Xyd It Will For Bank Analysis

CORRECTIONS
OFFICER
EXAM
CORRECTIONS
OFFICER
EXAM
2nd Edition
NEW
YORK
Copyright 2004 LearningExpress, LLC.

All rights reserved under International and Pan-American Copyright Conventions.
Published in the United States by LearningExpress, LLC, New York.
Library of Congress Cataloging-in-Publication Data:
Corrections officer exam.2nd ed.
p. cm.
ISBN 1-57685-522-8
1. Correctional personnelUnited StatesExaminationsStudy guides.
2. Correctional personnelUnited StatesExaminations, questions, etc.
3. CorrectionsVocational guidanceUnited States.
I. LearningExpress (Organization)
HV9470.C69 2004
365'.076dc22
2004016495
Printed in the United States of America
9 8 7 6 5 4 3 2 1
Second Edition
ISBN 1-57685-522-8
Regarding the Information in this Book
We attempt to verify the information presented in our books prior to publication. It is always a good idea,
however, to double-check such important information as minimum requirements, application and testing
procedures, and deadlines with your local law enforcement agency, as such information can change from
time to time.
For more information or to place an order, contact LearningExpress at:
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Or visit us at:
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Contributors
The following individuals contributed to the content of this book.

Marco A. Annunziata is a former teacher and freelance writer. He lives in New York City, New York.
Tom Ferrell is a business communications consultant and writer based in Boulder, Colorado.
Dr. Zelma W. Henriques is a Professor in the Department of Law, Police Science, and Criminal Justice Administration at John Jay College of Criminal Justice at the City University of New York.
Mary Hesalroad, a police officer for the Austin, Texas Police Department, has many years of experience as a law
enforcement recruiter.
Judith N. Meyers is director of the Two Together Tutorial Program of the Jewish Child Care Association in New
York City and formerly an Adult Basic Education Practitioner at City University of New York
Margaret Muirhead is a freelance writer. She has worked on LearningExpresss TOEFL Exam Essentials and Praxis I,
Second Edition. She lives in Arlington, Massachusetts.
Judith F. Olson, M.A., is a chairperson of the language arts department at Valley High School in West Des
Moines, Iowa where she also conducts test preparation workshops.
Judith Robinovitz is an independent educational consultant and director of Score At the Top, a comprehensive
test preparation program in Vero Beach, Florida.
Jay Smith is an exercise physiologist and Director of Physical Fitness and Health Maintenance Programs for the
Massachusetts Criminal Justice Training Council.
v
Contents
INTRODUCTION How To Use This Book
ix
CHAPTER 1
Becoming a Corrections Officer
CHAPTER 2
The Federal Employment Process
13
CHAPTER 3
The State Employment Process
23
CHAPTER 4
The LearningExpress Test Preparation System
33
CHAPTER 5
Corrections Officer Exam I
51
CHAPTER 6
Reading Comprehension Review
83
CHAPTER 7
Writing Review
93
CHAPTER 8
Math Review
117
CHAPTER 9
Memory, Observation, and Counting Review
141
CHAPTER 10
Situational Reasoning and Applying Written Material Review
149
CHAPTER 11
Corrections Officer Exam II
155
CHAPTER 12
Corrections Officer Exam III
189
CHAPTER 13
The Physical Ability Test
219
CHAPTER 14
The Personal History Statement and Background Investigation
225
CHAPTER 15
The Oral Interview
233
CHAPTER 16
Psychological Assessment and Medical Exam
245
vii
How to Use
This Book
o you have made the choice to become a corrections officer! You will find a career in corrections to
be both challenging and rewarding. The work is interesting, pays well, and offers good benefits. However, before you land the job you want, you must face a rigorous selection process. Competition is
tough, so you will need a top score on the written exam to become an attractive candidate. Through numerous
practice exams and instruction chapters, this book will give you the review you need to ace the test. You will also
learn about other important stages of the selection process, including the application process and interview. The
hiring process can take from a few months to one year, so make sure you are ready to make a dedicated effort to
your goal.
You will want to begin your preparation by reading Chapter 1, Becoming a Corrections Officer to find out
whether a career in corrections is really right for you. This chapter describes typical duties, the fast-growing job
prospects, and the nature of the work. It will also give you a basic introduction to the selection process, including all of the hurdlesfrom the written test to the medical examthat you will meet on your way to getting your
uniform.
Next, in Chapter 2, The Federal Employment Process, you will read specifics about the hiring procedures
for federal corrections officersfrom initial application to the training academy. You will learn all about getting
hired, trained, paid, and promoted in this desirable segment of the corrections field.
Chapter 3, The State Employment Process, offers an overview of what it takes to become a state-employed
corrections officer, focusing on the top-rated states with the highest employment in this profession. Read this chapter carefully to understand how to prepare yourself for each stage of the game.
Chapter 4, The Learning Express Test Preparation System, will give you invaluable advice about how to
organize your time before and during the written exam. If you have had trouble with written exams in the past
(anxiety, running out of time), do not skip this chapterit gives you great test-taking strategies, including tips
about how to choose the right multiple-choice answer when you are unsure. Be sure to take advantage of the sample
ix
HOW TO USE THIS BOOK
study plans in this chapter. The best insurance for acing your exam is good preparation, and these study schedules will help you organize your time.
After devising a study plan for yourself, jump right in and take a practice exam offered in Chapter 5. Once
you have taken the exam and know the areas where you need the most work, you can begin studying the different subjects in Chapters 610. After substantial review of your problem subjects, you have the option of taking
two more practice exams in Chapters 11 and 12 to see if your score improves. From there, you can determine how
much more preparation you need and whether you want to seek help from a tutor or specific study in a subject.
Do not forget to read Chapters 1316, which cover crucial information about the Physical Ability Test, the
Personal History Statement and Background Investigation, the Oral Interview, the Psychological Assessment, and
Medical Exam. These steps in the selection process may be just as important, if not more, than the written test in
deciding your rank as a job candidate. This book provides information about how to best train for the physical
test as well as useful strategies for completing your personal statement and for presenting yourself at the interview so that you make a strong and positive impression.
In short, this book is here to help. It covers all of the basics of what corrections departments across the country are looking for in a candidate, and it gives you examples of what typical corrections officer exams are like. You
have given yourself a big advantage by choosing to use this book. However, one essential ingredient that this book
does not provide is specific requirements for the corrections department in your city or state of interest. This book
is best used in combination with the information you get from your corrections department about the details of
its hiring process. Make a phone call to the departments personnel office, and clarify exactly what steps you need
to take. Your success in becoming a corrections officer depends largely on your motivation and the amount of effort
you are willing to make to achieve your goals.
CORRECTIONS
OFFICER
EXAM
C H A P T E R
Becoming a
Corrections
Officer
CHAPTER SUMMARY
If you want to know whether a career as a corrections officer suits you,
just keep reading. This chapter describes typical duties, the fast-growing job prospects, and the nature of the work. You will find information
about the hiring process and tips on making yourself a top-notch candidate. You will also find plenty of facts about current trends in corrections at the federal, state, and local level.
odays corrections officer needs to be a quick thinker, able learner, good leader, and physically and emotionally strong. These are important traits because it takes a variety of skills and knowledgenot to
mention staminato do this job.
Officers work in stressful, sometimes dangerous, settings, where their job is to maintain security and order.
This work requires training in areas such as understanding criminal behavior, knowing how to deal with groups
of inmates who come from different cultural and ethnic backgrounds, and managing the tension that builds among
people who are confined to a cell and cut off from the outside world. Technical knowledge also is becoming more
important for this job. Where budgets allow, many facilities are putting in high-tech safety and security devices.
Corrections officers are the ones who have to be able to operate these sophisticated systems.
There is also a lot to cope with in terms of the working conditions. Its a fact that many prisons are overcrowded and underfunded, that more violent offenders are behind bars than ever before, and that drug use among
inmates is widespread. These and other major changes in the prison system have added strain to an already tough
environment.
Sheer numbers tell more of the tale: the U.S. prison population has more than tripled since 1980. The Bureau
of Justice Statistics (BJS) reported a total of 1,440,655 prisoners under state or federal jurisdiction at the end of
BECOMING A CORRECTIONS OFFICER
on-site medical center. Certain specialized tasks may

also be available, such as being part of the road crew or
canine unit. Security duties include patrolling the
grounds and buildings to make sure that locks, bars,
and doors are secure. Corrections officers also check
medical and food supply areas for possible thefts and
are always on the lookout for unsanitary or unsafe conditions, especially fire hazards.
A vital role of corrections officers is to discipline
and keep order among inmates. They must watch for
signs of tension or conflict in order to prevent physical
violence or emergency situations such as riots. At times
this can require the use of force or weapons. Delivering
first aid or basic medical treatment also may be necessary. However, while corrections officers must enforce
the rules of a prison, they also must protect inmates and
stay within the boundaries of prisoners rights.
Preparing written reports is another part of the
job. These may include keeping daily logbooks and
writing conduct or progress reports about inmates.
These reports must be accurate and complete because
they may be used by parole boards or by the courts.
Corrections officers also need to inform their supervisors in person of any fights, suspicious activity, or violations of prison rules that may occur.
What corrections officers do on the job depends
to some extent on the facility where they work. Different types of facilitiesfederal or state prisons, city or
county jails, boot camps, reformatories, detention
centersvary in scope and use different levels of security. For example, a maximum-security prison may be
walled or double-fenced and have gun towers, numerous security devices, cell housing for inmates, and a
large staff to supervise inmates. A boot camp, on the
other hand, may have patrol guards (instead of being
fenced or walled), dormitory housing (instead of cells),
and a lower staff-to-inmate ratio. Because of these differences, the duties you perform and the danger you
face on a daily basis can vary depending on the institution where you are employed.
2001. More than 1.2 million of those are housed in

state facilities and over 160,000 in federal facilities. As
for local jails, the population of inmates and people
awaiting trial reached a record high of 737,912 as of
midyear 2002. Inmate populations grew in 2002 by
2.5% in state prison, 5.4% in local jails, and 5.8% in
federal prisons.
As the number of inmates continues to climb, so
does the need for corrections officers. Corrections facilities throughout the country are actively looking for
qualified job candidates that will meet the challenges of
this demanding position.
The Daily Routine
The fundamental responsibility of a corrections officer

is to make sure that a prison, jail, or other type of correctional facility stays safe and secure. To do this, they
guard, supervise, and give guidance to criminal offenders who are confined to the facility.
Corrections officers monitor the activities and
behavior of inmates at all timeswhen they are sleeping, showering, eating, working, or exercising. They
escort inmates to and from cells and other areas of the
prison and, as needed, back and forth from outside
areas such as courtrooms or medical facilities. They
explain the institutions policies and regulations to
inmates, and also may schedule the inmates work
assignments and take part in vocational training.
Search and inspection are regular duties. This
includes everything from reading inmates mail to
inspecting cells to conducting body searches of inmates.
These duties are aimed at finding any forbidden items
or materials (such as drugs, weapons, tools, or other
contraband) or uncovering any criminal activities (such
as smuggling operations or plans for escape). Along
with admitting and escorting authorized visitors,
corrections officers also may monitor conversations
between inmates and visitors.
Depending on the size and set-up of a facility, corrections officers may be assigned to specific areas such
as the laundry room, mailroom, motor pool, or an
new facilities will also increase the need for corrections officersalthough jail and prison construction
may slow somewhat in states and localities where budgets are tight. A recent trend toward giving longer sentences and reducing parole for criminal offenders
means that inmates will be held for longer periods of
time, thus generating the need for more corrections
officers to supervise them. Job security for corrections
officers is high and layoffs are rare in this field, due to
the increasing inmate population. As the numbers of
prisoners increase, so does the demand for corrections
officers. Another trend in corrections work is for government agencies to contract with private companies to
staff corrections facilities. For example, in 2000, more
than 260 privately run corrections facilities were under
contract with state or federal governmentsan
increase of 140% from 1995. Because of this trend,
private companies will be another source of employment for corrections officers.
The BLS reports that corrections officers held
about 476,000 jobs in 2002up from 282,000 jobs in
1992. About 16,000 of these officers worked at federal
prisons, while about 60% worked at state facilities,
including prisons, prison camps, and youth correctional institutions. Prisons owned and operated by private companies accounted for another 16,000 jobs.
City and county jails or other local facilities provided
most of the remaining jobs. Although a total of 118
urban jail systems exists across the nation, the majority of corrections officers work in larger institutions
located in rural areas.
Communication Skills
Good communication skills are one of the most important traits you can bring to the job. Some officers work
a cellblock alone, overseeing from 50 to 100 prisoners
and relying mostly on person-to-person communication skills to enforce prison rules. Officers must be
tough disciplinarians who can keep inmates in line
one way they accomplish this is to suspend privileges if
an inmate violates regulations. Officers must also be
fairthey cannot display favoritism and are required
to report any prisoner who breaks the rules.
Corrections officers sometimes act as part of a
team that includes social workers, psychologists, parole
and probation officers, and teachers, who counsel,
guide, or educate inmates. That could mean helping to
develop inmates reading and writing skills, counseling
them about drug and alcohol abuse, preparing them for
employment upon their release, or helping to sort
through personal problems. Many prisons offer
advanced training in the skills corrections officers need
to conduct one-on-one or group counseling sessions.
Your ability to communicate matters in other
ways as well. As a corrections officer, you are responsible for instructing inmates about prison regulations,
explaining their work assignments, and supervising
them in their daily routine. You will need to understand
prison policies and follow orders yourself. Open and
clear communication with other officers and your
supervisors is essential, as is using concise, correct writing skills in your daily reports.
Jobs on the Rise
According to the U.S. Bureau of Labor Statistics (BLS),

job opportunities for corrections officers are expected
to be excellent throughout the decade. Job openings for
corrections officers will likely increase faster than the
average for all occupations through 2012. A growing
inmate population, in combination with the need to
replace corrections officers who retire or change jobs,
will create thousands of job positions each year. Expansion of corrections facilities and the construction of
JUST THE FACTS

Federal Inmates by Security Level
Minimum
28,576
Low
57,152
Medium
36,825
High
15,761
(Source: Federal Bureau of Prisons automated information
systems, February 2004)
Bureau of Prisons. The geographical location of the

facility can affect pay rates as well. For example,
incomes for federal corrections officers were slightly
higher in areas where local earning levels were higher.
Gaining more on-the-job experience and additional
education or training can lead to both salary increases
and promotions. Corrections officers may be promoted to positions that involve supervising other officers, administrative duties, or counseling. They also
may use their experience to move into related areas
such as probation and parole.
This job typically offers standard benefit packages, including major medical, hospital, disability, and
life insurance; paid vacation days, holidays, and sick
leave; and a retirement plan. Many institutions offer
extra benefits such as dental coverage, vision care plans,
and credit unions. Uniforms and equipment are usually provided by the institution. Educational benefits
are becoming more common, with institutions paying
for corrections officers to attend college or special training courses, or offering salary increases for those who
take courses or earn degrees on their own. Institutions
also may offer various employee assistance programs
(EAPs), which may include financial or legal aid, stress
management classes, substance abuse counseling, and
personal or family counseling. In federal positions and
most state jobs, the retirement coverage allows officers to retire at age 50 after completing 20 years of
service or at any age following 25 years on the job.
Hours and Earnings
On average, corrections officers work eight-hour shifts,

five days a week. Some institutions use other work
schedules, such as four work days followed by two days
off. Because correctional facilities require 24-hour protection, every work schedule includes some nights,
weekends, and holidays. As a corrections officer, you
can expect to work paid overtime and some double
shifts, plus you may be called in during emergencies.
Depending on your assignments, you may be working
either indoors or outdoors. Conditions in correctional
institutions vary. Some newly constructed facilities are
well-lit and temperature-controlled, whereas older prisons can be overcrowded, dark, and noisy.
The average annual income of corrections officers
was $35,090 in 2003, with the lowest ten percent earning $22,390 and the highest ten percent earning
$52,880. As with most jobs, the salary you earn as a corrections officer depends on where you work and for
whom you work. Corrections officers who work for the
federal government earn more on average than those
who work for state or local governments or for a private
contractor. This pay difference exists in part because the
Federal Bureau of Prisons (BOP) requires that new
hires have a college education or related work experience. Median yearly salaries in 2003 ranged from
$42,700 at a federal facility, $35,980 at a state-run institution, and $34,080 at a local prison or jail..
JUST THE FACTS
The federal inmate population in 2004 was made
up of:
56% Whites
40% African Americans
1.6% Asian
1.6% Native Americans
JUST THE FACTS

In 1999, 7 states held about half of all jail
inmates:
California
77,142
Texas
57,930
Florida
51,080
New York
34,411
Georgia
32,835
Pennsylvania
26,996
Louisiana
25,631
(Source: Federal Bureau of Prisons automated information

systems, February 2004)
Level of experience and time on the job can also

influence a corrections officers earnings. On the federal level, a starting salary for a corrections officer in
2003 was about $23,000, according to the Federal
(Source: Bureau of Justice Statistics, Census of Jails, 1999)
Reality Check
JUST THE FACTS
Going into this job, it is important to be realistic about

your working environment. Working in a correctional
facility is often stressful, and at times, dangerous. Every
year, prisons and jails report a number of inmate
assaults on staff members. While both jails and prisons
can be dangerous places to work, the constantly changing nature of the jail population creates hazards that are
less likely in prisons where the inmate population is
more stable. In 1999, a third of jail systems reported
that staff members were physically confronted by
inmates. In jails, the population fluctuates as individuals enter or leave the system through arrest, transfer to
prison, or release. The time between when a person is
arrested and when the jail staff learns about that persons identity or criminal record is a critical, and dangerous, phase. Corrections officers may place a violent
offender with the general population of detainees
because the staff is not yet aware of the persons criminal record. Here are some statistics provided by the
Bureau of Justice Statistics (BJS) that describe some of
the characteristics of todays inmates:
Although men are 15 times more likely than

women to be incarcerated in a state or federal
prison, the female inmate population is increasing at a faster rate than the male prisoner population. Since 1995, the number of female
prisoners has increased annually by an average
5.4%, whereas the number of male inmates has
increased by an average 3.6%.
(Source: Bureau of Justice Statistics Bulletin)
Overcrowded prisons are another job factor to

consider. According to BJS findings, by the end of 2002,
state prisons were operating 1% and 17% above capacity, and federal prisons were 33% above their rate capacity. (The intended capacity is the highest number of
prisoners a facility was built to hold.) These are key figures
because tension tends to mount in these conditions,
which can lead to violence, escape attempts, or riots.
JUST THE FACTS
By mid-year 2002, the nations prisons and jails
held more than 2 million inmates for the first
time. State and federal prisons housed more
than 1.3 million prisoners, and municipal and
county jails held more than 665,000 inmates.
Violent offenders accounted for the largest

percentage (49.3%) of the state prison
population.
Drug law violators comprised the largest
percentage (54.7%) of the federal prison
population.
Nearly half (45%) of the inmates in state and
federal prisons combined have been in prison
three or more times before.
(Source: Bureau of Justice Statistics)
As you consider whether you are right for the

job, ask yourself some tough questions. How will you:
These figures tell you something about the

inmates you will encounter on the job. Besides drug
and violent offenders, prison populations also
include property offenders, public-order offenders,
and others.
cope with being around convicted criminals on a

daily basis?
handle the built-in level of potential violence?
give fair and decent treatment to a prisoner whose
attitudes and views are offensive to you?
put up with verbal and possibly physical abuse?
put aside any prejudices or stereotypes in dealing
with inmates whose racial, ethnic, religious, or
cultural background are different from your own?
keep an open mind about the chance that some
inmates will serve their time and go on to lead
law-abiding lives after being released?
CHAPTER TITLE
Key Personal Traits
Emotionally mature and stable
Good communication and interpersonal skills
Alert, able to think and act quickly
Good leadership and supervisory skills
Diplomatic, patient, and a good listener
Reliable and honest
Ethical and fair
differences
Sympathetic but realistic understanding of human

behavior
Strong sense of self, not easily manipulated or

offended
Physical strength and stamina
agencies do not want to rush through the process of

determining whether you have these qualities.
Competition for entry-level positions in the corrections field can also be intense. The remainder of
this chapter will guide you through the hiring
processthe written exam, the physical ability test,
the background investigation, the interview, and the
medical or psychological examso that you will be
prepared and have an edge over your competitors.
Keep in mind that many correctional facilities

are active in training and counseling corrections officers to help manage the daily pressures of this important job. Although the job can be a test of your mettle,
corrections work is a part of a vital system that aims to
protect society from harm.
Accepting of racial, ethnic, cultural, and religious
Getting the Job:

The Selection Process
The Eligibility List
Now that you know about the everyday duties of a corrections officer, the hiring prospects, salary and benefits, and the working environment, the next step is to
begin the process of applying for the job. The selection
process for corrections officers differs depending on
whether you are applying to federal, state, or local institutions. Chapters 2 and 3 of this book provide more
detailed information about the requirements for state
and federal institutions. Although there is no one set of
standard qualifications or hiring procedures for the
job, the following overview will provide you with typical aspects of the selection process.
Because the job requires a high level of responsibility, you can expect that the selection process will be
time-consuming. It may take you several months to a
year to land the job. Local, state, and federal facilities
across the nation are looking for applicants who can
think and act quickly, and who can handle the challenges of becoming an authority figure. Public safety
Most departmentswhether local, state, or federal

hire entry-level corrections officers from a list that
ranks eligible candidates from highest to lowest. They
hire the applicant who ranked number one in their
hiring process and work their way down the list. How
rank is determined varies from agency to agency. Some
departments emphasize written test scores whereas
others rely more on the interview portion of the hiring
process. Other agencies look at a combination of factors to rank applicants, including written, verbal, and
physical ability test scores. In some rare instances,
departments have a hiring process that consists of only
a background investigation and an interview.
In order to make sure that your name will be at the
top of your agencys eligibility list, you need to commit
to preparing for a rigorous selection process. The following summary will outline the basic features of the
hiring procedure for corrections officers and will give
you the information you need to begin the process.
In addition, corrections officers must be able to

physically perform basic job-related tasks. Disabilities
that would not be a problem in other occupations
might become disqualifying conditions for corrections
officers. For instance, many departments ask that applicants have a certain level of hearing. Being overweight
can also be a disqualifying factor. For more information
about applicants with disabilities, see the section about
Medical Exams later in this chapter. To find out the
basic qualifications required by the agency of your
choice, contact the recruiting or personnel office
directly. It will send you a list of qualifications and let
you in on the steps you will need to follow to apply.
Basic Qualifications
Most agencies agree on the same basic list of qualifications that you will need to become a corrections officer.
The list of minimum requirements includes:
a minimum agesome agencies require applicants to be 18 years old; more often, agencies set
the minimum at 20 or 21 years old. Maximum
ages have been challenged in the courts, with the
result that most agencies no longer list a maximum age.
U.S. citizenship or, in some agencies, resident
alien status
a high school diploma or a General Equivalency
Degree (GED) and, increasingly, some college
hours or even a college degree
no criminal record, although some agencies do
accept a limited history of misdemeanor offenses
sound physical and mental health, including good
vision and hearing and an appropriate weight-toheight ratio
A valid drivers license and a satisfactory driving
record (for some positions)
The Exam Announcement
When agencies are in a hiring mode, the first step they

usually take is to post a job announcement for the position of corrections officer (sometimes called detention
officer in the jail system). The announcement will outline the basic qualifications for the corrections officer
position and the all-important details of the selection
process. Most agencies have some form of written exam
requirement. You should see a date when the written
exam will be given and a location for the testing site.
Get a copy of this announcement. Often your
public library will have a copy, or the recruiting/personnel department of the hiring agency will have
copies. You should also check the agency Internet website for openings since many agencies now post job
listings online.
Depending on how often the agency gives exams,
the notice may simply tell you when and where to show
up to take the next exam. Most agencies give a written
exam at least once every year, if not more often. Carefully read the exam announcement and any other materials the agency sends, like brochures. Be sure to
double-check any fine print and be clear about test
times, directions, or other crucial details.
Some institutions also include a local residency

requirement. Fluency in languages other than English
that are common to the inmate population is another
advantage. Many corrections agencies give special
consideration to qualified veterans over civilians.
This may take the form of a policy, sometimes called
a Veterans Preference policy, whereby points are
automatically added to the passing score of an applicants written exam. Some agencies use this policy
because they consider military personnel to be qualified with skillssuch as use of firearmsthat are
important on the job.
Disqualifying Factors
Automatic disqualifiers include a felony record. In most

cases, agencies will not consider convicted felons for any
correctional employment. Some misdemeanors can
also disqualify an applicant, depending on the agency.
The Application
Although rare, some departments do not ask applicants to take a written test. In this instance, the first step
judgment and reasoning skills, your ability to read and

understand maps and floor plans, and sometimes your
memory or your math skills. In this preliminary written exam, you will not be tested on your knowledge of
corrections behavior, corrections policies and procedures, or any other specific body of knowledge. This
test is designed only to see if you can read, reason, and
do basic math.
Corrections officers have to be able to read,
understand, and act on complex written materials
such as laws, policy handbooks, and regulations. They
have to write incident reports and other materials in
clear and correct language. The basic skills that the
written exam measures are skills corrections officers
use every day.
Most exams are multiple-choice tests of the sort
youve probably encountered in school. You get an
exam book and an answer sheet where you select an
answer choice, by filling in circles (bubbles) or squares
with a number 2 pencil.
Increasingly, agencies are supplementing
multiple-choice tests with other test formats. Because
writing is an important part of a corrections officers
job, some agencies ask applicants to write an essay or
mock report. You might be asked to write two or three
paragraphs about a general topic (topics are designed
so that you can answer them without having any specialized knowledge). Or you might be shown videotape or slides and asked to write about what you see.
In this case, the agency can assess both your writing
skills and your short-term memory.
you may take in the hiring process is to fill out a

multi-paged application to detail your education,
employment experience, and personal data. If this is the
case, treat the written application as your Personal History Statement, which you will read about later in this
chapter and in Chapter 14. Other agencies require only
a short application in order to take the written exam;
the lengthy Personal History Statement comes later,
once you pass the exam.
When you call an agency to ask for an exam
announcement or application, the person who answers
the phone may conduct a brief prescreening to make
sure that you meet the basic qualifications. This person
on the other end of the line is not likely to be the one
who conducts your background investigation, so being
direct and concise is your best strategy.
The Written Exam
The written exam, if one is required, is your first opportunity to show that you have what it takes to be a corrections officer. As such, its extremely important.
People who dont pass the written exam dont go any
farther in the selection process. Furthermore, the written exam score often figures into applicants rank on the
eligibility list; in some cases, this score by itself determines your rank, whereas in others it is combined with
other scores, such as physical ability or interview scores.
As a result, a person who merely passes the exam with
a score of, say, 70, is unlikely to be hired when there are
plenty of applicants with scores in the 90s. The exam
bulletin may specify what your rank will be based on.
An excellent way to boost your score on the exam
is to study and complete the practice exams in this
book that correspond to the corrections exam for which
youre studying.
How to Prepare for

the Written Exam
Pay close attention to any study or informational material the recruiting unit or personnel department provides about the exam. Ask if the agency has a test study
guide. If it does, be sure to allow yourself time to read
it and complete any practice questions.
If the hiring agency does not have a study guide,
you can prepare for the test by getting a basic, standardized test preparation book at your local library or
What the Written Exam Is Like
Although there is no standard, national corrections

exam, most written exams required by corrections
agencies share many similarities. They test fundamental skills and aptitudes: how well you understand what
you read, your ability to follow directions, your
CHAPTER
TITLE
CHAPTER
TITLE
Written Exam Tips
Ask for and use any material the personnel department provides about the test. Some agencies have study
guides; some even conduct study sessions. Give yourself an advantage by using them.
Practice. Review the material in the instructional chapters in this book, which offer tips on how to improve in
each skill area on the exam. Take the practice corrections exams in chapters 5, 11, and 12.
Try to find some people who have taken the exam recently, and ask them about what was on the exam. Their
hindsightI wish I had . . .can be your foresight.
bookstore. Any test prep book that has basic skills

questions in it, including reading comprehension, writing, and math, will help. For focused, specific preparation, based on corrections exams actually given
throughout the United States, work through the practice corrections exams, sample exercises, and test
instruction in this book.
The physical ability test (or PAT) is usually the next step
in the process after the written exam. You may have to
get a note from your doctor saying that you are in good
enough shape to undertake this test before you will be
allowed to participate. A few agencies give the medical
exam before the physical ability test. They want to
make sure that candidates are not taking any health
risks by completing the physical test. See Chapter 13 for
an in-depth look at what to expect and how to prepare
for the PAT.
Kinds of Questions
You Can Expect
Exams usually cover such subjects as reading, writing,

math, memory, and judgment. Sometimes your ability
to read a map or graph is also tested. The exam bulletin
or position announcement, available from your recruitment office, should tell you what subjects are on your
exam. All of these subjects are covered in detail in later
chapters.
The Physical Ability Test
The Personal Histor y

Statement and Background
Investigation
Very early in the application process, the hiring agency

will have you fill out a long form about your personal
history. You will usually be interviewed about this
material by a member of the corrections department or
the personnel department. As the department begins to
get serious about considering you, it will conduct an
investigation into your background, using your personal history statement as a starting point.
This step may be the most important in the whole
process, even though the results may not be reflected in
your rank on the eligibility list. This is where the agency
checks not only your experience and education, but
also, and perhaps more importantly, your character. Do
Finding Out How You Did
Applicants are generally notified in writing about their

performance on the exam. The notification may simply say whether or not you passed, or it may inform you
of your score. It may also say when you should show up
for the next step in the process, which is often a physical ability test.
tests, interview, and other important aspects of the

psychological assessment are covered in detail in
Chapter 16.
you have the integrity, honesty, commitment, and

respect for authority that a corrections officer must
have? Corrections departments go to a lot of trouble
and expense to find out. Every important aspect of filling out and submitting your statement is covered in
Detail in Chapter 14.
Every corrections officer candidate must undergo a

full medical examination at some point in the application process. The medical exam is not much different
than the annual physical that you take at your physicians office, and in almost all cases, youll be asked to
supply a blood and urine sample for mandatory drug
testing. For more detailed information on the medical
exam, see Chapter 16.
The Inter view and Oral Board
The selection process in your chosen jurisdiction may

include one or more interviews. There may be an interview connected with your personal history statement,
in which the interviewer simply tries to confirm or
clarify what youve written. Most agencies also conduct
another interview before an oral board that continues the process of determining whether candidates will
make good corrections officers. The oral board typically
assesses qualities such as interpersonal skills, communication skills, judgment and decision-making abilities,
respect for diversity, and adaptability. The board itself
consists of two to five people, who may be corrections
officers or civilians. Read Chapter 15, The Oral Interview, to learn more about the interview process and the
oral board.
The Medical Examination
Future Trends
Changing trends in corrections, law enforcement, and

the criminal justice system will influence your on-thejob experience as a corrections officer. After dramatic
increases in the inmate population during the 1980s
and 1990s, the incarceration rate has begun to level off
to a degree, but it remains high. In fact, with 1.3 million adults in prison, the United States has the highest
recorded rate of imprisonment per capita of any country in the world. And the incarcerated population continues to growbetween 1995 and 2002, the number
of prisoners nationwide increased an average 3.6%
each year.
At the federal level, a major factor in the growth
of the prison population in the past decades was the
truth in sentencing guidelines that stemmed from
the Sentencing Reform Act of 1984. These guidelines
take into account how serious a crime is and the criminal record of the offender when sentences are made.
Because this raised the odds of federal offenders being
convicted, the number of offenders sent to federal prisons rose in turn.
The Psychological Assessment
Because corrections work is a stressful occupation

that demands a high level of responsibility, many corrections and law enforcement departments use psychological evaluation to identify candidates with
underlying instabilities. They may also want to see if
candidates have healthy ways to cope with pressure.
Sometimes, too, the real purpose of the psychological
evaluation is not so much to disclose instabilities as to
determine applicants honesty, habits, and other such
factors. More often than not, the psychological evaluation consists of one or more written tests and an
interview with a psychologist or psychiatrist. The
10
Experts in the field are constantly at work developing new methods to manage the current inmate
population. Correctional boot camps for nonviolent
offenders are one experiment to deal with offenders.
These camps focus on rehabilitation, most often
through education, job training, and substance abuse
counseling or treatment. At the same time, some institutions have gone in the opposite direction by reinstating work groups or chain gangs. Another current
movement is to get rid of recreational equipment, television, and other inmate privileges and programs.
Experts who oppose this approach believe that these
privileges can help to reduce tensions and encourage
better behavior. Yet another trend involves private companies owning and operating prisons under contract
with government agenciesa trend that may be considered controversial by some policy makers.
Your future as a corrections officer will be affected
by trends like theseeverything from higher rates of
arrest and imprisonment to different philosophies
about how to handle inmates. As you prepare for the
selection process of becoming a corrections officer, pay
special attention to newspaper or magazine accounts
about todays prison and legal systems. Changing
approaches to law enforcement and corrections will
have real world effects on the individuals guarding the
countrys jail and prisonsand soon, that could mean
you.
In state prisons, growth in the inmate population

resulted mostly from a larger number of adult arrests
for serious offenses, leading to more offenders being
put into prison. Like the federal system, the states have
experienced a huge rise in prison admissions over the
last decade. Current experiments with Three Strikes
and Youre Out and Life Without Parole laws stand
to raise new admissions even higher if the legislation
sticks.
Local jails have also seen more new admissions
due to more arrests. Added to that are more felons
being sentenced to local jails. Then, there is the larger
role that local jails now play as the caretakers for state
and federal prisoners.
The population increase in prisons and jails
throughout the country, in combination with tougher
sentencing laws, will generate a growing need for corrections staff, but these changes will also affect working conditions. Although prison expansion and
construction of new prisons will help to house the
influx of inmates, invariably some facilities will become
overcrowded. Crowded conditions can exacerbate
fighting and rioting among inmatesincreasing the
need for corrections officers who are knowledgeable
and well-trained to deal with potentially volatile
situations.
The sharp increase among drug law offenders
contributes to another problem faced by todays prisons. Inmates do not necessarily leave their drug problems outside prison walls, with the result that drugs are
sold, bought, and used inside correctional facilities.
Job training for corrections officers involves learning
strategies to handle special issues such as substance
abuse or drug-related violence between inmates and
against officers.
Ethnic and racial diversity among inmates poses
another challenge for todays corrections staff. Agencies
have increased training among corrections officers to
manage inmates who come from different backgrounds
and may have strong ties, for instance, to a street gang
or a radical religious organization.
Make the Commitment
Now that you know the basics about what to expect

from the selection process, how can you give yourself
a competitive edge over other applicants? To land the
job of your choice, you need to make a dedicated effort
to the application and selection process now. Along
with the tips and practical guidance that you will find
in this book, following are five steps to getting the job
you want.
11
3. Create a study plan. Allot adequate time to get

ready for the written examination. Start studying
and taking the practice exams in this book now.
Your goal is to earn a score that puts you in a
good position against the competition.
4. Prepare for the interview. Give yourself plenty
of time to create an accurate, detailed personal
history statement and to practice interviewing
strategies before you meet the oral board. Think
about why you want to become a corrections
officer and get a good sense of your talents and
long-term goals. If you are uncomfortable about
talking before a group, consider taking a publicspeaking course or stage a mock interview with
family and friends.
5. Get smart. Look into formal education in corrections. Take a college class or two, or aim yourself
toward a full degree.
1. Get fit. Commit to a physical fitness program

today. Preparation will not only help you ace the
physical ability test, it will prepare you for the
everyday physical demands of corrections work.
Consider learning stress management techniques
or martial arts as a way to train yourself physically and mentally. Demonstrating that you have
healthy ways to cope with work pressures will go
a long way to showing that you are ready for the
job.
2. Do some research. Spend time at a local or college library or search online to find out any relevant information about corrections work and
your job search. Find out the application requirements and procedures at state, federal, or local
correctional facilities in your region. (For more
detailed information about the hiring procedures
specific to state corrections officers or those
employed by the federal government, read Chapters 2 and 3 of this book carefully.)
12
C H A P T E R
The Federal
Employment
Process
CHAPTER SUMMARY
Federal corrections officer jobs pay well and have excellent job security. How can you go about landing one of these sought-after positions?
This chapter outlines the basic requirements you need for the job, salary
and benefit information, plus all you need to know about the federal hiring process.
f you are interested in becoming a corrections officer in a federal prison, you will quickly become familiar
with the Federal Bureau of Prisons (BOP), with headquarters in Washington, D.C. As part of the U.S. Department of Justice, the BOP is responsible for hiring all corrections officers who work at federal prison institutions nationwide. Federal penal and correctional facilities are for people who have violated federal laws or are
awaiting trial for violations. The Bureau oversees a total of 104 institutions and has more than 180,000 prisoners under its jurisdiction. More than 153,000 of these prisoners are confined in federal facilities, with the remaining population housed in privately managed institutions under contract with the government, and in some cases
in state or local jails in agreement with federal authorities.
The need for federal corrections officers at new institutions combined with a high turnover rate make the
BOP one of the hot spots for employment opportunities with the federal government. The Bureau of Labor Statistics reports that federal correctional facilities accounted for 16,000 corrections officer positions in 2002.
The federal government offers the highest average salary for corrections officers compared with state, local,
or privately run facilities, but the requirements for the job are also more competitive than most state or county
institutions. To be hired as an entry-level federal corrections officer, you must have either a bachelors degree, three
13
CHAPTER TITLE
Federal Inmate Profile

According to a 2002 report by the Bureau of Justice Statistics, more than half (57%) of federal inmates are serving a sentence for a drug offense and about 10% are in prison for a violent offense. According to findings in 1997,
federal prisoners were more likely than state inmates to be:
women (7% vs. 6%)
Hispanic (27% vs. 17%)
age 45 or older (24% vs. 13%)
with some college education (18% vs. 11%)
noncitizens (18% vs. 5%)
guards, type of inmate housing, and type of security

systems:
or more years of general work experience, or a combination of undergraduate education and general experience that is equivalent to three years of full-time
work. General work experience means jobs that
include duties such as assisting or guiding others, counseling, responding to emergency situations, supervising
or managing, teaching, or on-commission sales positions. The requirements for schooling and work experience also reflect the fact that the BOP is looking to
attract applicants who are interested in federal law
enforcement as a life career. The agency seeks job candidates who have the aptitude to advance within its
ranks to positions of greater responsibility. Having a
bachelors degree in psychology, criminology, or counseling is also highly desirable because of BOPs emphasis on inmate rehabilitation.
When you are applying for a corrections officer
position with the federal government, you may notice
a reference in the job description that indicates the
facilitys security level. The federal government operates institutions with five different levels of security to
deal with a diverse inmate population. These levels
depend on such factors as the ratio of inmates to
Minimum security: dormitory housing, no

fences, low staff to inmate ratio
Low security: dormitory housing, double-fenced
perimeters, higher staff to inmate ratio
Medium security: cell-type housing, doublefenced perimeters reinforced with electronic detection systems, even higher staff to inmate ratio
High security: single or multiple cell housing,
double fenced and walled perimeters, close staff
supervision
Administrative: inmates with chronic mental or
physical conditions or escape-prone inmates of all
security levels held here
As of February 2004, most federal inmates

(38.8%) were in low-security facilities, followed by
medium security (25%) and minimum security
(19.4%). More than 10% of federal inmates were in a
high-security institution, and 6.1% had not been
assigned a security level.
14
Important Addresses and Phone Numbers

General Information
Northeast Region
Western Region
www.bop.gov
Connecticut
Alaska
202-307-3198
Maine
Arizona
Massachusetts
California
Request an application:
New Hampshire
Hawaii
Career Information Service Line
New Jersey
Idaho
800-347-7744 or 202-307-3175
New York
Nevada
or contact nearest regional office
Pennsylvania
Oregon
Rhode Island
Utah
Mid-Atlantic Region
Vermont
Washington
Delaware
Call: 800-787-2749
Call: 925-803-4700
Kentucky
South Central Region
Return completed
Maryland
Arkansas
applications:
Michigan
Louisiana
Federal Bureau of Prisons
North Carolina
New Mexico
Examining Section
Ohio
Oklahoma
Room 460
Tennessee
Texas
320 First Street, NW
Virginia
Call: 800-726-4473
Washington, D.C. 20534
Indiana
District of Columbia
Call: 301-317-3211
Southeast Region
Alabama
North Central Region
Florida
Colorado
Georgia
Illinois
Mississippi
Iowa
South Carolina
Kansas
Puerto Rico
Minnesota
Call: 888-789-1022
Missouri
Montana
Nebraska
North Dakota
South Dakota
Wisconsin
Wyoming
Call: 888-251-5458
15
THE FEDERAL EMPLOYMENT PROCESS
corrections officer job at grade 6, the requirements are

higher. You must finish nine semester hours of 14 quarter hours of graduate study in criminal justice, criminology, social science, or another related field, or at least
one year of full-time specialized work experience. Qualifying work experience includes enforcing rules in a
corrections or mental health institution, dealing with
domestic disturbances, or apprehending or arresting
law violators.
Minimum Requirements
These are the minimum qualifications for an entrylevel or grade 5 federal corrections officer position:
You must be a U.S. citizen (waivers may be available for positions that are difficult to fill when no
qualified U.S. citizens are available)
You must be under 37 years old.
You must have a four-year college degree; or at
least three years of previous experience in law
enforcement, corrections, or an area of general
experience; or a combination of undergraduate
schooling and general work experience that
equals three years of full-time work.
Examples of Specialized
Work Experience
The following are examples of occupations that would

fulfill the requirement for specialized work experience
for corrections officer GS-06 positions:
Examples of General
Work Experience
The following are examples of occupations that fulfill

the general work experience required by the BOP:
teacher
counselor
worker with juvenile delinquents
parole/probation worker
welfare/social worker
firefighter
nurse
clergyman
emergency medical technician
air traffic controller
supervisor or manager
commissioned sales person
security guard
childrens day care worker
corrections officer
detention officer
police officer
border patrol agent
state trooper
sheriff
park ranger
deputy sheriff who supervises jail inmates
worker at a mental health residential institution
Volunteer or part-time work can count toward

fulfilling the necessary work experience. You can also
combine your schooling and on-the-job experience as
long as it is equivalent to the requirement.
Age Limit
There is no minimum age limit, but candidates must

fulfill the education or work experience requirements.
If you are 37 years old and are already holding a civilian federal law enforcement position, you may still be
eligible to become a corrections officer as long as at the
time of your initial appointment you were not yet at the
maximum age. The BOP requires that you provide
paperwork to show when you first started work in federal law enforcement.
In the federal staffing system, jobs are graded to

correspond with the positions pay rate, level of responsibility, and job requirementsas you are promoted,
your grade level increases. Entry-level corrections officer positions are at grade 5 (listed in job descriptions as
GS-05) and grade 6 (listed as GS-06). To qualify for a
16
The background investigation will perform a criminal

check and contact your former employers and personal references to determine whether you are suitable
for the job of corrections officer. Be honest about your
background in the application and interview. Negative
information about your past that surfaces after you
have been hired will most likely lead to your immediate removal from the job.
Past drug use can also affect your chances of getting hired. However, in some circumstances, the hiring
staff may be flexible about past drug behavior. The
BOP has a zero tolerance policy about illegal drug use
among employees. Again, be sure to be forthright about
your background during the hiring process.
A bad credit record can also influence your suitability as a job candidate. If you think your credit record
is not the best, get a copy of your credit report now. If
you have overdue bills, consider making a payment
arrangement with your creditors. Bring all documentation with you to the interview.
Military Service
Military time does not count as federal service, so it will

not satisfy the age requirement if you are over 37 years
old. However, military service is credited toward your
annual vacation time if you become a corrections officer. You may also be entitled to Veterans Preference,
which gives special consideration to qualified veterans
over civilians in the hiring process. If you make a claim
for veterans preference, the hiring staff will either
accept or reject your claim at the time of the interview. Some positions are filled under the Veterans
Readjustment Appointment (VRA) Authority and only
qualifying veterans are eligible.
Disability
Federal law prohibits discrimination against hiring a

disabled person who is qualified for the job and who
can perform the essential functions of the job with or
without reasonable accommodations. If you have a disability but can meet the medical and physical requirements of the job, you can work as a corrections officer. A
medical exam and the physical abilities test (PAT) will
determine whether you meet the physical standards of
the work. The physical requirements of corrections
work include some of the following functions: walking
or standing for up to an hour; viewing a human figure at
a distance of one quarter mile or a target at 250 yards;
hearing and detecting motion; smelling smoke or
drugs; performing self-defense; using firearms; running; climbing stairs; lifting, dragging, and carrying
objects. For more about what is involved in the federal
physical abilities test read on in this chapter.
Selection Process
To begin the selection process, you must first get that

all-important application form. To do so, go to the BOP
website at www.bop.gov. The online application system
for federal corrections jobs, called BOP-HIRES, gives
you detailed information about job requirements,
benefits, and openings on a continuous basis. You can
update your online application at any time. You can also
find federal corrections jobs listed at the governmentoperated website USAJobs, at www.usajobs.opm.gov.
If you do not have access to the Internet, the BOP
prefers that you call the Career Information Service
Line or contact the nearest regional office for applications. (See the Important Addresses and Phone Numbers section of this chapter.) Veterans have yet another
option. They may apply directly to the federal
correctional facility in the area where they would prefer to work.
Job Disqualifiers
A criminal record may disqualify you from a federal

corrections officer position. If you have been convicted of a misdemeanor crime of domestic violence,
you need to provide evidence that the conviction has
been set aside, expunged, or pardoned. Convicted
felons must have proof that they have been granted
authorization from the government to carry a firearm.
17
CHAPTER TITLE
Applying Online
To fill out an online application or resume, you must have an e-mail address. To access the job listings on the
BOP-HIRES system, sign in first as a new user. Register by entering your current e-mail address and selecting an eight-character password. The website is protected and your information is case sensitive, so you need
to re-enter your password once you become a registered user.
If you forget your password, dont worry. Select the Forgot your password option from the menu. It will
prompt you to enter your e-mail, date of birth, and ZIP code. You can then log in and assign yourself a new password by selecting the Change password option.
If you dont have an e-mail account, consider signing up for an address with a free service such as Hotmail
or Yahoo. If you change your e-mail address, simply select the Edit personal information option under
registered users and log-in. Make the necessary changes to your registration, and click on Next to save your
edits.
If you are not applying directly online, you will

need to complete and submit an OF-612 (Optional
Application for Federal Employment), SF-171 (Standard Form 171), or a copy of your resume. You can
request these forms from the office that you are applying to or you can download a form from the BOP website using Adobe Acrobat software. Make sure to
photocopy your original application or resume before
you turn it inyou will need a copy to review if you are
contacted for an interview. Remember to sign and date
your application before mailing itthe BOP only
accepts applications with original signatures and dates.
If you are applying through the online BOPHIRES system, work through the application form first
without submitting it. Jot down any questions that
would benefit from some research and preparation.
You will be asked to provide general information, give
information pertaining to your work experience and
education, and answer multiple-choice questions
describing your knowledge, skills, and abilities. You
may want to draft a response or look up an accurate
date before you enter it in final form. Proofread and
make sure your information is complete and accurate
before submitting your application online. You can
also go back and edit or update your online application.
Resume Checklist
If you choose to submit a resume instead of an

application form, be certain to include the following
information:
18
Job announcement number, title, and grade.

