Module 2

At the end of the Module, the learner shall be able to:
a. Review the basic elements of grammar;
b. Identify the sentence, paragraph and its parts;
c. Use appropriately the rules of grammar, convention, and mechanics;
d. Compose a paragraph or sentences
LESSONS IN THE MODULE:

Lesson 1: Basic Grammar Review
Lesson 2: Composition Writing
Project WRITE XI: An Easy Guide for Course Pack making and Module Development 1
At the end of this Lesson, the learner shall be able to:
a. Practice the use of basic elements of grammar;
b. Enhance composing sentences, paragraphs and its parts;
c. Use appropriately the rules of grammar, convention, and mechanics.
Time 6 hours
Frame
Introducti
on This part of the Module introduces to the learner the revisiting to proper use of
correct grammar. It will aid the learner in the enhancement of composing sentences
and paragraphs correctly.
The lesson 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
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.
Happy Learning.
Activity Compose five (5) simple sentences to describe yourself:
1. ___________________________________________.
2. ___________________________________________.
3. ___________________________________________.
4. ___________________________________________.
5. ___________________________________________.
Abstractio Basic Elements of Grammar
n
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 parts functions in accordance
with the standard rules of grammar. The eight parts of speech are discussed in detail
in the next pages.
A. Nouns and Pronouns
Nouns are the labels or names given to the people, places, and things about which
human beings communicate. Pronouns on the other hand, are word used in
replacement of nouns.
Nouns
The largest of the parts of speech categories constitute nouns. The chart below
shows the kinds of nouns with its corresponding description and examples
Contract Nouns- name something that is non-physical that cannot readily perceive
through any of the five senses.
examples :( nationalism, terrorism, delinquency, morality, credibility) A
Policeman's credibility and morality in question if he is involved in illegal
activities.
Compound Nouns-composed of two or more words acting as a single unit.
Examples: (fingerprint, shotgun, police officer in-charge, Director General) The

Director General ordered the police officer in-charge of the case to submit a written
report about the incident.
Proper Nouns- name a specific person, place, or thing.

Examples: (College of Criminology, Philippine National Police, Lapu-Lapu City
Police Station)
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)
"The gun used by the criminal is in the police station.
Common Nouns- any one of a class of people, places, or things

Examples: (victim, cop, explosives, station, district, evidence) -The victims of the
explosion were assisted by the cop.
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) The biggest delegation of police officers came from Cebu City
Pronouns
Pronouns are words that help writers avoid awkward repetition of nouns. They are
used in replacement of nouns.
Examples:
● Mar is taking up BS Criminology at University of Cebu; he will graduate

next year.
● 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:
● Before their release, the victims paid a ransom.

● 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.
Kinds of Description Examples
Pronoun
Personal Are used to refer to First Person: 1, me, mine, us, our, ours,
Pronouns particular people, places, Second Person: you, your, yours
and Things; specifically Third Person: he, she, it, him, her, his, hers, its,
refer to the person they, them, their, theirs
speaking, the person
spoken to, or the places or myself-ourselves, yourself-yourselves,
thing spoken About form and end in-self or himself, herself, itself,
themselves
Reflexive and Both have the same -

Intensive selves, they are formed
from personal pronouns
Pronouns
Demonstrative Pronouns These are used to point out that, these, those
nouns
that, which, who, whom,
Relative Pronouns Used to begin a subordinate whose
clause and relate it to
another idea in the sentence
Interrogative Pronoun what, which, who, whom,
These are used to begin a
whose
direct or indirect question
Indefinite Pronouns Are used to refer to anybody, everyone, nothing,

