in this unit to reinforce
previous leanings. The sentence and its kinds are also emphasized to aid the learner in composing parallel
paragraphs using a
ppropriate transitional markers, and sentences free from errors of comma splices and dangling modifiers.
Moreover, agreement and grammar rules are reviewed to remind the learner that correct grammar and usage are
important factors in good writing, because a well written material will lose its significance when correct
grammar usage is not followed.
Basic Elements of Grammar The words in the English language can be designated to one of the eight
categories, known as the Parts of Speech. The meaning and the way the words are used in a sentence determine
what part of speech it is. These parts of speech are considered as one of the basic elements of grammar. Each of
the part functions in accordance with the standard rules of grammar. The eight parts of speech are discussed in
details in the next pages.
1. Nouns - The largest of the parts of speech categories constitute nouns. It names a person, place or a
thing. The chart below shows the kinds of nouns with its corresponding description and examples:
a. Abstract Nouns- name something that is non-physical that one cannot readily perceive
through any of the five senses. Examples: (nationalism, terrorism, delinquency, morality
love, credibility). As used in a sentence: A Policeman's credibility and morality is in question
if he is involved in illegal activities.
b. Compound Nouns- composed of two or more words acting as a single unit. Examples:
(fingerprint, shot gun, police officer in charge Director General) As used in a sentence: The
Director General ordered the police officer in-charge of the case to submit a written report
about the incident.

c. Concrete Nouns- name something that one can physically see, touch, taste, hear, or smell.
Examples: (criminal, police officer, jail, courtroom, patrol car gun, dead body, police station)
As used in a sentence: The gun used by the criminal is in the Police station.
d. Common Nouns- any one of a class of people, places, or things Examples: (victim, cop,
explosives, station, district, evidence) As used in a sentence: The victims of the explosion
were assisted by the cop.
 e. Proper Nouns- name a specific person, place, or thing. Examples: (Crimgst. Paulino
Pioquinto, College of Criminology, Philippine National Police, Lapu-Lapu City Police
Station) As used in a sentence: Crmgst. Paulino Pioquinto is the Chaiperson of UCLM
College of Criminology.

f. Collective Nouns- name a group of people or things, its meaning may be either singular or
plural depending on how it is used in the sentence. Examples: (council, delegation, jury,
team, committee, troop. entourage). As used in a sentence: The biggest delegation of police
officers came from Cebu City.
2. Pronouns are words that help writers avoid awkward repetition of nouns. They are used in
replacement of nouns. Examples: (a) Mar is taking up BS Criminology at University of Cebu; he
will graduate next year. (b) The crime scene was secured. The police officer cordoned it.
Antecedents - Antecedents are nouns or words that take the place of nouns for which pronoun
stands. The italicized word in the examples below is the antecedent of the underlined pronoun.
Examples (a) Before their release, the victims paid a ransom. (b) While writing his notes, the police
officer noticed errors in it. The chart below shows the different kinds of pronouns with its
corresponding description and example:

Figure 2 – English Pronoun

Source: https://7esl.com/english-pronouns/
3. Preposition - repositions and postpositions, together called adpositions, are a class of words used to
express spatial or temporal relations or mark various semantic roles.
 Figure 3– Prepositions
Source: https://eslforums.com/in-on-at/

4. Verbs - Verbs are words or group of words that express time while showing an action, a condition,
or the fact that something exists. Every complete sentence contains at least 1 verb. The examples
below show the different kinds of verb with its corresponding one verb.

a. Action Verb - Make up the majority of the English verbs; they expressed either physical or
mental action - that is what someone or something does, did, or will do.
i. The suspect attempted to jump over the fence.
ii. The police officer blows his whistle incessantly. L
b. Linking Verb - These verbs serve a more passive function, because it just simply express a
condition showing that something exist.
i. John Raymond is an outstanding law enforcer.
ii. They are both senior officers of the Philippine National Police.
c. Be Verb - These are the most common linking verbs; when be verbs act as liking verbs, they
express the condition of the subject, and sometimes they merely express existence usually by
working with other words to show where the subject is located.
 i. The suspects are inside the interrogation room.
ii. The suspect will be subjected to a lie polygraph test.
(Examples: am, are, is, was, were, will be, was being, were being, have been, had been, and has
been)
d. Transitive Verb - These verbs direct actions toward someone or something that is named in
the same sentence; the word toward which transitive verb directs its action is called the
object of the verb.
i. He filed an affidavit of complaint.
ii. The medical examiner made an autopsy report of the victims.
e. intransitive Verb- These verbs do not direct action toward someone or something that is
named in the sentence; and they never have objects.
i. I washed, dressed, and went out
ii. Kevin couldn't read or write.
5. Adjectives - Adjectives are words that qualify the meaning of a noun or pronoun by giving
description about its appearance, location, and other characteristics. It can answer four questions
about a noun, as exemplified below:
i. What kind? (what kind of car?)
ii. Which one? (which witness?)
iii. How many? (how many pistols)
iv. How much? (how much ransom was paid?)