Personal information including your full name,
mailing address, day and evening phone numbers
(with area code), Social Security Number, your
citizenship status, and veterans preference.
Education including the names of the high
schools, colleges, or universities you attended,
with city and state, subject major, and the year
you received your degree. (If you didnt receive a
degree, include your total credits earned.)
Work experience including job titles, duties and
accomplishments, name and address of your
employer, name and phone number of your
supervisors, start and end dates, your hours per
week, and salary. List each job as a separate entry.
Note whether your current supervisor can be
contacted.
Job-related qualifications including related
course work, skills, certificates, licenses, honors,
and awards.
you to back up any claims you make with evidence

during your interview. Be sure that you have the name,
address, and phone number of a supervisor or other
contact that can verify your experience. Here is the
type of inquiry you will encounter on the KSA portion
of your online application:
If you have held a civilian federal job, list the

highest grade level that you have attained on your
resume.
Knowledge, Skills, and Abilities
(KSAs)
After you have filled out your application form, your

next step in the process is to list your Knowledge,
Skills, and Abilities (KSAs). KSAs are qualities that the
agency considers necessary to perform a given job.
Federal job announcements will normally list three to
six criteria, or KSAs, that you must fulfill to be considered for the position. If you are working online, you
will fill out a multiple-choice questionnaire about your
KSAs as part of the online application. The KSAs necessary for a starting corrections officer position are the
following:
Select one response that most accurately describes

your level of experience and ability to supervise:
1. I have ensured that individuals confined in a
correctional or mental health facility adhere to
the rules and regulations.
2. I have supervised or managed coworkers,
subordinates, or detainees in a non-correctional
environment.
3. I have led work teams or work crews.
4. I have no experience supervising, managing, or
leading individuals.
ability to supervise
ability to communicate verbally
ability to react to a crisis situation
Some federal jobs require that you respond to

KSAs in a written worksheet. However, for most corrections officer positions, this is not necessary unless
you have already held a federal corrections position
and are applying to a higher position of authority. If
this is the case, closely study the job description and the
KSA requirements, so that you can craft responses that
mirror back to the hiring officials the very traits and talents that they have defined as essential to the job. Your
challenge is to capture in writing how your experiences match the knowledge, skills, and abilities required
for corrections work.
This phase of the application process is extremely

important. The first person to review your application, a human resources reader, will verify that you
have thoroughly completed your application package
and met the minimum qualifications for the job. Then
the human resources staff determines if you meet the
announcements qualifications and are QUALIFIED
or HIGHLY QUALIFIED. At that point, the staff will
review your KSA responses and grade them (grades
range from 5 to 20 points). Finally, it rates your application and ranks you against all of the applicants
those with the highest scores form a best qualified
list. When your name reaches this list, your application
moves forward to the hiring manager or hiring panel
for consideration. If you do not adequately respond to
the required KSAs, you will not be selected for this top
group of applicants, and may not be considered for the
job. Be sure to respond to the KSA questionnaire carefully and honestlythe hiring staff will probably ask
Important Documents
Your last step in the application procedure is to include

any documents or additional forms that are required
and mail your completed application packet. The job
vacancy announcement will specify which documents
or forms to include. The following are examples of
forms you may need to gather before sending in your
application packet:
19
corrections officer positions are available, the BOP will

send the hiring prison six names. The names will be
ranked in order, with the highest scoring applicant
listed first. If an institution receives your name from the
BOP, you will receive an Inquiry as to Availability
and instructions for scheduling pre-employment
procedures.
Depending on your rank as well as the needs and
hiring policies of the facility, you may be scheduled to
take a psychological exam; no written exam is required.
All federal corrections officer applicants will be subject
to an oral interview as well as a medical examination
performed by a federal medical officer. The physical will
be arranged by the hiring institution at no charge to
you. In addition, the facility will conduct a security
investigation to ensure your qualifications as a federal
prison employee. If you are not selected for employment, your name will be returned to the BOP for possible future consideration.
After your name is on the BOP eligibility list, you
also have the option to contact the personnel office at
the prison facility where you want to work and inquire
about job availability. Chances are that a personnel
office staff member will ask you about your BOP rank.
Obviously, if you rank high on the eligibility list, the
facility will be more interested in recruiting you. However, remember that all hiring depends on job vacancies at the facility.
Applicant Availability Statement

college transcripts (if applicable)
DD-214, military release form, if applicable
Form SF-15 (Claim for ten-Point Veterans Preference), along with a letter from the Veterans
Administration or the branch of service in which
you served, dated within the past 12 months
You will be asked to fill out two forms to bring

with you to the interview: the Declaration of Federal
Employment (OF-306) and Questionnaire for Public
Trust Positions (SF-85P). You can download these
forms from the BOP website. Do not mail these forms
with your application packet.
If you are not applying online, mail your packet
to the BOP Examining Section in Washington, D.C., or,
if different, the address specified by the vacancy
announcement. When the BOP receives your application packet, they will use an automated rating system
to process your application. You will be assigned a rating based on the results. The rating takes place about
two weeks from the date your application is received
and a Notice of Results will be mailed directly to you,
or you can view your ranking online. Your rating is
based on a scale of 70 to 99. Applicants with veterans
preference may receive an additional five or ten points.
If the BOP rates you as an eligible applicant, you
will take your place on a list of eligibles for one year.
After ten months, if you have not been contacted for an
interview, you can extend your eligibility by submitting
updated information. If you wait more than twelve
months to update your application, you will have to
start over with the application process.
Also, if changes occur in your life that will qualify you for a position at a higher grade, you do not need
to wait until the end of the tenth month to let the BOP
hear the news. Submit that information immediately.
If an institution in your area has vacancies, they
will get approximately three names for each open position from the BOP eligibility list. For instance, if two
Background Investigation
and Inter view
Before you become a federal corrections officer, the

BOP will perform a background investigation. The
investigation includes a criminal check and credit check
as well as interviews with your former employers, personal references, and other sources. The goal of the
background check is to determine how your character
and behavior will affect your job performance.
20
The BOP interviews all applicants before it

makes a final selection. You will not have to travel far
for your interviewthe hiring agency will arrange for
an interview in your general area. For more information about what to expect at your interview, read
Chapter 15, The Oral Interview.
Training
For one year following your appointment, you will be

considered a probationary employee. During your
first year, you must undergo 200 hours of formal
training. When you report for work, you will receive
80 hours of orientation training that familiarizes you
with the institutional policies and procedures specific
to the facility that hired you. You will learn about the
institutions regulations and security procedures, and
techniques for supervising and communicating with
inmates.
Within the first 60 days of your appointment as
a corrections officer, you will also attend a threeweek, 120-hour training program at the federal training facility in Glynco, Georgia. Federal corrections
officers are trained according to guidelines established
by the American Correctional Association (the same
organization responsible for accrediting prison facilities). The federal government will pay for your transportation to Georgia and your room and board
during the training program. Training classes begin at
7:30 A.M. and end at 4:30 P.M. Topics you will cover
include classroom work in legal issues and communications and skills training in self-defense and firearms
proficiency. There are three written exams covering
the lectures as well as various practical tests. The average federal corrections officer class consists of 48 people. To complete the course, you must achieve an
acceptable performance level in the use of firearms
and on the written academic tests. You will also be
expected to pass a Physical Abilities Test (PAT) consisting of:
Dummy DragDrag a 75-pound dummy a

minimum of 694 feet continuously within three
minutes.
Climb and Graspmaximum time limit of seven
seconds
Obstacle Coursemaximum time limit of 58
seconds
Run and CuffRun one-quarter of a mile and
apply handcuffs within two minutes and 35
seconds.
Stair ClimbWearing a 20-pound weight belt,
climb up and down 108 steps in 45 seconds.
During your one-year probationary period, your

supervisor will work with you to provide you with
training and closely monitor you to judge whether you
are suitable and competent for the job. During this time
period, you will also see if your abilities and career goals
are compatible with corrections work. If you are interested in transferring to a new location, you can apply for
a transfer after you complete your one-year trial period.
Transfer opportunities are available throughout the
United States, including Hawaii and Puerto Rico.
You will continue to receive yearly on-the-job
training after your probationary period to keep you upto-date with new developments in the field. Depending
on your position, you may also take advantage of career
development opportunities through a range of specialty training courses offered by the BOP.
Salar y and Benefits
Federal corrections officers receive a predetermined

salary and benefits just like other federal employees.
You are paid according to a federal personnel pay rate
scale referred to as the General Schedule (GS). The
base rate or GS-level is the same everywhere, but
depending on the location of the facility you are
assigned to work at, you may receive extra compensation called locality pay. The following are examples of
21
CHAPTER TITLE
Federal Bureau of Prisons

Mission Statement
It is the mission of the Federal Bureau of Prisons to protect society by confining offenders in the controlled environments of prisons and community-based facilities that are safe, humane, cost-efficient, and appropriately
secure, and that provide work and other self-improvement opportunities to assist offenders in becoming lawabiding citizens.
the low-end of salary ranges for federal corrections

officers:
U.S. Penitentiary, McCreary, KY
$31,690
U.S. Penitentiary, Atwater, CA
$32,306
Retirement
As a federal law enforcement employee, you will qualify for a retirement plan in which you may retire at
age 50 after 20 years of service in a federal correctional facility. After 25 years of service you may retire
at any age.
Federal Correctional Center,

Manchester, KY
Vacation and Sick Leave
$32,933
All new full-time corrections officers accrue 13 days of

sick leave annually. You will also receive 13 days of
vacation or annual leave. After three years of federal
service, your vacation time increases to 20 days each
year. After 15 years of service, you earn 26 days of
annual leave.
Federal Correctional Institution,

Littleton, CO
$33,882
Camden and Burlington Counties, NJ
$34,245
Note: Figures are from job vacancy announcements

listed at USAJobs
Other Benefits
Federal penal institutions operate 24 hours a day,

every day of the year. You can expect to work eighthour shifts. You will rotate through different sets of days
off, shifts, and posts. If you are assigned to a night
shift, you will be paid a percentage of your basic hourly
rate above regular pay. Officers assigned to work Sunday will be paid 25% above regular pay.
Federal employees can participate in a voluntary retirement savings and investment plan. Federal workers
can contribute up to 12% of their basic pay to the plan
in pre-tax dollars. The BOP automatically contributes
an amount equal to 1% of an employees salary to the
plan, even if the employee does not participate in this
option. The government will also match a portion of
employee contributions.
The government also helps defray the cost of public transportation for employees who commute to work
in urban areas. Employees can be reimbursed up to
$100 per month.
Health and Life Insurance
One benefit available for federal corrections officers is

health insurance. Most institutions offer plans in which
the government will pay up to 70% of the insurance
premiums. Basic life insurance may also be available;
the federal government will pay up to one-third of the
cost for this coverage.
22
C H A P T E R
The State
Employment
Process
CHAPTER SUMMARY
Throughout the nation, state corrections departments use a number of
different ways to assess corrections officer candidates. This chapter
gives you an overview of the process of selecting recruits, from initial
application to the training academy.
bout three out of every five corrections officers are employed by state governments, making states
the top employer in this field, over local governments, federal agencies, and private companies. State
governments also offer the second highest pay levels for corrections officers, behind only federal
positions.
As in the federal system, state prisons experienced a sharp increase in the growth of the inmate population
since the 1980s. Today, the rate of incarceration in state prisons continues to rise, although not as dramatically.
In 2002, the number of prisoners in state institutions increased by 2.5% compared with larger increases (over 5%)
in federal facilities and local jails. However, state prisons house the highest number of prisoners compared with
any other type of corrections institutionmore than 1.2 million prisoners are confined in state prisons.
As a result of this burgeoning inmate population, added to other trends in the field such as mandatory sentencing guidelines and reduced parole for inmates, the demand for corrections officers in state prisons is growing. Coupled with high turnover and difficulty attracting qualified job candidates to rural locations, job prospects
for state corrections officers are excellent. And with the increasing offender population, layoffs in the profession
are rare.
23
CHAPTER TITLE
State Inmate Profile

According to the Bureau of Justice Statistics, state prison inmates are racially diverse, young, and most have
a high-school diploma. The latest summary findings showed that of state prison inmates:
64% belonged to racial or ethnic minorities
about 57% were under age 35
about 57% had a high school diploma or its equivalent
nearly half were sentenced for a violent crime
20% were convicted of a property crime
21% were convicted of a drug crime
If you are interested in a challenging job with

great benefits, excellent job security, and advancement
opportunities, a state corrections officer position might
be right for you. This chapter will give you an overview
of the selection process in states throughout the country and important contact information for state corrections departments.
STATE
Employment Hot Spots

and Job Criteria
Your job prospects will vary by jurisdiction. Some states

are experiencing budget cuts that may affect the rate of
employment in the corrections field. However, most
states are looking for qualified candidates and are trying to fill positions on a continuous basis. Although you
may not be interested in or able to relocate to a new
state in order to become a corrections officer, you can
increase your chances of employment in states with the
highest concentration of officers. The five states with
the highest concentration of corrections officers
meaning that this occupation makes up more than
4.5% of all jobs in the stateare Louisiana, Mississippi,
New Mexico, New York, and Texas, according to the
Bureau of Labor Statistics. Here is the breakdown of the
concentration of corrections officers per state and the
annual mean wage earned by corrections officers in
each of these five states:
NUMBER OF
CORRECTIONS YEARLY
OFFICERS AND AVERAGE
JAILERS
INCOME
Texas
41,430
$28,190
New York
37,490
$47,030
Louisiana
11,130
$24,180
Mississippi
5,360
$22,150
New Mexico
3,340
$24,450
Basic requirements for corrections officers

depend on each states guidelines. Use the state Web
resources in this chapter or telephone the human
resources division of your state agency to find out
exactly what are the eligibility criteria for the job. The
requirements for state corrections officers are usually
less rigorous than those for federal positions, but this
is changing in some jurisdictions. For example, while
many state departments require that applicants have
only a high school diploma, some agencies are adopting higher education requirements for entry-level corrections officers. Usually this means some completed
college course work. The following are some typical
standards for state corrections officers:
24
THE STATE EMPLOYMENT PROCESS
You must be at least 18 years old (in some states,

20 or 21 years old).
You must be a U.S. citizen, or in some states, have
resident alien status.
You must have a high school diploma or a
General Equivalency Degree (GED).
You must be able to perform the essential functions of the job, with or without reasonable
accommodation.
These procedures are discussed in Chapter 1, and

many elements of the hiring process are covered in
detail in later chapters of this book. Familiarize yourself with what is involved with each component and be
sure to prepare for each hiring stage so that you can
become a top candidate for the job.
No one standard corrections officer exam applies
to state agencies across the nation. Each state has different hiring procedures and uses different written
tests. Some, like Washington State, no longer require an
exam. Instead, that state asks questions that relate to a
candidates job suitability on its application. Other
states, like Oklahoma, give a written exam only after a
candidate attends a training program or academy. Candidates take an exit exam on topics covered by the
training course.
Written exams for corrections officers are often
general knowledge tests that measure reading comprehension and basic math skills. Increasingly, corrections
exams look at an applicants situational reasoning
in other words, how an applicant makes judgments
about real job scenarios. Some situational-reasoning
tests require candidates to watch a simulated incident
on video or review photographs and text about a corrections situation and then answer questions pertaining to what they observed and how they interpreted the
event. The following are some examples of testing
requirements of several state corrections departments.
Note some of the similarities and differences between
the testing requirements: most use multiple-choice formats, but some measure only general knowledge,
whereas others emphasize on-the-job reasoning skills
or memory and observational abilities.
Disqualifying factors often include some of the

following:
You have a record of a felony or offense involving

domestic violence.
You have a drug-related conviction.
You are on probation for a crime, or have pending
criminal charges.
Selection Process
State corrections departments often share basic components of the hiring process. Many state corrections
departments or state-run job networks allow you to
apply online. If not, call the personnel office of your
state agency to request an application and to find out
the steps you need to take in the hiring process. Some
common selection procedures include the following:
polygraph (lie detector) test

interview
psychological testing
written examination measuring areas such as

reading comprehension, observation, memory,
situational reasoning, and communication skills
background investigation
medical exam
physical performance tests
drug screening
25
STATE
California
WRITTEN TEST FORMAT
Pass/fail multiple-choice exam that measures knowledge of basic grammar, spelling,

punctuation, reading comprehension, and math.
Georgia
Multiple-choice exam with a total of 132 questions. The test includes three parts: a video exam,
a reading section, and a counting exam.
Illinois
Two written exams: the Test of Adult Basic Education (TABE) and the Inmate Disciplinary Report
(IDR). The TABE measures reading comprehension and vocabulary skills. The IDR is a video
test that evaluates observation and judgment about real-life corrections situations.
Kansas
Video test used to determine candidates job suitability.
Minnesota Pass/fail exam that consists of reading comprehension and a video exam.
Oregon
Pass/fail work compatibility exam, followed by a multiple-choice exam that measures

responses to situations that candidates may experience on the job.
Texas
100-question general knowledge test consisting of five sections: memory and observation,
situational reasoning, reading comprehension, vocabulary, and arithmetic.
To find out the testing requirements for the job

you are interested in, contact the personnel department in your state.
Maryland Department of
Public Safety &
Correctional Services
$26,500$44,000
Texas Department of
Salar y and Benefits
Criminal Justice
$20,500$31,000
California Department of
Corrections officers receive a range of salaries and

benefits, depending on the state institution where they
are employed. Job listings at state institutions provide
a salary range for corrections positionsif you are
hired, your pay level will fall somewhere in the range,
depending on your experience and skill level. Salaries
for entry-level corrections officers will most likely
begin at the lower end of the range. The following are
examples of salary ranges for various state corrections
officers:
Corrections
$33,500$55,000
Nevada Department of
Corrections, Ely State
Prison
$30,500$47,000
Arkansas Department of
Correction
$22,000$27,481
Note: Figures are from recent job vacancy announcements listed at www.corrections.com.
26
The states with the highest pay levels for corrections officers are New Jersey, California, Massachusetts, New York, and Nevada. The following outlines the
annual mean wage of corrections officers per state and
the number of corrections officers employed in each of
these five states.
TOP
DOLLAR
STATE
Most likely, you will initially be considered a probationary employee and then will begin training. Most
state departments use training guidelines set by certain
professional organizations, including the American
Correctional Association and American Jail Association. What varies the most from place to place is
whether you will receive mostly on-the-job training
or first go through a formal training program, such as
an academy.
Many state corrections facilities send new officers
to special academies or regional training centers. These
formal programs are also used by many local facilities,
such as county or city jails. In some cases, this training
is required as part of a statewide certification process.
Academy training can last for several weeks or a few
months. Classroom instruction may cover some of the
following topics:
NUMBER OF
CORRECTIONS YEARLY
OFFICERS
AVERAGE
AND JAILERS INCOME
New Jersey
13,530
$50,330
California
32,220
$48,150
Massachusetts
8,100
$47,830
New York
37,490
$47,030
Nevada
37,490
$43,330
Again, there is no nationwide standard for benefit packages for state employees. To find out what kind
of benefits corrections officers receive in your state,
you need to contact the human resources office of the
state corrections department or the personnel division
of the state government. You can also research benefits
information online. Although employee benefit packages vary from state to state, they tend to be substantial. Common benefits include the following:
Training
medical, disability, and life insurance

sick leave, vacation, and holiday pay
educational incentives
pension plan
understanding inmate behavior

counseling inmates
handling conflicts among inmates
contraband control
inmate rights
custody and security procedures
fire and safety techniques
written and oral communications
You may also undergo physical fitness training

and develop certain technical skills. These include the
use of firearms and chemical weapons, self-defense,
restraint tactics, first aid, and emergency procedures.
Any formal training you receive will be followed
by on-the-job training, which takes place under the
supervision of experienced corrections officers. This is
when you will put your knowledge and skills into
State corrections departments often supply uniforms and personal equipment you use on the job.
Some benefits packages include dental care, or fringe
benefits like free meals while you are working.
27
practice, and find out more about your institutions

rules and policies. Even if the facility you work for does
not send you to an academy or training center, you will
be taught the basic skills and knowledge you need
through on-the-job training and you may attend formal courses as needed.
It is also common for corrections officers to
attend formal training courses once they have been on
the job for a while. This is known as in-service training.
These courses are usually designed to teach officers
new ideas and techniques or certain specialized skills,
often for advancement in the job.
When You Do Succeed
Congratulations! You have received the letter or phone

call asking you to accept a position at the facility where
you applied. You are on the road to your law enforcement career.
In most cases, you will start work as an entry-level
corrections officer. You may go through some formal
training at an academy, followed by hours of on-the-job
training or you may work at your job for several weeks
before going through formal state-sanctioned training. At the end of your training, you may also be
expected to pass a certification exam. The certification
exam is usually directly related to the training curriculum, so you will know exactly what you need to study.
And you will need to study; these exams can be tough.
But if you pass, your reward is the job you have been
working and waiting for all this time.
Learning the Ropes
Training requirements vary among state corrections

departments. The following are examples of the training programs for corrections officers at several state
departments.
STATE
TRAINING PROGRAM
Alabama
400 hours of formal training in skills and custody and rehabilitation techniques.
Must pass physical agility test upon completion. Probationary employment period
lasts six months.
Arizona
seven-week academy training; upon passing, earn a certificate and 18 college credits.
California
16-week formal academy training and 2-year apprenticeship program for beginning
corrections officers.
New York
one-year training program with eight weeks formal academy training. Formal training
includes academic courses that can be used as 16 college credits. Must pass physical
test at completion of training.
North Carolina
four-week (160 hours) basic training program. Course includes training in firearms,
unarmed self-defense, and other psychomotor skills. Must pass written test, physical
test, and show proficiency in firearms at completion of program.
Pennsylvania
four- to five-week basic training program at academy. Course covers communication

skills, inmate behavior, self-defense, ethics, CPR/first aid, report writing, and search
procedures.
28
Georgia Department of Corrections

www.dcor.state.ga.us
State Web Resources
These web resources link to state corrections departments or state human resources divisions and job hotlines. Because job requirements and hiring procedures
differ from state to state, be sure to research what
exactly is involved in the corrections selection process
in the jurisdiction of your choice. Many state websites
provide information about current state-level corrections officer openings and allow you to apply for positions online. They also list important department
phone numbers and addresses, if you wish to request an
application by phone or mail.
State of Hawaii Department of Public Safety

www.hawaii.gov/psd
Idaho Department of Correction
www.corr.state.id.us
Illinois Department of Corrections
www.idoc.state.il.us
Indiana Department of Correction
www.in.gov/indcorrection
Alabama Department of Corrections

www.doc.state.al.us
Iowa Department of Corrections

www.doc.state.ia.us
Alaska Department of Corrections

www.correct.state.ak.us
Kansas Department of Corrections

www.docnet.dc.state.ks.us
Arizona Department of Correction

www.adc.state.az.us
Kentucky Department of Corrections

www.corrections.ky.gov
Arkansas Department of Corrections

www.state.ar.us/doc
Louisiana Department of Public Safety and

Corrections
www.corrections.state.la.us
California Department of Corrections

www.corr.ca.gov
Maine Department of Corrections

www.state.me.us.corrections
Colorado Department of Corrections

www.doc.state.co.us
Connecticut Department of Correction
www.ct.gov/doc
Maryland Department of Public Safety and

Correctional Services
www.dpscs.state.md.us
Delaware Department of Correction

www.state.de.us/correct
Massachusetts Department of Correction

www.mass.gov/doc
Florida Department of Corrections

www.dc.state.fl.us
Michigan Department of Corrections

www.michigan.gov/corrections
Minnesota Department of Corrections
www.doc.state.mn.us
29
Mississippi Department of Corrections

www.mdoc.state.ms.us
Oregon Department of Corrections

www.doc.state.or.us
Missouri Department of Corrections

www.doc.missouri.gov
Pennsylvania Department of Corrections

www.cor.state.pa.us
Montana Department of Corrections

www.corr.state.mt.us
Rhode Island Department of Corrections

www.doc.state.ri.us
Nebraska Department of Correctional

Services
www.corrections.state.ne.us
South Carolina Department of Corrections

www.state.sc.us/scdc
South Dakota Department of Corrections
www.state.sd.us/corrections/corrections.html
Nevada Department of Corrections

www.doc.nv.gov
Tennessee Department of Correction

www.state.tn.us/correction
New Hampshire Department of Corrections

www.state.nh.us.doc
Texas Department of Criminal Justice

www.tdcj.state.tx.us
New Jersey Department of Corrections

www.state.nj.us/corrections
Utah Department of Corrections

www.udc.state.ut.us
New Mexico Corrections Department

www.corrections.state.nm.us
Vermont Department of Corrections

www.doc.state.vt.us
New York State Department of Correctional

Services
www.docs.state.ny.us
Virginia Department of Corrections

www.vadoc.state.va.us
North Carolina Department of Correction

www.doc.state.nc.us
Washington Department of Corrections

www.doc.wa.gov
North Dakota Department of Corrections and

Rehabilitation
www.state.nd.us/docr/
West Virginia Division of Corrections

www.wvf.state.wv.us/wvdoc
Wisconsin Department of Corrections
www.wi-doc.com
Ohio Department of Rehabilitation and

Correction
www.drc.state.oh.us
Wyoming Department of Corrections

www.doc.state.wy.us/corrections.asp
Oklahoma Department of Corrections

www.doc.state.ok.us
30
American Probation and Parole Association

www.appa-net.orggives information
about membership, training opportunities,
and links to publications focusing on issues
in the field of community-based corrections.
The Corrections Connection
www.corrections.comIncludes news articles about current issues in the industry as
well as links to leading organizations in the
field, training opportunities, and federal,
state, and county job resources. You can
access job announcements through this site
and post your own web page or resume.
National Institute of Corrections
www.nicic.orgA United States Department of Justice website that provides corrections-related links and information about
up-to-date topics in the field.
National Association of Blacks in Criminal
Justice
www.nabcj.orgprovides information
about the groups conferences as well as
training and networking opportunities.
Corrections Organizations
These web resources offer links to current state and

local job openings throughout the United States and
provide information about topics relevant to the corrections field today.
American Correctional Association
www.aca.orgThis website offers a job
bank with employment listings across the
nation. It also provides information about
training and courses offered by the ACA and
includes articles about corrections events
and issues in Corrections Today, a magazine
published by the association.
American Jail Association
www.corrections.com/ajaFeatures articles
from American Jails Magazine as well as
training and education opportunities sponsored by the AJA.
31
C H A P T E R
LearningExpress
Test Preparation
System
CHAPTER SUMMARY
Taking the corrections officer written exam can be tough. It demands
a lot of preparation if you want to achieve a top score. Your rank on the
eligibility list is often determined largely by this score. The LearningExpress Test Preparation System, developed by leading test experts,
gives you the discipline and attitude you need to be a winner.
his chapter can help you take control of the entire test preparation process. It clearly explains the steps
you need to take to achieve a top score on the written exam. Do not underestimate the importance
of doing well on the written exam. Your future career in corrections depends on it. This chapter will
help you to:
Become familiar with the format of the exam

Overcome excessive test anxiety
Prepare gradually for the exam instead of cramming
Understand and use vital test-taking skills
Know how to pace yourself through the exam
Know how to use the process of elimination
Know when and how to guess
Be in tip-top mental and physical shape on the day of the exam
33
LEARNINGEXPRESS TEST PREPARATION SYSTEM
Heres how the LearningExpress Test Preparation

System works: Nine easy steps lead you through everything you need to know and do to get ready to master
your exam. The time listed next to each of the steps
listed below includes both reading about the step and
one or more activities. Its important that you do the
activities along with the reading, or you wont be getting the full benefit of the system. Each step tells you
approximately how much time that step will take you
to complete.
Thus, the entire purpose of this chapter is to ensure that

you are in control of the test-prep process. You do not
want the exam to control you.
The LearningExpress Test Preparation System
puts you in control. In just nine easy-to-follow steps,
you will learn everything you need to know to make
sure that you are in charge of your preparation and
your performance on the exam. Other test-takers may
let the test get the better of them; other test-takers
may be unprepared or out of shape, but not you. You
will have taken all the steps you need to take to get a
high score on the corrections officer exam.
Nine Steps to Success
Time
1. Get Information
2. Conquer Test Anxiety
3. Make a Plan
4. Learn to Manage Your Time
5. Learn to Use the Process of Elimination
6. Know When to Guess
7. Reach Your Peak Performance Zone
8. Get Your Act Together
9. Do It!
Total
30 minutes
20 minutes
50 minutes
10 minutes
20 minutes
20 minutes
10 minutes
10 minutes
10 minutes
3 hours
We estimate that working through the entire system will

take you approximately three hours, though its perfectly OK if you work faster or slower than the time estimates assume. If you can take a whole afternoon or
evening, you can work through the whole LearningExpress Test Preparation System in one sitting. Otherwise, you can break it up, and do just one or two steps
a day for the next several days. Its up to you
remember, you are in control.
Step 1: Get Information
Time to complete: 30 minutes

Activity: Read Chapter 1, Becoming a Corrections
Officer
Knowledge is power. The first step in the LearningExpress Test Preparation System is finding out everything you can about your corrections officer written
exam. If you have access to the Internet, you can
34
perform a search on any basic search engine, such as

www.yahoo.com, www.excite.com, or www.google.com
to find out if the department of corrections you want
to apply to has a website. If you find that your targeted
department of corrections has a website, review it carefully to see if it contains any information about the
written exam. If not, contact the department of corrections you want to apply to and ask for the personnel office. Request a position announcement, find out
if an exam bulletin is available, and ask when the next
written exam is scheduled. If the department issues an
exam bulletin, then youll get a brief outline of what
skills will be tested on the written exam.
If you havent already done so, stop here and read

Chapter 1 of this book, which gives you a brief overview
of the entire corrections officer selection process. Then
move on to the next step to find out how you can get a
handle on test anxiety.

Activity: Take the Test Stress Test
Having as much information as possible about the
exam is the first step in getting control of the exam.
Next, you have to overcome one of the biggest obstacles
to test success: test anxiety. Test anxiety cannot only
impair your performance on the exam itself; it can
even keep you from preparing! In Step 2, youll learn
stress management techniques that will help you succeed on your exam. Learn these strategies now, and
practice them as you work through the exams in this
book, so they will be second nature to you by exam day.
What You Should Find Out

The more details you can find out about the written
exam, either from the bulletin online, or from speaking with a recruiter, the more efficiently youll be able
to study. Heres a list of some things you might want to
find out about your exam:
Step 2: Conquer Test Anxiety
What skills are tested?

How many sections are on the exam?
How many questions does each section have?
Are the questions ordered from easy to hard, or is
the sequence random?
How much time is allotted for each section?
Are there breaks in between sections?
What is the passing score and how many questions do you have to answer right in order to get
that score?
Does a higher score give you any advantages, like
a better rank on the eligibility list?
How is the test scored: Is there a penalty for
wrong answers?
Are you permitted to go back to a prior section or
move on to the next section if you finish early?
Can you write in the test booklet or will you be
given scratch paper?
What should you bring with you on exam day?
Combating Test Anxiety
The first thing you need to know is that a little test anxiety is a good thing. Everyone gets nervous before a big
examand if that nervousness motivates you to prepare thoroughly, so much the better. Its said that Sir
Laurence Olivier, one of the foremost British actors of
this century, threw up before every performance. His
stage fright didnt impair his performance; in fact, it
probably gave him a little extra edgejust the kind of
edge you need to do well, whether on a stage or in an
examination room.
Stress Management Before the Test
If you feel your level of anxiety getting the best of you
in the weeks before your test, here is what you can do
to bring the level down again:
35
Get prepared. Theres nothing like knowing what

to expect and being prepared for it to put you in
control of test anxiety. Thats why you are reading

this book. Use it faithfully, and remind yourself
that you are better prepared than most of the
people who will be taking the test.
Practice self-confidence. A positive attitude is a
great way to combat test anxiety. This is no time
to be humble or shy. Stand in front of the mirror
and say to your reflection, Im prepared. Im full
of self-confidence. Im going to ace this test.
I know I can do it. If you hear it often enough,
you will believe it.
Fight negative messages. Every time someone
starts telling you how hard the exam is or how its
almost impossible to get a high score, fight back
by telling them your self-confidence messages
above. If the someone with the negative messages
is you, telling yourself you dont do well on exams,
you just cant do this, dont listen. Listen to your
self-confidence messages instead.
Visualize. Imagine yourself reporting for duty on
your first day of corrections officer training. Think
of yourself wearing your uniform with pride and
learning the skills you will use for the rest of your
life. Visualizing success can help make it happen
and it reminds you of why you are doing all this
work in preparing for the exam.
Exercise. Physical activity helps calm your body
down and focus your mind. Being in good
physical shape can actually help you do well on
the exam, as well as prepare you for the physical
ability test. So, go for a run, lift weights, go
swimmingand do it regularly.
Move your body. Try rolling your head in a circle.

Rotate your shoulders. Shake your hands from the
wrist. Many people find these movements very
relaxing.
Visualize again. Think of the place where you are
most relaxed: lying on the beach in the sun, walking through the park, or wherever is most comforting to you. Now close your eyes and imagine
you are actually there. If you practice in advance,
youll find that you only need a few seconds of
this exercise to experience a significant increase in
your sense of well-being.
When anxiety threatens to overwhelm you right there

during the exam, there are still things you can do to
manage the stress level:
Stress Management on Test Day

There are several ways you can bring down your level
of test anxiety on test day. They will work best if you
practice them in the weeks before the test, so you know
which ones work best for you.
Repeat your self-confidence messages. You

should have them memorized by now. Say them
quietly to yourself, and believe them!
Visualize one more time. This time, visualize
yourself moving smoothly and quickly through
the test answering every question right and finishing just before time is up. Like most visualization
techniques, this one works best if you have practiced it ahead of time.
Find an easy question. Skim over the test until
you find an easy question, and answer it. Getting
even one circle filled in can get you into the testtaking groove.
Take a mental break. Everyone loses concentration once in a while during a long test. Its
normal, so you shouldnt worry about it. Instead,
accept what has happened. Say to yourself, Hey, I
lost it there for a minute. My brain is taking a
break. Put down your pencil, close your eyes, and
do some deep breathing for a few seconds. Then
youll be ready to go back to work.
Deep breathing. Take a deep breath while you

count to five. Hold it for a count of one, then let it
out on a count of five. Repeat several times.
On the next page is the Test Stress Test. Answer the

questions on that page to learn more about your level
of test anxiety.
36
LEARNINGEXPRESS
TEST PREPARATION SYSTEM
Test Stress
Test
You only need to worry about test anxiety if it is extreme enough to impair your performance. The following questionnaire
will provide a diagnosis of your level of test anxiety. In the blank before each statement, write the number that most accurately describes your experience.
0 = Never
1 = Once or twice
2 = Sometimes
3 = Often
_____
I have gotten so nervous before an exam that I simply put down my books and didnt study for it.
_____
I have experienced disabling physical symptoms such as vomiting and severe headaches because I was nervous
about an exam.
_____
I have neglected to show up for an exam because I was too scared to take it.
_____
I have experienced dizziness and disorientation while taking an exam.
_____
I have had trouble filling in the little circles because my hands were shaking so hard.
_____
I have failed an exam because I was too nervous to complete it.
_____
Total: Add up the numbers in the blanks above.
Understanding Your Test Stress Score

Here are the steps you should take, depending on your score. If you scored:
Below 3, your level of test anxiety is nothing to worry about; its probably just enough to give you that little extra edge.
Between 3 and 6, your test anxiety may be enough to impair your performance, so you should practice the stress management techniques listed in this section regularly to try to bring your test anxiety down to manageable levels.
Above 6, your level of test anxiety is a serious concern. In addition to practicing the stress management techniques listed
in this section, you may want to seek additional, personal help. Call your local high school or community college and ask
for the academic counselor. Tell the counselor that you have a level of test anxiety that sometimes keeps you from being
able to take exams. The counselor may be willing to help you or may suggest someone else you should talk to.
your level of test anxiety, it also is simply no substitute

for careful preparation and practice over time.
Dont fall into the cram trap. Take control of your
preparation time by mapping out a study schedule. There
are four sample schedules on the following pages, based
on the amount of time you have before the exam. If you
are the kind of person who needs deadlines and assignments to motivate you for a project, here they are. If you
are the kind of person who doesnt like to follow other
Step 3: Make a Plan

Activity: Construct a study plan
Maybe the most important thing you can do to get
control of yourself and your exam is to make a study
plan. Too many people fail to prepare simply because
they fail to plan. Spending hours the day before the
exam poring over sample test questions not only raises
37
how, even if you do have only three weeks before the

exam.
Even more important than making a plan is making
a commitment. You cant improve your skills in reading, writing, and judgment overnight. You have to set
aside some time every day for study and practice. Try
for at least 20 minutes a day. Twenty minutes daily will
do you much more good than two hours on Saturday.
If you have months before the exam, you are
lucky. Dont put off your study until the week before the
exam! Start now. Even ten minutes a day, with half an
hour or more on weekends, can make a big difference in
your scoreand in your chances of getting hired!
peoples plans, you can use the suggested schedules here

to construct your own.
An important aspect of a study plan is flexibility.
Your plan should help you, not hinder you, so be
prepared to alter your study schedule once you get
started, if necessary. You will probably find that one or
more steps will take longer to complete than you had
anticipated, while others will go more quickly.
In constructing your study plan, you should
take into account how much work you need to do. If
your score on the first practice test wasnt what you
had hoped, consider taking some of the steps from
Schedule A and getting them into Schedule D some-
Schedule A: The Leisure Plan
If no test is announced near your city, you may have a year or more in which to get ready. This schedule gives you
six months to sharpen your skills. If an exam is announced in the middle of your preparation, you can use one
of the later schedules to help you compress your study program. Study only the chapters that are relevant to the
type of exam you will be taking.
TIME
PREPARATION
6 months before the test
Take Exam 1 from Chapter 5. Then study the explanations for the
answers until you know you could answer all the questions right. Start
going to the library once every two weeks to read books or magazines
about law enforcement, or browse through corrections officerrelated
websites on the Internet.
Read Chapter 6 and work through the exercises. If possible, find other
people who are preparing for the test and form a study group.
Read Chapter 7 and work through the exercises. Start making flash
cards of vocabulary and spelling words.
Read Chapter 8 and work through the exercises. Practice your math by
making up problems out of everyday events.
Read Chapters 9 and 10 and work through the exercises. Exercise your
memory by making note of people and places you see each day. Continue
to read and work with your flash cards.
38
1 month before the test
Take one of the sample tests in either Chapter 11 or 12. Use your score
to help you decide where to concentrate your efforts this month. Go
back to the relevant chapters or get the help of a friend or teacher.
1 week before the test
Review both of the sample tests you took. See how much youve
learned in the past months. Concentrate on what you have done well
and decide not to let any areas where you still feel uncertain bother you.
1 day before the test
Relax. Do something unrelated to corrections officer exams. Eat a good

meal and go to bed at your usual time.
Schedule B: The Just-Enough-Time Plan
If you have three to six months before your exam, that should be enough time to prepare for the written test, especially if you score above 70 on the first sample test you take. This schedule assumes four months; stretch it out or
compress it if you have more or less time, and only study the chapters that are relevant to the type of exam you
will be taking.
TIME
PREPARATION
Take one practice exam from Chapters 5 or 11 to determine where you

need the most work. Read Chapters 6 and 7 and work through the
exercises. Start going to the library once every two weeks to read books
about the corrections field, or visit corrections officerrelated websites
online. Also, make flash cards of vocabulary and spelling words.
Read Chapter 8 and work through the exercises. Practice your math by
making up problems from everyday events.
Read Chapters 9 and 10 and work through the exercises. Exercise your
memory by making note of people and places you see each day.
Continue to read and work with your flash cards.
1 month before the test
Take one of the sample tests in Chapters 11 or 12. Use your score to
help you decide where to concentrate your efforts this month. Go back
to the relevant chapters and use the extra resources listed there, or get
the help of a friend or teacher.
Review both of the sample tests you took. See how much you have
learned in the past months. Concentrate on what you have done well,
and decide not to let any areas where you still feel uncertain bother you.