all, each, nobody, someone,
persons, places, or everybody
things often without
specifying which ones
B. Verbs
Verbs are words or groups of words that express time while showing an action, a
condition, or the fact that something exists. Every complete sentence contains at
least one verb.
The examples below show the different kinds of verbs with their corresponding
description.
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.
Ex. The suspect attempted to jump over the fence.
The police officer blows his whistle incessantly.
Linking Verb
These verbs serve a more passive function, because it just simply express a
condition showing that something exist.
Ex. John Raymond is an outstanding law enforcer.
They are both senior officers of the Philippine National Police.
Be Verbo
These are the most common linking verbs; when be verbs act as linking 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.
The suspects are inside the interrogation room.
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
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.
He filed an affidavit of complaint.
The medical examiner made an autopsy report of the victims.
Intransitive Verb These verbs do not direct action toward someone or something
that is named in the sentence; and they never have objects.
The drug pusher escaped.
She works for the drug syndicates.
C. Adjectives and Adverbs
Adjectives and adverbs are considered as "sentence builders" because they fortify
sentences by expanding ideas, modify nouns, pronouns, verbs, adjectives and other
adverbs. They are also termed as "structures of modifications."
Adjectives
Adjectives are words that qualify the meaning of a noun or pronoun by giving
description about its appearance, location, and other characterisitcs. It can answer
four questions about a noun, as exemplified below:
What kind? A white patrol car (what kind of car?)
Which one? The first witness (which witness?)
How many? Two.45 caliber pistols (how many pistols)
How much? P100,000.00 ransom (how much ransom was paid?)
An adjective that modifies a pronoun usually follows it, or sometimes may precede
the pronoun. Consider the examples below:
● They are hopeful about the positive result of the case. (after the pronoun)
● Hopeful about the positive result of the case, they started to celebrate.
(before the pronoun)
● His brutal killing was a sad reminder for everyone. (after the pronoun)
● The brutal killing of his brother was a sad reminder for him. (before the
pronoun)
Adverbs
Adverbs are also modifiers, as they describe words and make them more specific in
a sentence. When an adverb modifies a verb, it can answer any of the following
questions:
Where? The SOCO Team secured the crime scene behind the building.
When? The victim was found dead at around 2:00 o'clock yesterday.
In what manner? The judge officially dismissed the session.
To what extent? The conclusions of the investigators are extremely important.
Normally, adverbs modifying adjectives and adverbs will immediately precede the
word they modify.
Examples:
● The investigator's analysis of the crime was quite logical.
● He performed very competently in his station.
D. Prepositions, Conjunctions, and Interjections
Prepositions
Prepositions are part of speech that express the relationship between words and
phrases of the sentence. These relationships are as follows:
Accompaniment: The suspect was with his friend when he was arrested.
Appeal: You need to confess with all honesty.
Cause: He was given a citation for violating traffic rules.
Condition: The corpse was in a state of decomposition.
Degree: He won the case by the unanimous decision of the jury.
Destination: They went up to the attic to investigate.
Direction: The fire truck headed toward the burning building.
Instrument: She killed the girl with a .45 caliber pistol.
Manner: The perimeter of the crime scene was secured by the police.
Place: The drug laboratory was found in Mandaue City.
Purpose: The Criminology students are working for a project.
Source: We have reliable field operatives from the PDEA.
Time: The first batch of police interns were deployed at Colon St. early
this morning.
Below are examples of common prepositions:
Above down
into our
across behind
before for
ahead of
from during off
under below
nearby Through
after beneath
onto until
beyond inside
within out
Conjunctions
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. They
perform different functions in the sentence. Refer to the discussions of each kind
below!
Coordinating Conjunction- used to connect similar parts of speech or group of
words.
Examples: (and, but, for, nor, or, so, yet)
● The police caught the drug pusher and the drug user.
● They could not reach a verdict yet, for the evidences are still insufficient
● There is already evidence but the suspect is still at large.
Correlative Conjunctions- used to join elements of equal grammatical weight in

sentences; they always work in pairs.
Examples: both...and, either...or, neither...nor,

not only...but also, whether...or
Both the mother and the child are under the custody of DSWD.
Either the Deputy Director or the Chief Superintendent will join the convention in
Manila.
Not only the primary suspect but also the accomplice was convicted
Subordinating Conjunction- used to join two complete ideas by making one of the
ideas subordinate to or dependent upon the other.
Examples: (after, because, provided, unless, although, before, since, until, as, even,
that, while, as if, lest, whenever, if, as soon as, in order that)
The Miranda Doctrine was read to him before his arrest.

The juvenile delinquent is serving his sentence while under the custody of DSWD.
He could get out of prison unless a bail could be posted.
Interjections
Interjections are words that have no grammatical connection to other words in a

sentence; they are just statements that express feelings or emotions.
List of Common Interjections
Well ouch
hey dear
ah whew
psst hurray
aha goodness
WOW tsk
oh alas
gracious Hello
oh my
yuck good
gee huh
really great
yippee gosh
Examples:
1. Whew! That was a nerve-cracking confession.

2. Alas! The serial killer was caught.
3. Hurray, we won the case!
4. Wow! that was great newss.
5. Hey!the man snatched my bag.
6. Really?that sounds great!
7. Huh!you really mean it?
8. Ouch!that really hurts!
9. Hello! we're here!
10. Gee! I didn't see you coming.
The Sentence
A sentence is a group of words expressing a complete thought or idea. A complete

sentence is made up of a subject and a predicate. The diagram below explains
further on this concept.
SENTENCE
group of words expressing

a complete thought or idea
Subject Predicate
-the topic of the sentence - talks about the subject

-tells who is spoken of - talks about what the subject is doing
-it is a noun or pronoun - it is a verb
Fig. 7. The Sentence (Illustrated by MCBN)
Four Kinds of Sentence According to Structure
There are four kinds of sentence according to structure. These are: Simple sentence,
compound sentence, complex sentence, and compound-complex sentence.
A. Simple Sentence
A group of word that can stand alone and gives a complete thought. It has two basic
parts: the subject and the predicate. The subject tells who or what is being spoken
of; the predicate tells something about the subject. A simple sentence has one
subject and one predicate.
Examples:
Subject predicate
1. The lawyer is attending a hearing.
Subject predicate
2. The serial killer lurks in the shadows.
B. Compound Sentence
This is a sentence consisting of two or more independent clauses or simple sentence

joined by a semicolon, coma, or a coordinating conjunction.
What is a clause?
A clause is a group of words that contain a verb and its subject. A clause that can
stand alone is called an independent clause. A clause that does not express a
complete thought and cannot stand by itself is called a dependent clause.
Examples:
independent clause conjunction independent clause

1. The judge looks around the courtroom, and orders the crowd to keep silent.
independent clause conjunction independent clause

2. The witness gave his lengthy testimony, but the judge did not believe him.
C. Complex Sentence
This is a sentence containing one independent clause and one or more dependent
clauses.
Examples:
dependent clause dependent clause

1. Though still shaken by the incident and the attempted burglary,
independent clause
Marina decided to report it to the police station.
independent clause dependent clause