Figure 4 – Adjectives
Source: https://www.grammar-monster.com/lessons/adjectives.htm
6. Adverb is a word or an expression that modifies a verb, adjective, another adverb, determiner,
clause, preposition, or sentence. Adverbs typically express manner, place, time, frequency, degree,
 level of certainty, etc., answering questions such as how?, in what way?, when?, where?, and to what
extent?

Figure 5– Adverbs
Source: https://www.youtube.com/watch/L0USJe44yS4

7. Conjunctions are words used to join or connect other words in a sentence. Below are the
descriptions and examples of the three kinds of conjunctions. There are three kinds of conjunctions,
namely: Coordinating, Subordinating, and Correlative.
8. Interjections- An interjection is a word or expression that occurs as an utterance on its own and
expresses a spontaneous feeling or reaction. It is a diverse category, encompassing many different
parts of speech, such as exclamations, curses, greetings, response particles, hesitation markers and
other words.
Lesson Proper for Week 4
THE SENTENCE AND PARAGRAPH

I. SENTENCE COMPOSITION

Sentences generally flow from a subject, to a verb, to any objects, complements, or modifiers, but can be
ordered in a variety of ways to achieve emphasis. We can define a sentence as a word or group of words that
expresses complete thought. Consider the following group of words: "The notorious robbers". According to the
definition, a sentence must express a complete thought. It is true 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 words, you must tell what the robbers did, or what happened to the robbers, or what the
robbers are.

Sometimes a world can express a complete thought. Consider the following example:"Go."

The meaning or thought of the above expression is complete. The understood subject is the person to

which is implied, "you". Other similar examples are: "Get out!", "Leave!"

A. 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 appear anywhere in a sentence, if most often appears at
the beginning.

Subject Predicate

Lightning strikes

1. 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).

Helen worked quickly and efficiently.

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

Visit the link to know about the basic structure in English

Play Video
2. The Simple Subject

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.

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].

3. 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.

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

A compound verb consists of two or more verbs that are joined by a conjunction and have the same subject.

· Helen chose a seat near the door and sat down. [compound verb: chose and sat]

B. Classification of Sentences

Sentences may be classified according to their purposes:

1. DECLARATIVE - to make a statement

Police Inspector is the initial rank of police commissioned office

2. INTERROGATIVE - to ask a question

Have you seen the PNP Journal yet?

3. IMPERATIVE - to command or request

Deliver this message to the Chief Operations.

Please carry me on leave effective tomorrow.

4. EXCLAMATORY - to exclaim or to express a strong feeling or emotion.

Ah, you have solved the problem!

This is further discussed in the link:

Play Video
C. Sentences Classified According to Structure
1. A simple sentence is a sentence with one independent clause and no subordinate clauses.

2. A Compound sentence is a sentence that is composed of two or more independent clauses but no
subordinate clause.

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

4. A compound-complex sentence is a sentence that contains two or more independent clauses and ai
least one subordinate clause.

II. SENTENCE COMBINING, EMPHASIS AND VARIETY

As you combine short and choppy sentences to form longer, more mature sentences, you will be making
choices with regard to sentence structure and emphasis.

Three Sentences:

· Juan Hernández is an engineer He is a mechanical engineer.

· He is an engineer this semester. One Sentence:

· Juan Hernández is our mechanical engineer this semester.

Combined:

Juan Hernández is our mechanical engineer this semester.

Ways to combine sentences:

A. Combine closely related sentences by using participial phrases.

B. Combine short, related sentences by using appositives or appositive phrases.

C. Combine short, related sentences by using compound subjects or verbs or by writing a compound sentence.

D. Combine short, related sentences into a complex sentence by putting one idea into a subordinate clause.

PARAGRAPH

What is a paragraph? 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
those ideas aren't presented in an organized fashion, you will lose your readers (and fail to achieve your goals
in writing).