39
Schedule C: More Study in Less Time
If you have one to three months before the exam, you still have enough time for some concentrated study that will
help you improve your score. This schedule is built around a two-month time frame. If you have only one
month, spend an extra couple of hours a week to get all these steps in. If you have three months, take some of the
steps from Schedule B and fit them in. Only study the chapters that are relevant to the type of exam you will be
taking.
TIME
PREPARATION
8 weeks before the test
Take one sample test from Chapter 5 to find your weakest subjects.
Choose the appropriate chapter(s) from among Chapters 68 to read in
these two weeks.
Read Chapters 68 and work through the exercises.
Read Chapters 9 and 10 and work through the exercises.
Take one of the second sample tests in either Chapter 11 or 12. Then
score it and read the answer explanations until you are sure you understand them. Review the areas where your score is lowest.
Review Chapters 610, concentrating on the areas where a little work

can help the most.

Schedule D: The Fast Track
If you have three weeks or less before the exam, you really have your work cut out for you. Carve half an hour out
of your day, every day, for study. This schedule assumes you have the whole three weeks to prepare in; if you have
less time, youll have to compress the schedule accordingly. Only study the chapters that are relevant to the type
of exam you will be taking.
TIME
PREPARATION
Take one practice exam from Chapter 5. Then read the material in
Chapters 68 and work through the exercises.
Read the material in Chapters 910 and work through the exercises.
Take one of the sample tests in either Chapters 11 or 12.
Evaluate your performance on the second sample test. Review the parts
of Chapters 610 where you had the most trouble. Get a friend or
teacher to help you with the section you found to be the most difficult.
40
2 days before the test
Review both of the sample tests you took. Make sure you understand all
of the answer explanations.

Step 4: Learn to Manage

Your Time
Time to complete: 10 minutes to read, many hours of

practice!
Activities: Practice these strategies as you take the
sample tests in this book
Steps 4, 5, and 6 of the LearningExpress Test Preparation System put you in charge of your exam by showing you test-taking strategies that work. Practice these
strategies as you take the sample tests in this book, and
then you will be ready to use them on test day.
First, you will take control of your time on the
exam. The first step in achieving this control is to find
out the format of the exam youre going to take.
Some corrections officer exams have different sections
that are each timed separately. If this is true of the
exam youll be taking, youll want to practice using
your time wisely on the practice exams and trying to
avoid mistakes while working quickly. Other types of
exams dont have separately timed sections. If this is
the case, just practice pacing yourself on the practice
exams, so you dont spend too much time on difficult
questions.
gotten in the subtest. When one-quarter of the

time has elapsed, you should be a quarter of the
way through the subtest and so on. If youre
falling behind, pick up the pace a bit.
Keep moving. Dont dither around on one question. If you dont know the answer, skip the question and move on. Circle the number of the
question in your test booklet in case you have
time to come back to it later.
Keep track of your place on the answer sheet.
If you skip a question, make sure you skip that
space on the answer sheet too. Check yourself
every 510 questions to make sure the question
number and the answer sheet number are still the
same.
Dont rush. Though you should keep moving
steadily through the test, rushing wont help. Try
to keep calm and work methodically and quickly.
Step 5: Learn to Use the

Process of Elimination

Activity: Complete worksheet on Using the Process of
Elimination
After time management, your next most important
tool for taking control of your exam is using the process
of elimination wisely. Its standard test-taking wisdom
that you should always read all the answer choices
before choosing your answer. This practice helps you
find the right answer by eliminating wrong answer
Listen carefully to directions. By the time you get

to the exam, you should be familiar with how all
the subtests work, but listen to the person who is
administering the exam just in case something
has changed.
Pace yourself. Glance at your watch every few
minutes, and compare the time to how far youve
41
might put a question mark here. But if you are feeling

a little more confident, youll put an . You have already
got a better answer picked out.
Now your question looks like this:
choices. And, sure enough, that standard wisdom

applies to your exam, too.
Lets say youre facing a vocabulary question that
goes like this:
13. Biology uses a binomial system of classification. In this sentence, the word binomial most
nearly means
a. understanding the law
b. having two names
? c. scientifically sound
? d. having a double meaning
13. Biology uses a binomial system of classification. In this sentence, the word binomial most
nearly means
a. understanding the law.
b. having two names.
c. scientifically sound.
d. having a double meaning.
You have got just one check mark, for a good answer.
If you are pressed for time, you should simply mark
answer b on your answer sheet. If you have got the
time to be extra careful, you could compare your checkmark answer to your question-mark answers to make
sure that its better. (It is: the binomial system in biology is the one that gives a two-part genus and species
name like homo sapiens.)
Its good to have a system for marking good, bad,
and maybe answers. Were recommending this one:
If you happen to know what binomial means, of

course, you dont need to use the process of elimination, but lets assume that, like many people, you dont.
So you look at the answer choices. Understanding the
law sure doesnt sound very likely for something having to do with biology. So you eliminate choice aand
now you only have three answer choices to deal with.
Mark an next to choice a so you never have to read it
again.
On to the other answer choices. If you know that
the prefix bi- means two, as in bicycle, flag answer b as
a possible answer. Mark a check mark beside it, meaning good answer, I might use this one.
Choice c, scientifically sound, is a possibility. At
least its about science, not law. It could work here,
though, when you think about it, having a scientifically sound classification system in a scientific field is
kind of redundant. You remember the bi thing in binomial, and probably continue to like answer b better. But
you are not sure, so you put a question mark next to c,
meaning well, maybe.
Now, choice d, having a double meaning. You
are still keeping in mind that bi- means two, so this one
looks possible at first. But then you look again at the
sentence the word belongs in, and you think, Why
would biology want a system of classification that has
two meanings? That wouldnt work very well! If you
are really taken with the idea that bi means two, you
= bad
= good
? = maybe
If you dont like these marks, devise your own system.
Just make sure you do it long before test daywhile you
are working through the practice exams in this book
so you wont have to worry about it during the test.
Even when you think youre absolutely clueless
about a question, you can often use the process of elimination to get rid of at least one answer choice. If so,
youre better prepared to make an educated guess, as
you will see in Step 6. More often, the process of elimination allows you to get down to only two possibly
right answers. Then youre in a strong position to guess.
And sometimes, even though you dont know the right
answer, you can find it simply by getting rid of the
wrong ones, as you did in the example above.
42
Using the Process of Elimination

Use the process of elimination to answer the following questions.
1. Ilsa is as old as Meghan will be in five years.
c. a taxi driver driving his personal car to the

grocery store
d. a limousine driver taking the limousine to
her home after dropping off her last
passenger of the evening
The difference between Eds age and

Meghans age is twice the difference between
Ilsas age and Meghans age. Ed is 29. How
old is Ilsa?
a. 4
b. 10
c. 19
d. 24
3. Smoking tobacco has been linked to

a. increased risk of stroke and heart attack.
b. all forms of respiratory disease.
c. increasing mortality rates over the past ten
years.
d. juvenile delinquency.
2. All drivers of commercial vehicles must carry

a valid commercial drivers license whenever
operating a commercial vehicle.
According to this sentence, which of the
following people need NOT carry a
commercial drivers license?
a. a truck driver idling his engine while
waiting to be directed to a loading dock
b. a bus operator backing her bus out of the
way of another bus in the bus lot
4. Which of the following words is spelled

correctly?
a. incorrigible
b. outragous
c. domestickated
d. understandible
Answers
Here are the answers, as well as some suggestions as to how you might have used the process of elimination to find them.
1. d. You should have eliminated answer a right
Likewise, the bus operator in choice b is operating a commercial vehicle; the question doesnt
say the operator has to be on the street. The
limo driver in choice d is operating a commercial
vehicle, even if it doesnt have a passenger in it.
However, the cabbie in choice c is not operating
a commercial vehicle, but his own private car.
off the bat. Ilsa cant be four years old if Meghan

is going to be Ilsas age in five years. The best
way to eliminate other answer choices is to try
plugging them in to the information given in the
problem. For instance, for choice b, if Ilsa is 10,
then Meghan must be 5. The difference between
their ages is 5. The difference between Eds age,
29, and Meghans age, 5, is 24. Is 24 two times
5? No. Then choice b is wrong. You could eliminate choice c in the same way and be left with
choice d.
3. a. You could eliminate answer b simply

because of the presence of the word all. Such
absolutes hardly ever appear in correct answer
choices. Choice c looks attractive until you think
a little about what you knowarent fewer people smoking these days, rather than more? So
how could smoking be responsible for a higher
mortality rate?
(If you didnt know that mortality rate
means the rate at which people die, you might
2. c. Note the word not in the question, and go

through the answers one by one. Is the truck
driver in choice a operating a commercial vehicle? Yes, idling counts as operating, so he
needs to have a commercial drivers license.
43
CHAPTER TITLE
Using the Process of Elimination (continued)

keep this choice as a possibility, but you would
still be able to eliminate two answers and have
only two to choose from.) And choice d is plain
silly, so you could eliminate that one too. You
are left with the correct
choice, a.
4. a. How you used the process of elimination

here depends on which words you recognized
as being spelled incorrectly. If you knew that the
correct spellings were outrageous, domesticated, and understandable, then you were
home free. Surely you knew that at least one of
those words was wrong!
penalty, you should read the section below to find out

what that means to you.
Try using your powers of elimination on the questions in the worksheet entitled Using the Process of
Elimination that begins on the previous page. The
answer explanations there show one possible way you
might use the process to arrive at the right answer.
The process of elimination is your tool for the
next step, which is knowing when to guess.
How the Guessing Penalty Works

A guessing penalty really only works against random
guessingfilling in the little circles to make a nice pattern on your answer sheet. If you can eliminate one or
more answer choices, as outlined above, youre better
off taking a guess than leaving the answer blank, even
on the sections that have a penalty.
Heres how a guessing penalty works: depending on the number of answer choices in a given exam,
some proportion of the number of questions you get
wrong is subtracted from the total number of questions
you got right. For instance, if there are four answer
choices, typically the guessing penalty is one-third of
your wrong answers. Suppose you took a test of 100
questions. You answered 88 of them right and 12
wrong.
If theres no guessing penalty, your score is simply 88. But if theres a one-third point guessing penalty,
the scorers take your 12 wrong answers and divide by
3 to come up with 4. Then they subtract that 4 from
your correct-answer score of 88 to leave you with a
score of 84. Thus, you would have been better off if you
had simply not answered those 12 questions that you
werent sure of. Then your total score would still be 88,
because there wouldnt be anything to subtract.
Step 6: Know When to Guess

Activity: Complete worksheet on Your
Guessing Ability
Armed with the process of elimination, youre ready to
take control of one of the big questions in test-taking:
Should I guess? The first and main answer is Yes. Unless
the exam has a so-called guessing penalty, you have
nothing to lose and everything to gain from guessing.
The more complicated answer depends both on the
exam and on youyour personality and your guessing intuition.
Most corrections officer written exams dont use
a guessing penalty. The number of questions you
answer correctly yields your score, and theres no
penalty for wrong answers. So most of the time, you
dont have to worrysimply go ahead and guess. But
if you find that your exam does have a guessing
44
Your Guessing Ability

The following are ten really hard questions. Youre not supposed to know the answers. Rather, this is an
assessment of your ability to guess when you dont have a clue. Read each question carefully, just as if you did
expect to answer it. If you have any knowledge at all of the subject of the question, use that knowledge to help
you eliminate wrong answer choices. Use this answer grid to fill in your answers to the questions.
ANSWER GRID
1.
2.
3.
4.
a
a
a
a
b
b
b
b
c
c
c
c
d
d
d
d
5.
6.
7.
8.
a
a
a
a
b
b
b
b
1. September 7 is Independence Day in

a.
b.
c.
d.
d
d
d
d
9.
10.
a
a
b
b
c
c
d
d
5. Which of the following is NOT one of the Five
India
Costa Rica
Brazil
Australia
Classics attributed to Confucius?

a. the I Ching
b. the Book of Holiness
c. the Spring and Autumn Annals
d. the Book of History
2. Which of the following is the formula for
6. The religious and philosophical doctrine that
determining the momentum of an object?

a. p = MV
b. F = ma
c. P = IV
d. E = mc2
holds that the universe is constantly in a

struggle between good and evil is known as
a. Pelagianism
b. Manichaeanism
c. neo-Hegelianism
d. Epicureanism
3. Because of the expansion of the universe, the

stars and other celestial bodies are all moving
away from each other. This phenomenon is
known as
a. Newtons first law
b. the big bang
c. gravitational collapse
d. Hubble flow
7. The third Chief Justice of the U.S. Supreme

Court was
a. John Blair
b. William Cushing
c. James Wilson
d. John Jay
4. American author Gertrude Stein was born in

a.
b.
c.
d.
c
c
c
c
8. Which of the following is the poisonous
1713
1830
1874
1901
portion of a daffodil?
a. the bulb
b. the leaves
c. the stem
d. the flowers
45
CHAPTER TITLE
Your Guessing Ability (continued)

9. The winner of the Masters golf tournament in
Answers
1953 was
a. Sam Snead.
b. Cary Middlecoff.
c. Arnold Palmer.
d. Ben Hogan.
Check your answers against the correct answers

below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
10. The state with the highest per capita personal

income in 1980 was
a. Alaska.
b. Connecticut.
c. New York.
d. Texas.
c
a
d
c
b
b
b
a
d
a
How Did You Do?

You may have simply gotten lucky and actually known the answer to one or two questions. In addition, your
guessing was probably more successful if you were able to use the process of elimination on any of the questions. Maybe you didnt know who the third Chief Justice was (question 7), but you knew that John Jay was the
first. In that case, you would have eliminated choice d and, therefore, improved your odds of guessing right from
one in four to one in three.
According to probability, you should get 212 answers correct, so getting either two or three right would be
average. If you got four or more right, you may be a really terrific guesser. If you got one or none right, you may
be a really bad guesser.
Keep in mind, though, that this is only a small sample. You should continue to keep track of your guessing ability as you work through the sample questions in this book. Circle the numbers of questions you guess
on as you make your guess; or, if you dont have time while you take the practice tests, go back afterward and
try to remember which questions you guessed at. Remember, on a test with four answer choices, your chance
of guessing correctly is one in four. So keep a separate guessing score for each exam. How many questions
did you guess on? How many did you get right? If the number you got right is at least one-fourth of the number of questions you guessed on, you are at least an average guessermaybe betterand you should always
go ahead and guess on the real exam. If the number you got right is significantly lower than one-fourth of the
number you guessed on, you need to improve your guessing skills.
your remaining seconds to mark a pretty pattern on

your answer sheet. Take those few seconds to try to
answer one more question right.
But as soon as you get out of the realm of random guessing, the guessing penalty no longer works
against you. If you can use the process of elimination
What You Should Do About

the Guessing Penalty
Thats how a guessing penalty works. The first thing this
means for you is that marking your answer sheet at random doesnt pay. If youre running out of time on an
exam that has a guessing penalty, you should not use
46
increases the oxygen supply throughout your body,

including your brain, so youll be at peak performance
on test day.
A half hour of vigorous activityenough to raise
a sweatevery day should be your aim. If youre really
pressed for time, every other day is OK. Choose an
activity you like and get out there and do it. Jogging
with a friend always makes the time go faster, or take a
radio.
But dont overdo it. You dont want to exhaust
yourself so much that you cant study. Moderation is
the key.
to get rid of even one wrong answer choice, the odds

stop being against you and start working in your
favor.
Sticking with our example of an exam that has
four answer choices, eliminating just one wrong
answer makes your odds of choosing the correct
answer one in three. Thats the same as the one-outof-three guessing penaltyeven odds. If you eliminate two answer choices, your odds are one in two
better than the guessing penalty. In either case, you
should go ahead and choose one of the remaining
answer choices.
But what if youre not much of a risk-taker, and
you think of yourself as the worlds worst guesser?
Complete the Your Guessing Ability worksheet on
pages 4546 to get an idea of how good your intuition is.
Diet
First of all, cut out the junk food. Go easy on caffeine

and nicotine, and eliminate alcohol from your system
at least two weeks before the exam. Promise yourself a
celebration the night after the exam, if need be.
What your body needs for peak performance is
simply a balanced diet. Eat plenty of fruits and vegetables, along with protein and carbohydrates. Foods that
are high in lecithin (an amino acid), such as fish and
beans, are especially good brain foods.
Step 7: Reach Your Peak

Performance Zone
Time to complete: 10 minutes to read; weeks to

complete!
Activity: Complete the Physical Preparation
Checklist
To get ready for a challenge like a big exam, you have to
take control of your physical, as well as your mental,
state. Exercise, proper diet, and rest will ensure that
your body works with, rather than against, your mind
on test day, as well as during your preparation.
Rest
You probably know how much sleep you need every

night to be at your best, even if you dont always get it.
Make sure you do get that much sleep, though, for at
least a week before the exam. Moderation is important
here, as well. Too much extra sleep could just make you
groggy.
If youre not a morning person and your exam
will be given in the morning, you should reset your
internal clock so that your body doesnt think youre
taking an exam at 3 A.M. You have to start this process
well before the exam. The way it works is to get up half
an hour earlier each morning, and then go to bed half
an hour earlier that night. Dont try it the other way
around; youll just toss and turn if you go to bed early
without having gotten up early. The next morning, get
up another half an hour earlier, and so on. How long
you will have to do this depends on how late youre used
to getting up.
Exercise
If you dont already have a regular exercise program, the

time during which youre preparing for your written
exam is an excellent time to start one. Youll have to be
in shape to pass the physical ability test, and to make it
through the first weeks of basic training anyway. And
if youre already keeping fitor trying to get that
waydont let the pressure of preparing for the written exam be an excuse for quitting now. Exercise helps
reduce stress by pumping wonderful good-feeling hormones called endorphins into your system. It also
47
Physical Preparation
For the week before the test, write down 1) what physical exercise you engaged in and for how long and 2) what
you ate for each meal. Remember, youre trying for at least half an hour of exercise every other day (preferably
every day) and a balanced diet thats light on junk food.
7 Days Before the Exam
Exercise:
Exercise:
______ for ______ minutes
Breakfast: ______
Breakfast: ______
Lunch:
______
Lunch:
______
Dinner:
______
Dinner:
______
Snacks:
______
Snacks:
______
Exercise:
Exercise:
Breakfast: ______
Breakfast: ______
Lunch:
______
Lunch:
______
Dinner:
______
Dinner:
______
Snacks:
______
Snacks:
______
1 Day Before the Exam
Exercise:
Exercise:
Breakfast: ______
Breakfast: ______
Lunch:
______
Lunch:
______
Dinner:
______
Dinner:
______
Snacks:
______
Snacks:
______

Exercise:
Breakfast: ______
Lunch:
______
Dinner:
______
Snacks:
______
48
Dont Skip Breakfast

Even if you dont usually eat breakfast, do so on exam
morning. A cup of coffee doesnt count. Dont eat
doughnuts or other sweet foods, either. A sugar high
will leave you with a sugar low in the middle of the
exam. A mix of protein and carbohydrates is best: cereal
with milk and just a little sugar, or eggs with toast will
do your body a world of good.
Step 8: Get Your Act Together
Time to complete: 10 minutes to read; time to

complete will vary
Activity: Complete Final Preparations worksheet
Youre in control of your mind and body; youre in
charge of test anxiety, your preparation, and your testtaking strategies. Now its time to take charge of external factors, like the testing site and the materials you
need to take the exam.
Find Out Where the Test Is and

Make a Trial Run
Step 9: Do It!
Time to complete: 10 minutes, plus test-taking time

Activity: Ace the Corrections Officer Written Exam!
Fast forward to exam day. Youre ready. You made a
study plan and followed through. You practiced your
test-taking strategies while working through this book.
Youre in control of your physical, mental, and emotional state. You know when and where to show up and
what to bring with you. In other words, youre better
prepared than most of the other people taking the
exam with you. Youre psyched.
Just one more thing. When youre done with the
corrections officer written exam, you will have earned
a reward. Plan a celebration. Call up your friends and
plan a party, or have a nice dinner for twowhatever
your heart desires. Give yourself something to look
forward to.
And then do it. Go into the exam, full of confidence, armed with the test-taking strategies youve
practiced till theyre second nature. Youre in control of
yourself, your environment, and your performance on
the exam. Youre ready to succeed. So do it. Go in there
and ace the exam. And look forward to your future
career in corrections!
The exam bulletin or notice the recruiting office sent

you will tell you when and where your exam is being
held. Do you know how to get to the testing site? Do
you know how long it will take you to get there? If not,
make a trial run, preferably on the same day of the
week at the same time of day. Make note, on the Final
Preparations worksheet, of the amount of time it will
take you to get to the exam site. Plan on arriving 1015
minutes early so you can get the lay of the land, use the
bathroom, and calm down. Then figure out how early
you will have to get up that morning, and make sure
you get up that early every day for a week before the
exam.
Gather Your Materials
The night before the exam, lay out the clothes you will
wear and the materials you have to bring with you to
the exam. Plan on dressing in layers; you wont have any
control over the temperature of the examination room.
Have a sweater or jacket you can take off if its warm or
put on if the air conditioning is on full blast. Use the
checklist on the Final Preparations worksheet on page
50 to help you pull together what you will need.
49
Final Preparations
Getting to the Exam Site
Location of exam:
Date of exam:
Time of exam:
Do I know how to get to the exam site? Yes
No
Time it will take to get to exam site:
Things to Lay Out the Night Before

Clothes I will wear
Sweater/jacket
Watch
Photo ID
Admission card
4 #2 pencils
50
(If no, make a trial run.)
C H A P T E R
Corrections
Officer Exam I
CHAPTER SUMMARY
This is the first of three practice exams in this book based on exams
used by departments of correction around the country to assess candidates applying for positions as corrections officers. This exam focuses
on job-related skills. Use it to see how you would do if you had to take
the exam today.
hough written examinations for corrections officers vary depending on the state, county, or municipal corrections agency, most exams test just a few basic skills, like the ones covered in this exam.
This test consists of one hundred questions in six areas. In Part One, Reading Comprehension,
consists of reading passages and questions about them. Part Two, Preparing Written Material, includes questions
on how to express given information in writing. Part Three, Math, includes simple arithmetic problems. For Part
Four, Memory and Observation, you will read a passage and look at a drawing for ten minutes, and then answer
questions about them without looking back. Also included in this part is a section on Counting, wherein you will
have to time yourself and answer five simple counting questions in one minute. For Part Five, Situational Reasoning, you will choose the best answer to the questions, using your good judgment and common sense. Part Six,
Applying Written Material, will ask you to apply the corrections rules and procedures it gives you to specific
situations.
51
LEARNINGEXPRESS ANSWER SHEET
1.
2.
3.
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53
c
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d
CORRECTIONS OFFICER EXAM I
1. Which of the following best expresses the main

idea of the passage?
a. More education is needed about sexism,
because sexism is the most important element
in the crime of stalking.
b. Stalking is thought of as a new kind of crime,
but has probably existed throughout human
history.
c. The new anti-stalking legislation is an important weapon against the crime of stalking,
though it is not the complete answer.
d. Today almost every state in the United States
has a very effective, if not perfect, antistalking law.
PART ONE: READING COMPREHENSION

Following are several reading passages. Answer the
questions that come after each, based solely on the
information in the passages.
Stalking is defined as the willful, malicious, and

repeated following and harassing of another person. The act of stalking can probably be traced back
to the earliest episodes of human history, but in the
United States no substantive law existed to protect
the victims of stalkers in until 1990. Prior to this, the
most that police officials could do was arrest the
stalker for a minor offense or suggest the victim
obtain a restraining order, a civil remedy often
ignored by the offender. Frightened victims had
their worst fears confirmed: they would have to be
harmedor killedbefore anything could be done.
Stalking was brought into the public eye in
1989 by the stalker-murder of television star Rebecca
Schaeffer and then the 1990 stalker-murders of four
Orange County women in a single six-week period.
When it was discovered that one of the Orange
County victims had a restraining order in her purse
when her stalker murdered her, California reacted by
drafting the first anti-stalking law. Now most states
have similar laws.
The solution is not perfect: Some stalkers are
too mentally deranged or obsessed to fear a prison
term, and on the flip side, there is the danger, however small, of abuse of the law, particularly in marital disputes. Most importantly, law enforcement
officials and general society need to be better educated about stalking, especially about its often sexist underpinnings. (The majority of stalking victims
are women terrorized by former husbands or
boyfriends.)
But the laws are a vast improvement, and they
carry the threat of felony penalties of up to ten years
in prison for those who would attempt to control or
possess others through intimidation and terror.
2. Which of the following is NOT mentioned in the

passage as a weakness in the new anti-stalking
legislation?
a. The laws alone might not deter some stalkers.
b. A person might be wrongly accused of being a
stalker.
c. The police and public do not completely
understand the crime.
d. Victims do not yet have adequate knowledge
about anti-stalking laws.
3. Based on the passage, why are restraining orders
ineffective in preventing stalking?
a. Only civil charges can be leveled against the
violator.
b. Prior to 1990, restraining orders could not be
issued against stalkers.
c. Law enforcement officials do not take such
orders seriously.
d. Restraining orders apply only to married
couples.
55
6. The privilege against self-incrimination can be

found in
a. an opinion of the Supreme Court.
b. prison rules and regulations.
c. state law governing prisons.
d. the Bill of Rights.
4. Which of the following is NOT a stated or

implied motive for stalking?
a. to own the victim
b. to terrify the victim
c. o rob the victim
d. to badger the victim
7. The privilege against self-incrimination does not

apply to inmates who
a. were read their rights when they were
arrested.
b. have already been convicted.
c. believe they are talking to a fellow inmate.
d. have received life sentences.
On occasion, corrections officers may be involved in

receiving a confession from an inmate under their
care. Sometimes, one inmate may confess to another
inmate, who may be motivated to pass the information on to corrections officers. Often, however,
these confessions are obtained by placing an undercover agent, posing as an inmate, in a cell with the
prisoner. On the surface, this may appear to violate
the principles of the constitutional Fifth Amendment privilege against self-incrimination. However,
the courts have found that the Fifth Amendment is
intended to protect suspects from coercive interrogation, which is present when a person is in custody
and is subject to official questioning. In the case of
an undercover officer posing as an inmate, the questioning does not appear to be official; therefore,
confessions obtained in this manner are not considered coercive.
In recent years, issues of public and personal safety

have become a major concern to many Americans.
Violent incidents in fast food restaurants, libraries,
hospitals, schools, and offices have led many to seek
greater security inside and outside of their homes.
Sales of burglar alarms and high tech security devices
such as motion detectors and video monitors have
skyrocketed in the last decade. Convenience stores
and post offices have joined banks and jewelry stores
in barricading staff behind iron bars and safety glass
enclosures. Communities employ private security
forces and encourage homeowners to keep trained
attack dogs on their premises. While some people
have sympathy for the impetus behind these efforts,
there is also a concern that these measures will create a siege mentality leading to distrust among people that could foster a dangerous isolationism within
neighborhoods and among neighbors.
5. According to the passage, the Fifth Amendment

privilege against self-incrimination applies to
which of the following situations?
a. One inmate is motivated to pass a fellow
inmates confession onto a corrections officer.
b. A uniformed officer badgers a suspect in custody until he or she confesses to a crime.
c. A corrections officer overhears one inmate
confessing to another inmate.
d. An inmate voluntarily confesses his or her
crime to a corrections officer.
56
demeanor when making the statement is not visible

to the jury, the accuracy of the statement cannot be
tested under cross-examination, and to introduce it
would be to deprive the accused of the constitutional right to confront the accuser. Hearsay is
admissible, however, when the truth of the statement
is unimportant. If, for example, a defendant claims
to have been unconscious at a certain time, and a
witness claims that the defendant actually spoke to
her at that time, this evidence would be admissible
because the truth of what the defendant actually
said is irrelevant.
8. The passage suggests which of the following

about community security?
a. Communities are more dangerous today than
they were ten years ago.
b. Too much concern for security can destroy
trust among neighbors.
c. Poor security has led to an increase in public
violence.
d. Isolated neighborhoods are safe
neighborhoods.
9. The word foster in the last sentence of the passage
most nearly means
a. adopt.
b. encourage.
c. prevent.
d. secure.
12. The main purpose of the passage is to

a. explain why hearsay evidence abridges the
rights of the accused.
b. question the truth of hearsay evidence.
c. argue that rules about the admissibility of
hearsay evidence should be changed.
d. specify which use of hearsay evidence is inadmissible and why.
10. The author believes that

a. more security is needed to make neighborhoods safer.
b. people should spend more money on home
security.
c. people should not ignore the problems created by excessive safety concerns.
d. attack dogs and high-tech devices are the best
protection against violent crime.
13. Which of the following is NOT a reason given in

the passage for the inadmissibility of hearsay
evidence?
a. Rumors are not necessarily credible.
b. The person making the original statement
was not under oath.
c. The jury should be able to watch the gestures
and facial expressions of the person making
the statement.
d. The person making the statement cannot be
cross-examined.
11. In the last sentence, the phrase siege mentality

means
a. hostility.
b. defensiveness.
c. fear.
d. corruption.
14. How does the passage explain the proper use of

hearsay evidence?
a. by listing a set of criteria
b. by providing a hypothetical example
c. by referring to the Constitution
d. by citing case law
Hearsay evidence, which is the secondhand reporting of a statement, is allowed in court only when the
truth of the statement is irrelevant. Hearsay that
depends on the statements truthfulness is inadmissible because the witness does not appear in court
and swear an oath to tell the truth, his or her
57
16. The retribution theory of punishment

a. is no longer considered valid.
b. holds that punishment must fit the crime
committed.
c. applies only to violent crimes.
d. allows a jury to recommend the sentence that
should be imposed.
15. The passage suggests that the criterion used for

deciding that most hearsay evidence is inadmissible is most likely
a. the unreliability of most hearsay witnesses.
b. the importance of physical evidence to corroborate witness testimony.
c. concern for discerning the truth in a fair
manner.
d. doubt about the relevance of hearsay
testimony.
17. The passage suggests that a person who believes

that the death penalty results in fewer murders
would most likely believe in
a. the deterrence theory.
b. the retribution theory.
c. giving judges considerable discretion in
imposing sentences.
d. the integrity of the criminal justice system.
In order for our society to make decisions about the

kinds of punishments we will impose on convicted
criminals, we must understand why we punish criminals. Some people argue that retribution is the purpose of punishment and that, therefore, the
punishment must in some direct way fit the crime.
This view is based on the belief that a person who
commits a crime deserves to be punished. Because
the punishment must fit the specific crime, the
theory of retribution allows a sentencing judge to
consider the circumstances of each crime, criminal,
and victim in imposing a sentence.
Another view, the deterrence theory, promotes
punishment in order to discourage commission of
future crimes. In this view, punishment need not
relate directly to the crime committed, because the
point is to deter both a specific criminal and the
general public from committing crimes in the future.
However, punishment must necessarily be uniform
and consistently applied, in order for the members
of the public to understand how they would be punished if they committed a crime. Laws setting sentencing guidelines are based on the deterrence
theory and do not allow a judge to consider the
specifics of a particular crime in sentencing a convicted criminal.
18. A good title for this passage would be

a. Sentencing Reform: A Modest Proposal.
b. More Criminals Are Doing Time.
c. Punishment: Deterrent or Retribution?
d. Why I Favor Uniform Sentencing Guidelines.
19. A person who believes in the deterrence theory
would probably also support
a. non-unanimous jury verdicts.
b. early release of prisoners because of prison
overcrowding.
c. a broad definition of the insanity defense.
d. allowing television broadcasts of court
proceedings.
20. The theories described in the passage differ in
a. the amount of leeway they would allow judges
in determining sentences.
b. the number of law enforcement professionals
who espouse them.
c. their concern for the rights of the accused.
d. their concern for protecting society from
crime.
58
23. 1) Although these mechanical alarms are fairly

recent, the idea of a security system is not new.
2) Anyone who lives in a large, modern city has
heard the familiar sound of electronic security
alarms. 3) The oldest alarm system was probably
a few strategically placed dogs that could discourage intruders with a loud warning cry.
4) Most alarms are just loud noises, but more
sophisticated alarms have the ability to alert the
proper authorities.
a. 2, 3, 4, 1
b. 1, 3, 4, 2
c. 1, 4, 2, 3
d. 2, 4, 1, 3
PART TWO: PREPARING WRITTEN

MATERIAL
Questions 2129 consist of four numbered sentences.
Choose the sentence order that would result in the
best paragraph.
21. 1) There is a need for rehabilitation because the

systems current emphasis on imprisonment is a
failure. 2) Without rehabilitation before and after
their discharge from prison, offenders are more
likely to commit more crimes. 3) A common
example of rehabilitation is prison labor, such as
assembling electronic components. 4) Rehabilitation is a constructive way to improve the criminal justice system.
a. 4, 1, 3, 2
b. 3, 4, 2, 1
c. 3, 2, 4, 1
d. 2, 3, 1, 4
24. 1) During the parole period, he or she is supervised by a parole officer. 2) The parole officer
must also be concerned, however, about the
safety of the community. 3) After a prisoner has
served his or her sentence, he or she may be
paroled to the county where he or she was tried.
4) A parole officer has a certain amount of latitude in supervising a parolees transition from
prison life.
a. 3, 1, 4, 2
b. 2, 4, 3, 1
c. 4, 3, 1, 2
d. 3, 2, 4, 1
22. 1) Criminal laws are usually written by state legislatures. 2) In addition, there is a third kind of
criminal law. 3) Recognized Native American
tribes have jurisdiction over some crimes that are
committed on their reservations. 4) However,
some crimes, such as racketeering, are federal.
a. 3, 2, 4, 1
b. 3, 4, 1, 2
c. 1, 4, 2, 3
d. 1, 3, 2, 4
59
27. 1) The Fifth Amendment of the United States

Constitution guarantees citizens freedom from
double jeopardy in criminal proceedings.
2) It also means that a person cannot be tried for
a crime for which he has already been convicted;
that is to say, a person convicted by a state court
cannot be tried for the same offense in, for example, federal court. 3) Finally, a person cannot be
punished more than once for the same crime.
4) This means that a person cannot be tried for a
crime for which he has already been acquitted.
a. 1, 4, 2, 3
b. 1, 2, 4, 3
c. 3, 2, 1, 4
d. 3, 4, 2, 1
25. 1) For elimination purposes, major case prints

should be obtained from all persons who may
have touched areas associated with a crime scene.
2) In criminal cases, the availability of readable
fingerprints is often critical in establishing evidence of a major crime. 3) It is necessary, therefore, to follow proper procedures when taking
fingerprints. 4) Major case prints are more thorough than standard fingerprints; they include
prints made of all parts of the hand from the tips
to the palm, the sides of the fingers, and sides of
the palm.
a. 4, 3, 1, 2
b. 3, 2, 4, 1
c. 2, 3, 1, 4
d. 2, 4, 3, 1
28. 1) The officer finds this behavior suspicious;

there may be a burglary in progress, so she pulls
over to better observe the house. 2) This happens
several times in different parts of the house. 3)
An officer in a squad car is patrolling a wealthy
residential neighborhood. 4) She notices one
house in which a light will come on in one part
of the house for a few minutes, and then go off.
a. 4, 2, 1, 3
b. 3, 4, 2, 1
c. 2, 4, 3, 1
d. 1, 2, 3, 4
26. 1) This concept is used effectively in Japan.

2) Tokyo has thousands of Kobans; the system
has made the Japanese feel safe while walking
around the city. 3) A recent idea in law enforcement is community-oriented policing. 4) In
every Japanese neighborhood there are Kobans,
or guard shacks, where a local police officer sits.
a. 3, 2, 1, 4
b. 3, 1, 4, 2
c. 1, 3, 2, 4
d. 1, 2, 4, 3
60
31. Sheila did not return from her fishing trip until
9:00 P.M.
We were all frantic with worry.
a. Sheila did not return from her fishing trip
until 9:00 P.M.; however, we were all frantic
with worry.
b. While we were all frantic with worry, Sheila
did not return from her fishing trip until
9:00 P.M.
c. Sheila did not return from her fishing trip
until 9:00 P.M., whether we were all frantic
with worry.
d. Because Sheila did not return from her fishing
trip until 9:00 P.M., we were all frantic with
worry.
29. 1) Rutherford B. Hayes, president of the United

States from 1876 to 1880, was a staunch advocate
of prison reform for most of his life.
2) When he was elected president of the United
States, however, he had to relinquish his position
in the NPA, but prison reform remained an
important issue to him throughout his term.
3) After he completed his term as president of
the United States, he returned to his position as
the National Prison Associations president, serving from 1883 until his death in 1893.
4) He was elected the first president of the
National Prison Association (NPA) while serving
as governor of Ohio in 1870.
a. 3, 2, 1, 4
b. 3, 1, 4, 2
c. 1, 4, 2, 3
d. 1, 2, 4, 3
32. Ronaldo can hardly wait for Election Day.

He is very curious to see who will be elected the
next President
a. Ronaldo can hardly wait for Election Day; he
is very curious to see who will be elected the
next President.
b. Ronaldo can hardly wait for Election Day: he
next President.
c. Ronaldo can hardly wait for Election Dayhe
next President.
d. Ronaldo can hardly wait for Election Day, he
next President.
For questions 3033, choose the sentence that best

combines the underlined sentences into one.
30. The economy is improving.

There are still many people who are unemployed.
a. Because the economy is improving, there are
still many people who are unemployed.
b. Improving the economy, because there are
c. Whether there are still many people who are
unemployed; because the economy is
improving.
d. Although the economy is improving, there are
61
36. General George Washington born in Virginia on

February 22, 1732, was the first President of the
United States.
a. Washington born
b. Washingtonborn
c. Washington, born
d. Washington. Born
33. The Brown Bear looks like a ferocious predator.

The Brown Bear feeds on vegetable matter.
a. Looking like a ferocious predator, the Brown
Bear feeds on vegetable matter.
b. Feeding on vegetable matter, the Brown Bear
looks like a ferocious predator.
c. The Brown Bear looks like a ferocious predator; however, it feeds on vegetable matter.
d. The Brown Bear feeds on vegetable matter,
and it looks like a ferocious predator.
37. It was either Rodolfo or Randy who brought

their Frisbee to the park.
a. brought their
b. brought his
c. brought there
d. brang his
In questions 3440, a portion of the sentence is underlined. Under each section there are four ways of phrasing the underlined option. Choice a repeats the original
underlined portion; the other three provide alternative
choices. Select the choice that best expresses the
meaning of the original sentence. If the original sentence is better than any of the alternatives, choose
option a.
38. Many people believe in UFOs however Ive never

seen one.
a. UFOs however Ive
b. UFOs, however, Ive
c. UFOs however, Ive
d. UFOs; however, Ive
34. Corrections Officer Williams reiterated that the

prisoner was planning to escape, because of the
bed sheets tied together in the cell.
a. reiterated
b. imagined
c. implied
d. inferred
39. The principle objective of the documentary is to

show you how global warming will effect temperatures around the world.
a. principle objective of the documentary is to
show you how global warming will effect
b. principle objective of the documentary is to
show you how global warming will affect
c. principal objective of the documentary is to
show you how global warming will affect
d. principal objective of the documentary is to
show you how global warming will effect
35. Shortly after landing upon the Red Planet, the

Mars Rover took a picture of some own tire
tracks.
a. some own tire tracks.
b. its own tire tracks.
c. their own tire tracks.
d. its own tire tracks.
62
43. 7,777 3,443 + 1,173 =

a. 5,507
b. 5,407
c. 5,307
d. 5,207
40. In the early 1900s, the prison used a horse-drawn

cariage to transport inmates.
a. cariage
b. carrage
c. carriage
d. carriage
Use the table below to answer questions 4445.
PART THREE: MATH

The table below shows the typical work schedule for a
prison.
Questions 4150 are followed by four answer choices.

Select the choice that best answers the question.
44. How many corrections officers work at the

prison?
a. 225
b. 335
c. 426
d. 626
41. 0.49 0.07 =

a. 34.3
b. 0.0343
c. 3.43
d. 0.343
45. Which shift has to perform more tasks per

officer?
a. day shift
b. evening shift
c. graveyard shift
d. They are all the same.
42. Five people in Sonjas office are planning a party.

