Section One: Rubric Elements

Identifying Rubric Elements: Firearms Training 

This module will present new ideas about using rubrics for writing skill development. But, before we begin, let's focus on identifying the value of a rubric. Please watch this short video about pistol grip and shooting stance:

If we were to translate that video of firearms skills into a rubric, it might look something like this:

Discussion

• What if we taught you firearms skills without a rubric?
• How would we know you were ready for your field training?

Training Session Sections

• Rubric Elements: Their Meaning and Interpretation
• Review and Analysis Skills
• Identifying Omissions
• Creating Revisions

Rubric Elements: Their Meaning and Interpretation

Now, let's consider a police report as the subject of a rubric. Here's a police report for us to review:

Narrative

On 07/14/22, at approximately 1632, my partner Officer Lynch (#6218) and I (Officer Gotay #3171) were dispatched to a suspicious person report at a college building located on 1004 South 4th Street. Dispatch stated that a blonde, white female wearing a white blouse and khaki shorts was sitting outside on private property after hours. Once we arrived on scene, we met Beth Clark. She was sitting there from 0700-1900 watching people and documenting details about them and vehicles in her notebook.

Mrs. Clark stated that she worked for the FBI and went by the codename “Tiger Lilly”. Her job was to keep the public safe and watch to see if she can find any bad guys. She refused to provide her birthdate, her address, and other important information needed about herself. She had a bottle of unlabeled pills next to her that was almost empty. She referred to them as her focus pills but did not tell us why she took them. It was unclear if they belonged to her and what the name of them was. Mrs. Clark would not give us her medical history either. After conversing with her about her career, she did convey that she took three pills instead of one pill a day. Her physician is Dr. Schmidt from Clarke Hospital. We noticed that she was slurring her words and grabbing her head a lot. When asked what she was feeling she said, “she felt like she was swimming”. At this point, it was clear that she overdosed and was fading quickly because of it.

Officer Lynch called for an ambulance, while I provided aid to her until they arrived. We decided that we would also call her primary care physician just to verify what her medical history was, but we were unable to get into contact with him. The ambulance arrived at 1648 to pick her up and take her to the hospital. There are no further details to report.

Basic Police Report Rubric

1. Dispatch and Response Details: Details about the call received from the dispatcher, initial observations of the scene, and actions taken upon arrival and the reasons for those actions.
2. People Details: Details about the people encountered, including full name, date of birth, home/work/cell phone numbers, work/home addresses, and their role in the incident.
3. Reported Crime Details: Details about the crime, if one was witnessed or reported, including the descriptive statutory details.
4. Statements Collected: Statements collected from the people you encountered, including direct quotes.
5. Scene Details: Description of the scene, including descriptions and locations of any property that was reported stolen or was involved in the incident.
6. Objectivity of the Report: Objectivity of the report, ensuring all claims are validated with evidence or observations and no assumptions are present.
7. Command of Language: Grammar, spelling, punctuation, and the use of first-person perspective.

A Rubric Shows You the Goal

Small Group Work

Your group will be assigned one element of the report rubric (based on group number). Your group’s goal is to identify examples of the element of the report rubric and to create discussion points for each of the elements in the rubric (one element per group); the outcome should be a discussion point from each group that identifies the result of their rubric element not being met.

<15 minutes for group work>

<group discussion>

Review and Analysis

Analysis skill and writing skill are distinct abilities that are often used in conjunction with one another, but they have different purposes and require different techniques. Analysis skill involves the ability to examine and interpret complex information or data in order to identify patterns, draw conclusions, and make informed decisions. This involves breaking down the information into its component parts, understanding the relationships between them, and evaluating their significance. Writing skill, on the other hand, involves the ability to communicate ideas, thoughts, and information effectively through written language. This requires a strong command of grammar, syntax, and vocabulary, as well as the ability to organize ideas logically and convey them in a clear and concise manner. While analysis skill and writing skill are related in that effective analysis often requires clear and concise communication of results, they are distinct abilities that require different techniques and approaches to develop and master.

Identifying Omissions

When assessing a police report against a rubric, identifying omissions in the report can be a critical step in evaluating its completeness and accuracy. One way to identify omissions is to compare the report against the rubric's criteria and look for areas where the report falls short. For example, if the rubric requires a description of the suspect's appearance and the report only provides a vague description, this would be considered an omission. Additionally, if the rubric requires a description of the crime scene and the report fails to include key details, such as the location of evidence or the condition of the area, this would also be considered an omission. Other common areas where omissions may occur include witness statements, the sequence of events, and the officer's actions or response. By carefully reviewing the rubric and comparing it to the report, analysts can identify areas where the report falls short and recommend revisions to ensure that it meets the necessary standards for accuracy and completeness.