The Basic Rule: Keep one ldea in one paragraph

The basic rule of thumb with paragraphing is to keep one idea in one paragraph. If you begin a transition, a
new idea 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.

A paragraph should Contain the following: A Topic Sentence, and supporting sentences for adequate
development. These supporting sentences must be unified and each sentence must point to a single idea
found in the topic sentence in order to achieve Unity. Furthermore, the supporting sentences should stick
together in such a way that the topic is developed clearly and logically in order to achieve Coherence. As you
will see, all of these traits overlap. Using and adapting them to your individual purposes will help you construct
effective paragraphs.

1. 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.

2. 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
your words.

3. Topic Sentence. 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 redder understands the topic of the paragraph is to put your topic
sentence near the beginning of the paragraph.

4. 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.

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

· After a chronology of an event (time segments)

How do I know when to start a new paragraph?

1. 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.

2. To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate,
different points in an argument, or any other difference.

3. 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.

4. 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.

Margin Rules:

1. Top first page (without printed letterhead), typed letterhead, A inch or 5 roller spaces from the edge of
the paper;

2. Top second page and succeeding pages, 1 4 inches or 7 roller spaces from the top edge of the paper;

3. Left Margin 1 4 inches or 15 bar spaces;

4. Right Margin-A inch or 7 bar spaces; and,

Lesson Proper for Week 5
CAPITALIZATION AND PUNCTUATION

I. CAPITALIZATION

The use of capital or uppercase letter is determined by custom. Capital letters are used to call attention to
certain words, such as proper nouns and the first word of a sentence. Care must be exercised in using capital
letters because they can affect the meaning of words such as in words march/March, china/china,
turkey/Turkey. The proper use of capital letters can help eliminate ambiguity.

A. Proper Nouns

· As we have known already, proper nouns such as names of specific persons. places, things, concepts,
or qualities are capitalized.

EX. Mathematics, Naga College, Juan Alvarez, Philippines

B. Common Nouns

· Common nouns name general classes or categories of people, places, things, concepts, or qualities
rather than specific ones and are NOT capitalized.

Ex. A mathematics class, an institution, a person, a country

C. The first letter of the first word in a sentence is always capitalized.

Ex. This report will be finished very soon.

· The first word after a colon may be capitalized if the statement following is a complete sentence or if it is
a formal resolution or question.

Ex. Tomorrow's meeting will deal with only one issue: What is the school's role in environmental protection?

Ex. We have to keep working for one reason: the approaching deadline.

Ex: Dr. San Juan stated, "It is possible to open a new Program in the Graduate Studies this coming semester.

· The first word in the salutation and complimentary lose or a letter is capitalized.

Ex. Dear Mr. Villanueva:

Sincerely yours,

D. Specific Groups

· Capitalize the names of ethnic groups, religions, and nationalities.

Ex. Aetas, Mormons, Bicolanos, Batangueños, Filipinos

· Do not capitalize the names of social and economic groups.

Ex. middle-class, working class, unemployed

E. Specific Places Capitalize the names of all political divisions.

Ex. Brgy. Peñafrancia, City of Naga, Province of Camarines

Ex. Municipality of Pili, Province of Albay, Philippines, Europe,

· Do not capitalize geographic features unless they are part of a proper name.

Ex. The mountains in some areas, such as the Sierra Madre- Mountain, make television transmission difficult.

· The words north, south, east, and west are capitalized when they refer to sections of the country. They
are not capitalized when they refer to directions.

Ex. I may travel south when I get my new job.

We may open a new institute in the South next year.

Other:

F. Specific Institutions, Events, and Concepts

G. Titles of Works

H. Personal, Professional, and Job Titles

I. Abbreviations

J. Letters

K. Miscellaneous Capitalizations

II. PUNCTUATIONS

Punctuation is a system of symbols that helps readers understand the relationships within a sentence. Marks
of punctuation link, separate, enclose, indicate omissions, terminate. and classify. Most punctuation marks can
perform more than one function.

Understanding

punctuation is essential for writers because it enables them communicate with clarity and precision. The Use of
punctuation is determined by grammatical conventions and the writer's intention. Think of the punctuation as a
substitute for the writer's facial expressions and vocal inflexions.

The following are the thirteen (13) marks of punctuation:

Period(.)

Question mark (?)

Exclamation mark (!)