Sonja will buy a loaf of French bread ($3 a loaf)
and a platter of cold cuts ($23). Barbara will buy
the soda ($1 per person) and two boxes of crackers ($2 per box). Mario and Rick will split the
cost of two packages of Cheese Doodles ($1 per
package). Danica will supply a package of five
paper plates ($4 per package). How much more
will Sonja spend than the rest of the office put
together?
a. $14
b. $13
c. $12
d. $11
DAY
SHIFT
EVENING
SHIFT
GRAVEYARD
SHIFT
Number of Corrections Officers
154
122
59
Tasks to Complete
385
164
155
63
49. 0.80 is equal to which of the following?
46. Scott, an electrician, charges an initial fee of $35

plus the cost of materials, plus his hourly rate of
$65/hour for labor. Scott worked on Tuesday
from 9:30 A.M. until 2:45 P.M. with a half an hour
lunch break. On Wednesday, he worked from
9:00 A.M. until 4:30 P.M. with a 45-minute lunch
break. How much will Scott charge for this job
with materials costing $47.35?
a. $794.85
b. $782.50
c. $829.85
d. $911.10
a.
3

5
b. 181
c.
4

50
d. 54
50. To calculate his weekly earnings (E), a salesperson uses the formula E = 0.22s + 150, where s
is his total sales. What did he earn last week if his
sales were $2,200?
a. $590
b. $634
c. $980
d. $2,350
47. What is another way to write 34?

a. 12
b. 24
c. 27
d. 81
48. The manager of the prison cafeteria uses algebraic expressions to calculate the number of
servings she can prepare with the amount of
food she has in stock. If each can of spaghetti
sauce contains 20 servings, which expression
below represents the number of servings in n
cans of spaghetti sauce?
a. 20 + n
b. 20 n
c. 20 n
d. 20 n
64
PART FOUR: MEMORY, OBSERVATION, AND COUNTING

Following are a drawing of a street scene and a short reading passage. Study these for 10 minutes. At the end
of 10 minutes, turn the page and answer the 20 questions without referring back to the study material. You have
5 minutes to answer the questions. If you refer back to the study material after the 10 minutes are up, you will
be disqualified. When the 5 minutes are up, you may continue with the rest of the test.
65
[INSERT THE REDRAWN PICTURE HERE]
[INSERT THE REDRAWN PICTURE HERE]
At 1:00 P.M., the inmates from Dormitory 5

split into four separate groups, each group with a
different chore around Rockland Prison. The different groups split up maintenance chores such as
groundskeeping and laundry. At 4:30 P.M., Officer
Giordano musters the four groups together and
marches the inmates back to the cafeteria, where
they have 30 minutes to eat and clean up after themselves. After dinner, they return to the dormitory to
clean up and face the evenings duties.
Officer Virginia Giordano is one of 12 drill instructors in Rockland Prisons voluntary boot camp program. She is a 15-year veteran and has the third
longest tenure of all the instructors. Every morning
at 3:45 A.M., she enters Dormitory 5, which houses
20 female inmates. She turns on the light and yells
that they have 15 minutes to meet her in front of the
dormitory dressed in running shorts, t-shirts, and
running shoes for their morning roll call and
exercises.
At the end of 15 minutes, any inmate who is
not in line and standing at attention is required to
drop to the ground and do 75 pushups. One inmate
is required to count out loud for the inmate doing
the pushups; the other inmates must march in place.
After everyone is properly in line, Officer Giordano
leads the inmates through ten minutes of stretching
exercises and 15 minutes of calisthenics, and then
marches them to the track and runs with the inmates
in military formation for five miles.
At the end of the five miles, Officer Giordano
leads the inmates through another ten minutes of
stretching exercises, and then marches the 20
inmates to the cafeteria for breakfast. The inmates in
the boot camp program are the second group of
inmates in the prison to eat breakfast. They have 20
minutes to eat and clean up the cafeteria in preparation for the next group. When they are done, they
march back to their dormitories, shower, and prepare to spend the rest of the morning in the classroom studying for their GED.
At 10:30 A.M., Officer Giordano marches the
inmates from the classroom back to their dormitory,
where they have one hour to relax. At 11:30 A.M., the
inmates return to the cafeteria for lunch. Like breakfast, they have 20 minutes to eat and clean up the
cafeteria. After lunch they again return to the dormitory, where they spend an hour cleaning the dormitory until it meets Officer Giordanos standards of
spotlessness.
51. What is the name of the officer who is in charge

of the inmates in Dormitory 5?
a. Gordamo
b. Girolamo
c. Giorgio
d. Giordano
52. How many miles do the inmates in the boot
camp program run?
a. two
b. three
c. four
d. five
53. Where do the voluntary boot camp inmates run?
a. cross country
b. around the recreation yard
c. on a track
d. around the perimeter of the fence
54. How many minutes do the boot camp inmates
stretch after running?
a. 10
b. 15
c. 20
d. 25
68
55. Why are the inmates in the voluntary boot camp

spending time in a classroom?
a. to study life skills to re-enter society
b. to learn prison rules
c. to study for their GEDs
d. to earn good time for early release
61. The bearded man coming out of the store with

Dollar Days on the window is carrying
a. a gun in his left hand.
b. a gun in his right hand.
c. a gun in his waistband.
d. a wallet.
56. If an inmate in the voluntary boot camp program is late getting in line with the other inmates
before their run, how many pushups will he have
to do?
a. 65
b. 75
c. 85
d. 95
62. The telephone number on the Rent-A-Van

truck is
a. 222-7712.
b. 222-2177.
c. 555-7712.
d. 555-2177.
63. The entrance to the subway leads to which line?
a. downtown Q and W
b. downtown N and R
c. uptown Q and W
d. uptown N and R
57. Where do the inmates in the voluntary boot

camp program sleep?
a. in a dormitory
b. in a cellblock
c. in maximum security cells
d. in metal bunks
64. The elderly woman near the subway entrance is

a. walking two dogs on leashes.
b. looking through her purse.
c. walking toward the subway entrance.
d. feeding pigeons.
58. At 1:00 P.M., the inmates split into how many

groups?
a. 2
b. 3
c. 4
d. 5
65. Near the entrance to the Moon Bar, there is a

man playing
a. the guitar.
b. cards.
c. the violin.
d. the drums.
59. At what time do the inmates eat their lunch?

a. 10:30 A.M.
b. 11:30 A.M.
c. 10:00 A.M.
d. 11:00 A.M.
66. Gotham Savings is located at

a. 83 9th Ave.
b. 84 7th Ave.
c. 85 7th Ave.
d. 86 7th Ave.
60. At what time does the officer wake up the

inmates in the voluntary boot camp program?
a. 3:15 A.M.
b. 3:45 A.M.
c. 4:30 A.M.
d. 4:45 A.M.
69
72. How many lower case letters are there in this set?
67. The number on the taxicabs license plate is

a. X78-987.
b. 989-BAC.
c. G22475.
d. MB13678.
DD
E E
F F
G g
Hh
68. The subway entrance is at the corner of

a. W. 1 St. and 7 Ave.
b. 2 St. and 9 Ave.
c. W. 2 St. and 7 Ave.
d. W. 3 St and 7 Ave.
a.
b.
c.
d.
69. The sign below the one-way arrow on the traffic

light pole reads
a. No Parking.
b. No U Turn.
c. No Left Turn.
d. No Passing.
d
E
F
G
h
D
E
f
g
H
D
E
F
g
h
d
E
f
G
H
d
e
f
g
H
13
14
15
16
73. How many letter os are there in the following

sentence?
It took the rookie only a week to realize that there
is never a dull day at the office for a corrections
officer.
a. 9
b. 10
c. 11
d. 12
70. What is written on the shopping bag carried by

light-haired woman in pants?
a. nothing
b. 10
c. 11
d. 13
74. How many 3s are in the following set?
You have 1 minute to answer questions 7175. When

the minute is up, you may continue with the rest of the
test.
71. How many hearts are needed to complete this

pattern?
a.
b.
c.
d.
D
E
f
g
H
two
three
four
five
70
3
4
0
3
6
7
8
9
3
3
4
3
7
2
6
a.
b.
c.
d.
11
12
13
14
9
2
4
9
3
3
9
3
8
6
8
8
0
6
3
2
4
9
3
6
7
6
7
4
3
4
7
3
7
8
77. An inmate who is currently being treated for

mental illness approaches Officer Lewis. He complains that the treatment staff is mistreating him.
He pleads that the officer intervene. What should
Officer Lewis do?
a. He should confront the treatment staff with
the allegations.
b. He should record the complaint and refer it to
his superior for investigation.
c. He should disregard the complaint as
unimportant.
d. Before proceeding, he should find out
what mental disorder the inmate is suffering
from in order to gauge the veracity of his
complaint.
75. How many circled tens () are in the following

set?
a.
b.
c.
d.
9
10
11
12
PART FIVE: SITUATIONAL REASONING

Choose the best answer to the following questions,
based on good judgment and common sense.
78. A wheelchair-bound inmate has been a lowgrade recurrent disciplinary problem. What is an
appropriate response?
a. Refer the inmate for evaluation by Mental
Health services.
b. Place him in isolation for 24 hours after each
violation.
c. Revoke his visiting privileges until his behavior improves.
d. Revoke his access to his GED classes until his
behavior improves.
76. During dinner an obviously agitated Jewish

inmate who has recently entered the prison
requests to speak to a corrections officer. Officer
Crane responds and asks him why he is so agitated. The inmate demands that he be served a
strictly kosher diet according to his religious
beliefs. What should Officer Crane do?
a. The officer should be exceptionally responsive
to the problem and make an immediate
request for a special diet for the inmate.
b. The officer should inform the inmate that he
cannot be afforded any privileges and must
eat what is offered to everyone.
c. Make a compromise and request that he be
given a kosher meal once a week.
d. Tell the inmate that it is not his responsibility
and that he must take it up with the cafeteria
staff.
79. A female inmate accuses Officer McBride of sexual assault but refuses medical attention. What
should the response to this allegation be?
a. Order the inmate to a medical examiner and
give her an infraction.
b. Suspend the officer immediately.
c. Investigate the allegation but do not transfer
the officer unless proven guilty.
d. Transfer the officer to administrative duty
and initiate an immediate and swift
investigation.
71
83. An inmate shows signs of physical abuse and

beatings. Officer Grant suspects a group of
inmates is inflicting the beatings. The inmate
with bruises and injuries refuses to give up his
abusers. What should the officer do?
a. Transfer the inmate to another housing area.
b. Punish the suspected individuals.
c. The officer cannot take action until the
inmate identifies the aggressors.
d. Punish the inmate in the hope of gaining his
cooperation.
80. Upon entering a correctional facility, a homosexual inmate requests to be separated from the
main population. How should the intake officer
respond to this request?
a. The officer should inform the inmate that
until he is at minimal risk of being assaulted
he must be placed with the general
population.
b. The officer is legally obligated to honor this
request.
c. Inform the officers of the cellblock where the
inmate is to be placed of the inmates sexual
orientation.
d. Record the inmates request and place him in
isolation pending a final decision.
84. A new inmate charged with blackmail

approaches Officers Kramer and Claus and
informs them that he has connections to a terrorist organization. In return for information
regarding an impending terrorist attack he
demands a reduction in his sentence. The officers response should be to
a. immediately inform their supervisor.
b. call the FBI immediately.
c. wait and investigate the situation more thoroughly independently.
d. ignore the situation since the inmate is
charged with blackmail and is not a credible
source of information.
81. On visiting day, an inmate is observed receiving

contraband from her visitor. Upon observing this
activity the officer should
a. wait for the conclusion of the visit to strip
search the inmate.
b. immediately terminate the visit and escort the
visitor out of the facility with a reprimand.
c. immediately terminate the visit and detain
both the inmate and the visitor for search and
possible arrest.
d. call the police and have them arrest the
visitor because corrections officers have no
jurisdiction.
85. An inmate volunteers to be a snitch in order to

gain privileges. He approaches a particular corrections officer with his request with the stipulation that he remain anonymous to the rest of the
staff. In this situation the officer should
a. agree to the terms despite any objections of
fellow corrections officers.
b. report this matter to the immediate
supervisor and stress the need for
confidentiality.
c. file an infraction against the inmate for
attempted bribery.
d. take credit for the information.
82. A female inmate commits a moderate infraction

in the hours preceding a scheduled contact visit
with her three children who are coming to visit
from out of state. What actions should the corrections officer undertake? The officer should
a. allow the visit.
b. issue the inmate an infraction.
c. counsel the inmate.
d. all of the above.
72
89. Inmate Smith is new in the facility. He has been

there for eight days and had no visits. The inmate
tells the officer he needs underwear. What should
the officer do?
a. Tell the inmate to get underwear from
another inmate.
b. Tell the inmate to call home to have family
bring him underwear.
c. Tell the inmate to continue to wash the
underwear he has.
d. Obtain underwear for the inmate from the
clothes box.
86. A newly assigned corrections officer realizes at

the end of his shift that his keys to the cellblock
are missing. He should
1. Immediately retrace his steps before filing an
official report.
2. Discreetly ask officers if they have found the
set of keys before filing a report.
3. Immediately notify a supervisor.
4. Ask a co-worker if he/she can make another set
of keys.
a. 1 and 2
b. 1 and 3
c. none of the above
d. all of the above
90. Inmate John Nash has been charged with murder. Inmate Nash tells Officer Smith that he must
go to the law library every day to prepare for his
case. Officer Smith denies inmate Nash entrance
to the library stating that he cant go every day. In
this case the officers action is
a. correct, because inmates are not permitted to
go to the law library everyday.
b. correct, because the inmate is not defending
himself.
c. incorrect, because the officer cant deny
inmate Nash entrance to the law library.
d. incorrect, because Officer Smith did not have
inmate Nash submit his request in writing.
87. Officer Daniels is assigned to the clinic and she

overhears the doctor inform inmate Bradley that
his HIV test is positive. Officer Daniels notifies
fellow officers of the HIV status of inmate
Bradley by memos in locker rooms and group
conversations. Officer Danielss actions are
a. correct, because officers need to know who is
infected.
b. correct, because officers need to know the
medical history of all inmates.
c. incorrect, because the medical history of an
inmate is confidential.
d. incorrect, because the officer failed to ask permission to relay information regarding the
inmates medical condition.
88. Valerie Johnson comes to visit her brother, Roger
Johnson, and brings him clothing items. While
the officer is searching the clothing, he finds a
quantity of marijuana sewn into the waistband
of the garment. When confronted, visitor Johnson denies knowing about the drugs in the clothing. The officer should
a. immediately notify the supervisor.
b. flush the contraband down the toilet.
c. order Ms. Johnson to leave the facility.
d. let Ms. Johnson visit her brother.
73
5. When time is up, the officer signals the inmates

at that table to stand up.
6. The seating officer will direct those inmates
who are standing to leave the room through the
exit.
PART SIX: APPLYING WRITTEN

MATERIAL
Following is a set of rules and procedures for corrections officers. Based on these, answer the questions
that follow them. You may refer back to the rules and
procedures as often as needed.
In the event of an inmates death, corrections

officers are required to conduct an investigation, file a
report, and include in the report all details known or
discovered during the investigation. Failure to do so is
a misdemeanor offense, and failure to do so in a timely
manner is a violation of prison policy.
Corrections officers periodically check inmate
cells for contraband and weapons. To execute this procedure (commonly called a shakedown), the officer
should:
1. Make certain two officers are present to perform
the search of the cell and each inmates
belongings.
2. If the inmate shares a cell with another inmate,
have each person point out what property he or
she owns before the search begins.
3. Have the occupants of the cell wait in the day
room for the shakedown to be completed.
4. Confiscate any unauthorized items discovered in
the shakedown.
5. Make notes for a report detailing what the item is
and in whose property it was found.
6. Have the inmates return to the cell.
7. If contraband was found and confiscated, interview the inmate about the incident and then
write a report.
One of the duties corrections officers are expected to

perform is standing guard duty at gate entrances, both
outside and inside the facility. When assigned to gate
duty:
1. The officer must ensure that an inmate who
approaches the gate is carrying a pass.
2. The officer must read each pass and check to see
that the inmate who is carrying the pass is the
same inmate whose name is on the pass.
3. The pass must also be checked to see if the date,
time, and nature of the inmates errand is listed.
4. The gate officer must look to see if the pass is
signed by a corrections officer who has the
authority to allow the errand.
5. The gate officer must check the pass to see how
much time has been allotted for the inmate to
walk to the destination listed on the pass.
6. The gate officer will confiscate all forged passes
and write a report detailing this offense.
7. The inmate attempting to enter or exit a gate
with a forged pass will be escorted back to his or
her cell by an officer.
At mealtimes, corrections officers are responsible
for ensuring that inmates enter and leave the cafeteria
in an orderly and safe fashion. To do so:
When inmates need clothing items, one officer

will be assigned to escort the inmates to the proper
location. The officer must:
1. Two officers escort inmates to the cafeteria at

their cellblocks designated time.
2. One officer must stand in the doorway of the
cafeteria and check each inmates card on entry.
3. A second officer seats four inmates per table.
4. The officer in charge of seating allows each table
20 minutes to eat.
1. Line up inmates who need clothing in the hallway of their cellblock.

2. After ensuring that no more than 20 inmates are
in line, the officer then escorts them to the clothing center.
74
91. Just before lights out one evening, Officers Rios

and Judd conduct a shakedown of inmate
Reynoldss cell. He does not have a cellmate. Officer Rios finds a shank (a homemade knife) in a
pair of inmate Reynoldss socks. The knife is so
crude that Officer Rios just laughs, breaks it in
two, and throws away the pieces. Officer Rios
acted
a. properly; what the officer found did not seem
very dangerous in his professional opinion.
b. improperly; an officer should be courteous to
inmates, no matter what the offense.
c. improperly; a weapon is contraband and
should be reported.
d. properly; now inmate Reynolds owes him a
favor and will perhaps be better behaved.
3. The officer will make sure that each inmate walks

along the line painted on the floor nearest to the
right-hand side of the wall.
4. At the door of the clothing center, the officer will
check off the name of each inmate and record the
items distributed to that inmate.
5. After the inmate receives the clothing, the officer
must check through each article of clothing
before allowing the inmate to leave the room.
6. The officer will place each inmate in line in the
hall and escort the inmates back to their cellblock
after all inmates have received their clothing.
Anyone who provides a dangerous drug to the
inmate of a prison facility can be charged with a felony
offense.
Certain posts in prison facilities must be staffed
at all times in order to fully guarantee the security of the
facility. Under no circumstances is a corrections officer
assigned to such a post permitted to leave it unattended
unless ordered to do so by an immediate supervisor.
Inmates are allowed visitors at designated times.
Visitation officers are required to comply with the following procedure:
92. Just before lights out, inmate Murphy

approaches Gate 2 and shows Officer Williams a
pass. The signature on the pass is not readable.
Officer Williams finds out that the pass is forged.
What should she do with the pass?
a. Throw it away and tell inmate Murphy to not
try it again.
b. Call the supervisor and have someone escort
inmate Murphy through the gate to where she
wanted to go.
c. Have inmate Murphy go back to the supervisors desk and get a valid pass.
d. Confiscate the forged pass and write a report.
1. Have the visitors entering the facility sign a log

with their name, date, and time of visit.
2. Have visitors show photo identification to establish their identity.
3. Search the visitation area before the visitor is
seated.
4. Search the visitation area after the visitor leaves.
5. Have the visitor sign out on the log when exiting
the facility.
Corrections officers must not create exceptions to
the rules for individual inmates, or in any way show
favoritism for any inmates in their care and custody.
75
95. An explosion in the welding shed killed inmate

Soprano and injured two other inmates. Officer
Riggs was in charge of the investigation. Officer
Barbera told Officer Riggs that he did not have to
file a report since the death was an accident. Officer Riggs filed a report anyway. Officer Riggs
acted
a. improperly; he is not required to file a report
when the cause of death is obvious.
b. properly; failing to do so would have been a
misdemeanor offense.
c. improperly; his only responsibility was to
investigate the death.
d. properly; the insurance company will need
the information.
93. Officers Bertrand and Ramirez decide to shakedown inmate Tropianos cell. Officer Bertrand
tells Officer Ramirez not to bother sending the
inmate to the day room, since there is only one
inmate to watch. Officer Ramirez sends inmate
Tropiano to the day room anyway, and they conduct the shakedown. Officer Ramirez acted
a. improperly; he should have done what the
other officer wanted, because this was a cooperative effort.
b. properly; the inmate could have been hard to
control if he decided to fight the officers.
c. improperly; the day room was too far to send
the inmate.
d. properly; all inmates are to be sent to the day
room before officers search a cell.
96. While watching inmates in the recreation yard,

Officer Crowley sees Inmate Winters pass what
looks like a piece of folded aluminum foil to
inmate Foley. Officer Crowley searches inmate
Foley and finds two rocks of what appears to be
crack cocaine inside the aluminum foil. He
charges inmate Foley with possession of a dangerous drug, and he charges Winters with a
felony also. Officer Crowley acted
a. properly; it wouldnt be fair to file charges on
one man without filing on the other.
b. improperly; inmate Winters shouldnt be
charged with anything because Inmate Foley
had actual physical possession of the drug.
c. properly; inmate Winters provided the drug
to an inmate and can therefore be charged
with a felony.
d. improperly; inmates already in prison cannot
be charged with more crimes.
94. Twenty-three inmates need new clothing items

from the clothing center. Officer Millwood lines
all of them up in the hallway of their cellblock
and then escorts them to the clothing center,
having them walk along the painted line. After all
the clothing is issued and checked for contraband or weapons, Officer Millwood lines up the
inmates and escorts them back to their cellblock.
Officer Millwood acted
a. properly; the inmates needed clothing, and he
made sure everyone was outfitted properly.
b. improperly; he is to escort only twenty
inmates at a time.
c. properly; he made certain no contraband or
weapons were hidden in the newly issued
clothing.
d. improperly; two officers should have been
involved in the escort.
76
99. Inmate Billups is in the clothing center. Officer

Kory is writing down the items issued to inmate
Billups, when the inmate asks her to write down
that she was issued three pairs of socks rather
than the four that were actually issued. Inmate
Billups says she wants Officer Kory to do this
because she has one more pair than she should
have back in her cell, and this would correct
the inventory problem. What should Officer
Kory do?
a. Write down that three pairs of socks were
issued instead of four.
b. Record the proper number of socks issued,
and handle the extra sock problem another
way.
c. Do a shakedown of the entire cellblock to see
how many other inmates have extra socks.
d. Write down three pairs and put a check next
to inmate Billupss name.
97. Fifteen minutes before Officer Riley was due to

get off duty, inmate Slattery was found dead in
his bunk. Inmate Slattery was known to have a
heart condition, and he most likely died from a
heart attack. Officer Riley was already late for an
important appointment, so he turned the body
over to the medical unit and decided to write the
report the next day. Officer Riley acted
a. properly; since the inmate was known to have
a heart condition there was no urgency in
turning in the report.
b. improperly; according to prison policy the
report should be completed in a timely
manner.
c. improperly; he should have turned the body
over to morgue personnel.
d. properly; the officer who relieved him could
write and turn in the report in his place.
98. For two days in a row inmate Langer volunteered
for a work detail no one else wanted. Officer
Stalin told inmate Langer that he appreciated his
cooperativeness. Inmate Langer told him what he
really wanted in return for his volunteering was
extra dessert at mealtime. Officer Stalin told him
he could not arrange this for him. Officer Stalin
acted
a. improperly; he should reward the inmate for
cooperating.
b. properly; Officer Stalin can arrange for a better reward than extra desserts.
c. improperly; if he doesnt do what the inmate
wants, then the inmate could start trouble.
d. properly; officers must not bend the rules for
an inmate.
100. Gate 8 is staffed 24 hours per day. Officer Kittles

is standing guard at Gate 8 when his supervisor
calls him at 4:00 A.M. and tells him to secure the
gate and report to his office immediately. Officer Kittles should
a. remind his supervisor that he is working a
gate that is supposed to be staffed at all times.
b. secure the gate and report to his supervisor.
c. check his procedures manual to see what he is
supposed to do.
d. stay where he is and wait for the supervisor to
come to him.
77
ANSWERS
Use the answers below not only to see how you did but also to understand why the correct answers are correct.
For Memory and Observation questions, refer to the memory material to see why the answers are right.
8. b. The key word here is distrust, which implies
that neighbors become suspicious of each other if
they are worried about safety.
9. b. The first answer choice is meant to confuse
you if you associate the word foster with foster
care, and by extension, adoption. Foster means to
nurture or help to grow. Look again at the sentence. What could a general distrustthe thing
that fostersdo to a dangerous isolationismthe
thing being fostered? A general distrust could
encourage a dangerous isolationism.
10. c. By using phrases like dangerous isolationism,
the author suggests that he or she doesnt approve
of the move toward more security devices. The
other answer choices all indicate the authors
approval of the trend being discussed.
11. b. The key word here is siege. People who perceive
themselves to be under attack tend to stick
together in the face of a common enemy. They
become quick to defend themselves against that
enemy.
12. d. Although the last sentence expands on the
main idea of the passage, the rest of the passage
explains why hearsay evidence is only admissible
when it doesnt matter whether or not the statement is true.
13. a. While this statement may be true, it isnt stated
anywhere in the passage.
14. b. The proper use of hearsay evidence is
explained by the hypothetical example found in
the final sentence of the passage.
15. c. The passage mentions discerning the truth and
the truth of a statement several times.
1. c. The last two paragraphs of the passage discuss

why modern anti-stalking laws are more effective
than previous methods, but also how they are
flawed. The other answer choices are mentioned in
the passage but are not the central argument.
2. d. The victims knowledge or lack of knowledge
about anti-stalking laws is not discussed anywhere
in the passage. All of the other choices are mentioned in the third paragraph.
3. a. The first passage states that a restraining order
is a civil remedy often ignored by the offender.
4. c. Nowhere in the passage does it state that a
stalkers motive is to rob or steal from his or her
victim. All the other choices are mentioned in the
final paragraph.
5. b. The passage states that the Fifth Amendment is
intended to protect suspects from coercive interrogation, which is present when a person is in custody
and is subject to official questioning. The only scenario that contains an example of official questioning is found in choice b.
6. d. The fourth sentence of the passage refers to the
constitutional Fifth Amendment privilege against
self-incrimination. The Bill of Rights contains the
first ten amendments to the United States Constitution.
7. c. The last sentence of the passage states that In
the case of an undercover officer posing as an inmate,
the questioning does not appear to be official; therefore, confessions obtained in this manner are not
considered coercive. Therefore, if an inmate
unknowingly confesses to an undercover officer,
the privilege against self-incrimination does not
apply.
78
24. a. Sentence 3 is the topic sentence. Sentence 1

provides detailed information about the topic,
which is parole; sentence 4 provides further detail
about the information in sentence 1. Sentence 2,
with the word however, adds to the information.
25. c. Sentence 2 introduces the topic of the importance of fingerprinting in criminal cases. It is necessary, therefore in Sentence 3 refers to procedures
that are vital to obtaining fingerprints, and should
logically follow the topic sentence. Sentence 1
should follow sentence 3 because it details a procedure for fingerprinting, obtaining major case
prints. Sentence 4 explains how major case prints
differ from standard fingerprints.
26. b. Sentence 3 introduces the general topic of
community-oriented policing. The concept . . .
used effectively in Japan in sentence 1 refers to the
topic stated in sentence 3, so this sentence should
follow the topic sentence. Sentence 4 introduces a
type of community policing common in Japan,
Kobans. Sentence 2 discusses how Kobans have
made an impact in one particular Japanese city,
Tokyo.
27. a. Sentence 1 introduces the topic of double jeopardy. Sentence 4 defines the term double jeopardy
used in sentence 1. Sentence 2 gives another definition, signaled by also. Sentence 3 begins with the
word finally and gives the last definition.
28. b. Sentence 3 establishes the general setting and
situation, an officer patrolling a wealthy neighborhood. Sentence 4 states what the officer specifically notices while she is patrolling. Sentence 2
further details what the officer noticed in sentence
4. Sentence 1 sums up what the officers observations lead her to believe, and what action she takes
because of this belief.
29. c. Sentence 1 introduces the subject of the paragraphformer president of the United States
Rutherford B. Hayes, and his lifelong advocacy
for prison reform. Sentence 4 tells of how prior to
16. b. The main purpose of the first paragraph is to

explain retribution theory of punishmenta
theory based on the belief that a person who commits a crime deserves to be punished.
17. a. This is an application of the main idea of the
second paragraph to a specific crime.
18. c. The passage as a whole is about two separate
punishment theories: The retribution theory and
the deterrence theory. The title that best sums up
the content of the passage is found in choice c.
19. d. The second sentence of the second paragraph
notes that one principle of the deterrence theory
is the effect of deterring not only criminals, but
also the general public. So a believer in the deterrence theory would probably support televised
court proceedings, to demonstrate to the public
the end-result of committing a crime.
20. a. The last sentence of both paragraphs details
the effect of each theory on the amount of discretion allowed to judges in sentencing.
21. a. Sentence 4 introduces the topic of rehabilitation in the criminal justice system. Sentence 1 further expands upon the topic sentence. Sentence 3
provides an example of the topic discussed in the
first two sentences. Sentence 2 provides a conclusion to the paragraph.
22. c. Sentence 1 is the topic sentence and states the
general situation. Sentence 4, with the word however, indicates an additional situation. Sentence 2,
beginning with the phrase in addition, signals a
third situation; sentence 3 explains the third
situation.
23. d. Sentence 2 introduces the topic of security
alarms. Sentence 4 details different types of modern security alarms. Sentence 1 transitions from
the topic of modern electronic alarms to the origins of security systems. Sentence 3 builds off of
sentence 1, wrapping up the paragraph with an
example of the oldest security alarm known to
man, the dog.
79
38. d. A semicolon can be used to separate two main

clauses, which could each stand alone as complete
sentences.
39. c. The word principle can only be used as a noun.
Principal can be used as a noun or as an adjective.
In this sentence, it is clearly an adjective, which
rules out choices a and b. Choice d is wrong
because the word effect is used incorrectly. The
verb affect means to produce an effect (noun) on
something.
40. c. Carriage is the correct spelling.
41. b. Before you multiply, count how many digits
are to the right of each decimal point in the two
numbers to be multiplied. They both have two
digits to the right of their respective decimal point,
which equals a total of four for the equation.
Therefore, there must be four digits to the right of
the decimal point in the answer.
42. d. Figure the amounts by setting up the following
equations: First, S = $3 + $23 = $26. Now, B = ($1
5) + ($2 2) or $5 + $4 = $9; MR = $1 2 = $2;
D = $4 1 = $4. Now, add: $9 + $2 + $4 = $15.
Now subtract: $26 $15 = $11.
43. a. For this problem, first perform the subtraction
on the left side of the equation, and then do the
addition. The correct answer is 5,507.
44. b. To find the total number of corrections officers, add up the total number in the row with the
number of corrections officers (154 + 122 + 59 =
335).
45. c. To find the tasks per officer, divide the tasks by
the corrections officers. The day shift has 2.5 tasks
385

per person (
154 = 2.5), the night shift has 1.34
164
155

(
122 = 1.34) and the graveyard shift has 2.63 ( 59
= 2.63). The graveyard shift has a higher number
so more tasks are performed per officer.
46. c. Scott worked 4.75 hours on Tuesday (5.25 total
hours .5 lunch = 4.75) and he worked 6.75 hours
on Wednesday (7.5 total hours .75 lunch = 6.75)
his U.S. presidency, he served as the first president

of the NPA. Sentence 2 would logically follow sentence 4, because it discusses how he had to relinquish his NPA presidency for the United States
presidency. Sentence 3 is obviously the concluding
sentence because it relates how after his U.S. presidential term, he served as the NPA president until
his death.
30. d. The transitional word Although correctly
establishes a contrast.
31. d. This answer establishes the causal relationship
between the two sentences.
32. a. This is the only choice that uses the correct
punctuation (a semicolon) necessary to combine
the two sentences.
33. c. The transitional word however correctly establishes a contrast.
34. d. To infer is to come to a conclusion based on
facts or premises. This word best fits the context of
the sentence.
35. d. This is the only choice that contains the pronoun (its) that grammatically agrees with the
noun Mars Rover. Choices a and c contain incorrect pronouns. Choice b mistakenly uses the contraction its (it is).
36. c. Commas are used to set off a word or phrase
that describes the subject but does not alter the
meaning of the entire sentence.
37. b. There are two potential problems in this sentence: 1) the grammatical agreement between the
nouns Rodolfo or Randy and the pronoun his; and
2) the formation of the verb to bring. Only in
choice b are both of these correct. Because the
sentence reads Rodolfo or Randy, the pronoun
must be singular; only one of them brought the
Frisbee. Choice a is wrong because the pronoun
their is plural. Choice c is wrong because there is
not a correct pronoun. Choices d is incorrect
because brang is not the past tense of bring.
80
71. c. If the pattern were complete there would be 24

hearts total because there should be six hearts
across and four hearts down. There are only 20
hearts, so four are missing.
72. d. There are sixteen lowercase letters in the set:
for a total of 11.5 hours (4.75 + 6.75 = 11.5). He

charges $65/hour, so for labor alone he charged
$747.50 (11.5 65 = 747.50) for this job. Add the
initial fee of $35 and the materials ($47.35) to get
the total (747.50 + 35 + 47.35 = 829.85).
47. d. 34 is three to the fourth power: 3 3 3 3 =
81.
48. c. The number of cans, n, must be multiplied by
the number of servings in each can, which is 20.
The algebraic expression that represents this calculation is 20 n.
49. d. In the decimal 0.80, the 8 is in the tenths place
(one place to the right of the decimal). Place the
8 over 10 to get 180 and then reduce the fraction by
dividing the top and bottom by 2 to get 45.
50. b. Replace s with $2,200. The equation is then, E
= 0.22 2,200 + 150. The rules for order of operations state that multiplication is always done
before addition. Therefore, complete the multiplication (0.22 2,200 = 484) first, then add 150
to the result; 484 + 150 = $634.
51. d.
52. d.
53. c.
54. a.
55. c.
56. b.
57. a.
58. c.
59. b.
60. b.
61. b.
62. d.
63. b.
64. a.
65. c.
66. d.
67. c.
68. c.
69. b.
70. d.
DDD d DD d d
EEEEEEEe
FF f F f F f f
Gg g G g g G g
Hh H h H h HH
73. c. There are eleven letter os in the sentence: It
took the rookie only a week to realize that there is
never a dull day at the office for a corrections
officer.
74. b. There are twelve 3s in the set:
374938274
483298467
097430973
332986347
636363638
75. a. There are nine circled tens in the set.
76. a. This is a First Amendment right of the United
States constitution. Incarceration of an inmate
does not override that inmates United States constitutional rights.
77. b. All complaints by inmates must be logged and
investigated.
78. a. The inmate may have unresolved issues regarding being in a wheelchair. The other choices violate the inmates due process rights.
79. d. All complaints by inmates must be investigated.
80. b. It is the responsibility of the administration to
provide protection and safety to all inmates.
81. c. Possession of contraband is a violation that
threatens the safety and security of the institution.
81
94. b. Its true Officer Millwood made sure everyone

was outfitted (choice a) and checked for contraband (choice c), but he acted improperly because
he didnt follow step 2 in the procedure for taking
inmates to the clothing center. Choice d is incorrect because the procedure says only one officer is
necessary.
95. b. Law and procedure say that in the event of an
inmates death the officer must file a report, or the
officer will be guilty of a misdemeanor offense.
The insurance companys needs (choice d) are not
the officers concern.
96. c. Both inmates have been in possession of a dangerous drugone of them supplied it to the other,
which is against the law. Both should therefore be
charged with a felony.
97. b. Prison policy states that reports are to be completed in a timely manner.
98. d. Policy says that officers cant show favoritism
no matter how much it might seem warranted.
99. b. The officer is obligated to follow the procedure for taking inmates to the clothing center, and
step 4 specifies that the officer should record what
the inmate received. The officer may want to shake
down other cells, but that would come later.
100. b. The prison rule regarding gates is clear that
officers posted at around-the-clock gates arent
allowed to leave their post unless ordered to do so
by an immediate supervisor. Officer Kittles
received that order.
82. d. It is a minor infraction unrelated to the

planned visit. To deny visit will require a hearing.
83. a. The institution is responsible for the safety of
the inmates.
84. a. It is the corrections officers job to report incidents to the supervisory staff who are then supposed to take charge of the situation.
85. b. The inmate is not in a position to negotiate
with the officer or to make demands. Confidentiality is important because snitches are despised
and this information can place the inmate in grave
physical danger.
86. b. Loss of keys can facilitate an escape.
87. c. An inmates medical information is confidential.
88. a. Bringing contraband into the correctional
facility is a violation.
89. d. Since no one has visited the inmate, it is the
responsibility of the facility to provide underwear
because this is possibly an indigent inmate.
90. c. Inmates cant be denied entrance to the law
library.
91. c. According to the procedures for conducting a
shakedown, an officer who finds a weapon should
confiscate the contraband, investigate further, and
report.
92. d. This is step 6 in the procedure for an officer
who is standing guard at a gate.
93. d. The officer properly followed step 3 in the procedure for conducting a shakedown. Dont read
information into the situation that isnt there: You
dont know how far the day room is from the cells
or how hard it would have been to control the
inmate.
82
C H A P T E R
Reading
Comprehension
Review
CHAPTER SUMMARY
Good reading skills are vital for any potential corrections officer, so most
corrections officer exams include reading comprehension questions.
This chapter covers the most essential reading and reading comprehension strategies for success on your exam. You will learn to become
an active reader, to understand the difference between main idea and
supporting ideas, and to recognize information that is implied, but not
stated in a passage.
eading comprehension passages and questions measure how well applicants understand what they
read. Understanding written materials is part of almost any job, including law enforcement.
Although you do not need any specialized knowledge to answer the reading questions on your exam,
you do need to show that you can extract information from the passage. Some questions will focus on the
explicit information offered in a passage: its main idea and supporting details. Other questions will ask you to interpret and evaluate the assumptions that are implicit in the passage: the texts underlying message, arguments, and
logic.
Types of Questions
Some of the questions found in the reading comprehension section of your exam may focus on what information is presented in a passage; other questions may deal with how information is presented.
Literal ComprehensionThe What Questions
Literal Comprehension questions measure your ability to understand the literal content of a passage. You might
be asked to identify the main purpose of a passage, locate a specific fact or detail, or define how a word is used in
83
READING COMPREHENSION REVIEW
a passage. Here are the three most common types of literal comprehension questions found on corrections
officer exams:
Critical and Inferential

Comprehension
The How Questions
Whereas literal comprehension questions are straightforward, critical and inferential comprehension
questions ask you to read between the lines of a text.
These questions are about what is implied in the passage
or statement. They ask you to identify the authors
assumptions and attitudes and evaluate the weaknesses
and strengths of the authors argument or logic. Critical and inferential comprehension questions include
three types:
1. Main Idea. For this question type, you need to be

able to identify the main idea of the passage or a
specific paragraph in the passage.
Question Examples:
The passage is primarily concerned with
What is the authors main purpose in this
passage?
Which of the following would be the best title
for this passage?
1. Evaluation. This question type asks you to evaluate the strengths and weaknesses of the argument
presented in a passage. Evaluation questions will
ask you to judge whether something is fact or
opinion, or whether the evidence presented supports the message of the passage.
Question Examples:
Which of the following is NOT mentioned in
the passage as a weakness in the new law?
Which of the following sentences from
the passage expresses a fact rather than an
opinion?
2. Supporting Idea or Detail. This question type

asks you to summarize a supporting idea in the
passage. You will need to be able to locate specific
details and information in the passage, such as a
fact, figure, or name.
Question Examples:
According to the passage, how many corrections officers retired in the past ten years?
The passage states that a shakedown is needed
when
Which of the following is NOT mentioned as
one of the reasons for recent reduction in
crime?
2. Inferences. This type of question asks you to

make an inference (draw a logical conclusion)
based on the content of the passage. Inference
questions will ask you to determine an authors
underlying assumptions or attitude toward the
subject of the passage.
Question Examples:
This passage suggests that capital punishment
is an effective deterrent because
The author would be LEAST likely to agree
with which of the following statements?
3. Vocabulary. This question type asks you to

determine the meaning of a word as it is used in
the passage.
Question Examples:
The word protest in the passage could best be
replaced by
Which of the following is the best meaning
of the word experience as it is used in the
passage?
84
list them with their definitions in a notebook

or make flash cards. To help you remember
new words, connect them to something in
your life or reading. Make a point to use new
words in your writing and conversation. By
increasing your vocabulary, you build your
reading comprehension.
Highlight key ideas. As you read, highlight or
underline key terms, main ideas, or concepts
that are new to you. Be selectiveif you
highlight too much of the text, nothing will
stand out for you on the page. (If you dont
own the book, use a notebook to jot down
information.)
Take notes. Note-taking can help you remember material, even if you never look at your
notes again. Thats because its a muscle
activity, and using your muscles can actually
aid your memory. Record your questions,
observations, and opinions as you read.
Write down the main idea of the passage, the
authors point of view, and whether or not
you agree with the author.
Make connections. When you connect two
ideas, you improve your chances of remembering the material. For example, if you are
reading about a current presidential race,
you may note how it is similar or different to
past elections. How have circumstances
changed? You may also connect the topic to
your own experience: How did you feel
about past elections versus the current race?
3. Generalizations. This question type requires you

to apply the ideas of a passage to new situations,
recognize similar situations, and draw conclusions about the content of the passage.
Question Examples:
Which of the following conclusions can you
make based on the passage?
Given the information in the passage, what
appears to be an important quality for all corrections officers to possess?
Now that you have a better idea of what to expect
on the reading comprehension portion of your exam,
you can begin to review some reading comprehension
skills and test-taking strategies. By honing these skills,
you will be better equipped to understand reading passages and to do your very best on the exam.
Reading Skill Builders
Reading may seem like an inactive activityafter all,

you are sitting, looking at words on a page. However,
to improve your reading comprehension you need to
read actively, meaning that you need to interact with the
text. Incorporate these active-reading techniques into
your study plan for your exam. Each time you read a
magazine, newspaper, or book, sharpen your reading
comprehension skills by using these strategies:
Skim ahead. Scan the text before you read. Look
at how the text is organized: how it is broken
into sections? In what order are the topics
presented? Note key words and ideas that are
highlighted in boldface type or in bulleted
lists.
Jump back. Review the text after you read. By
looking at summaries, headings, and highlighted information, you increase your ability to remember information and make
connections between ideas.
Look up new words. Keep a dictionary on hand
as you read. Look up unfamiliar words and
Supporting Idea
How can you distinguish a main idea from a supporting idea? Unlike main ideas, supporting ideas present
facts or specific information. They often answer the
questions what? when? why? or how?
Reading passages on exams often follow a basic
pattern of general (main) idea specific (supporting)
idea. In other words, a writer states her main idea
85
1. Crime statistics seem to rise when populations

are
a. younger.
b. older.
c. veteran.
d. richer.
(makes a general claim about her subject) and then provides evidence for it through specific details and facts.
Do you always find main ideas in the first sentence of
the passage? The answer is no. Although a first sentence
may contain the main idea, an author may decide to
build up to his or her main point. In that case, you may
find the main idea in the last sentence of an
introductory paragraph, or even in the last paragraph
of the passage.
Practice answering main idea and supporting
idea questions by working on the questions that follow
this passage:
Question type (circle one):

Main Idea / Supporting Idea
2. The main idea of the passage is that
a. times of prosperity show lower crime
statistics.
b. when the economy slows, crime statistics rise.
c. incidence of reported crime is related to several social and economic variables.
d. secure families are less likely to be involved in
crime.
There is some evidence that crime rates are linked to

social trends such as demographic and socioeconomic changes. Crime statistics showed a decline
in the post-World War II era of the 1940s and 1950s.
Following the Vietnam War in the 1970s, however,
reported crimes were on the rise again, only to be
followed by lower numbers of such reports in the
1980s. One of the reasons for these fluctuations
appears to be age. When the population is younger,
as in the 1960s when the baby boomers came of age,
there was a greater incidence of crime nationwide. A
second cause for the rise and fall of crime rates
appears to be economic. Rising crime rates appear to
follow falling economies. A third cause cited for the
cyclical nature of crime statistics appears to be the
ebb and flow of public policy decisions, which sometimes protect personal freedoms at the expense of
government control. A youthful, economically disadvantaged population that is not secured by the
social controls of family and community or by government authority is likely to see an upswing in
reported crimes.