2. Marina went to the police station, filed an affidavit of complaint,
dependent clause
and felt relieved.
D. Compound-Complex Sentence
Contains two or more independent clauses and one or more dependent clauses.
Examples:
independent clause dependent clause independent clause

1. When the burglars left the house, they were in a hurry and left traces of evidence
.
independent clause independent clause
2. I turned on the lights as soon as I arrive, what confronted me were broken
furniture
dependent clause
and a messy living room.
Four Kinds of Sentence According to Function
English sentences can also be classified according to functions, namely:

Declarative, Interrogative, Imperative, and Exclamatory. Refer to the discussion
below:
1. Declarative Sentence-A sentence that states an idea and ends with a period.
Examples:
● Anthony is a second year Criminology student.
● Criminology is the scientific study of crime and criminals.
● She passed the Criminolgy Licensure Examination last month.
2. Interrogative Sentence- A sentence that asks a question and ends with a

question mark.
Examples:
● Who is the principal suspect of the burglary?
● What was the possible motive of the crime?
● When was the suspect apprehended?
3. Imperative Sentence- A sentence that gives an order or direction and ends with a
period or exclamation mark.
Examples:
● Please call the police station right away.
● Watch out for stray bullets!
4. Exclamatory Sentence- A sentence that conveys emotions and ends with anm
exclamation mark.
Examples:
● Stop! You are under arrest.
● Help, call the ambulance please!
● Hey! Look at those floating dead bodies!
● Oh, what a brutal killing!
Run-on Sentences, Parallel Structures, Dangling Modifiers
Run-on Sentence
Run-on sentences are two complete sentences, but they are incorrectly punctuated.
These sentences are misleading to the readers, because there is no clear direction as
to where the first idea ends, and the next idea begins. Run-on sentences are of two
types: the fused sentence and the comma splice. Fused sentences are two sentences
fused together without any punctuations or connectors. A comma splice on the
other hand, are two sentences joined together by a comma.
Examples:
1. John went to the police station and filed an affidavit of complaint. (fused
sentence)
2. John went to the police station, he filed an affidavit of complaint. (comma splice)
Methods on Correcting Run-on Sentences:
1. Put a period after the first sentence to create two complete sentences.
Example: John went to the police station. He filed an affidavit of complaint.
2. Combine the two sentences by using a comma and a conjunction.
Example: John went to the police station, and he filed an affidavit of
complaint.
3. Break the two sentences by using a semi-colon or by using any
subordinating conjunction or conjunctive adverbs.
Example: John went to the police station because he filed an affidavit of
complaint. (Using subordinating conjunction)
Example: John went to the police station; he filed an affidavit of complaint.

(Using a semi-colon)
Parallel Structures
These are structures or sentence elements having uniform grammatical function.

These structures are presented in the same grammatical form. For sentences to be
parallel, the words should parallel with words, verbs with verbs, nouns with nouns,
phrases with phrases, and clauses with clauses.
Series Patterns of Parallel Structures:
For a sentence to be parallel, all elements in a series should be in similar form.

Take note of the series of patterns below:
1. Series of Adjectives
Unparallel: On the day of the hearing, Martha was nervous, edgy, and could not
wait to nail down the suspect of her son's murder.
Parallel: On the day of the hearing, Martha was nervous, edgy, and eager to nail
down the suspect of her son's murder.
2. Series of Pronouns
Unparallel: When someone commits a crime, we must be ready to face the

consequences of his actions.
Parallel: When someone commits a crime, he must be ready to face the

consequences of his actions.
3. Series of Infinitives
Unparallel: To serve and protecting the people is the living motto of every police
officer.
Parallel: To serve and to protect the people is the living motto of every police
officer.
4. Series of Gerunds
Unparallel: Stealing, copying, and to get information from a copyrighted material

without permission is a crime.
Parallel: Stealing, copying, and getting information from a copyrighted material

without permission is a crime.
5. Series of Verbs
Unparallel: The security guard checks the locks of the main gate, and has to turn on
the burglar alarm system.
Parallel: The security guard checks the locks of the main gate, and turns on the
burglar alarm system.
Dangling Modifiers
A sentence is said to have dangling modifiers when the modifier is misplaced or

attached with the wrong word. When a sentence has a dangling modifier it will take
on an unintended meaning and will cause confusion, because it does not describe
the words that the writer intends to describe.
Examples:
1. While standing in his post, a bullet hits the security guard in the head.
(The unintended meaning of the sentence above is that the bullet is standing in his
The words security guard should be placed right after the modifier, or within the
opening word group to avoid confusion.)
Corrected Sentences:
1. While standing in his post, the security guard is hit in the head by a bullet.
(Modifier placed right after the words security guard)
2. While the security guard is standing in his post, a bullet hit him in the head.
(The word security guard is placed within the opening word group)
Methods of Correcting Dangling Modifiers:

1. Specify and state the subject or doer/doer of the action.
Wrong: I could see the crime scene standing from the window.
Correct: Standing from the window,
I could see the crime scene.
I could see the crime scene when I am standing from the window.
2. Correct the dangling phrase; make it a complete clause, and state the subject/doer
of the action.
Wrong: Without sufficient evidence, it was hard to arrest the suspect.