Comma (,)

Apostrophe (‘)

Quotation marks (" ")

Parentheses (())

Brackets ([])

Colon (

Semicolon (;)

Dash ( - )

Hyphen (-)

Slash (/)

A. Period

A period usually indicates the end of a declarative or imperative sentence. Periods also link when uses as
leaders (for example, in a table of contents) and indicate omissions when used as ellipses. Periods may also
end questions that are really polite requests and questions to which an affirmative response is assumed.

Ex. Will you please send me the financial statement.

· Periods in Quotations
Use a comma, not a period, after a declarative sentence that is quoted in the context of another sentence.

Ex. “There is every chance of success," she stated.

A period is conventionally placed inside quotation marks.

Ex. He liked to think of himself as a "researcher."

He stated clearly, "My vote is yes."

· Periods with Parentheses

If a sentence ends with a parenthesis, the period should follow the parenthesis.

Ex. The institute was founded by Harry Denman (1902-1972).

If a whole sentence (beginning with an initial capital letter) is enclosed parentheses, the period (or other end
mark) should be placed inside the final parenthesis.

Ex. The project director listed the problems his staff faced. (Th was the third time he had complained to the
board.)

· Other Uses of Periods

o Use periods after initials in names.
o Use periods to Indicate abbreviations.
o Use periods as decimal points
B. Question Mark

The question mark (?) has several uses. Use a question mark to end a sentence that is a direct question.

Ex. Where did you put the specifications?

· Never use a question mark to end a sentence that is an indirect question.
Ex. He asked me whether I had finished my report this week?
· Use a question mark to end an interrogative clause within a declarative sentence.
Ex. It was not until July (or was it August?) that we submitted proposal.
· When a directive is phrased as a question, a question mark is usually not Used. However, a request (to
a customer or a superior, for instance) almost always requires a question mark.
Ex. Will you make sure that the machinery is operational by August 15. [directive]

Will you email me if your entire shipment does not arrive by June 10? [request]

· Question mark may follow a series of separate items within an interrogative sentence.
Ex. Do you remember the date of the contract? Its terms? Whether you signed?

· Retain the question mark in a title that is being cited, even though the sentence in which it appears has
not ended.
Ex. Should Engineers Be Writers? Is the title of the book.
· When used with quotations, the placement of the question mark is important. When the writer is asking a
question, the question mark belongs outside the quotation marks.
EX. Did she say, "I don't think the project should continue'"?
· If the quotation itself is a question, the quotation mark goes inside the quotation marks
Ex. She asked, "When will we go?"
· If both cases apply, the writer is asking question and the quotation itself is a question, use a single
question mark inside the quotation marks.
Ex. Did she ask, "Will you go to the convention in my place?"

C. Exclamation Mark

The exclamation mark (!) indicates strong feeling. The most common use of an exclamation mark is after a
word, phrase, clause., or sentence to indicate urgency, elation, or surprise.

Ex. Hurry! Great! Wow!

· In technical writing, the exclamation mark is often used in cautions and warnings.
Ex. Noticel Stop! Danger of a sentence. "
· An exclamation mark can be used after a whole sentence or an element
Ex. Subject of this meeting - please note well! - is our budget deficit.

D. Comma

Like all punctuations, the comma (,) helps readers understand the writer's meaning and prevents ambiguity.
Notice how the comma helps make the meaning clear in the following example:
Ex. AMBIGUOUS: To bear successful managers with MBAs must continue to learn. [At first glance, this
sentence seems to be about "successful managers with MBAs.”]

CLEAR: To be successful, managers with MBAs must continue to learn. [The comma makes clear where the
main part of the sentence begins.]

· Do not follow the old myth that you should insert a comma wherever you would pause if you were
speaking. Although you would pause whenever you encounter a comma, you should not insert a comma
whenever you might pause. Effective use of commas depends on an understanding of sentence.
· Linking independent clauses
Ex. I have always liked coffee, but I don’t fee like it right now.
· Enclosing elements
Ex. Our new business, which ceased operation today, should receive tax refund next year.
· Introducing elements
· Words and quotations
· Separating items in a series
· Clarifying and contrasting
· Showing omission
· Using with names and numbers
E. Apostrophe

An apostrophe (‘) is used to show possession. to indicate the omission of letters, and sometimes to form the
plural. Do not confuse the apostrophe use to show the plural with the apostrophe used to show possession.

· To Show Possession
Ex. The engineer's desk was cluttered.

Ex. The hostess' warm welcome the hostess's warm welcome.

Ex. Michelson and Morley's famous experiment on the velocity of light was conducted in 1887.