3. Which of the following would be the best title for
this passage?
a. Wars and Crime Statistics
b. Why Crime Statistics Rise and Fall
c. Youth and Crime Statistics
d. Poverty and Crime Statistics
4. Crime statistics show that crime is
a. random.
b. cyclical.
c. demographic.
d. social.
86
meaning of the nonsense word from the rest of the

following sentence:
Answers
1. a. Question type: supporting idea. This is a fairly

clear example of how you can look quickly
through a passage and locate a clearly stated detail.
The word young appears in relation to the baby
boomers; the idea is also suggested in the last sentence by the word youthful.
2. c. Question type: main idea. The other answer
choices are supporting detailstheyre all in the
passage, but theyre not what the passage is mostly
about. Choice c is the only one that combines several details into a statement that reflects the first
sentence, which is also the topic sentence, of the
paragraph.
3. b. Question type: main idea. Each of the other
choices expresses a supporting idea, one of the
reasons listed in the passage for fluctuation in
crime rates. Choice b is the only one that expresses
the sum of those details.
4. b. Question type: supporting idea. The passage
mentions the cyclical nature of crime statistics.
Other phrases that suggest this answer include
fluctuations, rise and fall, and ebb and flow.
The chief noted with a smile that it gave him great

terivinix to announce the award for Officer of the Year.
1. In this sentence, terivinix most likely means
a. pain.
b. sympathy.
c. pleasure.
d. anger.
Now, see if you can figure out the meaning of
the word incessant from the context of these two
sentences:
The incessant demands of the job are too much for me.
The responsibilities are endless!
2. The word incessant most nearly means
a. inaccessible.
b. difficult.
c. compatible.
d. unceasing.
Strategies for
Vocabulary Questions
Answers
If you encounter an unfamiliar word when you are

reading, you may likely grab a dictionary and look it up.
But, during your test, you wont have that luxury. However, you can use a number of strategies to figure out
what an unknown word means.
Vocabulary questions measure your word power,
but they also evaluate an essential reading comprehension skill, which is your ability to determine the
meaning of a word from its context. The sentences
that surround the word offer important clues about its
meaning. Theoretically you should be able to substitute
a nonsense word for the one being sought, and you
would still make the right choice because you could
determine meaning strictly from the sense of the sentence or its surrounding sentences. Try to determine the
1. c. Clearly, the context of an award and the fact

that the chief was smiling makes choice c, pleasure,
the best choice. Awards dont usually bring pain,
sympathy, or anger. When confronted with an
unfamiliar word, try substituting a nonsense word
and see if the context gives you the clue.
2. d. The second sentence, The responsibilities are
endless, restates the phrase in the first sentence,
incessant demands. This restatement suggests the
meaning of incessant: continuing or following
without interruption.
If the context of an unfamiliar word does not
restate its meaning, try these two steps to figure out
what the word means:
87
1. Replace the vocabulary word with the remaining

answer choices, one at a time. Does the answer
choice make sense when you read the sentence? If
not, eliminate the answer choice. In the first
practice question, pain, sympathy, and anger simply do not make sense in the sentence. Only
choice c, pleasure, makes sense in the context.
2. Is the word positive or negative? Using the context of the passage, determine whether the unfamiliar word is a positive or negative term. If a
word is used in a positive context, you can eliminate the answer choices that are negative. In the
second practice question, you can guess that the
word incessant is used negatively. The phrase, too
much for me, suggests that the demands of the
job are overwhelming and negative. Thus, you
can eliminate answer choice c because it represents a positive term.
Try to determine whether the information presented in each of these sentences is fact or opinion:
1. According to the most recent census, the U.S.
population is growing olderin fact, adults over
age 65 are the fastest growing segment of todays
population.
2. Many believe that the population boom among
elderly Americans will create a future healthcare
crisis.
Answers
1. Fact. This is an example of a factual statement

it can be supported by the recent national census.
When determining whether a statement is factual, consider whether a source gives researched,
accurate information.
2. Opinion. This statement represents an opinion
it offers a belief about the future. Others may disagree with the prediction. Opinions reflect
judgments that may or may not be true. Opinions
include speculation or predictions of the future
that cannot be proven at the present time.
Fact vs. Opinion
Just because something is in print does not mean that

it is fact. Most writing contains some biasthe personal judgment of a writer. Sometimes a writers beliefs
unknowingly affect how he or she writes about a topic.
In other cases, a writer deliberately attempts to shape
the readers reaction and position. For example, a writer
may present only one perspective about a subject or
include only facts that support his or her point of view.
These types of evaluation questions will ask you to
judge the strengths or weaknesses of an authors argument. You will be required to distinguish between fact
and opinion, and decide whether the supporting
details, or evidence, effectively back up the authors
main point.
To separate fact from opinion, consider these
differences:
Inference
Inference questions will ask you to make an inference,

or draw a logical conclusion, about what you read.
Sometimes a writer does not specifically state his main
idea or offer a conclusion. The reader must infer the
writers meaning. To determine a writers underlying
assumptions or attitude, you need to look for clues in
the context of the passage. One revealing clue to the
writers meaning is his word choice.
Word choice is the specific language the writer
uses to describe people, places, and things. Word choice
includes these forms:
A fact is a statement that can be verified by a reliable source.

An opinion is a statement about the beliefs or
feelings of a person or group.
88
particular words or phrases a writer uses

the way words are arranged in a sentence
repetition of words or phrases
inclusion of particular details
fiber. You should eat six to eleven servings of bread,

cereal, rice, and pasta every day. Next up the pyramid
are vegetables and fruit; five to nine daily servings
from this group are recommended. The next pyramid level is the dairy group. Two or three servings a
day of milk, yogurt, or cheese will help maintain
good nutrition. Moving up the pyramid, the next
level is the meat, poultry, fish, beans, eggs, and nuts
group; everyone should eat only two to three servings from this group a day. At the very top of the
pyramid are fats, oils and sweets; these foods should
be eaten only infrequently.
One easy way to plan menus that follow the
food-pyramid program is to shop only in the outer
aisles of the grocery store. In most supermarkets,
fresh fruit and vegetables, dairy, fresh meat, and
frozen foods are in the outer aisles. Grains, such as
pasta, rice, bread, and cereal, are located on the next
aisles, the first inner rows. Finally, the farthest inside
of the store is where youll find chips and snacks,
cookies, pastries, and soda pop. If you stay in the
outer aisles of the grocery store, you wont be
tempted to buy foods you shouldnt eat, and youll
find a wide variety of healthy foods. Another benefit of shopping this way is that grocery shopping
takes far less time.
Style
Just as word choice can alert you to a writers underlying message so can other aspects of a writers style.
Style is the distinctive way in which a writer uses language to inform or promote an idea. In addition to
word choice, a writers style consists of three basic
components:
sentence structure
degree of detail or description
degree of formality
When you read a magazine, newspaper, or book,

consider how the writer uses sentences. Does the writer
use short, simple sentences or long, complex sentences?
Writers use different sentence structures to create different effects: they may make short declarative statements in order to persuade readers or long descriptions
to create a flow that pleases the readers ear.
Degree of detail refers to how specific an author
is in describing something. For example, a writer may
use a general term (dog, beach, government) or specific
terms (German Shepherd, Cranes Beach, House of Representatives). In evaluating the strength of a writers
argument, consider whether terms are too general to
provide adequate evidence.
Degree of formality refers to how formal or
casual the writers language is. Technical jargon or terminology is an example of formal language. Conversational phrases and slang are examples of casual
language. Writers create a sense of objectivity when
they use formal language, whereas the use of slang
expresses familiarity.
Read the following passage and answer the practice questions. Consider the writers choice of words,
style, and point of view and how it affects the message
presented in the text.
1. What best describes the tone of the passage?

a. informative
b. solemn
c. trivial
d. disapproving
2. The information in this passage is best described
as
a. opinion, because the passage is mainly about
the way to grocery shop.
b. opinion, because the food pyramid is simply a
recommended guide to eating.
c. fact, because the food pyramid was designed
by nutrition experts.
d. fact, because the author provides details to
support his or her position.
Although more and more people are exercising regularly, experts note that eating right is also a key to
good health. Nutritionists recommend the food
pyramid for a simple guide to eating the proper
foods. At the base of the pyramid are grains and
89
choice d is incorrect because the passage states

that the base of the pyramidthe lowermost
layersare grains and fibers.
3. Which of the following statements would most

WEAKEN the authors argument?
a. Complex carbohydrate foods, such as brown
rice, beans, and whole-grain cereals supply the
most nutrition for the least calories.
b. Two servings of nonfat or low-fat dairy products provide your recommended daily
requirement of calcium.
c. Since many fresh fruits contain appreciable
amounts of natural sugar, you should take
care to limit your intake.
d. Fruits, like vegetables, are excellent sources of
fiber.
How to Answer Fill-in-theBlank Reading Questions
Some exams test your reading skills by having you fill

in the missing words in a reading passage. If youre
lucky, such questions come in standard multiple-choice
format, and youll be given choices of words to fill in the
blank. Some tests, however, require you to fill in only
the first letter of the missing word. To do well, you
need both good reading skills and good test-taking
skills. Below are some tips to help you sharpen your
test-taking techniques, particularly for those tests that
have you determine the first letter of the missing word.
Answers
1. a. The passage is packed with information about

foods on the pyramid, and the information is presented matter-of-factly, without any real emotion.
So the best answer is choice a. Although the passages subject is serious, the tone is certainly not
solemn (choice b). Similarly, the authors methodical treatment of the subject rules out triviality
(choice c). Finally. although the author may disapprove of poor diets, the tone of the passage is
not disapproving (choice d).
2. b. The information presented in the passage is
either the authors opinion (paragraph 2) or nutritionists opinions (paragraph 1). This rules out
choices c and d. Choice a can be ruled out because
the main point of the passage is not shopping;
that is the focus only of the second paragraph.
3. c. This statement weakens the argument because
it contradicts the passage. The passage suggests
that a person should eat lots of fruits and vegetables; in fact, it recommends eating five to nine
servings from this group each day. Choice c suggests readers should limit the amount of fruit in
their diet, therefore weakening the argument.
Choice a would support the passages recommendation to eat more servings of grains and fibers
than any other food group. Likewise, choice b
supports the passages suggestion to have two to
three servings of dairy products each day. Finally,
Finding the Missing Word
You will be given reading passages with words omitted.

Each missing word is indicated by a series of dashes.
There is one dash for each letter in the missing word.
You will have to determine the missing words and mark
them correctly on your answer sheet. Heres how:
Read through the paragraph quickly to get the

general idea of it.
Now go back to fill in the blanks by putting one
letter on each line. Do the easy words first, then
work on the harder ones. Choose only one word
for each blank space. Make sure that word has
exactly as many letters as there are dashes and
makes sense in the sentence.
Try to fill in every blank. Guess if you have to.
Dont be alarmed if youre not sure of some of
your answers. You can miss several words and still
do well.
Look at the following sample sentence:
Fortunately, no one was hurt when the _ _ _ _ _
was derailed.
90
accuracy. Double check often to be sure you are marking your answers correctly. See the end of the chapter
for answers.
There are five dashes so the word you need must

have five letters. The correct answer is train because it
makes sense and has five letters. The word engine makes
sense in the sentence, but it is incorrect because it is not
a five-letter word. Plane is a five-letter word but is
incorrect because planes cannot be derailed. Write the
word train in the blank space.
Fortunately, no one was hurt when the 1)_ _ _ _ _

was derailed. The derailment occurred 2)_ _ _ _ _ _ _
lumber and other debris were piled on the tracks.
Investigators believe a 3)_ _ _ _ _ _ of people were
involved. They are looking into the possibility
4)_ _ _ _ a local gang caused the accident for 5)_ _ _.
It would not be the first 6)_ _ _ _ that members of
this 7)_ _ _ _ caused serious damage.
Marking the Answer Sheet
Once you have completed the passage, you will have to

mark your answers on the answer sheet. On the answer
sheet, you will find numbered columns. Each column
contains the letters AZ, and the number at the top of
the column corresponds to the number of a missing
word in the passage. To mark your answer on the
answer sheet, print the first letter of the word you wrote
in the blank space in the passage in the box directly
under the appropriate item number. Then, completely
blacken the circle in that column containing the letter
you wrote in the box.
Important:
The words you write in the blank spaces in the passage
will not be scored. Neither will the letters you write at
the top of the columns on the answer sheet. Only the
darkened circles of the letters you choose will be scored.
Make sure you mark your answers correctly.
As you mark your answer sheet, check to make
sure that:
the item number on the answer sheet is the same

as the item number in the passage
you have written the correct first letter in the box
you have completely blackened the correct circle
below the box
For example, if you chose train as the first missing word in a passage, you would find column 1, print
T in the box, and blacken the circle with T in it.
Now, heres a practice fill-in-the-blank passage
below. First write the answers in the blank spaces (one
letter per line), then mark them on the answer sheet
below. Work as quickly as you can without sacrificing
91
Additional Resources
Here are some other ways you can build the vocabulary
and knowledge that will help you do well on reading
comprehension questions.
If you belong to a computer network such as

America Online or Compuserve, search out articles related to law enforcement. Exchange views
with others on the Internet. All of these exchanges
will contribute to the knowledge needed to relate
to the passage material on the tests.
Use your library. Many public libraries have sections, sometimes called Lifelong Learning Centers, that contain materials for adult learners. In
these sections you can find books with exercises
in reading and study skills. Its also a good idea to
enlarge your base of information about the criminal justice field by reading books and articles on
subjects related to criminology. Many libraries
have computer systems that allow you to access
information quickly and easily. Library personnel
will show you how to use the computers and
microfilm and microfiche machines.
Begin now to build a broad knowledge of the law

enforcement profession. Get in the habit of reading articles in newspapers and magazines on law
enforcement issues. Keep a clipping file of those
articles. This will help keep you informed of
trends in the profession and aware of pertinent
vocabulary related to policing issues.
Consider reading or subscribing to professional
journals.
If you need more help building your reading skills

and taking reading comprehension tests, consider
Reading Comprehension Success, Second Edition, published by LearningExpress.
Answers to Fill-in-the-Blank
Reading Questions
1. train
2. because
3. number
4. that
5. fun
6. time
7. gang
92
C H A P T E R
Writing Review
CHAPTER SUMMARY
Did you know that law enforcement officers spend up to a third of their
duty time writing reports? Because other professionals, such as lawyers
and judges, base their actions and decisions on the data in these
reports, solid writing skills are essential for all law enforcement
candidates.
ost likely, the writing section of your corrections officer exam does not actually involve writing at all. Rather, you will be asked to answer multiple-choice questions that measure your
knowledge of the basics of grammar, sentence construction, appropriate word choice, and your
ability to locate errors in vocabulary and spelling. Therefore, a strong foundation in all these areas is key to scoring your best. Following is a comprehensive review to help you effectively deal with any writing question type you
might encounter on your exam.
Grammar Review
Structural Relationships
When you speak, you may leave your sentences unfinished or run your sentences together. But written expression makes a more permanent impression than speech. For example, the purpose of writing an incident report
is to create a permanent record that clearly and accurately represents the facts. Sentence fragments, run-on sentences, misplaced modifiers, and dangling modifiers are structural writing problems that may obscure vital
93
WRITING REVIEW
subordinate clause has a subject and a verb, it does not

express a complete thought. It needs an independent
clause to support it.
To identify a sentence fragment or subordinate
clause on your exam, look for the following joining
words, called subordinating conjunctions. When a
clause has a subordinating conjunction, it needs an
independent clause to complete an idea.
information in a report. The parts of sentences need to

have a clear relationship to each other to make sense.
This section reviews common errors in sentence
structure.
Sentence Fragments
Sentences are the basic unit of written language. Most
writing is done using complete sentences, so its important to distinguish complete sentences from fragments.
A sentence expresses a complete thought, while a fragment requires something more to express a complete
thought. To be complete, a sentence needs more than
punctuation at its endit needs a subject and an active
verb.
Look at the following pairs of word groups. The
first in each pair is a sentence fragment; the second is
a complete sentence.
after
because
although before
as, as if
if
once
since
that
though
unless
until
when
where
while
Examples:
The Canadian goose that built a nest in the
pond outside our building.
As if the storm never happened, as if no damage
was done.
Fragment: The dog walking down the street.

Complete Sentence: The dog was walking
down the street.
In the first example, removing the connector that

would make a complete sentence. In the second example, the subordinate clauses need an independent clause
to make logical sense: As if the storm never happened, as
if no damage was done, Josie remained optimistic.
Fragment: Exploding from the bat for a home

run.
Complete Sentence: The ball exploded from
the bat for a home run.
Run-on Sentences
If you can tell when a group of words isnt a sentence,
then you can tell when one or more sentences have
been run together, sometimes with a comma in
between. Some corrections officer exams will ask you
to find run-on sentences. In speech, you may run your
sentences together, but if you do so in writing, you will
confuse your reader. There are four ways to correct a
run-on sentence. Study how each fix listed below
changes the following run-on sentence.
These examples show that a sentence must have

a subject and a verb to complete its meaning. The first
fragment has a subject (dog), but not a verb. Walking
looks like a verb, but it is actually an adjective describing dog. The second fragment has neither a subject nor
verb. Exploding looks like a verb, but it too is an adjective describing something not identified in the
fragment.
Another common type of sentence fragment is a
subordinate clause that stands alone. To review,
clauses are groups of words that have a subject and a
verb. An independent clause is one that stands alone
and expresses a complete thought. Even though a
Example:
We stopped for lunch we were starving.
94
WRITING REVIEW
2. Which of the following is a complete sentence?

a. This was fun to do.
b. We looking.
c. Before the door opened.
d. If we ever see you again.
1. Add a period. This separates the run-on sentence

and makes two simple sentences.
We stopped for lunch. We were starving.
2. Add a semicolon.
We stopped for lunch; we were starving.
3. Which of the following is a run-on?

a. Whenever I see the moon rise, I am awed by
the deep orange color.
b. The special services unit completed its work
and made its report to the chief.
c. Unless we hear from the directors of the board
before the next meeting, we will not act on the
new proposal.
d. We slept soundly we never heard the alarm.
3. Use a coordinating conjunction such as and,

but, or, for, nor, yet, and so to connect the two
clauses.
We were starving, so we stopped for lunch.
4. Use a subordinating conjunction (see list of
subordinating conjunctions on the previous
page). By doing this, you turn one of the independent clauses into a subordinating clause.
Misplaced Modifiers
Modifiers are phrases that describe nouns, pronouns,
and verbs. In a sentence, they must be placed as closely
as possible to the words they describe. If they are misplaced, you will end up with a sentence that means
something other than what you intended. The results
can be comical, but the joke may be on you!
Because we were starving, we stopped for

lunch.
Some of the questions on a corrections officer

exam may test your ability to distinguish a complete
sentence from a fragment or a run-on. Check for a
subject and a verb, as well as for subordinating conjunctions. Check yourself with the following sample
questions. The answers are at the end of this chapter.
Misplaced Modifier: My uncle told me about

feeding cows in the kitchen. (Why are there
cows in the kitchen?)
Correct: In the kitchen, my uncle told me about
feeding cows.
1. Which of the following is a complete sentence?

a. The treasure buried beneath the floorboards
beside the furnace.
b. After we spent considerable time examining
all of the possibilities before making a decision.
c. In addition to the methods the doctor used to
diagnose the problem.
d. The historical account of the incident bore the
most resemblance to fact.
Misplaced Modifier: A huge python followed

the man that was slithering slowly through the
grass. (Why was the man slithering through the
grass?)
Correct: Slithering through the grass, a huge
python followed the man.
OR
A huge python that was slithering slowly
through the grass followed the man.
95
WRITING REVIEW
Double Negatives
When you use two negatives such as not or no in a sentence, you may think that you are emphasizing your
point. In fact, you are obscuring your meaning. As in
math, two negatives result in a positive. When you
write, I dont have no money, you are actually saying
that you do have money. Always avoid using double
negativesthey are considered grammatically incorrect. No and not are obvious negatives, but on your test,
be on the watch for any sentence that doubles up on
any of the following words:
Most misplaced modifiers are dangling modifiers. Dangling modifiers are phrases, located at the
beginning of a sentence and set off by a comma, that
mistakenly modify the wrong noun or pronoun. To be
correct, modifying phrases at the beginning of a sentence should describe the noun or pronoun (the subject of the sentence) that directly follows the comma.
Dangling Modifier: Broken and beyond repair,
Grandma threw the serving dish away. (Why
was Grandma broken?)
Correct: Broken and beyond repair, the serving
dish was thrown away by Grandma.
no one
nothing
OR
neither
nowhere
nobody
hardly
scarcely
barely
Example:
Grandma threw away the serving dish that was

broken and beyond repair.
Children dont hardly need computers in the

classroom in order to learn basic skills like math
and reading.
Use what youve just learned to choose which of

the following choices is the correct version of the
underlined portion of the sentence below. If you think
the sentence is correct as it stands, choose option a. The
answers are at the end of the chapter.
The negative verb dont and the adverb hardly

cancel each other out. The double negative obscures the
meaning of the sentence. To rewrite the sentence in a
way that makes sense, you could remove either word.
4. Subsidized by the federal government, students

can get help financing their post-secondary education through the Federal Work-Study
Program.
a. students can get help financing their postsecondary education through the Federal
Work-Study Program.
b. since students finance their post-secondary
education through the Federal Work-Study
Program.
c. to students who need help financing their
post-secondary education.
d. the Federal Work-Study Program helps
students finance their post-secondary
education.
Redundancy and Wordiness

Most writing required of corrections officers must be
clear and to the point. Because of this, your exam may
ask you to identify redundant or wordy language.
To eliminate unnecessary repetitions or excessive
wordiness, look for words that add no new information
to a sentence.
Redundant: Due to the fact that the circumstances of the case were sensitive in nature, the
proceedings were kept confidential.
Correct: Because the circumstances of the case
were sensitive, the proceedings were kept confidential.
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WRITING REVIEW
Redundant: Officer Charles returned back to

the penitentiary at 10:00 A.M. in the morning.
Correct: Officer Charles returned to the penitentiary at 10:00 A.M.
Thrilled by the results, Phin presented the study

to his colleagues.
Punctuation and Capitalization
Punctuation and capitalization are often tested on corrections officer exams, and are essential skills for all
effective writers. This section will help you review the
basics.
To separate independent clauses joined by a coordinating conjunction, such as and, but, nor, so, for,
or or. Use a comma before the conjunction.
Maco came to Greensboro on June 15, 2004,

right after she graduated from the program.
Maco came to Greensboro in June 2004 after
she graduated from the program.
Semicolons
Review how to use this mark correctly in the following
guidelines and examples.
To set off nonessential clauses. A nonessential

clause is one that can be removed from a sentence
without changing its meaning.
My friend Ralph, who is active in the local labor
union, is a fifth-grade teacher.
To separate elements of dates and addresses.

Commas are used to separate dates that include
the day, month, and year. Dates that include just
the month and year do not need commas. When
the name of a city and state are included in an
address, set off both with commas.
Margaret moved to Portsmouth, New Hampshire, for the job.
My instinct was to solve the problem slowly and

deliberately, but we only had a week before the
deadline.
To set apart a series of words in a list.

Micah, Jose, and Sam attended the conference.
Commas
Commas create pauses, clarify meaning, and separate
different parts of a sentence. For your exam, remember
the six basic rules for using commas outlined below.
Use a comma:
To set off an introductory element, such as a word

or phrase that comes at the beginning of a
sentence.
To set off words or phrases that interrupt the flow

of thought in a sentence.
Use a semicolon to separate independent clauses

that are not joined by a conjunction.
Officer Wilkens left the jail at 3 oclock; Mrs.
Wilkens was under the weather.
The certification program, however, works well

for me.
Raimond Alvarez, my adviser and mentor, was

present at the meeting.

that contain commas, even if the clauses are
joined by a conjunction.
connected with a conjunctive adverb, such as
however, therefore, then, thus, or moreover.
The inmates were asked to wash, dry, and fold
their clothes; however, inmate Rivera refused to
comply.
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WRITING REVIEW
Colons
Colons are used to introduce elements and to show an
equivalent relationship (almost like an equals sign in
math). Follow these guidelines to recognize the correct
use of commas.
The childrens ability to absorb the foreign language is astounding.

The workshops focus on working womens
needs.
Use a colon to introduce a list when the clause

before the colon can stand as a complete sentence.
The first-year teachers are Ellen, Ben, and Eliza.

(No colon here.)
Use a colon to introduce a restatement or elaboration of the previous clause.
Never use apostrophes with possessive pronouns.

This experiment must be yours.
Use a colon to introduce a word, phrase, or clause

that adds emphasis to the main body of the
sentence.
Use s to form the plurals of letters, figures, and

numbers, as well as expressions of time or money.
Mind your ps and qs.
The project was the result of a years worth of
work.
Carrie framed the check: it was the first paycheck she had ever earned.
Add s to indefinite pronouns that show

ownership.
Everyones ability level should be considered.
James enjoys teaching Measure for Measure each

spring: it is his favorite play.
Add s to plural words ending in s.

The students grades improved each semester.
These are the first-year teachers: Ellen, Ben, and

Eliza.
Add s to plural words not ending in s.
Use a comma to introduce a formal quotation.

Writer Gurney Williams offered this advice to
parents: Teaching creativity to your child isnt
like teaching good manners. No one can paint a
masterpiece by bowing to another persons precepts about elbows on the table.
Add s to the last word of a compound noun,

compound subject, or name of a business or
institution.
The president-elects speech riveted the
audience.
Gabbie and Michaels wedding is in October.
The American Correctional Associations meeting
will take place next week.
Apostrophes
Apostrophes are used to show possession. Consider
these basic rules for using apostrophes.
Use apostrophes to show that letters or words are

omitted.
Abby doesnt (does not) work today.
Add s to form the singular possessive, even when

the noun ends in s:
Whos (who is) on first?
Mr. Summerss essay convinced me.
98
WRITING REVIEW
Capitalization
You may encounter questions that test your ability to
capitalize correctly. Here is a quick review of the most
common capitalization rules.
Now try these practice questions. For each question, choose the option that is capitalized or punctuated
correctly. Answers are at the end of the chapter.
5. a. This year we will celebrate christmas on Tuesday, December 25 in Manchester, Ohio.

b. This year we will celebrate Christmas on
Tuesday, December 25 in manchester, Ohio.
c. This year we will celebrate Christmas on
Tuesday, December 25 in Manchester, Ohio.
d. This year we will celebrate christmas on
Tuesday, December 25 in manchester, Ohio.
Capitalize the first word of a sentence. If the first

word is a number, write it as a word.
Capitalize the pronoun I.
Capitalize the first word of a quotation: I said,
Whats the name of your dog? Do not capitalize
the first word of a partial quotation: He called me
the worst excuse for a student he had ever seen.
Capitalize proper nouns and proper adjectives.
CAPITALIZATION
CATEGORY
EXAMPLE
(PROPER NOUNS)
days of the week, months of the year
Friday, Saturday; January, February
holidays, special events
Christmas, Halloween; Two Rivers Festival, Dilly Days
names of individuals
John Henry, George Billeck
names of structures, buildings
Lincoln Memorial, Principal Building
names of trains, ships, aircraft
Queen Elizabeth, Chicago El
product names
Corn King hams, Dodge Intrepid
cities and states
Des Moines, Iowa; Juneau, Alaska
streets, highways, roads
Grand Avenue, Interstate 29, Deadwood Road
landmarks, public areas
Continental Divide, Grand Canyon, Glacier National Park
bodies of water
Atlantic Ocean, Mississippi River
ethnic groups, languages, nationalities
Asian-American, English, Arab
official titles
Mayor Daley, President Johnson
institutions, organizations, businesses
Dartmouth College, Lions Club, Chrysler Corporation
proper adjectives
English muffin, Polish sausage
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WRITING REVIEW
6. a. When we interviewed each of the boys and the

fathers, we determined that the mens stories
did not match the boys versions.
b. When we interviewed each of the boys and
the fathers, we determined that the mens
stories did not match the boys versions.
c. When we interviewed each of the boys and
the fathers, we determined that the mens
stories did not match the boys versions.
d. When we interviewed each of the boys and
the fathers, we determined that the mens stories did not match the boys versions.
7. a. Abraham Adams made an appointment with
Mayor Burns to discuss the building plans.
b. Abraham Adams made an appointment with
Mayor Burns to discuss the Building Plans.
c. Abraham Adams made an appointment with
mayor Burns to discuss the building plans.
d. Abraham Adams made an appointment with
mayor Burns to discuss the Building Plans.
8. a. After colliding with a vehicle at the intersection of Grand, and Forest Ms. Anderson saw a
dark hooded figure crawl through the window, reach back and grab a small parcel, and
run north on Forest.
b. After colliding with a vehicle at the intersection of Grand, and Forest, Ms. Anderson saw a
dark hooded figure crawl through the window, reach back and grab a small parcel, and
c. After colliding with a vehicle at the intersection of Grand and Forest Ms. Anderson saw a
dark, hooded figure crawl through the window, reach back and grab a small parcel, and
d. After colliding with a vehicle at the intersection of Grand and Forest, Ms. Anderson saw a
dark, hooded figure crawl through the window, reach back and grab a small parcel, and
9. a. Ms. Abigal Dornburg, M.D., was named head

of the review board for Physicians Mutual.
b. Ms. Abigal Dornburg, M.D., was named Head
of the Review Board for Physicians Mutual.
c. Ms. Abigal Dornburg, m.d. Was named head
of the review board for Physicians mutual.
d. Ms. Abigal dornburg, M.D., was named head
of the review board for Physicians Mutual.
10. a. Although it may seem strange, my partners
purpose in interviewing Dr. E. S. Sanders Jr.
was to eliminate him as a suspect in the crime.
b. Although it may seem strange my partners
purpose in interviewing Dr. E. S. Sanders, Jr.
was to eliminate him, as a suspect in the crime.
c. Although it may seem strange, my partners
purpose in interviewing Dr. E. S. Sanders, Jr.,
was to eliminate him as a suspect in the crime.
d. Although it may seem strange, my partners
purpose in interviewing Dr. E. S. Sanders, Jr.
was to eliminate him, as a suspect in the crime.
Grammatical Relationships
For your test you must be able to identify problems in

the relationships between the parts of a sentence. You
need to be on the lookout for the incorrect use of adjectives and adverbs, subject-verb agreement, pronoun
agreement, and shifting verb tenses.
Adjectives and Adverbs
Adjectives and adverbs add spice to writingthey are
words that describe, or modify, other words. However,
adjectives and adverbs describe different parts of speech.
Whereas adjectives describe nouns or pronouns,
adverbs describe verbs, adjectives, or other adverbs.
Examples:
We enjoyed the delicious meal.
The chef prepared it perfectly.
The first sentence uses the adjective delicious to
modify the noun meal. In the second sentence, the
adverb perfectly describes the verb prepared. Adverbs are
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WRITING REVIEW
easy to spotmost end in ly. However, some of the

trickiest adverbs does not end in the typical ly form.
The following are problem modifiers to look out for on
your exam:
Good/WellWriters often confuse the adverb
well with its adjective counterpart, good.
Examples:
Look at the following examples using the verbs

speak and do. Try it yourself with any verb that confuses
you.
One person speaks.
One person does.
Two people speak.
Two people do.
Special Singular NounsSome words that end

is s, like measles, news, checkers, economics, sports, and
politics, are often singular despite their plural form,
because we think of them as one thing. Keep a watch
out for collective nounsnouns that refer to a number
of people or things that form a single unit. These words,
such as audience, stuff, crowd, government, group, and
orchestra, need a singular verb.
Ellie felt good about her test results.

(Good describes the proper noun Ellie.)
Ruben performed well on the test.
(Well modifies the verb performed.)
Fewer/LessThese two adjectives are a common pitfall for writers. To distinguish
between them, look carefully at the noun
described in the sentence. Fewer describes
plural nouns, or things that can be counted.
Less describes singular nouns that represent a
quantity or a degree.
Examples:
The high school enrolls fewer students than it
did a decade ago.
Emilia had less time for studying than Maggie.
Subject-Verb Agreement
They goes together, or they go together? You probably
dont even have to think about which subject goes with
which verb in this phraseyour ear easily distinguishes
that the second version is correct. Subject-verb agreement is when a subject matches the verb in number.
Singular nouns take singular verbs; plural nouns take
plural verbs. If you are unsure whether a verb is singular or plural, apply this simple test. Fill in the blanks in
the two sentences below with the matching form of the
verb. The verb form that best completes the first
sentence is singular. The verb form that best completes
the second sentence is plural.
Pronouns and Pronoun Agreement

Pronouns are words that take the place of a noun or
another pronoun, called an antecedent. Just as subjects
and verbs must agree in number, pronouns and their
antecedents must match in number. If an antecedent is
singular, the pronoun must be singular. If an antecedent is plural, the pronoun must be plural.
Pronouns also need to match their antecedent in
case. Case refers to a words grammatical relationship
to other words in a sentence. A pronoun that takes the
place of the subject of a sentence should be in the
nominative case (I, you, we, he, she, it, they), whereas
a pronoun that refers to the object in a sentence
should be in the objective case (me, us, you, him, her,
it, them).
Examples:
Matteo is funny, but he can also be very serious.
(subject)
Bernadette hired Will, and she also fired him.
(object)
In most cases, you will automatically recognize
errors in pronoun agreement. The phrase Me worked
on the project with him is clearly incorrect. However,
One person ________. [Singular]

Two people ________. [Plural]
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WRITING REVIEW
some instances of pronoun agreement can be tricky.

Review these common pronoun problems:
Indefinite pronouns like each, everyone, anybody,
no one, one, either, are singular.
Example:
Example:
A person has the right to do whatever he or she
wants.
Choose the correct pronoun in the following sentences. Answers are at the end of the chapter.
Each of the boys presented his science project.
11. Ravi or Yuri will bring (his, their) camera so (he,

they) can take pictures of the party.
Two or more nouns joined by and use a plural

pronoun.
Example:
12. One of the inmates files isnt in (its, their)

drawer.
Andy Warhol and Roy Lichtenstein engaged

popular culture in their art.
13. The caterer sent Bob and Ray the sandwiches (he,
they) had ordered.
Two or more singular nouns joined by or use a

singular pronoun.
Example:
14. Lenny and (he, him) went to the courthouse with

Bonnie and (I, me).
Francis or Andrew will loan you his book.
15. Neither my cousins nor my uncle knows what

(he, they) will do tomorrow.
He or she? In speech, people often use the pronoun they to refer to a single person of unknown
gender. However, this is incorrecta singular
antecedent requires a singular pronoun.
Easily Confused Word Pairs

The following lists some pronouns that are commonly
confused with verb contractions or other words. Look
out for these errors in the multiple-choice questions on
your exam.
CONFUSING WORD
QUICK DEFINITION
its
belonging to it
its
It is
your
belonging to you
youre
you are
their
belonging to them
theyre
they are
there
describes where an action takes place
whose
belonging to whom
whos
who is or who has
who
refers to people
that
refers to things
which
introduces clauses that are not essential to the information in the sentence,
unless they refer to people. (In that case, use who.)
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WRITING REVIEW
OR
The key to mastering the use of these easily confused words is to memorize each one and its meaning,
and to think consciously when you see them in written
language. Choose the correct form of these words in the
following sentences. Answers are at the end of the
chapter.
16. (Its, Its) (to, too, two) late (to, too, two) remedy
the problem now.
Terry opened the door and heard the crowd.

Incorrect: When Kate visited Japan, she sees
many Shinto temples.
Correct: When Kate visited Japan, she saw
many Shinto temples.
However, sometimes it is necessary to use a different verb tense in order to clarify when an action
occurred.
17. This is the man (who, that) helped capture the

escaped inmate.
18. (There, Their, Theyre) going (to, too, two) begin
construction as soon as the plans are finished.
19. We left (there, their, theyre) house after the
storm subsided.
Examples:
The game warden sees the fish that you caught.
The verb sees is in the present tense, indicating
that the action is occurring in the present. But, the
verb caught is in the past tense, indicating that the fish
were caught at some earlier time.
20. I think (your, youre) going (to, too, two) win at

least (to, too, two) more times.
The house that was built over a century ago sits

on top of the hill.
21. The corporation moved (its, its) home office.