Correct: Because the police officers have no sufficient evidence, it was hard to
arrest the suspect.
3. Fuse together the phrase and the clause, and create a single sentence.
Wrong: In order to give her verdict, the murder case was reviewed.
Correct: She gave her verdict after reviewing the murder case.
The Paragraph
A paragraph is a brief composition having only one main thought or idea. It is a

group of related sentences developing into one topic, or with a specific part of a
longer composition or a larger topic.
A paragraph is composed of a topic sentence and supporting details. A topic

sentence contains the main idea or thought of the composition. On the other hand,
the supporting details substantiate or help develop the main idea expressed in the
topic sentence.
Read the paragraph below and identify the topic sentence and the supporting details
that help developed the main idea.
The value of human life in our society is immeasurable. Police officers are charged
with the awesome responsibility to protect life and property, and to apprehend
criminal offenders. The apprehension of criminal offenders and the protection of
property must be subservient to the protection of life. The police officer's
resposibility for protecting life must include his own.
---by Bill Clede fom Police Handgun Manual, p. 126
Paragraph Unity
A paragraph is considered to be unified when all of its supporting details relate to

the main topic. Below is a sample paragraph, examine it whether each supporting
details support the main topic.
Transitional Markers
Transitional markers are considered as aid to the readers, because its main purpose
is to help readers comprehend the relationship of thoughts, and how these thoughts
are connected smoothly in the paragraph.
Below is an example of a paragraph that uses transitional markers. Note whether the
transitional markers help connect the writer's thoughts.
List of Common Transitional Markers
Below are list of transitional markers and its corresponding relationships.
Transitional Markers and its

Relationships
Addition
again, also, and, as well as, further,
in addition, likewise,
moreover, next, similarly
furthermore,
Cause
because, for, for this reason, since
Chronology
after, always, at last, before, briefly, in
the meantime, meanwhile, next, soon,
suddenly
Comparison
all, and, as, both, like, similarly
Conclusion
finally, hence, so, therefore, thus, to
Conclude
Contrast
although, but, conversely, despite,
difference, even
so,
however,
Nevertheless
Effect
As a result, consequently, for that
reason, effect, hence, so then, therefore,
Thus
Emphasis
above all, especially, indeed, in fact
Example
for example, for instance, in other
words, specifically, such as, to illustrate
Importance
finally, first, last, least, next, primarily
List
finally, first, furthermore, last, moreover,
next, second, third
Repetition
again, as stated before, i.e. (that is), in
summary, to reiterate, to repeat
Summary
finally, in brief, in short, on the whole,
overall
Agreement and Grammar Rules
One of the many problems in technical writing is the inability of writers to compose
correct sentences. When this happens, faulty reports are produced, and such reports
are undesirable and may greatly affect the credibility of the writer. To address such
problem, the technical writer is expected to arm himself with all the necessary skills
in mastering the rules in subject-verb agreement. Agreement in grammar refers to
the harmony of the parts of sentence. Below are the basic agreement and grammar
rules commonly considered:
1. A singular subject must have a singular verb

● She is a graduate from Philippine National Police Academy.
● Mary works for the National Bureau of Investigation.
2. A plural subject must have a plural verb.

● The cadets are waiting for the General.
● They work for the National Bureau of Investigation.
3. The verb must agree with its subject, and not with words that come between
them.
● The chief of police, together with his entourage, arrives on time.
● The hair strands, together with the blood samples in the test tubes inside the
crime laboratory need testing.
4. Subjects joined with and takes the plural form of the verb.
● Mar and Raymond take the NAPOLCON exam together this year.
● Chadd's agility and marksmanship skills have led him to a better career in
the PNP.
5. Words with plural forms like mathematics, statistics, athletics, and news
always takes the singular verb.
● The Dean of the Athletics Department dies of multiple gunshot.
● The news is full of interesting facts about his illegal activities.
6. A collective noun takes a singular verb when the group it names acts as a
single unit.
● The PNP team wins all the ball games.
● A herd of cattle is grazing near the crime scene.
7. A collective noun takes a plural verb when the group it names acts as
individuals with different points of view.
● The team are quarreling in the courtyard.
● The herd of cattle scatter when they hear the loud explosion.
8. Singular indefinite pronouns take singular verbs; plural indefinite pronouns

take plural verbs.
● Everyone believes his testimony in the court.
● Many in the crowd expect that the suspect will show up.
9. A pronoun must agree with its antecedent in number, person, and gender.
● The victim sustained a gunshot wound in his right temple.
● The minors were brought to the station for their statement.
10. Titles of works, company names, and gerund phrases should take the
singular verb.
● The ABC's of Criminal Investigation is co authored by him.
● The Sleuth Security Agency specializes in training efficient security
officers.
GLOSSARY OF TERMS:
1. brochures- these are booklets, broadsheets, or catalogue about a particular

product or service, these are usually given by companies or institutions basically for
advertisement. Law enforcement agencies also provide brochures to inform the
public.
2. custody- the act of keeping charge of any person, or thing. Law enforcers are
delegated to have the custody of confidential files within the organization.
3. affidavit- this is a legal paper, and a written statement confirmed by oath or
affirmation.
4. cordon- this is a series of sentinels or posts enclosing or guarding the area where
a particular incident occurred, or a crime happened. It is important to cordon the
crime scene so as not to contaminate it.
5. delegation- referring to the body of delegates representing a particular
organization.
6. doctrine- These are a set of beliefs held and taught by a church, political party, or
group.
7. fortify- the act of strengthening a place with defensive works.
8. precede-to come before something in time.
9. substantiates- to provide evidence to support or prove that something is factual
and true. Factual information can substantiate a good police report.
10. verdict- This is a statement of the decision that is given by the judge or jury
after a court proceedings. A verdict can either be for or against a person.
APPLICATION A. Fill in the blanks with the appropriate pronoun, base your answer from the
words inside the parenthesis.
1. is blue. (the stolen car)

2. are in the safe. (the counterfeit bills)
3. is running. (the snatcher)
4. are examining the crime scene. (SOCO Team)
5. are in the crime laboratory. (the evidences)
B. Follow the instructions for each statement.
1. Name three adjectives that describe a serial killer.