Creating Revisions

Revision is an essential step in the process of writing police reports. It allows officers to review their initial draft and make necessary changes to improve the report's accuracy, completeness, and clarity. Police reports serve as an official record of an incident, and they may be used as evidence in criminal investigations or court proceedings. As such, it is crucial that they are clear, concise, and comprehensive. Revision ensures that the report is free of errors, inconsistencies, or omissions that could affect its credibility or reliability. It also allows officers to clarify any ambiguities or misunderstandings that may arise, providing a more accurate and complete record of the incident. In addition, revision provides an opportunity to check for legal compliance and ethical considerations, ensuring that the report adheres to applicable laws and regulations and reflects the highest ethical standards. By prioritizing revision in the writing process, officers can ensure that their reports are accurate, reliable, and credible, which is essential for effective law enforcement and the administration of justice.

Strong verbs are more specific and descriptive, while weak verbs are often generic and lack detail. Using strong verbs can make writing more engaging and effective, while weak verbs can make writing less impactful and less informative.

Revising Excessive Wordiness

Removing excessive wordiness is essential for effective writing. Wordiness can detract from the clarity and impact of a message by obscuring the main point with unnecessary details or filler words. Excessive wordiness can also make writing less engaging and less efficient, leading to reader confusion and disinterest. By removing unnecessary words, phrases, or sentences, writers can streamline their message and ensure that the main point is clear and easily understood. Additionally, removing wordiness can improve the flow and pacing of a piece, making it easier to read and comprehend. This is especially important in professional or technical writing, where clarity and precision are essential. By prioritizing concise, direct language, writers can create more effective, impactful messages that resonate with their audience.

Two Commercial Breaks

Section Two: Writing a Report

Let's begin by watching this incident of officers handling an incident:

Small Group Activity: Writing a Report

Use these questions to identify and organize the critical details of an incident, ensuring that their report is comprehensive, accurate, and informative:

1. What was the nature of the incident?
2. Who was involved, including suspects, victims, and witnesses?
3. Where did the incident take place?
4. When did the incident occur?
5. What were the initial actions taken by the responding officers?
6. What was the progression of events during the incident?
7. What was the officer's role in responding to the incident?
8. What techniques were used to de-escalate the situation?
9. Were any weapons involved, and if so, what type?
10. Was anyone injured, and if so, what were the nature and extent of the injuries?
11. What was the outcome of the incident?
12. What evidence was collected or observed during the incident?
13. Were there any bystanders or other potential witnesses who were not interviewed at the scene?
14. What was the officer's overall assessment of the incident?
15. Are there any legal or policy considerations that may impact the report?

Next, brainstorm the structure for a police report that details the incident. Bring your structure back to the main group for discussion.

< 10-minute small group discussion>

<large group reporting session>

Small Group Writing Activity

Using the report structure that was just discussed and agreed upon by the large group, each small group will write the narrative text for a section of the report on this incident.

<20-minute small group writing session>

<large group review of each section; instructor compiles the total report>

Small Group Review and Revision Activity

Each small group receives the report and the rubric. Each group will focus on the rubric element that aligns with their group number, returning to the large group discussion with a review and subsequent revisions.

<10-minute small group work>

<large group discussion of changes; instructor will compile the revised sections into a newly-revised report; comparison of versions against the rubric>

Section Three: Final Steps

In reflection, analyzing police reports against a rubric is an essential skill for effective report writing. A rubric provides a clear and objective set of criteria against which reports can be evaluated, ensuring that they are accurate, comprehensive, and meet the necessary standards for legal and ethical compliance. By using a rubric to assess your reports, you can identify areas for improvement and develop your skills in report writing, communication, and analysis. Additionally, by prioritizing revision and clarity in your writing, you can ensure that your reports are effective tools for investigating and addressing incidents and ensuring public safety. With a solid understanding of how to use a rubric to analyze police reports, you can become more confident and effective in your roles as law enforcement professionals, ultimately improving the quality of your work and the safety of your communities.

Survey

Please complete this survey (attached) as a response to the materials we've covered today.

Reflection Prompt

And, lastly, please complete this reflection prompt: Since we'll be using AI tools to help you identify areas of your writing that can be improved, I've introduced you to how an AI engine can write by using ChatGPT to create much of the example text in this module. We'll be working with ChatGPT in Module 4 of this writing instruction but I wanted to let you know it has written much of the text in this instructional module. As a final step in today's session, please use the "Add a Comment" feature below to respond to these questions:

• What is your impression of the writing in this module?
• Can you identify examples from the text above that you feel built this impression for you? Please include at least two examples of writing that demonstrate the impression you had of the writing in the module.