VerbsAction Words
A verb is the action word of a sentence. The three basic
verb tensespresent, past, and futurelet you know
when something happens, happened, or will happen.
The important thing to remember about verb tense is to
keep it consistent. If a passage begins in the present
tense, keep it in the present tense unless there is a specific reason to changeto indicate that some action
occurred in the past, for instance. If a passage begins in the
past tense, it should remain in the past tense. Verb tense
should never be mixed as it is in the following sentences.
The verb phrase was built is in the past tense,

indicating that the house was built in the past. However,
the verb sits is in the present tense, indicating that the
action is still occurring.
Try these practice questions. Choose the option
that uses verb tense correctly. Answers are at the end of
the chapter.
22. a. When I cry, I always get what I want.
b. When I cry, I always got what I want.
c. When I cried, I always got what I want.
d. When I cried, I always get what I wanted.
Examples:
Incorrect: Terry opens the door and heard the
crowd.
Correct: Terry opens the door and hears the
crowd.
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WRITING REVIEW
A root is the main part of a word that describes

the words basic origin.
23. a. It all started after I came home and am in my

room studying for a big test.
b. It all started after I came home and was in my
c. It all starts after I come home and was in my
d. It all starts after I came home and am in my
Example:
24. a. The child became excited and dashes into the

house and slams the door.
b. The child becomes excited and dashed into the
house and slammed the door.
c. The child becomes excited and dashes into the
d. The child became excited and dashed into the
The root of the words beneficial, benefit, and

benevolent is bene, which means good or well. If
something is beneficial or of benefit to you, it is
good for you. A benevolent person is a good or
kind person.
A prefix is a word part found at the beginning of
a word, often before the root.
Example:
A common prefix is anti-, which means against
or opposite. Two common words with the prefix
anti- are antibiotics and antifreeze. Antibiotics
are used to fight against sickness, and antifreeze
is used in engines to protect against freezing.
Vocabulary
Many corrections officer exams test vocabulary. There

are three basic areas that you should be familiar with
before you take your test:
word parts: finding the meaning suggested by a

part of a word, such as a root, prefix, or suffix
synonyms and antonyms: words that mean the
same or the opposite of given words
context: determining the meaning of a word or
phrase by noting how it is used in a sentence or
paragraph
A suffix is a word part found at the end of many

words.
Example:
Word Parts
Roots, Suffixes, and Prefixes
It is impossible to learn every vocabulary word that
could possibly be tested on your corrections officer
exam. But there are clues in many words that can help
reveal a words meaning even if you have never seen the
word before. These clues are roots, prefixes, and suffixes, and they are the building blocks of many words
in the English language. If you can learn the most common of these building blocks you can dramatically
increase your odds of knowing a words definition, or
at least give yourself a fighting chance at figuring it out.
A common suffix is ology, which means the

study of. You can probably think of many words
that have this suffix, such as biology, or theology.
Bio is a common root that means life. Theo is
common root that refers to god, or religion. If
you did not know the meaning of biology or
theology, but you recognized their roots and
suffixes, youd be able to figure out of their definitions. Biology is the study of life. Theology is
the study of god or religion.
A List of Word Parts
Following are some of the word parts seen most often
in vocabulary tests. Simply reading them and their
examples for five to ten minutes a day will give you the
quick recognition you need to make a good association
with the meaning of an unfamiliar word.
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WRITING REVIEW
COMMON PREFIXES AND THEIR MEANINGS
a (not, without)
ex: amoral, apolitical
ab (away from, off)

ex: abnormal, abhor
bi (two)
ex : bifocals, bicentennial
contra (against, opposite)

ex : contradict, contraceptive
de (take away from, down,

do the opposite of)
ex: deflate, derail
dis (not, opposite of, exclude)

ex : disown, disarm
im, in, il (not, negative)

inter (between, among)
ex: impossible, inappropriate, ex: interstate, intervene
illegal
mis (wrong)
ex : misspell, misplace
non (not, no)

ob, op (toward, against,
ex: nonsense, nonconformity in the way of)
ex: objection, oppose
per (through, very)

ex: persecute, persuade
pre (before)
ex: precede, predict
pro (forward, for)

ex: protect, propel, provide
port (carry)
ex : portable, portfolio
re (back, again)
ex: remember, reply
term (end, boundary, limit)

ex: terminology, termination
trans (across, beyond, change)

ex : transformation, transfer
un (not, against, opposite)

ex: unstoppable,
untrustworthy, unhappy
voc (to call)

ex: vocation, vocal
COMMON ROOT WORDS AND THEIR MEANINGS
anim (mind, life, spirit, anger) cede, ceed, cess (go, yield)
ex: animal, animated,
ex: concede, success, exceed
animosity
cred (trust, believe)

ex : credible, sacred, incredible
dic, dict (say, speak)

fid (belief, faith)
ex: indication, dictionary, edict ex: confide, affidavit, fidelity
flu, flux (to flow, flowing)

ex: fluid, fluctuate
form (shape)
ject (throw)
ex: conform, format, formality ex: interject, object, intersect
man (by hand, make, do)

ex: manage, craftsmanship, command
oper (work)
ex: operation, cooperate
path (feel)
ex: homeopathic, sympathy,
psychopath
pict (paint, show, draw)

ex : depiction, picture
pel/pulse (push)
ex: impulse, compel
rog (ask)
ex: interrogate
rupt (break)
ex : interrupt, corrupt
sent, sens (feel, think)

ex: resentment, sensitive
sist (to withstand, make up)

ex: insist, resist, persist
spir (breath, soul)

ex : inspire, perspire
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WRITING REVIEW
COMMON SUFFIXES AND THEIR MEANINGS
ance, ence (quality or process) ant, ent (something or someone ate (office or function)
ex: dominance, dependence that performs an action)
ex : dedicate, candidate
ex: client, applicant
dom (state of being)
ex: boredom, wisdom
er, or (person or thing that

does something)
ex: officer, director
ful (amount or quality that fills)

ex : handful, cheerful
ian, an (related to, one that is) ia (names, diseases)

ex: custodian, human
ex: hysteria, anorexia
ile (capability, aptitude)

ex : fragile, docile
ing (action, result of action) ion (condition or action)

ex: singing, jumping, clinging ex: abduction, selection,
deduction
ive (condition)
ex : motive, directive
ity (expressing state or

condition)
ex: sincerity, brevity
ment (action, product, result)

ex: fragment, ornament,
judgment
ness (state, condition, quality)

ex : happiness, goodness,
nervousness
or (property, condition)
ex: candor, squalor, splendor
otic (relationship to action,

ship (status, condition)
process, or condition)
ex : partnership, friendship,
ex: patriotic, psychotic, hypnotic courtship
ty (quality or state)
ex: unity, civility, anonymity
ure (act, condition, process

y (inclination, result of an activity)
or function)
ex : dreamy, pesky, whiny
ex: exposure, composure, assure
Choose the word or phrase below that best

describes the meaning of the underlined portion of the
word. Answers and explanations are at the end of the
chapter.
25. proactive
a. after
b. forward
c. toward
d. behind
26. recession
a. against
b. see
c. under
d. back
27. contemporary
a. with
b. over
c. apart
d. time
28. etymology
a. state of
b. prior to
c. study of
d. quality of
29. vandalize
a. to make happen
b. to stop
c. to fill
d. to continue
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WRITING REVIEW
Synonym and Antonyms

A word is a synonym of another word if it has the same
or nearly the same meaning as the other word.
Antonyms are words with opposite meanings.
Questions that ask for synonyms and antonyms
can be tricky because they require you to recognize the
meaning of several words that may be unfamiliarnot
only the words in the questions but also the answer
choices. Usually the best strategy is to look at the structure of the word and to listen for its sound. See if a part
of a word looks familiar. Think of other words you
know that have similar key elements. How could those
words be related?
Try your hand at identifying the word parts and
related words in these sample synonym questions.
Choose the word that means the same or about the
same as the underlined word. Answers and explanations are found at the end of the chapter. Be sure to read
the explanations thoroughly, they are just as important
as the answers because they show you how to go about
choosing a synonym if you dont know the word.
30. a set of partial prints
a. identifiable
b. incomplete
c. visible
d. enhanced
31. substantial evidence
a. inconclusive
b. considerable
c. proven
d. alleged
32. corroborated the statement
a. confirmed
b. negated
c. denied
d. challenged
33. ambiguous questions

a. meaningless
b. difficult
c. simple
d. vague
The main danger in answering questions with
antonyms is forgetting that you are looking for opposites rather than synonyms. Most questions will include
one or more synonyms as answer choices to distract
you. The trick is to keep your mind on the fact that you
are looking for the opposite of the word. If on your
exam youre allowed to mark in the books or on the test
papers, circle the word antonym or opposite in the directions to help you remember.
Otherwise, the same tactics that work for synonym questions work for antonyms as well: try to
determine the meaning of part of the word or to
remember a context where youve seen the word before.
Choose the word that means the opposite of the
underlined word in the questions below. Answers and
explanations are found at the end of the chapter.
34. zealous pursuit
a. envious
b. eager
c. idle
d. comical
35. inadvertently left
a. mistakenly
b. purposely
c. cautiously
d. carefully
36. exorbitant prices
a. expensive
b. unexpected
c. reasonable
d. outrageous
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WRITING REVIEW
40. Despite the fact that he appeared to have abundant financial resources, the defendant claimed
to be destitute.
a. wealthy
b. ambitious
c. solvent
d. mpoverished
37. compatible workers

a. comfortable
b. conflicting
c. harmonious
d. experienced
38. belligerent attitude
a. hostile
b. reasonable
c. instinctive
d. ungracious
Context
Context is the surrounding text in which a word is
used. Most people use context to help determine the
meaning of an unknown word. A vocabulary question
that gives you the vocabulary word within a sentence is
usually easier to answer than one with little or no context. The surrounding text can help you as you look for
synonyms (or antonyms) for the specified words in
the sentences.
The best way to take meaning from context is to
look for key words in sentences or paragraphs that
convey the meaning of the text. If nothing else, the
context will give you a means to eliminate wrong
answer choices that clearly dont fit. The process of
elimination will often leave you with the correct answer.
Try these practice questions. Choose the word
that best describes the meaning of the underlined word
in the sentence. Answers and explanations are found at
the end of the chapter.
41. Though she was distraught over the disappearance of her child, the woman was calm enough to
give the officer her description.
a. punished
b. distracted
c. composed
d. anguished
42. The unrepentant criminal expressed no remorse
for his actions.
a. sympathy
b. regret
c. reward
d. complacency
Commonly Confused Words
The following list contains some commonly confused
words that often appear on corrections officer exams.
If you find some that you frequently confuse, study
them and practice using them correctly in a sentence.
39. The members of the jury were appalled by the

wild and uncontrolled behavior of the witness in
the case.
a. horrified
b. amused
c. surprised
d. dismayed
108
CONFUSING
QUICK
WORDS
DEFINITION
accept
recognize
except
excluding
affect (verb)
to influence
effect (noun)
result
effect (verb)
to bring about
all ready
totally prepared
already
by this time
allude
make indirect reference to
WRITING REVIEW
elude
evade
overdo
do too much
illusion
unreal appearance
overdue
late
all ways
every method
persecute
to mistreat
always
forever
prosecute
to take legal action
among
in the middle of several
personal
individual
between
in an interval separating
personnel
employees
precede
go before
proceed
continue
proceeds
profits
principal (adjective)
main
principal (noun)
person in charge
principle:
standard
stationary
still, not moving
stationery
writing material
than
in contrast to
then
next
to
on the way to
too
also
weather
climate
whether
if
(two)
assure
to make certain (assure

someone)
ensure
to make certain
insure
to make certain (financial

value)
beside
next to
besides
in addition to
complement
match
compliment
praise
continual
constantly
continuous
uninterrupted
disinterested
no strong opinion either

way
uninterested
dont care
elicit
to stir up
illicit
illegal
eminent
well known
imminent:
pending
farther
beyond
further
additional
incredible
beyond belief,
astonishing
incredulous
skeptical, disbelieving
loose
not tight
lose
unable to find
may be
something may possibly

be
maybe
perhaps
Spelling
Generally, spelling is tested on corrections officers

exams in a multiple-choice format. You will be given
several possible spellings for a word and asked to identify the one that is correct. Thus, you must be able to see
very fine differences between word spellings. The best
way to prepare for a spelling test is to have a good grasp
of the spelling fundamentals and be able to recognize
when those rules dont apply. Remember that English
is full of exceptions in spelling. You have to develop a
good eye to spot the errors.
Even though there are so many variant spellings
for words in English, corrections officer exams generally are looking to make sure that you know and can
apply the basic rules. Here are some of those rules to
review:
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WRITING REVIEW
46. The high scorer had the greatest number of

accurate answers.
a. accurate
b. acurate
c. accuret
d. acccurit
i before e, except after c, or when ei sounds like a

Examples: piece, receive, neighbor
gh can replace f or be silent

Examples: enough, night
Double the consonant when you add an ending.

47. He was warned not to use exessive force.
a. exessive
b. excesive
c. excessive
d. excesive
Examples: forget / forgettable, shop / shopping
Drop the e when you add ing.

Example: hope / hoping
The spelling of prefixes and suffixes generally

doesnt change.
Using Spelling Lists

Some test makers will give you a list to study before you
take the test. If you have a list to work with, here are
some suggestions:
Examples: project, propel, proactive

Following are some examples of how spelling
could appear on a corrections officer exam. Choose
the correctly spelled version of the underlined word in
the following sentences. If the underlined word is
spelled correctly, choose option a. Instead of checking
to see if your answers are correct at the end of the
chapter, use your dictionary for extra practice.
43. We went to an exibition of early Greek art.
a. exibition
b. exhibition
c. excibition
d. exebition
Divide the list into groups of three, five, or seven

to study. Consider making flash cards of the
words you dont know.
Highlight or circle the tricky elements in each
word.
Cross out or discard any words that you already
know for certain. Dont let them get in the way of
the ones you need to study.
Say the words as you read them. Spell them out in
your mind so you can hear the spelling.
Heres a sample spelling list. These words are typical of the words that appear on corrections exams. If
you arent given a list by the agency thats testing you,
study this one.
44. We will probly go to the movies tonight.

a. probly
b. probbaly
c. probely
d. probably
achievement
allege
anxiety
appreciate
arraignment
asthma
autonomous
45. We took allot of pictures on our vacation.

a. allot
b. alot
c. a lot
d. alott
110
doubtful
eligible
enough
enthusiasm
equipped
exception
fascinate
ninety
noticeable
occasionally
occurred
offense
official
pamphlet
WRITING REVIEW
auxiliary
ballistics
barricade
beauty
beige
brief
bureau
business
calm
cancel
capacity
cashier
circuit
colonel
comparatively
courteous
criticism
custody
cyclical
debt
definitely
descend
fatigue
forfeit
gauge
grieve
guilt
guarantee
harass
hazard
height
incident
indict
initial
innocent
irreverent
jeopardy
knowledge
leisure
license
lieutenant
maintenance
mathematics
mortgage
49. meticulous record-keeping

a. dishonest
b. casual
c. painstaking
d. careless
parallel
personnel
physician
politics
possess
privilege
psychology
recidivism
recommend
referral
salary
schedule
seize
separate
specific
statute
surveillance
suspicious
tentative
thorough
transferred
warrant
50. superficial wounds

a. life-threatening
b. bloody
c. severe
d. shallow
51. impulsive actions
a. cautious
b. imprudent
c. courageous
d. cowardly
Choose the word that is most nearly opposite in
meaning to the underlined word.
52. amateur athlete
a. professional
b. successful
c. unrivaled
d. former
Here is a second set of vocabulary and spelling

practice questions. Answers to all the questions except
spelling questions are at the end of the chapter. For the
spelling questions, use a dictionary before you use the
answer key.
Choose the word that means the same or nearly
the same as the underlined word.
53. lucid opinions

a. clear
b. strong
c. hazy
d. heartfelt
48. convivial company

a. lively
b. dull
c. tiresome
d. dreary
54. incisive reporting

a. mild
b. sharp
c. dangerous
d. insightful
111
WRITING REVIEW
In the following questions, decide whether the

underlined word or one of the other choices best completes the sentence. If the underlined word in the sentence fits best, choose option a.
55. tactful comments

a. rude
b. pleasant
c. complimentary
d. sociable
Using the context, choose the word that means
the same or nearly the same as the underlined word.
56. Though he had little time, the student took
copious notes in preparation for the test.
a. limited
b. plentiful
c. illegible
d. careless
59. Her position as a(n) primary teacher took her all

over the city.
a. primary
b. secondary
c. itinerant
d. permanent
60. Despite her promise to stay in touch, she
remained steadfast and difficult to locate.
a. steadfast
b. stubborn
c. dishonest
d. elusive
57. Though flexible about homework, the teacher

was adamant that papers be in on time.
a. liberal
b. casual
c. strict
d. pliable
Choose the word or phrase closest in meaning to

the underlined part of the word.
61. universe
a. one
b. three
c. under
d. opposite
58. The condition of the room after the party was

deplorable.
a. regrettable
b. pristine
c. festive
d. tidy
62. reentry
a. back
b. push
c. against
d. forward
112
WRITING REVIEW
63. benefit
a. bad
b. suitable
c. beauty
d. good
67. He made no comittment to take the job.

a. comittment
b. commitment
c. comitment
d. comittmint
64. education
a. something like
b. state of
c. to increase
d. unlike
68. He made an income adaquate to meet his needs.

a. adaquate
b. adequate
c. adiquate
d. adequet
65. urbanite
a. resident of
b. relating to
c. that which is
d. possessing
69. We went to eat at a fancy new restarant.

a. restarant
b. restaraunt
c. restaurant
d. resteraunt
Choose the correct spelling of the underlined

word in the sentence. If the underlined word is spelled
correctly, choose option a.
70. The vote was unannimous to elect the chairman.

a. unannimous
b. unanimous
c. unanimus
d. unaminous
66. The information was irelevent to the action.

a. irelevent
b. irrevelent
c. irrelevant
d. irrevelent
113
WRITING REVIEW
Answers to Practice Questions
Grammar
1. d.
2. a.
3. d.
4. d. In the original sentence, the modifying phrase
incorrectly describes the subject students. Choices
b and c are subordinate clauses, and, therefore,
incorrect. Only choice d answers the question
What is subsidized by the federal government?
in a way that makes sense.
5. c.
6. b.
7. a.
8. d.
9. a.
10. c.
11. his, he
12. its
13. they
14. he, me
15. he
16. Its, too, to
17. who
18. Theyre, to
19. their
20. youre, to, two
21. its
22. a.
23. b.
24. d.
Vocabulary
25. b. Think of propeller. A propeller sends an airplane forward.

26. d. Think of recall: Manufacturers recall or bring
back cars that are defective; people recall or bring
back past events in memory.
27. a. Think of congregation: a group of people
gather with each other in a house of worship.
114
28. c. Think of biology, the study of life.

29. a. Think of scandalize: to make something shocking happen.
30. b. Partial means incomplete. The key part of the
word here is part. A partial print would only be
part of the whole.
31. b. Something substantial has substance. Something of substance would be of considerable
weight, size, or importance, so substantial evidence would considerable amount of evidence.
32. a. Corroboration is confirmation. The key part
of the word here is the prefix co-, which means
with or together. Corroboration means that one
statement agrees with another.
33. d. Ambiguous questions are vague or uncertain.
The key part of this word is ambi-, which means
two or both. An ambiguous question can be taken
two ways.
34. c. The key part or root of zealous is the word
zeal. Maybe youve heard the word zeal before,
and know zeal is passion or enthusiasm. A person
who is zealous is full of passion or enthusiasm for
something, so of the listed words, idle is most
nearly its opposite. Dont be misled by the similar
sounds of zealous and jealous. A synonym of zealouseageris there to distract you.
35. b. Inadvertently means by mistake, so purposely is
the antonym. The key element in this word is the
prefix in-, which usually means not, or the opposite of. As usual, one of the answer choices (choice
a) is a synonym.
36. c. The key element here is ex-, which means out
of or away from. Exorbitant literally means out of
orbit. The opposite of an exorbitant or outrageous
price would be a reasonable one.
37. b. The prefix, com-, means with or together.
Words that usually begin with this prefix signify a
joint relationship or agreeability. Something conflicting would be the opposite of that.
38. b. The key element in this word is the root belli-,
which means warlike. The synonym choices, then,
WRITING REVIEW
are hostile and ungracious; the antonym is

reasonable.
39. a. While surprised and dismayed could both very
well describe the reaction of the jurors, the sentences key words wild and uncontrolled signify
horror rather than the milder emotions described
by the two other choices.
40. d. The key words here are abundant financial
resources, but this is a clue by contrast. The introductory phrase despite the fact signals that you
should look for the opposite of the idea of having
abundant financial resources, which would be
poor, or destitute.
41. d. The key word and phrase here are though and
disappearance of her child, which signals that you
are looking for an opposite of calm in describing
how the mother spoke to the officer. The only
word choice strong enough to match the situation
is anguished.
42. b. Remorse means regret for ones actions. The
part of the word here to beware of is the prefix re-.
It doesnt signify anything in this word, though it
often means again or back. Dont be confused by
the two choices that also contain the prefix re-. The
strategy here is to see which word sounds better in
the sentence. The key words are unrepentant and
no, indicating that youre looking for something
that shows no repentance.
115
Spelling
43. b.
44. d.
45. c.
46. a.
47. c.
Vocabulary and Spelling
48. a.
49. c.
50. d.
51. b.
52. a.
53. c.
54. a.
55. a.
56. b.
57. c.
58. a.
59. c.
60. d.
61. a.
62. a.
63. d.
64. b.
65. a.
66. c.
67. b.
68. b.
69. c.
70. b.
C H A P T E R
Math Review
CHAPTER SUMMARY
This chapter gives you some important tips for dealing with math questions on a corrections officer exam and reviews some of the most commonly tested concepts. If youve forgotten most of your high school
math or have math anxiety, this chapter is for you.
ot all corrections officer exams test your math knowledge, but many do. Knowledge of basic arithmetic, as well as the more complex kinds of reasoning necessary for algebra and geometry problems, are important qualifications for almost any profession. You have to be able to add up dollar
figures, evaluate budgets, compute percentages, and other such tasks, both in your job and in your personal life.
Even if your exam doesnt include math, youll find that the material in this chapter will be useful on the job.
The math portion of the test covers the subjects you probably studied in grade school and high school. While
every test is different, most emphasize arithmetic skills and word problems.
Math Strategies
Dont work in your head! Use your test book or scratch paper to take notes, draw pictures, and calculate.
Although you might think that you can solve math questions more quickly in your head, thats a good way
to make mistakes. Write out each step.
117
MATH REVIEW
Read a math question in chunks rather than

straight through from beginning to end. As you
read each chunk, stop to think about what it
means and make notes or draw a picture to represent that chunk.
When you get to the actual question, circle it.
This will keep you more focused as you solve the
problem.
Glance at the answer choices for clues. If theyre
fractions, you probably should do your work in
fractions; if theyre decimals, you should probably
work in decimals; etc.
Make a plan of attack to help you solve the
problem.
If a question stumps you, try one of the backdoor
approaches explained in the next section.
When you get your answer, reread the circled
question to make sure youve answered it. This
helps avoid the careless mistake of answering the
wrong question.
Check your work after you get an answer. Testtakers get a false sense of security when they get
an answer that matches one of the multiplechoice answers. Here are some good ways to
check your work if you have time:
Ask yourself if your answer is reasonable, if
it makes sense.
Plug your answer back into the problem to
make sure the problem holds together.
Do the question a second time, but use a
different method.
Approximate when appropriate. For example:
$5.98 + $8.97 is a little less than $15.
(Add: $6 + $9)
.9876 5.0342 is close to 5. (Multiply: 1 5)
Skip hard questions and come back to them later.
Mark them in your test book so you can find
them quickly.
118
Backdoor Approaches
for Answering Questions
That Puzzle You
Remember those word problems you dreaded in high

school? Many of them are actually easier to solve by
backdoor approaches. The two techniques that follow
are terrific ways to solve multiple-choice word problems that you dont know how to solve with a straightforward approach. The first technique, nice numbers, is
useful when there are unknowns (like x) in the text of
the word problem, making the problem too abstract for
you. The second technique, working backwards, presents a quick way to substitute numeric answer choices
back into the problem to see which one works.
Nice Numbers
1. When a question contains unknowns, like x, plug
nice numbers in for the unknowns. A nice number is easy to calculate with and makes sense in
the problem.
2. Read the question with the nice numbers in
place. Then solve it.
3. If the answer choices are all numbers, the choice
that matches your answer is the right one.
4. If the answer choices contain unknowns, substitute the same nice numbers into all the answer
choices. The choice that matches your answer is
the right one. If more than one answer matches,
do the problem again with different nice numbers. Youll only have to check the answer choices
that have already matched.
MATH REVIEW
This approach works only when:
Example:
Officer Judi went shopping for uniforms with p
dollars in her pocket. If the price of shirts was s
shirts for d dollars, what was the maximum
number of shirts Officer Judi could buy with the
money in her pocket?
All of the answer choices are numbers.

Youre asked to find a simple number, not a sum,
product, difference, or ratio.
Heres what to do:
a. psd
b. pds
c.
d.
pd

s
ds

p
To solve this problem, lets try these nice numbers: p =

$100, s = 2; d = $25. Now reread it with the numbers in
place:
Officer Judi went shopping with $100 in her
pocket. If the price of uniform shirts was 2 shirts
for $25, what is the maximum number of shirts
Judi could buy with the money in her pocket?
Since 2 shirts cost $25, that means that 4 shirts cost $50,
and 8 shirts cost $100. So our answer is 8. Lets substitute the nice numbers into all 4 answers:
a. 100 2 25 = 5,000
b. 100 225 = 8
1. Look at all the answer choices and begin with the

one in the middle of the range. For example, if
the answers are 14, 8, 2, 20, and 25, begin by
plugging 14 into the problem.
2. If your choice doesnt work, eliminate it. Determine if you need a bigger or smaller answer.
3. Plug in one of the remaining choices.
4. If none of the answers work, you may have made
a careless error. Begin again or look for your mistake.
Example:
Bob ate 13 of the jellybeans. Cristobel then ate 34 of the
remaining jellybeans, which left 10 jellybeans. How
many jellybeans were there to begin with?
a. 60
b. 80
c. 90
d. 120
Starting with the middle answer, lets assume
there were 90 jellybeans to begin with:
c. 100 225 = 1,250

1
2
=
d. 25
100
2
The answer is b because it is the only one that matches

our answer of 8.
Working Backward
You can frequently solve a word problem by plugging
the answer choices back into the text of the problem to
see which one fits all the facts stated in the problem. The
process is faster than you think because youll probably
only have to substitute one or two answers to find the
right one.
119
Since Bob ate 13 of them, that means he ate 30

(13 90 = 30), leaving 60 of them (90 30 =
60). Cristobel then ate 34 of the 60 jellybeans, or
45 of them (34 60 = 45). That leaves 15 jellybeans (60 45 = 15).
The problem states that there were 10 jellybeans
left, and we wound up with 15 of them. That indicates
that we started with too big a number. Thus, 90 and 120
are all wrong! With only two choices left, lets use common sense to decide which one to try. The next lower
MATH REVIEW
answer is only a little smaller than 90 and may not be

small enough. So, lets try 60:
Since Bob ate 13 of them, that means he ate 20
(13 60 = 20), leaving 40 of them (60 20 =
40). Cristobel then ate 34 of the 40 jellybeans, or
30 of them (34 40 = 30). That leaves 10 jellybeans (40 30 = 10).
Phrases meaning multiplication: times; times the

sum/difference; product of.
Examples:
Three times a number: 3x
Twenty percent of 50: 20% 50
Five times the sum of a number and three:
5(x + 3)
Because this result of 10 jellybeans left agrees

with the problem, the correct answer is a.
Word Problem Review
Many of the math problems on corrections officer

exams are word problems. A word problem can include
any kind of math, including simple arithmetic,
fractions, decimals, percentages, even algebra and
geometry.
The hardest part of any word problem is translating English into math. When you read a problem,
you can frequently translate it word for word from
English statements into mathematical statements. The
following will be helpful in achieving this goal by providing common examples of English phrases and their
mathematical equivalents.
Phrases meaning addition: Increased by; sum of;
more than; exceeds by.
Phrase meaning division: per

Examples:
15 drops

15 drops per teaspoon:
teaspoon
22 miles

22 miles per gallon:
gallon
Phrases meaning equals: is; result is; are; has.

Examples:
15 is 14 plus 1: 15 = 14 + 1
10 more than 2 times a number is 15:
2x + 10 = 15
There are 7 hats:
H=7
Ron has 5 books: R = 5
Examples:
A number increased by five: x + 5
Practice what youve just learned about word

problems with the following questions. Answers are at
The sum of two numbers: x + y

Ten more than a number: x + 10
Phrases meaning subtraction: decreased by; difference of; less than; diminished by.
Examples:
10 less than a number: x 10
The difference of two numbers: x y
120
1. John went shopping with $100 and returned

home with only $18.42. How much money did
he spend?
a. $81.58
b. $72.68
c. $71.58
d. $71.68
MATH REVIEW
Example:
2. Marco invited ten friends to a party. Each friend

brought 3 guests. How many people came to the
party, excluding Marco?
a. 3
b. 10
c. 30
d. 40
Add 40 + 129 + 24.

1. Align the addends in the ones column. Since it is
necessary to work from right to left, begin to add
starting with the ones column. Since the ones
column totals 13, and 13 equals 1 ten and 3 ones,
write the 3 in the ones column of the answer, and
regroup or carry the 1 ten to the next column
as a 1 over the tens column so it gets added with
the other tens:
3. The office clerk can type 80 words per minute.

How many minutes will it take him to type a
report containing 760 words?
a. 8
b. 821
c. 9
d. 921
40
129
+ 24
3
4. Warden Diaz is writing a budget request to

upgrade his personal computer system. He wants
to purchase a CD burner, which will cost $100,
two new software programs at $350 each, a new
monitor for $249, and a bundle of blank CDs for
$25. What is the total amount Warden Diaz
should write on his budget request?
a. $724
b. $974
c. $1,074
d. $1,094
2. Add the tens column, including the regrouped 1.

1
10
129
+ 24
93
3. Then add the hundreds column. Since there is
only one value, write the 1 in the answer.
1
40
129
+ 24
193
Addition Review
Addition is used when it is necessary to combine

amounts. In addition, the numbers being added are
called addends. The result is called a sum. The symbol
for addition is called a plus sign. In the following example, 4 and 5 are addends and 9 is the sum:
4+5=9
It is easiest to add when the addends are stacked
in a column with the place values aligned. Work from
right to left, starting with the ones column.
121
Try these addition problems. Answers are at the

end of the chapter.
5. 567 + 389 + 267 =
a. 1,123
b. 1,223
c. 1,232
d. 1,323
MATH REVIEW
41
52
36
6
6. Fairweather County employed 467 corrections

officers last year, and recently hired 52 more.
Cape Rose County employed 378 corrections
officers last year, and recently hired 22 more.
What is the total number of corrections officers
currently employed by Fairweather and Cape
Rose Counties?
a.
819
b.
820
c.
919
d.
920
2. Regrouping 1 ten from the tens column left 4

tens. Subtract 4 3 and write the result in the
tens column of the answer. Cellblock North
houses 16 more inmates than Cellblock East.
Check by addition: 16 + 36 = 52.
41
52
36
16
Subtraction Review
Subtraction is used to find the difference between

amounts. In subtraction, the number being subtracted
is called the subtrahend. The number being subtracted
FROM is called the minuend. The answer to a subtraction problem is called a difference. The symbol
for subtraction is called a minus sign. In the following
example, 15 is the minuend, 4 is the subtrahend, and 11
is the difference.
Practice with these subtraction problems.

Answers are at the end of the chapter.
15 4 = 11
It is easiest to subtract when the minuend and
subtrahend are in a column with the place values
aligned. Again, just as in addition, work from right to
left. It may be necessary to regroup.
Example:
If Cellblock North houses 52 inmates, and Cellblock East houses 36, how many more inmates
does Cellblock North house?
1. Find the difference between the inmate numbers
by subtracting. Start with the ones column. Since
2 is less than the number being subtracted (6),
regroup or borrow a ten from the tens column.
Add the regrouped amount to the ones column.
Now subtract 12 6 in the ones column.
122
7. 1,332
601
102
37
a. 491
b. 492
c. 592
d. 591
8. Rockville Penitentiary is slowly reducing its
number of cells. Four years ago, there were a
total of 310 cells. The following year it closed
Cellblock 7, which contained 27 cells. The year
after that is closed Cellblock 10, which had 25
cells, and Cellblock 3, which had 40 cells. How
many open cells are there today?
a. 218
b. 318
c. 219
d. 419
MATH REVIEW
Multiplication Review
In multiplication, the same amount is combined multiple times. When two or more numbers are being
multiplied, they are called factors. The answer that
results is called the product. In the following example,
5 and 6 are factors and 30 is their product.
5 6 = 30
There are several ways to represent multiplication
in the above mathematical statement.
A dot between factors indicates multiplication:

5 6 = 30
34
54
6
2. Multiply the number in the tens place in the top
factor (3) by the number in the ones place of the
bottom factor (4); 4 3 = 12. Then add the
regrouped amount 12 + 1 = 13. Write the 3 in the
tens column and the one in the hundreds column of the partial product.
Parentheses around any one or more factors indicate multiplication:

(5)6 = 30, 5(6) = 30, and (5)(6) = 30
1. In order to solve this problem, you could add 34

to itself 54 times, but we can solve this problem
easier with multiplication. Line up the place values vertically, writing the problem in columns.
Multiply the number in the ones place of the top
factor (4) by the number in the ones place of the
bottom factor (4): 4 4 = 16. Since 16 = 1 ten
and 6 ones, write the 6 in the ones place in the
first partial product. Regroup or carry the ten by
writing a 1 above the tens place of the top factor.
Multiplication is also indicated when a number is

placed next to a variable:
34
54
136
5a = 30
In this equation, 5 is being multiplied by a.
Instead of adding 30 three times, 30 + 30 + 30, it
is easier to multiply 30 by 3. If a problem asks for the
product of two or more numbers, the numbers should
be multiplied to arrive at the answer.
Example:
A courtroom contains 54 rows, each containing
34 seats. How many seats are there in total?
3. The last calculations to be done require multiplying by the tens place of the bottom factor. Multiply 5 (tens from bottom factor) by 4 (ones from
top factor); 5 4 = 20, but since the 5 really represents a number of tens, the actual value of the
answer is 200 (50 4 = 200). Therefore, write the
two zeros under the ones and tens columns of
the second partial product and regroup or carry
the 2 hundreds by writing a 2 above the tens
place of the top factor.
2
34
54
136
00
123
MATH REVIEW
10. A penitentiary contains 18 cellblocks, each containing 46 cells. How many cells are there in
total?
a. 528
b. 828
c. 628
d. 738
4. Multiply 5 (tens from bottom factor) by 3 (tens

from top factor); 5 3 = 15, but since the 5 and
the 3 each represent a number of tens, the actual
value of the answer is 1,500 (50 30 = 1,500).
Add the two additional hundreds carried over
from the last multiplication: 15 + 2 = 17 (hundreds). Write the 17 in front of the zeros in the
second partial product.
11. 630
67
a. 4,210
b. 4,154
c. 42,210
d. 41,540
34
54
136
1,700
5. Add the partial products to find the total
product:
Division
34
54
136
+ 1,700
1,836
Note: It is easier to perform multiplication if you write
the factor with the greater number of digits in the top
row. In this example, both factors have an equal number of digits, so it does not matter which is written on
top.
In division, the same amount is subtracted multiple

times. For example, instead of subtracting 5 from 25 as
many times as possible, 25 5 5 5 5 5, it is easier to simply divide, asking how many 5s there are in 25:
25 5. In division problems, the number being divided
BY is called the divisor. The number being divided
INTO is called the dividend. The answer to a division
problem is called the quotient.
There are a few different ways to represent division with symbols. In each of the following equivalent
expressions, 3 is the divisor and 8 is the dividend:
Try these multiplication problems. Answers are at

83
83
8

3
38
Example:
Last week, 3 corrections officers worked a total
of 54 hours of overtime. If they each worked
the same amount of overtime, how many extra
hours did each officer work?
9. 28 87 54 =
a. 13,554
b. 13,544
c. 132,554
d. 131,544
124
MATH REVIEW
The answer is 2 r1. This answer can also be written as 214 since there was one part left over out of the
four parts needed to make a whole.
Try these division problems. Answers are at the
end of the chapter.
1. Divide the total hours of overtime (54) by the

number of corrections officers (3). Work from
left to right. How many times does 3 divide 5?
Write the answer, 1, directly above the 5 in the
dividend, since both the 5 and the 1 represent a
number of tens. Now multiply: since 1(ten)
3(ones) = 3(tens), write the 3 under the 5, and
subtract; 5(tens) 3(tens) = 2(tens).
1
354

3
2
2. Continue dividing. Bring down the 4 from the
ones place in the dividend. How many times does
3 divide 24? Write the answer, 8, directly above
the 4 in the dividend. Since 3 8 = 24, write 24
below the other 24 and subtract 24 24 = 0.
18
354

3
24
24
0
Remainders
If you get a number other than zero after your last subtraction, this number is your remainder.
Example:
12. 6,900 25 =
a. 276
b. 375
c. 376
d. 475
13. There are 988 inmates to be housed in 4 separate
wings of a prison. If each wing houses the same
amount of inmates, how many inmates can be
housed each wing?
a. 247
b. 246
c. 248
d. 250
14. 82
3
,96 =
a. 356
b. 357
c. 367
d. 457
9 divided by 4.
2
49
8
1
1 is the remainder
125
MATH REVIEW
Mixed number:
Fraction Review
Problems involving fractions may be straightforward

calculation questions, or they may be word problems.
Typically, they ask you to add, subtract, multiply,
divide, or compare fractions.
Working with Fractions
A fraction is a portion of something.
A fraction written to the

right of a whole number:
312 ; 423 ; 1234 ; 2434
The value of a mixed
number is more than 1: it
is the sum of the whole
number plus the fraction.
Factors
Factors are numbers that can be divided into a larger
number without a remainder.
Example:
Lets say that a pizza was cut into 8 equal slices
and you ate 3 of them. The fraction 38 tells you
what part of the pizza you ate. The pizza below
shows this: 3 of the 8 pieces (the ones you ate)
are shaded.
Example:
12 3 = 4
The number 3 is, therefore, a factor of the number 12. Other factors of 12 are 1, 2, 4, 6, and 12.
The common factors of two numbers are the
factors that both numbers have in common.
Example:
The factors of 24 = 1, 2, 3, 4, 6, 8, 12, and 24.
The factors of 18 = 1, 2, 3, 6, 9, and 18.
To work well with fractions, it is necessary to

understand some basic concepts:
Three Kinds of Fractions
Proper fraction:
The top number is less
than the bottom number:
1 2 4 8
; ; ; 1
3
2 3 9
The value of a proper
fraction is less than 1.
Improper fraction: The top number is greater
than or equal to the bottom number:
3 5 14 12
; ; ;
2 3 9 12
The value of an improper
fraction is 1 or more.
From the above, you can see that the common

factors of 24 and 18 are 1, 2, 3, and 6. From this list it
can also be determined that the greatest common factor of 24 and 18 is 6. Determining the greatest common
factor (GCF) is useful for simplifying fractions.
Example:
Simplify 1260 .
The factors of 16 are 1, 2, 4, 8, and 16. The factors
of 20 are 1, 2, 4, 5, and 20. The common factors of 16
and 20 are 1, 2, and 4. The greatest of these, the GCF,
is 4. Therefore, to simplify the fraction, both the
numerator and denominator should be divided by 4.
126
MATH REVIEW
and 456. To convert from a mixed number to an

improper fraction (a fraction where the numerator is greater than the denominator), multiply the
whole number and the denominator and add the
numerator. This becomes the new numerator.
The new denominator is the same as the original.
Simplifying Fractions
Rule:
ac
a
=
bc
b
To simplify fractions, identify the greatest common factor (GCF) of the numerator and denominator and divide both the numerator and
denominator by this number:
Note: if the mixed number is negative, temporarily

ignore the negative sign while performing the conversion, and just make sure you replace the negative sign
when youre done.
Example:
Simplify 6732 .
The GCF of 63 and 72 is 9 so divide 63 and 72 each by
9 to simplify the fraction:
Example:
Convert 538 to an improper fraction.
58+3
43
= .
Using the formula above, 538 =
8
8
63 9 = 7

72 9 = 8
Example:
63
7
=
72
8
Convert 456 to an improper fraction.
Whenever you do arithmetic with fractions, simplify your answer. On a multiple-choice test, dont
panic if your answer isnt listed. Try to simplify it and
then compare it to the choices.
Practice by simplifying these fractions to lowest
terms:
15.
3

1
2
16.
14

35
17.
27

72
Converting Mixed Numbers to and from

Improper Fractions
Rule:
ac + b

abc =
c
46+5
29
= .
Perform the conversion: 456 =
6
6
The final answer: 269 .

Adding and Subtracting Fractions
Rules:
To add or subtract fractions with the same
denominator:
c
a
ac
=
b
b
b
To add or subtract fractions with different

denominators:
c
a
ad cb
d =
b
bd
To add or subtract fractions with like denominators, just add or subtract the numerators and keep
the denominator.
Examples:
A mixed number is number greater than 1 which

is expressed as a whole number joined to a proper
fraction. Examples of mixed numbers are 538, 213,
1
5
6
5 2
3
7 + 7 = 7 and 8 8 = 8
127
MATH REVIEW
To add or subtract fractions with unlike denominators, first find the Least Common Denominator
or LCD. The LCD is the smallest number divisible
by each of the denominators.
For example, for the denominators 8 and 12, 24

would be the LCD because 24 is the smallest number
that is divisible by both 8 and 12: 8 3 = 24, and 12
2 = 24.
Using the LCD, convert each fraction to its new
form by multiplying both the numerator and denominator by the appropriate factor to get the LCD, and
then follow the directions for adding/subtracting fractions with like denominators.
Example:
1
2
+
3
5
1(5)

=
3(5) +
2(3)

5(3)
5

15
6

15
11

15
3

4
+ 61
19.
7

8
+ 32 + 43
20.
431
21.
4

5
32
22.
7

8
1

4
243
a. 17152
b. 16152
c. 15172
d. 15152
25. Before leaving the fire station, Firefighter Soriano
noted that the mileage gauge on Engine 4 registered 4,357140 miles. When he arrived at the scene
of the fire, the mileage gauge then registered
4,400110 miles. How many miles did he drive from
the station to the fire scene?
a. 42130
b. 42170
c. 43170
Try these addition and subtraction problems. The

answers are at the end of the chapter.
18.
24. Patrolman Gustav drove 321 miles to the police

station. Then he drove 443 miles to his first assignment. When he left there, he drove 2 miles to his
next assignment. Then he drove 332 miles back to
the police station for a meeting. Finally, he drove
321 miles home. How many miles did he travel in
total?
d. 47120
Multiplying Fractions
Rule:
c
ac
a
d =
b
d
b
Multiplying fractions is one of the easiest operations to perform. To multiply fractions, simply multiply the numerators and the denominators.
1

6
Example:

1

2
4
6
24
=
5
7
35
23. 431 243

Now lets put what youve learned about adding
and subtracting fractions to work in some real-life
problems.
If any numerator and denominator have common factors, these may be reduced to smaller numbers
before multiplying, this is called canceling. To use canceling, divide the common multiples by a common
factor. In the example below, 3 and 6 are both divided
by 3 before multiplying.
128
MATH REVIEW
Example:
1
3
1
5
6
4. Optional: convert the improper fraction to a

mixed number:
= 110
77

3
If you forget to cancel, youll still get the right

answer, but youll have to simplify it.
Try these multiplication problems. The answers
are at the end of the chapter.
= 2532
Now try these multiplication problems with

mixed numbers and whole numbers. The answers are
at the end of the chapter.
26.
1

5
32
29. 431 52
27.
2

3
74 53
30. 221 6
28.
3

4
98
31. 343 452
To multiply a fraction by a whole number, first

rewrite the whole number as a fraction with a bottom
number of 1:
Example:
5 23 = 51 23 = 130
(Optional: convert 130 to a mixed number: 312)
To multiply with mixed numbers, its easier to
change them to improper fractions before multiplying.
Example:
423 512
1. Convert 432 to an improper fraction:
4 3 + 2
14
= .
432 =
3
3
Here are a few more real-life problems to test

your skills. Answers are at the end of the chapter.
32. After driving 32 of the 15 miles to the courthouse,
Officer Stone received a call from dispatch
instructing him to return to the jailhouse. How
many miles had he already driven when received
the call?
a. 5
b. 721
c. 10
d. 12
33. If Corrections Officer Henry worked 43 of a 40hour week, how many hours did he work?
a. 721
b. 10
c. 20
d. 30

5 2 + 1
11
= .
521 =
2
2
3. Cancel and multiply the fractions:

7

14

3
121 = 737 .
1
129
MATH REVIEW
34. Dispatcher Chan makes $14.00 an hour. When

she works more than 8 hours a day, she gets overtime pay of 121 times her regular hourly wage for
the extra hours. How much did she earn for
working 11 hours in one day?
a. $77
b. $154
c. $175
d. $210
When the division problem has a mixed number,

convert it to an improper fraction and then divide as
usual.
Example:
234 16
2 4+ 3
11
= .
243 =
4
4
Dividing Fractions
Rule:
2. Now, the division problem has become:

11

4
c
a
a
d
ad
d = =
b
b
c
bc
61.
3. Flip 61 to 16, change to , cancel, and multiply:
To divide one fraction by a second fraction, invert

the second fraction (that is, flip the top and bottom
numbers) and then multiply.
11

4
11 3
33

61 141 16 141 16 =
21 = 2 .
2
Here are a few division problems to try. Answers

are at the end of the chapter.
Example:
35.
1
1

4
2
1. Invert (flip) the second fraction: 12 21.