2. Name three adjectives that describe a criminology student.
3. Name three adjectives that describe a juvenile delinquent.
4. Name three adjectives that describe your criminology course.
5. Name three adjectives that describe a law enforcer.
C. Fill in the blank with the appropriate adverb, base your answer from the
word inside the parenthesis.
1. He reads the report (quick)

1. The rape victim is a girl. (pretty)
2. The shoot-out was bloody. (terrible)
3. Mar is a policeman. (good)
4. You can fire this gun. (easy)
D. Write the appropriate prepositions in each blank below.
1. He was arrested 2005.

2. The prosecutors are waiting the courtroom.
3. Don't forget to bring some fingerprint samples you.
4. I haven't read a good investigation report ages.
5. You can look for his picture the Rogue's Gallery .
E. Identify what type of sentences are the statements below, and correct it by
inserting the appropriate punctuation marks.
1. Are you aware of the hearing tomorrow
2. Finish your supper
3. Oh, what a horrible day
4. Today is my arraignment
5. What evidences have you gathered from the crime scene
F. Read and comprehend.
Signature examined by the questioned document examiner for authenticity

will eventually be categorized as genuine or not genuine if the examination leads to
be a definitive opinion. “forgery” in a strict sense is a legal term and its use as
conclusion should probably be avoided by the questioned document examiner.
Often a signature in of itself may be genuine but the matter in which it has been
acquired or affixed to the document or the sequence of events involved in its use are
fraudulent. The product of rubber stamp or autopen is certainly not a genuine
signature but it most frequently used in a previously authorized capacity and while
these signatures are not genuine, they are undeniably not forgeries. Terms such as
“forgery” and “Fraud” are perhaps best to used by the legal community. Having
said that, the reader may find that these terms are occasionally used in a descriptive
manner throughout this text.
Comprehension check:
1. What is the main topic of the paragraph?

2. Do all the supporting sentences support the main topic?
3. Point out the details that support the main topic
Closure Good job guys. You are done with Lesson 1. Be ready for the next lesson
•
At the end of this Lesson, the learner shall be able to:

1. Define Composition and Composition Writing;
2. Create composition properly guided with the tips on how to write a
composition;
3. Apply and practice the strategies in writing composition.
Time Frame 3 hours
Introduction Lesson 2 of this Module will guide the learner in enhancing skills
in creating a composition. Selecting correct paragraphing,
creating drafts and other tips will be introduced to the learner.
So be ready.
ACTIVITY In preparation for Lesson 2, Fill in the blanks with the correct
form of the verb.
1. The price of the criminology book reasonable.
2. The criminology books borrowed from the library
on my desk.
3. The policeman who received the two medals a friend
of mine.
4. Money and sex his motives of the crime.
5. The famous singer and actress of strangulation.
ABSTRACTION
In a recent survey of composition writing, it is noticed that some
of the most thoughtful people in the field are going about
choosing diction, syntactic and organizational patterns, and
content. Hence, it is the purpose of info ng, persuading,
expressing, or manipulating language for its own sake that guides
these choices.
Definition of Composition
Composition is another word for writing - the act of writing or the

piece of writing that results. It also refers to what something is
made of. The word composition comes from the Latin
"componere," meaning "put together" and its meaning remains
close to this. This can also describe things besides writing that are
"put together." Any mixture of ingredients can be called a
composition.
What is Composition Writing?
Composition writing is a complex activity that includes the

mechanics of writing, including handwriting or keyboarding,
using an adaptive device, together with spelling, and the basics of
language knowledge, such as word morphology, syntax, and
vocabulary.
In addition composition writing includes the following cognitive,

meta-cognitive, self-regulatory, and motivational aspects:
1. Generating ideas to put into print, planning what to say and

how to say it, organizing the ideas into a coherent whole, and
recognizing the needs of readers and how to meet those needs. In
a police report, the readers can be satisfied by providing them
with complete essential elements of information relative to the
incident under investigation.'
2. Translating these plans into a written text, including a style of

writing and word choice appropriate to the writing task and to the
projected readers. Moreover, the plans must be mentally
constructed before an attempt is made in doing composition
writing, more particularly when it involves report of significant
incident.
3. Remembering all of the components that need to be included in
producing the composition writing, and self-monitoring the
process and reviewing the content, organization, and mechanics
and then editing as needed. Again, in police report these
components are those statements that answer the 5 Ws and 1H.
4. Possessing the cognitive capacity to deal with all of these

aspects of complexity, and possessing the confidence, motivation,
and perseverance to engage in the hard work needed to create a
well written product. However, in police reporting, the latter is
the one significantly playing a role in effective composition
writing.
Composition writing also presents all of the processes related to