Ex. The difference between Tom's and Mary's test results is insignificant.

Ex. The managers' meeting was canceled.

Ex Yours, its, his, ours, whose, theirs

· To Show plural
Ex. There were 5 “and’s” in the first sentence
F. Quotation Mark

Quotation Mark is used to set off material that represents quoted or spoken language. It also set off the titles of
things that do not normally stand by themselves: short stories, poems, and articles. Usually, a quotation is set
off from the rest of the sentence by a comma; however, the typography of quoted material can become quite
complicated. Here is one simple rule to remember: Use double quotation marks to set off a direct (word-for-
word) quotation.

Ex. “When will you be here?”, he asked.

Incorrect: He asked 'when I would be there. Either quotation marks or italics are customary for titles:
magazines, books, plays, films, songs., poems, article files, chapter titles, etc. Periods and commas always go
inside quotation marks.

Ex. The sign said, "Walk. " Then if said, "Don't Walk," then, "Walk
G. Parenthesis
Parenthesis is used to enclose explanatory or digressive words, phrases, or sentences. The material in
parenthesis often clarifies a sentence or passage without altering its meaning

Ex. Aluminum is extracted from its ore (called bauxite) in three stages

Ex. These oxygen-rich chemicals, such as potassium permanganate (KMnO4) and potassium chromate
(Kcro4), were Oxidizing agents (they added oxygen to a substance)

· However, when a complete sentence within parentheses stands independently, the ending punctuation
goes inside the final parentheses.
Ex. The new marketing approach appears to be a success; most of our regional managers report sales
increases of 15 to 30 percent.

Ex. The following sections deal with (1) preparation, (2) research, (3) organization, (4) writing, and (5) revision.

· In some footnote forms, parentheses enclose the publisher, place of publication, and date of publication.
H. Bracket

· The primary use of bracket ([]) is to enclose a word or words inserted by the writer or an editor into a
quotation.

Ex The text stated, "Hypertext systems can be categorized as either modest [not modifiable] or robust
modifiable, depending on the degree to which users are encouraged to make modifications.".

· Bracket is used to set off a parenthetical item within parentheses.

Ex. We should be sure to give José Guerrero (and his counterpart from the lIE GUillermo Fernández de la
Garza [1987]) credit for his role in founding

· Bracket is also used in academic writing to insert the latin word sic which indicates that the writer has
quoted material exactly as it appears in the original, even though it contains an obvious error.

Ex. Dr. Smith pointed out that "the earth does not revolve around the son [sic] at a constant rate."

If you are following MLA (Modern Language Association) style in your writing, use brackets around ellipsis dots
to show that some words have been omitted from the original source.

Ex. "The vast majority of the Naga College students are males […] between the ages of twenty-five and thirty."

I. Colon

The colon ( is a mark of anticipation and introduction that alerts readers to the close connection between
the first statement and what follows. A colon is used to connect a list or series to a word, clause or phrase with
which it is in apposition.

Ex. Three topics will be discussed: the new accounting system, the new bookkeeping procedures, and the new
software.
· place a colon between a verb and ifs objects.

Ex. three fluids that clean pipettes are: water, alcohol, and acetone.

· One common exception is made when a verb is followed by a stacked list.

Ex. Corporations that manufacture computers include. Apple Compaq Micron IBM Dell Gateway

DO not use a colon between a preposition and its object.

Ex. I would like to be transferred to: Cambridge, Newcastle, or London.

J. Semicolon

The semicolon (;) links independent clauses or other sentence elements of equal weight and grammatical rank,
especially phrases in a series that have commas in them.

Ex. No one applied for the position; the job was too difficult.
Ex. The new web page was very successful; every division reported increased online sales.
K. Dash

Dash (-) can perform all the duties of punctuation: linking, separating and enclosing. It is an emphatic mark that
is easily overused. Use it cautiously to indicate more informality, emphasis of abruptness than the other
punctuation marks would show.

L. Hyphen

Hyphen (-) serves both link and to separate words. The hyphen’s most linking function is to join compound
words.

Ex. Able-bodied; self-contained; self-esteem

Ex. Forty-two; three-quarters

E. pre-Spanish; Anti-American;

M. Slash

The slash (/) performs punctuating duties by separating and showing omission. It is used to separate parts of
addresses in continuous writing.

Ex. Mr. John Nelson/Haden St. 45/Gosforth/N75323/UK

Ex. 2/3 (or 2 of 3 parts)

Ex. http://www.bedfordsmartin.com/