2. Change the division sign () to a multiplication
sign (): 41 21 41 21.
3. Now, work through the multiplication:
1
2
12
2
= = .
4
1
41
4
4. Can this be answer be simplified? Yes: 42 = 21
(If you remembered to use canceling in the previous step, you would have automatically ended
up with the simplified answer.)
1

3
32
36. 243 21

37.
3

5
38. 343 231

Lets wrap this up with some real-life problems.
To divide a fraction by a whole number, first

change the whole number to a fraction by putting it
over 1. Then follow the division steps above.
39. If the cook evenly split 621 pounds of beef for 4

inmates, how many pounds of beef does each
inmate get?
a.
8

1
3
b. 185
Example:
c. 121
3
3
3
2
3
1
31
2 = = = = 1
0
5
5
1
5
2
52
d. 1153
130
MATH REVIEW
40. How many 221 -pound chunks of cheese can be

cut from a single 20-pound piece of cheese?
a. 2
b. 4
c. 6
d. 8
If there are digits on both sides of the decimal

point (like 10.35), the number is called a mixed decimal.
If there are digits only to the right of the decimal point
(like .53), the number is called a decimal. A whole
number (like 15) is understood to have a decimal point
at its right (15.). Thus, 15 is the same as 15.0, 15.00,
15.000, and so on.
41. Ms. Goldbaum earned $36.75 for working 321

hours as an office clerk. What was her hourly
wage?
a. $10.00
b. $10.50
c. $10.75
d. $12.00
Changing Fractions to Decimals

To convert a fraction to a decimal, simply treat the
fraction as a division problem. Divide the bottom number of the fraction into the top number of the fraction.
Be sure to put a decimal point and a few zeroes on the
right of the top number. When you divide, bring that
decimal point up into your answer.
Decimal Review
A decimal is a special kind of fraction. You use decimals

every day when you deal with money$10.35 is a
decimal that represents 10 dollars and 35 cents. The
decimal point separates the dollars from the cents.
1
of a
Because there are 100 cents in one dollar, 1 is
100
dollar, or $.01.
Each decimal digit to the right of the decimal
point has a name:
Example:
.1 = 1 tenth = 110
Example:
Change 34 to a decimal.
1. Add a decimal point and 2 zeroes to the top
number (3):3.00
2. Divide the bottom number (4) into 3.00:
.75

43.
00
28
20
20
0
Bring the decimal point up into the answer:
3. The quotient (result of the division) is the
answer: .75
2

.02 = 2 hundredths =
100
3
.003 = 3 thousandths =
1,0
00
4

.0004 = 4 ten-thousandths =
10,000
When you add zeroes after the rightmost decimal

place, you dont change the value of the decimal. For
example, 6.17 is the same as all of these:
6.170
6.1700
6.17000000000000000
131
Some fractions may require you to add many

decimal zeroes in order for the division to come out
evenly. In fact, when you convert a fraction like 23 to a
decimal, you can keep adding decimal zeroes to the top
number forever because the division will never come
out evenly! As you divide 3 into 2, youll keep getting
6s: 2 3 = .6666666666 etc.
This is called a repeating decimal and it can be
written as .666 or as .6632. You can approximate it as .67,
.667, .6667, and so on.
MATH REVIEW
Changing Decimals to Fractions

To change a decimal to a fraction, write the digits of the
decimal as the top number of a fraction and write the
decimals name (tenths, hundredths, thousandths) as
the bottom number of the fraction. Then simplify the
fraction, if possible.
Example:
Convert .125 to a fraction.
Adding and Subtracting Decimals

Adding and subtracting decimals is very similar to
adding and subtracting whole numbers. The most
important thing to remember is to line up the decimal
points. Zeros may be filled in as placeholders when all
numbers do not have the same number of decimal
places. If a number doesnt have a decimal point, then
put one at the right end of the number.
Example:
1. Write 125 as the top of the fraction: 125.

2. Three places to the right of the decimal means
thousandths, so write 1,000 as the bottom
125
number:
1,0
00 .
3. Simplify by dividing 125 into the top and bottom
125
125 125
1

numbers:
1,0
00 =
1,000
125 = 8.
Change the following decimals or mixed decimals
to fractions. Answers are at the end of the chapter.
1.23 + 57 + .038
1. Line up the numbers like this:
2. Add:
Example:
1.23 + .038
42. .005
1. Line up the numbers like this: 1.230

.038
2. Subtract:
1.192
43. 3.48
44. 123.456
Try these addition and subtraction problems.

Comparing Decimals
Because decimals are easier to compare when they have
the same number of digits after the decimal point, tack
zeroes onto the end of the shorter decimals. Then all
you have to do is compare the numbers as if the decimal points werent there:
Example:
1.230
57.000
+ .038
58.268
45. .905 + .02 + 3.075

46. .005 + 8 + .3
47. 3.48 2.573
48. 123.456 122
Compare .08 and .1

1. Tack one zero at the end of .1: .10
2. To compare .10 to .08, just compare 10 to 8.
3. Since 10 is larger than 8, .1 is larger than .08.
132
MATH REVIEW
49. Officer Peterson drove 3.7 miles to the state park.

He then walked 1.6 miles around the park to
make sure everything was all right. He got back
into the car, drove 2.75 miles to check on a broken traffic light and then drove 2 miles back to
the police station. How many miles did he drive
in total?
a. 8.05
b. 8.45
c. 8.8
d. 10
50. The average number of conjugal visits at State
Penitentiary fell from 486.4 per week to 402.5 per
week. By how many conjugal visits per week did
the average fall?
a. 73.9
b. 83
c. 83.1
d. 83.9
Multiplying Decimals
To multiply decimals, ignore the decimal points and
just multiply the numbers. Then count the total number of decimal digits (the digits to the right of the decimal point) in the numbers youre multiplying. Count
off that number of digits in your answer beginning at
the right side and put the decimal point to the left of
those digits.
Example:
What is the product of 0.14 and 4.3?
1. Multiply as usual (do not line up the decimal
points):
4.3
.14
172
430
602
2. To figure out the answer, 4.3 has one decimal

place and .14 has two decimal places. Add these
in order to determine the total number of decimal places the answer must have to the right of
the decimal point. In this problem there are a
total of 3 (1 + 2) decimal places. When finished
multiplying, start from the right side of the
answer, and move to the left the number of decimal places previously calculated.
.602

In this example, 602 turns into .602 since there
have to be three decimal places in the answer. If there
are not enough digits in the answer, add zeros in front
of the answer until there are enough.
Example:
.03 .006
1. Multiply 3 times 6: 3 6 = 18.
2. You need 5 decimal digits in your answer, so tack
on 3 zeroes: 00018.
3. Put the decimal point at the front of the number
(which is 5 digits in from the right): .00018
You can practice multiplying decimals with the
following problems. Answers are at the end of the
chapter.
51. .05 .6
52. .053 6.4
53. 38.1 .0184
133
MATH REVIEW
Example:
54. Officer Joseph earns $14.50 per hour. Last week

he worked 37.5 hours. How much money did he
earn that week?
a. $518.00
b. $518.50
c. $525.00
d. $543.75
.06.2
18

1. Because there are 2 decimal digits in .06, move
the decimal point 2 places to the right in both
numbers and move the decimal point straight up
into the answer:
.
.06.1.
21
.8

55. Peanuts cost $3.50 per pound. Approximately

how much will 4.25 pounds of peanuts cost?
a. $12.25
b. $12.50
c. $12.88
d. $14.88
2. Divide using the new numbers:

20.3
612
1.
8
12
01
00
18
18
0
Dividing Decimals
To divide a decimal by a whole number, set up the
division (8.2
56
) and immediately bring
the decimal
.
point straight up into the answer (8.56
2 . Then divide
as you would normally divide whole numbers:
Example:
Under certain conditions, you have to tack on

zeroes to the right of the last decimal digit in
number youre dividing into:
.032
. 6
825

0
25
24
16
16
0
To divide any number by a decimal, there is an

extra step to perform before you can divide. Move the
decimal point to the very right of the number youre
dividing by, counting the number of places youre moving it. Then move the decimal point the same number
of places to the right in the number youre dividing into.
In other words, first change the problem to one in
which youre dividing by a whole number.
if there arent enough digits for you to move the

decimal point to the right OR
if the answer doesnt come out evenly when you
do the division OR
if youre dividing a whole number by a decimal.
Then youll have to tack on the decimal point as
well as some zeroes.
Try your skills on the following division problems. Answers are at the end of the chapter.
56. 79

.8
57. .0004.0
5
12
58. .52
8
.6
134
MATH REVIEW
59. .141
96
If youre shaky on fractions, you may want to

review the previous fraction section before reading
further.
60. If Transport Officer Worthington drove his truck

92.4 miles in 2.1 hours, what was his average
speed in miles per hour?
a. 41
b. 44
c. 90.3
d. 94.5
61. Inmate Sanders walked around the jail track a
total of 18.6 miles in 4 days. On average, how
many miles did she walk each day?
a. 4.15
b. 4.60
c. 4.65
d. 22.60
Percent Review
Percents are always out of 100. Literally, the word

percent means per 100 parts. The root cent means 100:
a century is 100 years, there are 100 cents in a dollar, etc.
17

For example, 17% is the same as
100 . Thus, 17% means
17 parts out of 100. Because fractions can also be
expressed as decimals, 17% is also equivalent to .17,
which is 17 hundredths.
Changing a Decimal to a Percent

and Vice Versa
To change a decimal to a percent, move the decimal
point two places to the right and tack on a percent sign
(%) at the end. If the decimal point moves to the very
right of the number, you dont have to write the decimal point. If there arent enough places to move the
decimal point, add zeroes on the right before moving
the decimal point.
To change a percent to a decimal, drop off the percent sign and move the decimal point two places to the
left. If there arent enough places to move the decimal
point, add zeroes on the left before moving the decimal
point.
Try changing the following decimals to percents.
62. .45
63. .008
64. .1632
Now, change the following percents to decimals.
Examples:
%

17% = 13 =
100 = 0.17
65. 12%
3
= 0.03
3% =
100
66. 8721%
124

124% =
100 = 1.24
67. 250%
.9
9
0.9% =
10
0 =
1,0
00 = 0.009
You come into contact with percents every day.

Sales tax, interest, and discounts are just a few common
examples.
Changing a Fraction to a Percent

and Vice Versa
To change a fraction to a percent, there are two techniques. Each is illustrated by changing the fraction 41 to
a percent:
135
MATH REVIEW
Technique 1: Multiply the fraction by 100%.

25
Try changing the following fractions to percents.

10
0

Multiply 14 by 100%: 14
1 = 25%.
%
Technique 2: Divide the fractions bottom number into the top number; then move the decimal point two places to the right and tack on a
percent sign (%).
68.
1

8
69.
13

25
70.
7

1
2
Now change these percents to fractions.
Divide 4 into 1 and move the decimal point

2 places to the right:
71. 95%
.25
41.
00
.25 = 25%
72. 3721%
To change a percent to a fraction, remove the

percent sign and write the number over 100. Then
reduce if possible.
73. 125%
Percent Word Problems
Word problems involving percents come in three main

varieties:
Example:
Change 4% to a fraction.
1. Remove the % and write the fraction 4 over 100:

4

.
100
4 4
1
2. Simplify:
100
4 =
2
5.
Example:
What is 30% of 40?
Heres a more complicated example:
Change 1623% to a fraction.

1. Remove the % and write the fraction 1623 over
100:
Find what percent one number is of another

number.
Example:
12 is what percent of 40?
1623

100
2. Since a fraction means top number divided by

bottom number, rewrite the fraction as a divi1
100
2

sion problem:
1 100 16 3 100
3. Change the mixed number (1632) to an improper
100

fraction (530 ): 530
1
1
100

4. Flip
the
second
fraction
(
1 100 ) and multiply:
1
1

50
1

=
100
3
6
Find a percent of a whole.
Find the whole when the percent of it is given.
Example:
12 is 30% of what number?
While each variety has its own approach, there is
a single shortcut formula you can use to solve each of
these:
136
MATH REVIEW
is
%
of =

100
12 is the is number and 40 is the of number:

%
12
=

100
40
The is is the number that usually follows or is

just before the word is in the question.
The of is the number that usually follows the
word of in the question.
The % is the number that in front of the % or
percent in the question.
Cross-multiply and solve for %:

12 100 = 40 %
1,200 = 40 %
1,200 = 40 30
Thus, 12 is 30% of 40.
Or you may think of the shortcut formula as:
part
%

wh
ole =
100
12 is 30% of what number?

30

12 is the is number and 30 is the %: 1o2f =
100
To solve each of the three varieties, were going to

use the fact that the cross-products are equal. The
cross-products are the products of the numbers diagonally across from each other. Remembering that product means multiply, heres how to create the
cross-products for the percent shortcut:
Cross-multiply and solve for the of number:

12 100 = of 30
1,200 = of 30
1,200 = 40 30
part
%
=
whole
100
Thus 12 is 30% of 40.
part 100 = whole %

Heres how to use the shortcut with crossproducts:
Find a percent of a whole.
You can use the same technique to find the percent increase or decrease. The is number is the actual
increase or decrease, and the of number is the original
amount.
Example:
What is 30% of 40?
If a uniform supply store puts $20 hats on sale

for $15, by what percent is the selling price
decreased?
30

30 is the % and 40 is the of number: 4is0 =
100
Cross-multiply and solve for is:

is 100 = 40 30
1. Calculate the decrease, the is number:

$20 $15 = $5.
2. The of number is the original amount, $20.
3. Set up the equation and solve for of by cross%
.
multiplying: 250 =
100
is 100 = 1,200
12 100 = 1,200
Thus, 12 is 30% of 40.
5 100 = 20 %

number.
500 = 20 %
500 = 20 25
12 is what percent of 40?
137
MATH REVIEW
83. 200% of what number is 20?
4. Thus, the selling price is decreased by 25%.

If the merchant later raises the price of the hats
from $15 back to $20, dont be fooled into thinking that
the percent increase is also 25%! Its actually more,
because the increase amount of $5 is now based on a
lower original price of only $15:
5
%
1

5 =
100
5 100 = 15 %
500 = 15 %
500 = 15 3313
Thus, the selling price is increased by 33%.
Find a percent of a whole. Answers are at the end
of the chapter.
74. 1% of 25
75. 18.2% of 50
76. 3721% of 100
77. 125% of 60
number.
78. 10 is what % of 20?
79. 4 is what % of 12?
80. 12 is what % of 4?
Now try your percent skills on some real-life

problems.
84. Last Monday, 20% of the 140-member jail nursing staff was absent. How many nurses were
absent that day?
a. 14
b. 20
c. 28
d. 112
85. 40% of State Penitentiary employees are women.
If there are 80 women in States service, how
many men are employed there?
a. 32
b. 112
c. 120
d. 160
86. Out of 840 attempted escapes in the by inmates
last year, 42 were successful. What percent of the
escapes were successful?
a. .5%
b. 2%
c. 5%
d. 20%
87. Sams Uniform Supply put all of its merchandise
on sale for 20% off. If Jason saved $10 by purchasing one pair of shoes during the sale, what
was the original price of the shoes before the
sale?
a. $12
b. $20
c. $40
d. $50

138
MATH REVIEW
26. 125
Answers to Practice Questions
27. 385
28. 23
Word Problems
29. 2165 or 11115
1. a.
2. c.
3. d.
4. c.
30. 15
31. 323 or 1612
32. c.
33. d.
Addition
34. c.
5. b.
6. c.
35. 12
36. 512
37. 15
Subtraction
7. c.
8. a.
38. 4258 or 11278

39. b.
40. d.
Multiplication
9. d.
10. b.
11. c.
41. b.
Decimals
5
1

42.
1,0
00 or
200
Division
43. 31225
12. a.
13. a.
14. c.
456
57
44. 123
1,0
00 or 123
12
5
45. 4
46. 8.305
Fractions
15.
16.
17.
18.
19.
20.
21.
22.
23.
47. .907
1

4
2

5
3

8
11

12
55
27
or
24
24
1
74
2
1
5
1

8
7
19
or 11
2
12
48. 1.456
49. b.
50. d.
51. .03
52. .3392
53. .70104
54. d.
55. d.
56. 1.4
24. a.
57. 128
25. b.
58. 57.2
139
MATH REVIEW
59. 1,400
73. 54 or 114
60. b.
74. 14 or .25
61. c.
75. 9.1
76. 3712 or 37.5
Percents
77. 75
62. 45%
78. 50%
63. .8%
64.
79. 3313%
16.67% or 1623%
80. 300%
65. .12
81. 100
66. .875
82. 8
67. 2.5
83. 10
68. 12.5% or 1212%
84. c.
69. 52%
85. c.
70. 58.33% or 5813%
86. c.
71. 1290
87. d.
72. 38
140
C H A P T E R
Memory,
Observation,
and Counting
Review
CHAPTER SUMMARY
This chapter contains hints and tips to help you answer questions that
test your memory skills. Memory questions can be based on pictures
or on written materials; you may get the materials ahead of time or on
test day. However the memory questions are structured, this chapter
will help you deal with them.
ts amazing what your mind will file away in that cabinet we call memory. You remember every snippet of
dialogue uttered by Clint Eastwood in his first Dirty Harry movie from years ago, but you cant remember
what you had for breakfast yesterday. Some people remember names well, but cant put them with the right
faces. Others forget names quickly, but know exactly when, where, and why they met the person whose name
theyve forgotten. There are a few lucky individuals who possess what is commonly referred to as a photographic
memory, or total recall. And then there are those of us who need to look at a calendar every morning to remember what day of the week it is. Fortunately for most of us, having a good memory is actually something that can
be developedwith the right incentive.
A high score on the corrections officer exam is plenty of incentive.
Memor y Skills
Most corrections officer exams may test your short-term memory or longer-term memory skills, or both. In tests
of short-term memory, youre often required to look at a sketch of a street scene; drawings of men and women
with differing facial features, weapons, and other property; or photographs. Usually, you will be given a set amount
141
MEMORY, OBSER VATION, AND COUNTING REVIEW
1. How tall was the tallest man involved in the argument?

a. 5 10
b. 6
c. 6 2
d. 6 5
of time to look at the scene (five minutes is common),

and then you will be asked to answer test questions
about what you saw. Your goal is to memorize as much
of that drawing or photograph as you can in the allotted time.
Some exams are more interested in longer-term
memory skills. They may send you a study booklet a
few weeks in advance of the test and ask you to memorize several items in the booklet. In that case, you will
answer questions based on what you have been memorizing from the study booklet.
This chapter covers both kinds of memory questions, so you will be prepared for either one.
2. Which officer put out a call for backup?

a. Officer Buffett
b. Officer Renteria
c. Officer Galway
d. Officer Sears
3. Where did the officers take the two men who
were arguing?
a. to solitary confinement
b. back to their cellblocks
c. for a walk around the court to cool off
d. back to their cells
Short-Term Memory Questions
Questions Based on Written Passages

A common method of testing short-term memory is to
have you read a lengthy, detailed block of text and then
answer several multiple-choice questions based on that
material. Here is an example:
Answer questions 1, 2, and 3 based on the following passage.
Officer Renteria is in the prison recreation yard
when he notices that two inmates look as if they are
about to start fighting. He walks over to the basketball
court. Two white males are standing face-to-face
arguing in the center of the court. One man is 6 5
feet tall, wearing the orange prison uniform top and
pants. He is holding a basketball under his right
arm. The other man is 6 feet tall and is wearing the
orange prison pants; he has no shirt on. Officer
Renteria also notices that the other inmates have
encircled the two men and are shouting at them to
fight. He counts about 30 inmates standing on the
basketball court, including the two men who are
arguing. Officer Renteria puts out a call on his radio
for backup and sees four officers trotting toward
him from Gate 3. The officers surround the inmates
and tell them to break it up. Officer Renteria and
Officer Buffett escort the two men who are arguing
back to their cells.
What to Do
Short-term memory questions based on what you have
read are fairly straightforward. Your best approach to
these questions is to:
1. Read the instructions to find out what questions
you will have to answer based on the passage you
are about to read.
2. Read the questions before the passage so that
your mind will be primed for the kind of information that should catch your eye as you read
the passage.
3. After reading the passage, read the answers and
try to eliminate the wrong ones first.
4. When you have the right answer, glance back at
the passage to check your accuracy.
Using the example above, lets try these techniques. The instructions in the example tell you to
answer questions 1 through 3 after reading the passage.
Thats simple enough. Let your eyes drop down to the
first question: How tall was the tallest man involved in
the argument? As you read the passage, your eyes will
142
be on the lookout for that information. The next question asks, Which officer put out a call for backup?
Once again, your brain is primed to wave red flags
when you read the part of the passage that answers
this question. The final question is, Where did the
officers take the two men who were arguing? Since you
are primed with the questions, you are ready to read the
passage. You should find that the answers to the three
questions are: 1. d; 2. b; and 3. d.
What Not to Do
Do not read through the passage looking for only
the right answers. Read the entire story before
you make your decisions. A lazy reader who skims
this passage and stops reading as each question is
apparently answered might get an unpleasant surprise when the obvious answer is wrong. For
example, if you did not read the options carefully
in the third question, you may have chosen
option c because you see that the inmates were
returned to their cellblocks. The last sentence in
the passage tells you that the inmates who were
arguing were returned to their cells, not cellblocks.
Do not make this task harder than it is by trying
to draw conclusions. Your memory skills are
being tested here, not your reasoning abilities or
your knowledge of the law.
Questions Based On Pictures
Looking at a picture for a set length of timeusually

five minutesand then answering a series of questions
about details in the scene is a very common way for
corrections officer exams to test your short-term memory.
It is a simple test of your ability to recall specific details.
You arent being asked to solve crimes, use judgment
skills, or draw conclusions about what you see.
The picture will often be a scene of a busy city
street with plenty of details for you to pick up on: store
names, buses, taxis, people, clothing, action scenes (a
mugging or maybe someone changing a flat tire on a
car), and street signs. You will be asked to study this

drawing or photograph for a specific amount of time,
then you will turn to a set of questions in the test booklet. Lets assume that the picture you studied for five
minutes showed a man holding a knife in his left hand
while stealing a womans purse. You might see a test
question like this:
4. What is the man who is stealing the womans
purse holding in his left hand?
a. a gun
b. a stick
c. a bottle
d. a knife
The questions are simple and the answers are
simple. If you dont remember what the perpetrator
had in his hand or didnt even notice the scene in the
picture, then you will have to give this question your
best guess.
What to Do
Use a methodical approach to studying what you see.
When you read sentences on a page, you read from left
to right. This skill is as unconscious as breathing for
most English-language readers. Approach memorizing
a picture the same way you read, taking in the information from left to right. Instead of staring at the street
scene with the whole picture in focus, make yourself
start at the left and work your way across the page until
you get to the right.
What Not to Do
Do not go into brain-lock when you first see the
busy street scene. Take a deep breath and decide
to be methodical.
Do not try to start memorizing with a shotgun
approach, letting your eyes roam all over the page
without really taking in the details.
143
Questions Based on a Video
Some exams will show you a video and then have you
answer questions about what you have observed. This
method is not widely used because its difficult to
administer to large numbers of people, but it is possible that you may encounter it. Check with your state or
jurisdiction to make sure if this is an aspect of your particular test. If it is, a good way to prepare is to rent a
movie and ask a friend to pick out a scene and prepare
questions for you. After you watch the scene, have the
friend ask you about the specific things that you
observed.
Long-Term Memory Questions
For questions that test long-term memory, you will be

sent a study booklet a few weeks in advance of the test.
The booklet contains detailed instructions on what
you will be expected to know for the test. The expectation is that you will have plenty of time to memorize the
information and that you will be able to answer questions based on what you have memorized.
For example, you may see several pictures of items
confiscated during a search of a prisoners cellmaybe
a wristwatch, a brown belt, or a pen. On test day, you
may see a question like this:
5. In the study booklet provided to you, there are
several drawings of items confiscated in a search
of an inmates cell. One of the items was a belt.
What color was the belt?
a. navy
b. tan
c. black
d. brown
The questions are simple. You just have to be able
to recall details.
What to Do
If you get material to study in advance, study it in
advance. Dont start to study the day before the test.
Spend a little time on your study booklet every day
from the day you get it until the day before the test.
Make up your own questions from the study booklet,
there are only so many questions that could possibly be
asked of you on the test. You may find at test time that
you are asked questions similar to the ones you have
asked yourself.
What Not to Do
Do not read the questions too quickly. If youre
having trouble remembering the details, going
with what initially feels like the correct answer is
usually a good ideabut you must make sure you
are answering the right question. Rushing yourself can produce errors that were easily avoidable
if you exercised patience.
Memorization Tips
Memorization is much easier if you approach the task

with the expectation that you will remember what you
see. Call it positive thinking, self-hypnosis, or concentrationit doesnt really matter as long as you get
results. When you run through the practice questions
in this book, prepare your mind before you begin.
Repeat to yourself over and over that you will remember what you see as you study the images. Your performance level will naturally rise to meet your
expectations.
Yes, its easy for your brain to seize up when you
see a drawing filled with many details, a test section full
of questions, and a test proctor standing above you
with a stopwatch in one hand barking, You have five
minutes to study this drawing. You may begin. But if
you have programmed yourself to stay calm, stay alert,
and execute your plan, you will remember the details
when you need them.
Plan? Yes, you need a plan. If you have a method
for memorizing, say, a busy urban street scenelike the
left-to-right scheme previously outlinedthen you
will be more likely to relax and allow yourself to retain
what you have seen long enough to answer the test
questions. Keep in mind that you arent trying to memorize the scene to learn it for life, you are doing it to
144
retain the information long enough to answer the test

questions. What will it matter if you remember the
scene three months from now? Your goal is to retain the
information long enough to get through this test.
Observation Tips
Its almost impossible to talk about memorization without bringing up observation. Some people are naturally
observant. Others drift off into daydreams and have no
awareness of the world around them. Whatever category you think you are in, its never too late to sharpen,
or acquire, strong observation skills. How? By practicing, of course.
Newspaper photos make great practice tools.
News photos are normally action-oriented and usually
have more than one person in the scenes. Sit down in
a quiet place, clear your mind, remind yourself for several minutes that you will retain all the details you need
when you study the picture, and then turn to a picture
and study it for about five minutes. At the end of the
time you allot yourself, turn the picture over, get a
piece of paper and a pencil, then write down all the
details you can think of in the picture. Make yourself do
this as often as possible before the test.
You can sharpen your observation skills on the
way to work or school, too. Instead of sitting in your car
waiting for the light to change with a blank stare on
your face, look around you and say out loud what you
see. Im at the corner of Seventeenth and Peabody. I
see a man in a black, full-length raincoat standing on
the northeast corner looking in the display window of
Franks Motorcycle Shop. Theres a black Ford station
wagon parked at a meter near the motorcycle shop.
The license plate is . . . (If you ride to work on a bus or
train, say these things silently to yourself!) Not only are
you practicing a basic skill you will need to become an
excellent corrections officer, you are training your mind
to succeed at whatever memory questions the test
maker throws your way.
Memory and Observation

Practice
Refer to the street scene on pages 6667. Below are

several questions asking about details of the scene. Use
this scene to practice your memory skills. Take five
minutes (no more!) to study the picture and then
answer the questions that follow, without looking back
at the picture.
Then check your answers by looking back at the
scene. If you get all the questions right, you know youre
well prepared for memory questions. If you miss a few,
you know you need to spend more time practicing,
using the tips outlined above. Remember, you can
improve your memory with practice.
145
6. What number is on the bag being carried by the

woman on the sidewalk?
a. 31
b. 23
c. 13
d. 18
7. The woman walking the dogs is holding how
many leashes?
a. 3
b. 2
c. 4
d. 1
8. The intersection in this scene is labeled
a. W 2nd Av and 7 Av
b. W 2nd St and 7 Av
c. W 7th St and 2nd Av
d. W 7th Av and 7th St
9. What is the name of the bank?
a. Gotham Bank
b. Gotham Savings
c. Gotham Loan
d. Gotham Savings and Loan
Or you may encounter questions that employ

shapes and patterns in sets:
10. What name is printed on the front of the taxi

driving down the street?
a. Arthurs Taxis
b. Adams Taxis
c. Akims Taxis
d. Als Taxis
14. How many diamonds are needed to complete

this pattern?

11. What is the man leaning over the subway

entrance doing?
a. snatching a womans purse
b. dropping a water balloon
c. selling flowers
d. zipping his jacket
a. 6
b. 7
c. 8
d. 9
12. What phone number is written on the Rent-AVan moving truck?

a. 553-2277
b. 555-2272
c. 555-2212
d. 553-2177
15. How many hearts are in the following set?
Counting Practice
Many corrections officer exams test your counting

skills. There are many possible ways your exam may do
this.
A question may give you a set of different letters
and ask you to count only one specific letter or letter
case from the set:
a. 13
b. 14
c. 15
d. 16
B
Z
F
x
h
B
Z
f
x
N
b
Z
F
X
h
B
Z
f
x
N
B
Z
F
x
h
b
Z
f
X
N
b
z
f
x
N
a. 9
b. 10
c. 11
d. 12
Answers: 13. d.; 14. c.; 15. c.
13. If many lower case letters are there in this set?

B
Z
F
X
N
Other types of counting questions may give you

a short paragraph or sentence, and ask you to count the
number of times something such as a word, letter, or
punctuation mark occurs. You may be given a picture
similar to the memory and observation questions and
be asked to count something that occurs in the picture.
Without a time limit, counting questions are extremely
simple. But take five questions similar to the previous
examples, and add a time limit of thirty seconds, and
the whole situation changes doesnt it? Test jitters add
to that time limit and what was once a simple question
has now become a difficult brainteaser.
146
What to Do
There is only one thing you can do, and thats relax.
Take a deep breath, dont fight the clock, and make
sure you know the task at hand. Remember, counting
questions are simple, dont make them into something
they are not. Work through each question as quickly as
you can without confusing yourself, and know that
when you get into trouble, jitters grow. Counting questions are the easiest questions to practicelook all
around you. On the bus, quickly count how many people have brown hair, in the library how many black
books on a shelf, etc. Sharpening your counting skills
is not only important for your exam its important for
your career as a corrections officer as well.
What Not to Do
Dont make the questions complicated by rushing
through them. Dont look at the clock, it will only add
to your anxiety and make you prone to mistakes. Know
what you have to do, and do it. Calmness and preparation are the marks of a good test-taker, and its no surprise they are the marks of a good corrections officer,
as well.
147
C H A P T E R
10
Situational
Reasoning and
Applying
Written Material
Review
CHAPTER SUMMARY
This chapter will teach you how to best handle exam questions that test
your judgment and ability to use common sense. The keys to doing well
on these questions are being sure to read everything carefully, and
learning to think like a corrections officer.
n the civilian world when employers search for worker, the emphasis is most often on training and education. They want workers who are trained and ready to function after a brief adjustment time. This is not
usually the case in corrections. Agencies who hire corrections officers always like to see college degrees and
law enforcement training, but what they prize most of all are enthusiastic applicants who come armed with the
tools of common sense and good judgment. Every corrections officer must be trainedthe hiring agency wants
to know whether or not you will be able to safely and effectively apply what you learn. Theyll do this with the quickest, most cost-effective methodthe multiple-choice exam.
Judgment questions are designed to see if you can make a sound decisionpick the right multiple-choice
answerbased on information given to you. To arrive at the right conclusion, you will need to apply common
sense, good judgment, and good reading skills. (A little good luck never hurts either!)
Judgment questions generally fall into two categories: situational judgment and application of rules and procedures. This chapter looks at each category, takes apart an example of each type of judgment question, and then
identifies the best approach to answering the question. There are also tips on what is most likely to trip up an unprepared test-taker.
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SITUATIONAL REASONING AND APPLYING WRITTEN MATERIAL REVIEW
Situational Judgment
Questions
Situational judgment questions ask you to climb inside

the mind of a corrections officer and make decisions
from this viewpoint. It isnt necessary for you to know
the laws of any state or the policies and procedures of
any prison system. The test itself will give you all the
information you need to answer the question.
Some exams put you right into the hot seat with
language such as You are a corrections officer in charge
of . . . while other exams use a more subtle approach:
Officer Jerod is conducting a shakedown of inmate
Smythes cell and finds a homemade knife. Although
the approach is different, both test makers are asking
you to look at their questions from the same viewpointa corrections officers.
The structure of the questions is pretty simple.
Youll be given a situation, and then youll be asked to
choose how you would handle the situation if you were
the corrections officer on duty. The best part about a
multiple-choice test is that you dont have to come up
with your own planyou get to choose the best answer
from the four options listed below the question. Testday jitters, of course, may make all of the options
appear to be the right one, but keep in mind that there
is only one best answer.
Heres an example:
In this situation, all of the options could conceivably happen, and probably have, but only one
answer is the best answer. Only one answer truly
appeals to your common sense and ability to apply
good judgment. Which one is it?
The best way to approach this type of question is
to start by eliminating the options that right off you
know arent going to work. Option a is not as appealing as some of the other options because the idea of an
inmate holding a weapon in his hand while the officer
searches him should cause that officer considerable
unease, if not downright fear for his life. Feel free to
apply common sense liberally here. Option c is not
much better. It wouldnt take a whole lot of effort for
the inmate to reach into his pocket to get at the weapon.
Option d is safer than the other two, but once again, it
wouldnt take much effort for the inmate to reach down
and pick up the knife. Option b is the winner in this
contest. The inmate would have his hands full trying to
get at the knife in the officers pocket.
The temptation with situational judgment questions is to project your thoughts and feelings into the
scenario. You may catch yourself chewing on your pencil thinking, Well, this guy is an idiot. Id never handle this situation using any of these choices. Probably
not. Unfortunately, you will never see the following
option:
e. The above choices stink. I would ________.
Officer Ellenbee has searched inmate Franks and

has found a knife in his pants pocket. He has not
completed his search of the inmate. What should
he do with the knife?
a. Ask the inmate to hold it in his hand until the
search is completed.
b. Put the knife in his own pocket to keep it
safely out of reach of the inmate.
c. Put the knife back in the inmates pocket and
instruct him to leave it alone until he has completed the search.
d. Put the knife on the floor until he has completed the search.
Another temptation is to read more into the situation than is there. You may think, Maybe this
inmate is a decent guy. Maybe hes in prison for a nonviolent crime and wouldnt be likely to use that knife on
anyone. The officer might know that this guy wouldnt
hurt him . . . And so on. Use only the information you
see on the page, not the information that could be
there, to make your decision.
Just remember: Youll be asked to exercise your
good judgment and common sense to each question
you read. And it certainly helps to know what it means
to think like a corrections officer.
150
Through Their Eyes
Think like a corrections officerthats easy to say. But

how do you do it? The ideal way to learn is to find an
officer who works in a facility that allows visitors. This
facility doesnt necessarily have to be a state prison.
Local or county jails have been known to be fairly sympathetic to requests to tour the facility. Its always easiest if you get to know someone who is already working
in the corrections field. If you dont, though, never be
afraid to keep trying until you find an agency willing to
let you see with your own eyes what officers handle in
real, day-to-day settings. Do what you can to look at the
world through their eyes.
answering judgment questions, keep in mind that the

test makers know that the best officers will use the least
force possible in all situations.
Its Up to You
Many situations that arise in a correctional facility may
not be covered in a procedural manual or list of regulations. Things happen quickly and you have no time
to consult the policy manual or ask a coworker what to
do. Its all up to you how you handle the situation. For
example, you might see a question like this:
Safety First
If you got tired of hearing your mother say, Safety
first! when you were growing up, get ready for an
exhausting experience. In every action a corrections
officer takes, the safety and well-being of everyone
involved is Priority Number One.
When you look at a test question, remember that
officers have the importance of safety drilled into them
from day one. Is it safer to let the inmate stand in front
of an officer or behind an officer? Is it safer to call for
backup when a big fight breaks out, or should the officer just wade in and hope that when the fighters see the
uniform the fight will end?
The safety issue may not surface in every question, but when it does, be aware that safety is one of a
corrections officers highest priorities.
You are on duty during the lunch hour. You are

seating inmates at tables, always alert for any
potential problems. As you direct one of the
inmates to a chair, that inmate whispers to you
that she has information about drug smuggling
within the prison and asks that you find her later
to talk about this when no one else can hear.
What should you do?
a. Take the inmate out of the cafeteria immediately and make her talk.
b. Ignore the inmate. She probably just wants the
attention.
c. Continue the seating as if you didnt hear her,
and then contact her later in private as she
asked.
d. Confront her right there and make her say
what is on her mind in front of the other
inmates.
Use of Force
The smallest amount possible is the right amount of
force. You dont need to go through six months of training to recognize that its a monumental waste of effort
to swat a fly with a ten-pound sledgehammer when a
one-ounce plastic flyswatter will achieve the same
result. Common sense comes heavily into play in this
area. Expect to see test questions that ask you what the
proper amount of force is for an officer to use when
physical control is necessary, and what kind of force is
appropriate out of the choices you are given. When
Once again, the process of elimination will come

in handy to answer this question. Look at option a
first: Is there any particular urgency to the situation? No
one is apparently in any immediate danger, so it would
not make much sense to call attention to this possible
informant by singling her out. Option b is not a good
choice because you certainly want to be able to stop illegal drugs from coming into the prison population. If
the inmate has good information, you dont want to
lose it. Because you dont want to single the inmate out
and make the other inmates suspicious of her, option
151
3. Recommend appropriate disciplinary action.

4. Place a copy of the report in the inmates file.
5. Turn the report in to the supervisor in charge of
the inmates cellblock.
c looks like the best choice so far. Option d would put

the inmate in danger by identifying her to other
inmates as a possible snitch.
Application of Laws, Policy, and
Procedures
Another kind of test question asks you to read rules,

laws, policies, or procedures and then apply those
guidelines to a hypothetical situation. You may still be
able to use your good judgment and common sense in
these questions, but even more important is your ability to read carefully and accurately.
These kinds of questions ask you to do something corrections officers do every day: take their
knowledge of the laws of their state or of their agencys
procedures and use that knowledge to decide how to act
in a given situation. The questions dont expect you to
know the laws or procedures; they are right there as part
of the test question. And thats why your reading skills
are extra important.
Application of procedures questions will supply
you with information about corrections procedures
and then ask you to apply those procedures to a hypothetical situation. You might have to decide which step
in a set of procedures is the next step to be taken in the
situation, or you might have to decide whether a hypothetical officer followed the procedures properly in a
given situation. In either case, you are being tested on
your ability to follow directions, and that ability directly
relates to your reading comprehension skills.
The question is usually preceded by a brief passage telling you about the procedure; for example:
When an officer decides that an inmate requires
disciplinary action following a minor infraction of
prison rules, the officer should follow these
procedures:
1. Write a report identifying whom the inmate is,
what rule the inmate broke, and the details surrounding the incident.
2. The officer should place his or her signature at
the bottom of the report.
Officer Luke is in charge of the prison library.

Inmate Foster has been allowed to use the library
for several days in a row to prepare for his
defense in an upcoming trial. Inmate Foster has
been loud and disruptive in the library for two
days in a row and has had to be returned early to
his cell. Officer Luke decides to write up inmate
Foster so that disciplinary action can be taken.
What is the next step he should take after he
places a copy of the report in the inmates file?
a. Sign the report.
b. Give a copy of the report directly to the
inmate.
c. Turn the report in to the supervisor in charge
of the inmates cellblock.
d. Make sure the report gives the details of
inmate Fosters behavior in the library.
What the test maker wants you to do is study the
list of procedures so that when you are reading questions like the one above, you will be able to return to the
proper list of procedures, scan the steps, and answer the
question properly. These questions can be tricky if you
read too fast or read only a part of the answers. Take
your time and make sure the answer can be linked to a
step in the procedure.
In the example above, the question asks the reader
to pick out the next step Officer Luke should take after
he places a copy of the report in the inmates file. Find
the procedures that pertain to reporting an inmate for
disciplinary action and look at the steps. Find the step
that pertains to the question. In this case, your eyes
should light on step 4: Place a copy of the report in the
inmates file. Since the question asks you what the officers NEXT step is (after step 4) then you should be
looking at step 5 to see if it matches choice a, b, c, or d.
152
Turn back to the list of choices below the question

and start reading. Its not choice a because that happens
to be the second step in the procedure, and not what we
are looking for. Choice b isnt listed as an option anywhere in the procedures so we can cross it right off the
list. Choice c is, however, and it looks to be step 5 of the
procedure, word-for-word. Still, check the other
options just to make sure. Choice d matches up with
the first step in the procedure and isnt what the question asks for either. Therefore, choice c is the right
answer.
Remember, you can only choose one answer.
Often, two answers will look good, but only one will be
the BEST answer. That is why it is important to read the
questions and answers thoroughly.
Improving Your Judgment Skills
You have more options than you may realize when it

comes to sharpening your judgment skillsnot only
for the exam, but also for your career as a corrections
officer. There are some surprisingly simple exercises you
can do in your everyday life that will get you ready.
What If . . .
Theres a game most officers play in their minds called
What if. You play too, but you may not be aware of it.
What if I won the lottery tomorrow? If I did, Id empty
my desk drawers on top of the bosss desk and move to
an island somewhere. Sound familiar?
Some professional baseball players watch slowmotion videos of a batter with perfect form in the hope
that by memorizing and studying his moves, they will
be able to improve their own performance. And
research shows that this works: In times of stress, people are more likely to carry out a task if theyve practiced itmentally or physically.
What if uses the same logic. If you have thought
about a situation and you have arrived at a conclusion
about what you would do under the given circumstances, then you have given your brain a plan for the
situation if it ever actually occurs. Maybe you have
heard someone say, I didnt have any idea what to do.
I just froze. That brain didnt have a plan to follow.