reading comprehension. Reading comprehension includes a large
number of linguistic, cognitive, strategic or self-regulatory, and
motivational processes involved in deriving meaning from a
written language and constructing meaning from it.
Problems in any of these areas may contribute to writing

difficulties. Because of the complexity of its demands,
composition topics. Thus a brief description and summary of the
report, a narrative, an action, the setting forth of a single idea, any
one of these can be best reflected in a single paragraph.
Tips in Composition Writing
Composition writing is a process, and by learning to treat writing

as a series of small steps instead of a big all-at-once magic trick
the report writer has to pull off, will make writing a composition
much easier and much more fun. Hence, he or she can learn to
brainstorm main ideas before starting to write, organize a draft of
those main ideas, and revise the writing composition into a
polished essay.
The following are some of the tips in composition writing:
1. Pre-Writing
It is important to get a clear understanding of what the reader

expects from the writing composition. Each reader will have a
different set of things they will be looking for, both for the topic
and the style. Keep facts and circumstances of case at all times
while working on writing composition and read it closely. Ask
other report writers about anything that is unsure about. Make
sure to have a good sense of the
following:
a. What is the purpose of the composition?

b. What is the topic of the composition?
c. What are the length requirements?
d. What is the appropriate tone or voice for the composition? big
e. Is the collection or additional facts and circumstances required?
Do the free-composition writing or a journaling exercise to some

ideas on paper. When report writers are first getting started in Get
trying to figure out the best way to approach a topic to write
about, they do some free-writing. No one has to see it, so feel free
to explore the thoughts and opinions about a given topic and see
where it leads.
Try timed writing by keeping the pen moving for ten-minutes

without stopping. Do not shy away from including opinions about
a particular topic, even if the situation prevents the writer in
including personal opinions in the report. This is not the final
draft; hence, it needs editing and revision.
Try a cluster or bubble exercise. The web diagram is good in

creating generated ideas in free writers, but the writer may have
trouble knowing where to get started. This will help the report
writer to go from general to specific, an important part of any
composition writing. Start with a blank piece of paper, or use a
scratched paper to draw the outline.
Write the main idea that the report writer is trying to expound. In
the main idea, write more specific points or observations about
each more specific topic. Is there a repeating language or ideas?
Connect the bubbles with lines where you see related
connections. A good composition is organized by main ideas, not
organized chronologically or by plot. Use these connections to
form the main idea.
Consider making a formal outline to organize the thoughts. Once
the report writer gets the main concepts, ideas, and arguments
about the topic starting to form, he or she might consider
organizing everything into a formal outline to help him or her
start writing an actual draft of the paper. Use complete sentences
to start getting the main points together for the actual composition
writing.
Write the report outline statement. The report outline statement

will guide the entire composition, and is maybe the single most
important part of writing a good composition. A report outline
statement is generally one debatable point that a report writer is
trying to prove the police report. In the report outline statement,
the report writer can sometimes preview the points he or she
makes in the report, and that is in capable in guiding the reader
2. Writing a Rough Draft
Some report writers observe the "rule of five" or the "five

paragraph format" for composition writing. This is not a hard and
fast rule, and there is no need to hold on to an arbitrary number
like "five," but it can be helpful in building the argument and
organizing the thoughts to try and aim for at least three different
supporting points to use to hold up the main argument.
The report writer has to try to consider the following in writing

the rough draft:
a. Introduction, in which the topic is described, the issue or

problem is summarized, and the argument is presented.
b. Main point paragraph 1 which to presents and support the first

supporting argument.
c. Main point paragraph 2 which to presents and support the

second supporting argument.
d. Main point paragraph 3 which to presents and support the final
e. Conclusion paragraph which summarize, or deduce the
argument.
Back up the main idea with two kinds of evidence. In good

composition writing, the report is like a tabletop; it needs to be
held up with the table-legs of good points and evidence, because
it cannot just float there all by itself. Each point which is
advanced should be held up by two kinds of evidence, i.e., logic
and proof.
Proof includes specific quotes from the report the report writer is
writing about or specific facts about the topic. The proof also
needs to be unpack with logic. Logic refers to the rationale and
the reasoning. Explain the proof to the reader by using logic to
have a solid argument with strong evidence.
Think of questions that need to be answered. A common

complaint from report writer is that he or she cannot think of
anything else to say about a particular topic. Learn to ask
questions that the reader might ask to give oneself more material
by answering those questions in the draft. Answer the "why" and
"how" of the report.
Do not worry about "sounding smart." One mistake that lots of

report writers make is spending too much time using the
Microsoft Word thesaurus function to upgrade their vocabulary
with cheap substitutes. Making a strong argument has much less
to do with the wording and the vocabulary and more to do with
the construction of the argument and with supporting the report
with main points.
3. Revising
Get some feedback on the rough draft. It can be tempting to want

to call it quits as soon as to get the page count or the word count
finished, but it is much better off if the report writer let the paper
sit for a while and return to it with fresh eyes and be willing to
make changes and get the draft revised into a finished product.
try writing a rough draft in advance before it is due and give it to
the supervisor for comments before the target date. Take the
feedback into consideration and make the necessary changes.
Be willing to make big cuts and big changes. Good writing

happens in revision. Break down the word: revision literally
means "to look again.” Many report writers think that revising is
about fixing spelling errors and typos, and while that is certainly
a part of proofreading, it is important to know that NO writer
writes a report with flawless organization and construction on the
first run-through. The report writer still has a lot of work to do.
The report writer has to try to perform the following in revising

the initial rough draft:
a. Move paragraphs around to get the best possible organization

of points and the best "flow."
b. Delete whole sentences that are repetitive or that do not work.
C. Remove any points that do not support the argument is named
Go from general to specific. One of the best ways to improve a

draft in revision is by picking the points that are too general and
making them much more specific. This might involve adding
more supporting evidence in the form of quotations or logic. It
might also involve rethinking the point entirely and shifting the
focus and looking for entirely new evidence that supports the
facts and circumstances of the report.
Think of each main point that the report writer is making like
mountains in a mountain range. The report writer can stay above
them and fly over them quickly by pointing out the features from
far away and giving a quick flyover tour, or can drop down in
between them and show up close.
Read over the draft out loud. One of the best ways to see if the
composition writing holds up is to sit with the report and read it
aloud. Does it sound "right?" Circle anything that needs to be
more specific, anything that needs to be reworded or needs to be
clear. When done through, go right back through and make the
additions needed to make the best possible draft.
Proofread as the last step of the process. Do not worry about

commas and apostrophes until the report is almost ready to be
drafted. Sentence-level issues, spelling, and typos are called "late
concerns," meaning the report writer should only worry about
them when the more important parts of the composition writing -
the report, the main points, and the organization of the argument
have been edited and proofread.
Strategies in Composition Writing
Composition writing is a very easy process and can be completed

without much effort, but it is a demanding process. While
negotiating the rules and mechanics of writing, the writer must
maintain a focus on factors such as organization, form and
features, purposes and goals, audience needs and perspectives,
and evaluation of the communication between author and reader.
Even highly skilled report writers speak to the demanding and

complex mix of composition and self-regulatory abilities
involved in writing. Professional writers have further clarified the
importance of self-regulation in writing. For skilled report
writers, writing is a flexible, goal-directed activity, scaffold by a
rich source of cognitive processes and strategies for planning, text
production, and revision.
Skilled report writers are also engaged in purposeful and active

self-direction of these processes and strategies. A great part of
skill in composition writing is the ability to monitor and direct
one's own composing processes." Descriptions of expert report
writers have been an important factor in understanding and
improving writing abilities.
The first step in the strategy involves identifying the intended

audience and reasons for writing the report. During the second
step, develop an outline. This includes establishing the premise,
generating ideas to support the premise, evaluating the readers'
reaction to each idea and eliminating unsound idea, and
determining how the argument will be structured or sequenced.
The third step is a reminder to continue revising and improving
the outline while writing the report.
Guides in Efficient Composition Writing
The following are the guides towards efficient composition

writing:
1. Use names and pronouns when writing self and others at the
scene. In the past some police report writers were taught that
impersonal terminology guaranteed objectivity and accuracy. In
testifying in court, the police officer would use everyday
language, i.e., "I," "Me." Follow the same practice in composition
writing of reports.
2. Limit one idea per sentence. Short, straightforward sentences

are easy to read and understand, saving time for everyone. The
longer a sentence is, the more likely you are to make an error.
The report writer will especially appreciate this time-saving tip
when he or she is reviewing a report to prepare for a court
hearing.
3. Start every sentence with a person, place, or thing. Normal

sentence structure in English begins with a noun, and the
grammar is simple. Just put a period at the end. Complicated
sentences, on the other hand, require complicated punctuation and
they open the door to sentence and grammar errors.
4. Try to limit yourself to three commas per sentence. If a
sentence has more than three commas, it is probably too
complicated to be read easily and it may contain usage or
punctuation errors. Consider the use of other punctuations, such
as semicolons to present a complex sentence in each of the
paragraphs.
5. Be clear and specific as possible. Contacted” is vague: Did the

victim visit, phone, or e-mail the witness? “Residence” is just as
confusing: Make use of the following words, i.e., house,
apartment, mobile-home, or condominium? Always strive for
clarity. Use exact words that can best describe persons, things,
and places.
6. Use simple language. “Since" is easier to understand and write

than “inasmuch as." "Pertaining to" is a fancy and time-wasting
way to write "about.” Make use of direct and common words that
are easily understandable to readers to avoid confusions. Be
considerate and avoid using difficult words; the purpose is to
inform, not to impressie
7. Stick to observable facts. Conclusions, guesses, hunches, and

other thought processes must not be included in the report. Stick
to the facts. A statement like "the suspect is aggressive" would
not stand-up in court. Rather, the report writer can, however,
write "Juan clenched his fists and kicked a chair."
8. Write in paragraphs. Organizing information in groups, and

what each witness observed, what actions happened, and what
evidence was collected has two important benefits, i.eThe report
is more logical and it is easier to read and understand later on by
anybody interested in the written report of the incident reported
and investigated.
9. Use an active voice. A widespread and mistaken notion in law

enforcement says that passive voice guarantees objectivity and
accuracy. This is wrong: It is much simpler to write “I see the
suspect holding a revolver in his right hand." That's what the
police officer would say in court when he or she is called to
testify over the case.
10. Use bullet style. The report writer has probably been writing
shopping lists. The same format can be used in recording several
pieces of related information, such as name, age, sex, status,
occupation and other personal information of the victim, suspect,
and witness. This can be also used in describing a place or thing
relative to the incident.
Significance of Composition Writing
Composition writing is the primary basis upon which the police

officer's intellect will be judged, in the workplace and in the
community; it expresses the technical know-how of a police
officer; it is portable and permanent; it makes the thinking
visible; and it helps to move easily among facts, inferences, and
opinions without getting g confused, and without confusing the
reader. Additionally, it promotes the ability of police officer to
pose worthwhile questions; it fosters your ability to explain a
complex position to readers and to the report writer; and it helps
police officers or the organization to give feedback.
Composition writing helps the report writer refine his or her ideas
when he or she or others give feedback; it anticipate the readers
needs, and it demonstrates the report writer's intellectual
flexibility and maturity. Moreover, writing ideas down preserves
them so that the report writer can reflect upon the report later;
writing out the ideas permits to evaluate the adequacy of the
argument; it stimulates to extend a line of thought beyond his or
her first impressions or gut responses; it understand how truth is
established in a given incident; and it equips the report writer
with the communication and thinking skills he or she needs to
effectively do the task of report writing.
CLOSURE Congratulations! You have done a great job learner. Now you’re done
with Module 2.
MODULE ASSESSMENT
Compose your own incident report for a Stabbing incident.
MODULE SUMMARY
➢ Basic Elements of Grammar

✓ Nouns and Pronouns
✓ Verbs
✓ Adjectives and Adverbs
✓ Prepositions, Conjunctions, and Interjections
➢ The Sentence
➢ Parallel Structures
➢ Dangling Modifiers
➢ The Paragraph
➢ Transitional Markers
➢ Agreement and Grammar Rules
➢ GLOSSARY OF TERMS
➢ Definition of Composition and Composition Writing

➢ Tips in Composition Writing
➢ Strategies in Composition Writing
➢ Guides in Efficient Composition Writing
➢ Significance of Composition Writing
REFERENCES
Books
Bajado-Nano, M. C., & Pioquinto, P. V. (2014). Technical Report Writing 1 for

Criminology Students. Wiseman’s Book Trading, Inc. Quezon City Phils.
1100
Cruz, E. D. & Soriano, O.G. Work-Text in Technical Report Writing 2 Guide

for Criminology Students. Nueva Ecija Review Center And Educational
Suplies. Cabanatuan City.
Julianes, M.S., Soriano, O.G., Villarosa, J.E. Jr. (2015). Work-Text in

Technical Report Writing-1 Guide forCriminology Students. Nueva Ecija
Review Center And Educational Suplies. Cabanatuan City.

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At the end of the Module, the learner shall be able to:

a. Review the basic elements of grammar;

b. Identify the sentence, paragraph and its parts;

c. Use appropriately the rules of grammar, convention, and mechanics;

d. Compose a paragraph or sentences

LESSONS IN THE MODULE:

Activity Compose five (5) simple sentences to describe yourself:

A. Nouns and Pronouns

Compound Nouns-composed of two or more words acting as a single unit.

Examples: (fingerprint, shotgun, police officer in-charge, Director General) The

Proper Nouns- name a specific person, place, or thing.

Common Nouns- any one of a class of people, places, or things

● Mar is taking up BS Criminology at University of Cebu; he will graduate

● Before their release, the victims paid a ransom.

Reflexive and Both have the same -

Indefinite Pronouns Are used to refer to anybody, everyone, nothing,

Ex. The suspect attempted to jump over the fence.

The police officer blows his whistle incessantly.

Ex. John Raymond is an outstanding law enforcer.

They are both senior officers of the Philippine National Police.

The suspects are inside the interrogation room.

The suspect will be subjected to a lie polygraph test.

He filed an affidavit of complaint.

The drug pusher escaped.

She works for the drug syndicates.

C. Adjectives and Adverbs

What kind? A white patrol car (what kind of car?)

Which one? The first witness (which witness?)

How many? Two.45 caliber pistols (how many pistols)

How much? P100,000.00 ransom (how much ransom was paid?)

In what manner? The judge officially dismissed the session.

To what extent? The conclusions of the investigators are extremely important.

D. Prepositions, Conjunctions, and Interjections

Appeal: You need to confess with all honesty.

Cause: He was given a citation for violating traffic rules.

Condition: The corpse was in a state of decomposition.

Degree: He won the case by the unanimous decision of the jury.

Direction: The fire truck headed toward the burning building.

Instrument: She killed the girl with a .45 caliber pistol.

Place: The drug laboratory was found in Mandaue City.

Purpose: The Criminology students are working for a project.

Source: We have reliable field operatives from the PDEA.

Below are examples of common prepositions:

Examples: (and, but, for, nor, or, so, yet)

Correlative Conjunctions- used to join elements of equal grammatical weight in

Examples: both...and, either...or, neither...nor,

The Miranda Doctrine was read to him before his arrest.

Interjections are words that have no grammatical connection to other words in a

1. Whew! That was a nerve-cracking confession.

A sentence is a group of words expressing a complete thought or idea. A complete

group of words expressing

-the topic of the sentence - talks about the subject

Fig. 7. The Sentence (Illustrated by MCBN)

Four Kinds of Sentence According to Structure

This is a sentence consisting of two or more independent clauses or simple sentence

independent clause conjunction independent clause

independent clause conjunction independent clause

dependent clause dependent clause

independent clause dependent clause

independent clause dependent clause independent clause

Four Kinds of Sentence According to Function

English sentences can also be classified according to functions, namely:

2. Interrogative Sentence- A sentence that asks a question and ends with a