Playing What if could have given it a plan.
Train yourself to play What if. Suppose you are
standing in a long line at the grocery store. You have got
time on your hands. Imagine that instead of a grocery
store, you are standing in a prison and the man in front
of you in line is really an inmate waiting in line at the
cafeteria. Suddenly, you notice that he has a bulge in his
back pocket. It looks like a knife. What do you do?
This situation could turn out to be one of the situational judgment questions you will find on your
exam. Practice. At the very least it may add a little
excitement to your grocery shopping.
Self-Confidence Checks
Practice your self-confidence. Odd advice? Not really.
Self-confidence is what makes most officers able to
make decisions with a minimum of confusion and selfdoubt. Although you arent a corrections officer yet, you
need the same self-confidence of corrections officer to
make the right decisions as a test-taker. If you arent
confident about your judgment skills and your ability
to decide what to do in a situation, then you are likely
to torture yourself with every judgment question.
Believe it or not, it is possible to practice selfconfidence. Many people practice the opposite of
self-confidence by thinking and saying negative things
like I dont know if I can do that or What if I cant
do that?
Do you talk like that? If so, now is your chance to
turn it around. Tell yourself and others, The corrections officer test is coming up and I intend to ace it.
And I know I will make a great corrections officer. I
know that when I read the test questions I can rely on
my own good judgment to help me. My common sense
will point me in the right direction.
This isnt bragging. Its how you prepare for success. You will start thinking of what you need to do to
ace the test. You are practicing self-confidence right
now by reading this book. You are getting the tools you
need to do the job. Your self-confidence has no option
but to shoot straight upand your score along with it.
153
Read, Read, Read

Reading is crucial on judgment questions. This isnt the
kind of reading you do when you are skimming a novel
or skipping through articles in a newspaper. Its the
kind where you not only have to pay attention to what

the writer is telling you, but also make decisions based
on the information you have received.
154
C H A P T E R
11
Corrections
Officer Exam II
CHAPTER SUMMARY
This is the second of the three practice exams in this book based on
exams used by departments of correction around the country to assess
candidates applying for positions as corrections officers. After working
through the instructional material in the previous chapters, take this test
to see how much your score has improved since you took the first
exam.
he test that follows is based on the exams used throughout the country to select corrections officers.
Though written examinations for corrections officers vary depending on the state, county, or municipal corrections agency, most exams test just a few basic skills, like the ones covered in this exam.
This test is similar to the one you took in Chapter 5. There are a total of one hundred questions in the following areas: reading, writing, math, memory and observation, counting, situational reasoning, and applying written material.
For this exam, simulate the actual test-taking experience as much as possible. Find a quiet place to work where
you wont be interrupted. Tear out the answer sheet on the next page and find some number 2 pencils to fill in
the circles with. Find a timer or a stopwatch to time yourself during the memory, observation, and counting sections of the exam.
After the exam, use the answer key that follows it to see how you did and to find out why the correct answers
are correct.
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CORRECTIONS OFFICER EXAM II

Most criminals do not suffer from antisocial personality disorder; however, nearly all persons with
this disorder have been in trouble with the law.
Sometimes labeled sociopaths, they are a grim
problem for society. Their crimes range from con
games to murder, and they are set apart by what
appears to be a complete lack of conscience. Often
attractive and charming, and always inordinately
self-confident, they nevertheless demonstrate a disturbing emotional shallowness, as if they had been
born without a faculty as vital as sight or hearing.
These individuals are not legally insane, nor do they
suffer from the distortions of thought associated
with mental illness; however, some experts believe
they are mentally ill. If so, it is an illness that is
exceptionally resistant to treatment, particularly
since these individuals have a marked inability to
learn from the past. It is this latter trait that makes
them a special problem for law enforcement officials.
Their ability to mimic true emotion enables them to
convince prison officials, judges, and psychiatrists
that they feel remorse. When released from incarceration, however, they go back to their old tricks, to
their con games, their impulsive destructiveness,
and their sometimes lethal deceptions.
1. Based on the passage, which of the following is
likely NOT a characteristic of the person with
antisocial personality disorder?
a. delusions of persecution
b. feelings of superiority
c. inability to suffer deeply
d. inability to feel joy
159
2. Which of the following careers would probably

best suit the person with antisocial personality?
a. soldier with ambition to make officer
b. warden of a large penitentiary
c. loan officer in a bank
d. salesperson dealing in nonexistent real estate
3. Based on the passage, which of the following
words best sums up the inner emotional life of
the person with antisocial personality?
a. angry
b. empty
c. anxious
d. repressed
4. According to the passage, which of the following
characteristics is most helpful to the person with
antisocial personality in terms of getting out of
trouble with the law?
a. inability to learn from the past
b. ability to mimic the emotions of others
c. attractiveness and charm
d. indifference to the suffering of others
Police officers are held to a higher standard of conduct than most citizens. Should an officer behave in
a disruptive manner, make an offensive joke, or
behave in an otherwise uncivil manner, even while
off duty, community leaders, public officials, and the
media react not only with disapprobation and censure, but even with surprise. A police officer is
expected to be an idealist even though he or she
confronts human nature at its most disillusioning
every day.
This is as it should be. As police officers are the
keepers of civil order, they must exemplify civil
behavior. Civil order depends less upon legal coercion than upon mutual respect and common ideals.
Committed to the ideals of justice and truth, police
officers must practice fairness and accuracy, even in
their speech. Sworn to uphold individual rights,
they must treat every individual with respect. A high

standard of civil conduct is not merely a matter of
community relations, but speaks to the essence of a
police officers role. By the same token, the public
should treat police officers with the respect due
those who must adhere to a higher standard of tolerance, understanding, moderation, and civility,
even while working under extraordinarily trying
conditions.
8. Why does civil conduct speak to the very essence

of a police officers role?
a. because a police officer is a public servant
b. because a police officer who behaves in an
uncivil manner meets with public censure
c. because civil conduct is necessary in order to
keep the civil peace
d. because a police officer upholds the law
passage as a quality a police officer must
exemplify?
a. politeness
b. courage
c. justice
d. moderation

a. High standards should apply to businessmen
as well as to police officers.
b. Police officers are held to unrealistic standards
of behavior.
c. Police officers must remain idealistic, despite
the disillusioning nature of their work.
d. A police officer should uphold common
ideals, both as expressed in law and as
required to keep the peace.
In the past two decades, law enforcement officers

have welcomed the advent of new technologies,
which have aided them greatly in their work. These
include long-range eavesdropping devices and computer scanners that allow police to identify possible
suspects by merely typing a license number into a
computer in the patrol car. The scanner allows
instant access to motor vehicle and criminal records,
and gives officers the opportunity to snare wrongdoers, even when they are not involved in criminal
activity at the time. Police departments have praised
the use of computers, which they say help them get
criminals off the streets and out of the way of honest
citizens. Not all of those citizens agree with this attitude, however, some believe that arrests made solely
on the basis of scanner identification constitute an
invasion of privacy. They regard the accessing of
records as illegal search and seizure. In New Jersey,
Florida, and Arizona, citizens who believe that their
constitutional rights have been violated have filed
lawsuits. They believe that much computer-generated information is inaccurate and vulnerable to
hackers who invade computer databases. Some
6. The passage suggests that police officers should

refrain from racial slurs for all of the following
reasons EXCEPT
a. As generalizations, such slurs are unfair and
inaccurate.
b. Such slurs are disrespectful to individuals.
c. Such slurs harm the relationship between the
community and the police.
d. Such slurs are hurtful to the morale of a multiracial police force.
7. Which of the following is the best title for the
passage?
a. The Definition of Civil Order
b. Why the Police Deserve Respect
c. Civil Conduct for Police Officers
d. Why Police Officers Should Be Tolerant
160
believe that such information from scanners could

be used to charge innocent citizens with crimes, or
to target particular neighborhoods for harassment.
a. New technologies are available to police
officers.
b. Police officers are skeptical of new policing
technologies.
c. New technologies raise questions of privacy.
d. New technologies may be discriminatory.
13. According to the passage, an officer who is testifying in court

a. will be questioned by the judge.
b. may refer to his or her notes while on the witness stand.
c. must do so without pay.
d. appreciates taking a break from routine
assignments.
14. This passage is probably taken from a
a. memo entitled Proper Arrest Procedure.
b. newspaper article about crime prevention.
c. recruitment pamphlet for law enforcement
officers.
d. officers training manual.
11. Computer scanners allow police to

a. identify suspects.
b. access computer databases.
c. locate wrongdoers.
d. all of the above
15. According to the passage, testifying in court is

a. an important part of a law enforcement
officers job.
b. difficult, because lawyers try to trick witnesses.
c. less stressful for law enforcement officers than
for other witnesses.
d. a waste of time, because judges usually let
criminals off.
12. In this passage, the word snare most nearly

means
a. to question.
b. to interrupt.
c. to capture.
d. to free.
Law enforcement officers often do not like taking
time from their regular duties to testify in court,
but testimony is an important part of an officers job.
To be good witnesses, officers should keep complete
notes detailing any potentially criminal or actionable
incidents. When on the witness stand, officers may
refer to those notes to refresh their memory about
particular events. It is also very important for officers to listen carefully to the questions asked by the
lawyers and to provide only the information
requested. Officers should never volunteer opinions
or any extra information that is beyond the scope of
a question.
161
Police officers should be aware of the cultural beliefs

and habits of the subcultures they are likely to serve
in an urban environment. In one case, an AfricanAmerican man was arrested for the murder of a
woman who had been strangled with a pair of stockings missing their tops because he had similar
stocking tops in his drawer. The white police officers
were not aware that stocking tops were used in a hair
styling process common in African-American communities at that time. Neither was the all-white jury.
This shows why it is important not only that officers
be culturally aware, but also that both police forces
and juries reflect the diversity of their communities.
16. According to the passage, police officers need to

be aware of the subcultures they serve because
a. they are likely to be prejudiced.
b. there could be hostility between the police and
cultural minorities.
c. their ignorance could lead to injustice.
d. improved community relations will lead to
more effective law enforcement.
17. The passage suggests that juries should reflect
the diversity of the communities they serve in
order to
a. ensure that juries will be able to place the suspect in the context of the community.
b. make juries more sympathetic to members of
cultural minorities.
c. reduce the possibility of bias in their verdicts.
d. improve relations between the community
and the criminal justice system.
The rules for obtaining evidence, set down in state
and federal law, usually come to our attention when
they work to the advantage of defendants in court,
but these laws were not created with the courtroom
in mind. They were formulated with the practical
intent of shaping police procedure before the arrest,
in order to ensure justice, thoroughness, and the
preservation of civil liberties. A good police officer
must be as well schooled in the rules for properly
obtaining evidence as a defense lawyer is, or risk
losing a conviction. When a case is thrown out of
court or a defendant is released because of these
evidentiary technicalities, we are often angered
and mystified, but we are not always aware of how
these rules of evidence shape police procedure in
positive ways every day.
18. According to the passage, rules of evidence are

designed to ensure all of the following EXCEPT
a. meticulousness in gathering evidence.
b. proof of guilt.
c. protection of individual rights.
d. fairness of treatment.
19. According to the passage, why should a police
officer know the rules of evidence?
a. The rules protect the rights of the accused.
b. The public does not appreciate the rules
importance.
c. An officer must follow the rules to obtain a
conviction.
d. Following the rules protects officers from
accusations of misconduct.
20. In saying that the intent of rules of evidence is
practical, the author most likely means that
a. the focus of the rules is on police procedures
in the field rather than on legal maneuvers in
court.
b. the practical nature of the rules enables
lawyers to use them in court to protect defendants.
c. the framers of these rules designed them to
maintain idealistic standards of fairness.
d. the rules are often misused in court because of
their limited scope.
162
PART TWO: PREPARING WRITTEN

MATERIAL
best paragraph.
21. 1) Murder in the first degree is usually defined as

the willful and premeditated killing of another.
2) A third definition of murder in the first degree
is the killing of a police officer or corrections
officer. 3) Finally, in some states, killing of a person while attempting to escape from lawful custody may be defined as first-degree murder. 4) It
may also apply to situations where a person is
killed during the commission of a felony.
a. 4, 3, 1, 2
b. 2, 1, 3, 4
c. 3, 2, 4, 1
d. 1, 4, 2, 3
22. 1) The jurors were, in fact, expected to investigate the facts of the case themselves. 2) When
court was in session during the colonial times in
America, the entire community gathered at the
local courthouse to watch the proceedings.
3) Unlike today, colonial juries were encouraged
to ask questions of the parties in the courtroom.
4) If jurors conducted an investigation today, the
case would be thrown out.
a. 2, 3, 1, 4
b. 3, 4, 1, 2
c. 3, 4, 2, 1
d. 3, 2, 4, 1
23. 1) It was originally used as a military fort because

of its strategic location. 2) The first civilian prisoners were transferred to the island after the
1906 earthquake in San Francisco; from that
point on until it was officially closed in 1963,
Alcatraz was regarded as one of the most impregnable civilian prisons in the world. 3) Alcatrazs
first inmates were Civil War military prisoners
who arrived in 1861. 4) Alcatraz, also known as
The Rock, is located at the mouth of San
Francisco Bay.
a. 1, 4, 2, 3
b. 2, 1, 4, 3
c. 4, 1, 3, 2
d. 4, 2, 4, 1
24. 1) It would not be fair if the suspect was, for
example, much taller than all the other people in
the line-up. 2) Police are allowed to require a suspect to participate in a line-up in front of a witness for identification. 3) Nor should the witness
be allowed to see the suspect away from the other
participants, perhaps in handcuffs or other
restraints. 4) However, the police cannot construct the line-up in a way that suggests to the
witness which person he or she should identify.
a. 3, 2, 1, 4
b. 1, 3, 4, 2
c. 2, 4, 1, 3
d. 4, 1, 2, 3
163
25. 1) Among these exceptions is the exigent circumstances exception. 2) There are only a few exceptions to the requirement that a police officer
must obtain a search warrant before searching
for evidence of a crime. 3) However, whether a
search is conducted with a warrant or without,
an officer must always be able to show that there
was probable cause to believe a search was necessary. 4) In order for a warrantless exigent search
to be valid, a police officer must show both that
there was no time to obtain a warrant and that it
was reasonable to believe evidence would be
destroyed or that people were in danger.
a. 2, 1, 4, 3
b. 4, 2, 3, 1
c. 2, 3, 4, 1
d. 2, 3, 1, 4
26. 1) Youll quickly learn that a prison is like a small
community, and each corrections officer has a
particular responsibility within that community.
2) If you decide to become a corrections officer,
every day on the job will bring a different challenge. 3) Most important of all, youll soon realize that the risks involved in the occupation are
far outweighed by the rewards. 4) But no matter
what your particular role, all corrections officers
must be effective at handling crises, resolving
conflicts, and be willing to serve as mentors and
teachers.
a. 1, 4, 2, 3
b. 2, 1, 4, 3
c. 1, 2, 4, 3
d. 4, 2, 1, 3
27. 1) Finally, about 16,000 jobs for corrections officers were in federal correctional institutions, and
about 16,000 jobs were in privately owned and
managed prisons. 2) Roughly three out of every
five jobs were in state correctional institutions.
3) According to the U.S. Department of Labor,
corrections officers held about 476,000 jobs in
2002. 4) Most of the remaining jobs were in city
and county jails, or other institutions run by
local governments.
a. 2, 3, 1, 4
b. 3, 4, 1, 2
c. 2, 4, 3, 1
d. 3, 2, 4, 1
28. 1) Officer Harris is three blocks away from the
warehouse and tells the dispatcher she will
respond to the call. 2) In the call, the dispatcher
states that the alarm has already sounded three
times in the past four hours. 3) She then parks
down the block from the warehouse and radios
the dispatcher that she has arrived. 4) The dispatcher puts out a call of a burglar alarm at a
warehouse at 410 Fourth Avenue.
a. 4, 3, 1, 4
b. 4, 2, 1, 3
c. 2, 4, 1, 3
d. 3, 4, 2, 1
164
29. 1) For example, a man in Texas was convicted of

stealing the guns belonging to Clayton Moore,
TVs Lone Ranger. 2) Another example of this
kind of sentence is when convicted drunk drivers
are ordered to place a bumper sticker on their car
that publicizes their crime. 3) In addition to a
fine and probation, the gun thief was ordered to
complete 600 hours of community service cleaning the Houston Police Departments horse stables. 4) In recent years, courts have begun
handing down criminal sentences that include an
element of humiliation.
a. 1, 4, 2, 3
b. 2, 1, 4, 3
c. 4, 1, 3, 2
d. 3, 2, 4, 1
describes the underlined sentence into one.
30. I ate a very large plate of spaghetti.

I still have room for dessert.
a. Because I ate a very large plate of spaghetti, I
still have room for dessert.
b. I ate a very large plate of spaghetti, because I
c. However I ate a very large plate of spaghetti; I
d. I ate a very large plate of spaghetti, but I still
have room for dessert.
31. Joseph is an intelligent man.
Joseph cannot read or write.
a. Joseph cannot read or write, while he is an
intelligent man.
b. Joseph cannot read or write and is an intelligent man.
c. Although Joseph cannot read or write, he is an
intelligent man.
d. Being an intelligent man, Joseph cannot read
or write.
32. Everybody in Johns family is tall.

His brother is almost seven feet.
a. Everybody in Johns family is tall; for example,
his brother is almost seven feet.
b. Everybody in Johns family is tall; rather, his
brother is almost seven feet.
c. Everybody in Johns family is tall; in contrast,
his brother is almost seven feet.
d. Everybody in Johns family is tall; on the contrary, his brother is almost seven feet.
33. This area of the country is called tornado alley.
Many tornadoes roar through here every spring.
a. Many tornadoes roar through here every
spring, while this area of the country is called
tornado alley.
b. Many tornadoes roar through here every
spring, but this area of the country is called
tornado alley.
c. Many tornadoes roar through here every
spring; therefore, this area of the country is
called tornado alley.
d. This area of the country is called tornado
alley; meanwhile, many tornadoes roar
through here every spring.
meaning of the original sentence. If the original sentence is better than any of the alternatives, chose
option a.
34. The case-breaking tip came from an

anynonimous source.
a. anynonimous
b. anonimous
c. anounymous
d. anonymous
165
35. The lacrosse team scored less goals today than

they did last Monday.
a. less goals today than they did
b. lesser goals today than they did
c. few goals today than they did
d. fewer goals today than they did
36. Nobody on the team skates more graceful than
me.
a. skates more graceful than me.
b. skates more gracefully than I do.
c. skates gracefuller than I do.
d. skates more graceful than I do.
37. Many criminologists maintain, that severe
sentences do deter crime.
a. maintain, that severe
b. maintain that, severe
c. maintain that severe
d. maintainthat severe
38. The Mississippi River, it originates in Minnesota,

empties into the Gulf of Mexico.
a. The Mississippi River, it originates in
Minnesota,
b. The Mississippi River, that originates in Minnesota,
c. The Mississippi River, who originates in Minnesota,
d. The Mississippi River, which originates in
Minnesota,
39. There wasnt never a comedian that was funnier.
a. There wasnt never a comedian that was funnier.
a. There never was a funnier comedian.
a. Never was there a comedian more funnier.
a. There was never a comedian more funnier.
40. The corrections officer presented a(n) ultimatum
to inmate Willis regarding the contraband found
in his cellnext time, he would be placed in
solitary.
a. ultimatum
b. petition
c. question
d. inquiry
166
44.
PART THREE: MATH

Select the choice that best answers the question.
41. Police confiscated 6,000 kg of marijuana in a

drug bust. The marijuana was packaged in 5-kg
bags. How many bags of marijuana did the police
confiscate?
a. 1,200 bags
b. 600 bags
c. 300 bags
d. 20 bags
42.
3

4
is equal to
a. 0.50.
b. 0.25.
c. 0.75.
d. 0.30.
292
50
a. 14,600
b. 14,500
c. 10,500
d. 1,450
45. The prison kitchen just received a shipment of

1,260 cans of soup that need to be stored. If each
shelf holds 9 cans, how many shelves will be
needed to store all of the soup?
a. 90 shelves
b. 140 shelves
c. 160 shelves
d. 320 shelves
46.
7621
+ 1156
43. You are trying to keep your employees from

working overtime, which is anything over 40
hours in a week. If there is an employee who
already has worked 9 hours on Monday, 6.5
hours on Tuesday, 8 hours on Thursday, and 10.5
hours on Friday, how many hours can you schedule that employee to work on Saturday?
a. 5 hours
b. 5.5 hours
c. 6 hours
d. 4.5 hours
a. 8721
b. 8832
c. 8831
d. 8961
47. There are 65 applicants for 4 job openings.
Approximately how many people are applying
per job?
a. 15
b. 16
c. 17
d. 18
167
Refer to the following table for questions 4849

PORTION OF
ASSIGNMENT
49. If Jane dropped out of the group and A.J. took

over her part of the project, what fraction was
A.J. then responsible for?
a.
Doug
0.25
Jane
0.10
c.
A.J.
0.05
d.
Marie
0.60
48. What fraction of the project was Marie responsible for?

a.
b.
c.
d.
1

4
3

5
b.
1

4
1

5
1

10
3

20
50. 32 34 =
a. 36
b. 38
c. 66
d. 68
2

5
1

5
168
PART FOUR: MEMORY, OBSERVATION, AND COUNTING

Following are a a drawing of a street scene and a short reading passage. Study these for ten minutes. At the
end of ten minutes, turn the page and answer the 20 questions without referring back to the study material. You
have five minutes to answer the questions. If you refer back to the study material after ten minutes are up, you
will be disqualified. When the five minutes are up, you may continue with the rest of the test.
169
On Friday, October 1, 2004, Corrections Officer

Todd Rodriguez reported to his new assignment in
the visitors room in the main building of Rockland
Prison. Senior Corrections Officer Mike Ling was
training him on the day shift. Officer Rodriguez had
graduated from the academy just two months prior.
Besides Officer Ling, Officer Rodriguez would also
be working with Officer Rodney White and Officer
Jim Tuttle. They were veterans with three and four
years of day shift experience, respectively.
At 8:00 A.M. sharp, Officer Rodriguez reported
to duty. Officer Ling took Officer Rodriguez into
the visitors room and told him to familiarize himself with the layout of the room. He was introduced
to Officers White and Tuttle. Ling told the young
officer that the room holds a maximum of 16
inmates at a time. One inmate and one visitor are to
sit at one of the 16 metal tables. Each table has two
metal chairs, one on each side of each table. All furnishings are bolted to the floor in the room. The
concrete floor is painted white, except for a red line
leading from the inner hallway that the inmates use
to get to the visitors room. The red line is painted 14
inches from the right-hand side of the wall and goes
completely around the room to end up back at the
doorway. Officer Ling instructed Officer Rodriguez
that all inmates are expected to walk along the red
line to enter and exit the room. If they refuse to
walk the line, their visiting privileges are immediately revoked. The walls are white and the ceiling is
gray. There are no windows.
Officer Ling told Officer Rodriguez that he is
responsible for doing a pat-down search of each
inmate before allowing the inmate into the room.
The visitors are all thoroughly searched before they
are allowed to enter the room. After Officer
Rodriguez pats the inmates down, he is to allow the
visitors into the room. Each visitor is allowed a maximum of 30 minutes with the inmate. If the inmate
has two visitors, one visitor must remain in the waiting room next door until it is his or her turn. But no
matter how many visitors come for an inmate, the

inmate is allowed only one session of 30 minutes. At
the end of this time period, the officer is to make sure
the visitors stay seated while the inmates are escorted
to the doorway leading back into the corridor. Officer Rodriguez is to do another pat-down search of
each inmate before the inmate passes through the
doorway and into the hall. After each inmate is
searched and turned over to the escorting officer,
Officer Rodriguez is to let the visitors know that
they may exit the room.
51. What color is the line painted on the floor of the
visitors room?
a. beige
b. yellow
c. red
d. green
52. What is Officer Rodriguezs training officers last
name?
a. Lang
b. White
c. Tuttle
d. Ling
53. What is the maximum number of inmates
allowed into the visitors room at one time?
a. 15
b. 16
c. 14
d. 12
54. What time did Officer Rodriguez report for duty
on his first day at his new assignment?
a. 8:00 A.M.
b. 7:30 A.M.
c. 7:00 A.M.
d. 6:45 A.M.
172
55. What should Officer Rodriguez instruct visitors

to do while inmates are exiting the visitors
room?
a. exit by another door
b. remain seated until the inmates have left
c. stand by their chairs and wait to be searched
d. stand on the line on the floor until the inmates
have left
56. How far from the wall is the line painted that the
inmates are required to walk along?
a. 10 inches
b. 12 inches
c. 14 inches
d. 16 inches
57. What day of the week did Officer Rodriguez
report to his new duty assignment?
a. Monday
b. Friday
c. Thursday
d. Wednesday
61. The scene is taking place on which street corner?

a. Grand Dr. at 8 St.
b. Green Blvd. at 6 Ave.
c. Grant Sq. at 7 Ave.
d. Georges Blvd. at 5 St.
62. The street number of the drug store is
a. 311.
b. 312.
c. 411.
d. 412.
63. The man with the gun is standing next to
a. the hot dog stand.
b. Johnnys Bar.
c. the woman carrying the shopping bag.
d. the trash can.
64. What is the name printed on the newsstand?
a. Als News
b. Ace News
c. Abes News
d. A + G News
58. What kind of search is Officer Rodriguez

required to conduct on each inmate?
a. strip
b. spread
c. pat-down
d. full-body
65. What is exiting from the bus?

a. a group of senior citizens
b. a group of middle-aged tourists
c. a group of school children
d. a group of teenagers
59. How long is a visitor permitted to see an inmate?

a. 15 minutes
b. 20 minutes
c. 25 minutes
d. 30 minutes
66. The name printed on the truck in the street is

a. Adams Market.
b. Alfonses Fine Merchandising.
c. Alvins Fresh Produce.
d. Als Fruit Market.
60. What color is the ceiling in the visitors room?

a. gray
b. red
c. white
d. blue
67. What name is printed on the hot dog stand?

a. Tony
b. Frank
c. Henry
d. Toby
173
72. How many diamonds are needed to complete

this pattern?
68. What is written above the buss open door?

a. Als Tour Bus
b. Ajax Tours
c. All Around Tours
d. A-1 Bus Tours
69. What is the phone number for the dentist office?

a. 555-3030
b. 555-2020
c. 555-2200
d. 555-3300
a. 6
b. 7
c. 8
d. 9
70. The elderly man about to be mugged is carrying

a. a shopping bag.
b. an umbrella.
c. a suit coat.
d. an overcoat.
73. How many upper case vowels are there in this

set?
M
N
O
P
You have 1 minute to answer questions 7175. When

the minute is up, you may continue with the rest of the
test.
71. How many letter rs are there in the following

sentence?
The warden, Margaret Appleton, started out as a
corrections officer in this prison and was promoted
all the way up through the ranks to reach the
pinnacle of her career.
q
E
o
P
u
n
o
e
c
A
V
A
A
N
S
p
A
r
s
U
B
r
I
p
F
G
E
p
a. 8
b. 9
c. 10
d. 11
74. How many circled white 2s () are in the following set?
a. 13
b. 14
c. 15
d. 16
a. 7
b. 8
c. 9
d. 10
174

483298467
426383638
332986347
374938274
097430973
a. 5
b. 6
c. 7
d. 8
PART FIVE: APPLYING

WRITTEN MATERIALS
Following is a set of rules and procedures for corrections officers. Please read them and choose the best
answer to the following questions, based on good
judgment and common sense.
The Rules and Regulations of the Corrections Officer

Manual states:
Inmates that are housed in a separate secure
facility for their and the general populations safety
are handled in a manner that is indigenous to that
population. The inmates that are housed here are
listed under the following categories: pedophiles,
former members of law enforcement, those afflicted
with contagious diseases, and those under protective
custody.
Officers must not communicate with inmates
in a manner that would suggest nepotism, favoritism, or prejudice. All officers must be screened
and instructed to reveal any pre-association with
inmates, conflict of interest, or prior family history.
In the event of an officer becoming aware that
he has prior knowledge of an inmate, the officer
should complete the following steps:
175
1. The officer should not communicate with the

inmate. Remove himself or herself from the environment where the inmate is housed.
2. The officer should immediately request a change
in officer assignment for the area.
3. The officer should proceed to his supervisors
office and notify him or her, of the potential conflict of interest, familial association or prior association with the inmate.
4. A written record of the contact of the past history as well as the current contact should be
noted.
5. An assignment which would provide future noncontact with the inmate should be initiated:
transfer to another wing, level, or the special
assignment of an officer to handle all details for
that specific inmate.
6. In the event that the inmate initiates contact with
the officer, the administration should be notified
immediately to prevent potential problems.
7. Maintenance of the correctional facility is the
responsibility of the administration.
Life Threatening Illness
Inmates with life threatening or contagious diseases
should be treated with confidentiality. The type of
illness should not be disclosed since it interferes
with the inmates Rights and Privileges. Officers
should be warned about protecting themselves from
becoming infected. All officers, male or female, are
barred from having sexual contact with ALL
inmates.
The commanding officer is responsible for
maintaining all confidential records and assigning
officers to various tasks. Written directions must be
posted so that all officers are aware of the necessary
steps to take to prevent illness or injury and maintain their health.
All documents pertaining to an inmates medical needs must be secured in a locked and secure
environment.
A list of the ACCESS ONLY individuals should

be posted.
If an officer becomes aware of an inmates illness, great attempts must be made to maintain confidentiality.
In the event that an officer knowingly divulges
an inmates medical status, he or she will be brought
up on disciplinary charges.
In the event that an inmate with a contagious
illness knowingly tries to harm an officer, he or she
will be prosecuted by the full extent of the law.
Telephone Access
Officers are barred from conducting personal telephone calls for inmates. Officers are barred from
providing inmates with access to cellular telephones
to make personal calls.
All telephone calls must be made from the designated telephones assigned by the Department of
Corrections. Inmates are not allowed to request personal favors from officers.
All requests should be reported to a superior
officer. The name of the inmate, the contact person,
and the number requested should be reported and
recorded. The information should be forwarded to
the Information officer.
76. During a routine bed check, Officer Motant realizes that the inmate in Cellblock 15 is a former
fraternity brother from college. What should
Officer Motant do?
a. He should introduce himself and recount
their past histories.
b. He should remove himself from the area and
notify his supervisor.
c. He should mandate that the inmate keep quiet
about past associations.
d. He should identify himself, contact his supervisor, and write a detailed report of his association.
77. During a casual conversation with inmate

Orangy, Officer Creek was informed that inmate
Orangy was HIV+. What should Officer Creek
do?
a. Tell the inmate that he is glad that he was notified of the HIV status.
b. Tell the inmate that he should remain quiet
about his medical status.
c. Contact all officers that are assigned to the
unit and inform them of the inmates revelations.
d. Keep the information confidential.
78. During roll call, inmates Chui and Wong noticed
that Officer Williams possessed a cellular telephone in his belt pocket. They requested that he
contact a family member at 123-456-7890 to
send them money for the commissary. Officer
Williams should:
a. state to the inmates that officers are barred
from making personal calls.
b. take their request and forward it to his superior officer.
c. make the phone call and proceed to record the
request.
d. a and b
79. Officers have become aware that two inmates are
involved in sexual activities. One of the inmates
is HIV positive. Upon realizing this, the officer
should
a. alert the other staff members about the possible danger.
b. inform his/her immediate supervisor of this
knowledge.
c. maintain strict confidentiality and keep it to
himself/herself.
d. discreetly confront the two inmates and
inform them of the possible danger.
176
80. While on vacation, Officer Hughley received a

call on his personal cellular telephone from
inmate Whites father requesting an update on
his sons status. What statement should Officer
Hughley choose to inform the father?
a. I am not privileged to provide that data.
b. I am on vacation.
c. Where and how did you get my number? I will
be notifying my supervisor of this incident
immediately.
d. a and c
81. Officer Hotley hears an inmate talking intimately
after lockdown. He realizes that two inmates are
discussing potential sexual intimacy. One of
them has been diagnosed with tuberculosis. Officer Hotley should
a. write a report outlining the incident.
b. inform his supervisors, who will have a medical team discuss proper health procedures
with the inmates separately.
c. reprimand them for conversing after the designated lock down period.
d. refuse future privileges for each inmate after
he has been brought before a specific committee convened to handle incidents among
inmates.
82. Officer Nariz has decided to review inmate personnel files. He is not one of the members with
ACCESS. What action should be taken by
administration?
a. He should be brought up on charges for
invading the privacy of the inmates.
b. No action should be taken against him since
he is assigned to the inmates level.
c. He should be issued a warning and advised
not to divulge any information learned from
his activity.
d. He should be fined and the infraction
recorded in his personnel file.
83. During the course of his rounds, Officer Postage

noticed an unwrapped package detailing
pedophile activities in inmate Harkeys cell. In
this situation, what order of operations should
be conducted?
1. Confiscate the materials.
2. Prepare a detailed incident report.
3. Notify the supervisor on duty.
a. 1, 2, 3
b. 3, 1, 2
c. 3, 2, 1
d. 1, 3, 2
84. Inmate Jadgarric has been observed sharing personal fluids with inmate Jones. Administration
should be commanded to do the following:
a. Have AIDS/HIV related seminars to advise the
inmate population of the need to be safe when
engaging in high risk behavior.
b. Take no action since inmates should know
better than to conduct activity that would be
deemed high risk.
c. Advise all of the other inmates to refrain from
communicating with inmate Jadgarric.
d. none of the above
85. Officer Sockbond conducts casual conversations
with an inmate who was indicted for Insider
Information. From the information that is garnered, he proceeds to invest in the stock market.
Due to a down turn in the market, he loses his
investment. Officer Sockbond should
a. disclose his investments in his I-9.
b. confront the inmate and demand that he give
him further advice.
c. take the loss and move on, but not directly ask
for advice.
d. casually mention it to the inmate but not
directly ask for advice.
177
86. Inmate Lector was sexually intimate with Officer

Santiago ten years ago. Fifteen years later inmate
Lector is assigned to Officer Santiagos unit. During inmate Lectors confinement the relationship
was rekindled. Officer Johnson recently discovered the relationship. Officer Johnson should
a. tell Officer Santiago to terminate the
relationship.
b. mind her own business and stay out of it.
c. notify her superior officer.
d. tell the inmate to terminate the relationship.
88. During Officer Levys tour, he realizes that there

are three showers and 30 inmates assigned to his
housing area. One of the showers is inoperable.
the officer should
a. have the inmates plunge the shower that is not
working.
b. notify the maintenance staff to do immediate
repairs.
c. allow inmates to go to another housing units
shower.
d. do nothing since two showers are functioning.
87. Officers Brac, Crucksank, Sawyer, and Hoyt were

discussing recent inmates that were admitted.
Two of the officers failed to divulge a familial connection between two inmates with different last
names. The inmates requested a meeting with the
superior officer to discuss cruel and unusual punishment at the hands of the officers in the unit. All
the officers except Hoyt and Sawyer were named
in the petition. A number of officers requested a
review to ascertain why these officers were
exempt. An investigation by the Inspector Generals office revealed the following information:
Sawyer and Hoyt are married to second cousins of
three of the inmates assigned to their unit.
Describe, in order of operation, what Officers
Hoyt and Sawyer should have done. This is an
open question with a number of acceptable
responses. Pick the best answer.
a. Officers Hoyt and Sawyer may not have been
aware of the familial connection.
b. The inmates may have been using prior
knowledge of their familial connection to gain
negotiations supremacy.
c. Officers Hoyt and Sawyer may have kept quiet
because they may not have wanted to be reassigned and did not believe that the extended
familial connection was of any consequence.
d. Both officers should have notified the supervisor immediately.
89. A prison gang, who call themselves The Black

Angels, have been responsible for a recent string
of violence. Officer Manning observes a group of
suspected gang members conferring during dinner. They are heard discussing the details of a
planned attack on a rival inmate. Officer Manning should
a. perform a search of their cells while they are
absent.
b. immediately inform the supervisor and then
request a lockdown of the cellblock in order to
perform an immediate search of their cells,
and conduct a body cavity search.
c. separate the prisoners and place them in different cellblocks.
d. put in a request for the transfer of the
suspected gang leader and place him in
isolation.
90. Officer Samson observed an inmate writing on
the wall which constitutes defacing institutional
property. In this situation the officer should
a. Write the inmate a disciplinary ticket.
b. Verbally counsel the inmate about his/her
actions.
c. a and b
d. none of the above
178
PART SIX: APPLYING

WRITTEN MATERIALS
7. The transport officer will turn the inmate over to

a receiving officer at the courthouse.
Following is another set of rules and procedures for

corrections officers. Based on these, answer the questions that follow them. You may refer back to the rules
and procedures as often as needed.
If an inmate should escape during transport, the

transport officer should:
1. Immediately contact dispatch to request
assistance.
2. Report the location and means of the escape.
3. Report the direction and method of travel of the
escapee.
4. Provide the name and a physical description of
the inmate.
5. Use all reasonable and necessary means to recapture the prisoner.
6. Be prepared to submit a detailed report outlining
the circumstances of the escape.
Corrections officers are often required to use force

to subdue inmates in certain situations or when
physical altercations occur. It is each officers duty to
use the least amount of force possible in these situations, starting with voice control and progressing to
departmentally approved holds and/or weapons.
Often inmates must be transported from
prison facilities to courthouses for trials or other
legal proceedings. Certain high-risk inmates must be
transported in full restraints. To transport an inmate
to the courthouse:
1. The officer should first check the vehicle in
which the inmate will be transported, to make
sure no weapons or contraband have been left by
previous occupants.
2. The transport officer should thoroughly search
the inmate.
3. After ensuring that the inmate has no weapons
or contraband, the officer should place the
inmate in leg irons and handcuffs with the
inmates hands behind his or her back with
palms facing outward.
4. The officer should seat the inmate in the vehicle
and secure him or her with a seat belt, if seat
belts are available.
5. The officer will transport the inmate directly to
the appropriate location without stopping.
6. Upon arrival, the transport officer will remove
the inmate from the vehicle and then check the
vehicle for contraband or weapons left by the
inmate.
Corrections officers are encouraged to develop open

communication with the inmates in their care. Officers should never make promises to inmates that
they cannot keep, nor should they fail to follow
through with what they promise the inmate they
will do.
91. Transport Officer Ming is preparing to drive
inmate Polk to the courthouse for a hearing on
her part in last months escape attempt. Officer
Ming thoroughly searches the van for weapons
or contraband, searches the inmate, and then
places her in leg irons and handcuffs. What
should she do next?
a. Drive directly to the courthouse.
b. Call the courthouse to let them know she is on
the way.
c. Sign the logbook to show that she is the transporting officer.
d. Seat inmate Polk in the vehicle and secure the
seat belt around her.
179
92. While transporting inmate Hayes to the prison,

Officer Presottos transport vehicle is involved in
an accident with another vehicle and is forced off
the road. Officer Presotto is temporarily dazed by
the accident, but when he regains his bearings he
realizes that inmate Hayes has managed to
escape; he spots him on the other side of the
highway. Officer Presotto immediately takes off
in foot pursuit of inmate Hayes. Officer Presotto
acted
a. properly; Officer Presotto was forced to make
a snap judgment.
a. properly; the accident was not his fault.
a. improperly; Officer Presotto should have
radioed dispatch before engaging in pursuit.
a. improperly; he should have first fired a warning shot in the air to slow inmate Hayes down.
93. Officers Romney and Pagel break up a fight
between two inmates in Cellblock D. The fighters
calm down and voluntarily walk with the officers
when the officers order them to accompany them
to segregation cells. On the way to the cell, Officer Romney strikes one of the inmates in the
back of the head when the inmate asks where
they are going. Officer Romney acted
a. improperly; his use of force against an unresisting inmate is unwarranted and illegal.
b. improperly; he should have hit the inmate on
the leg, not the head, as this would be less
injurious.
c. properly; the inmate might possibly stir up
trouble again by talking.
d. properly; the inmate should be punished for
fighting.
94. A female motorist with a flat tire tried to flag

Officer Goldberg over while he was transporting
inmate Vincent to the courthouse. Although he
had time to spare in reaching his destination,
Officer Goldberg continued on his way to the
courthouse without stopping. The officer acted
a. improperly; as a public servant he was obligated to stop and render assistance.
b. improperly; he easily had the time to stop.
c. properly; transporting officers must take
inmates directly to the appropriate location
without stopping.
d. properly; the officer would not be able to see
what the inmate was doing if he pulled off the
road to help the motorist.
95. Officer Gonzalez is about to place inmate Rhodes
into the transport vehicle to take him to the
courthouse. Rhodes has already been searched
and properly shackled. As Officer Gonzalez is
about to secure Rhodes in the seatbelt, Rhodes
says he claustrophobic and would prefer to not
be seat belted. What should Officer Gonzalez do?
a. Allow inmate Rhodes to travel without a seatbelt, as long as he promises not to tell any
other officer that he was allowed to do so.
b. Secure Rhodes in the seatbelt, but unlock his
handcuffs so he is more at ease.
c. Handcuff Rhodes to the vehicle and then
search out a supervisor to ask what to do.
d. Secure Rhodes in the seatbelt, and tell him
there are no exceptions to the rules.
180
98. Officer Fitz is preparing to transport an inmate

from the prison to the courthouse. When he
arrives, the inmate has already been placed in leg
irons. Officer Melvin tells Officer Fitz that he has
already searched the inmate. Officer Fitz searches
the inmate again. Officer Fitz acted
a. properly; the correct procedure for transporting officers is to thoroughly search the inmate.
b. properly; Officer Fitz has no way of knowing
whether Officer Melvin really conducted the
search.
c. improperly; Officer Fitz has insulted Officer
Melvins professionalism.
d. improperly; Officer Fitz is violating the
inmates civil rights by searching him again.
96. Two inmates are talking in the doorway to the

recreation yard. Inmate Washburn pushes
inmate Wong, who hits his head on the concrete
and is knocked unconscious. Officer Dodrill runs
up with his nightstick at the ready to break up
the fight. Inmate Washburn drops to his knees,
throws his hands over his head, and says Ill stop
fighting. I give up, I give up. What should Officer Dodrill do?
a. He should strike the inmate once to make certain he is truly subdued.
b. He should tackle him and hold him down
until help arrives.
c. He should restrain inmate Wong just in case
he is faking his unconsciousness.
d. He should handcuff inmate Washburn.
99. Officer Yardley arrives at the courthouse with an

inmate and the inmates lawyer greets him at the
receiving entrance. The lawyer says that he will
handle everything from there, and Yardley can
return to the prison. What should Officer Yardley
do?
a. Ask the lawyer for proper identification, and if
everything checks out, hand the inmate over.
b. Find the proper receiving officer at the courthouse and hand the inmate over to only that
officer.
c. Telephone the prison warden to find out if it
he is allowed to hand the inmate over to the
inmates lawyer.
d. Take the inmate directly to the judge presiding
over the inmates case.
97. Officer Quintana promises inmate Janikowski

that before he leaves for the day he will let the
next officer on duty know that he has given
inmate Janikowski permission to make two trips
to the library. Quintana leaves the facility thirty
minutes later without relaying the promise to the
officer who relieves him. Officer Quintana acted
a. properly; Inmate Janikowski can ask the next
officer for permission to make two trips.
b. properly; officers are under no obligation to
do favors for inmates.
c. improperly; officers should follow through
with all promises they make to inmates.
d. improperly; it is not up to officers to make
decisions about where inmates are allowed to
go in a prison facility.
181
100. Corrections Officer Pan has a hunch that

inmate Gordon is going to assault inmate Wade
at lunch. During lunch, inmate Gordon gets up
from his table with his empty tray and walks in
the direction of the garbage can, close to where
inmate Wade is sitting. Officer Pan runs across
the cafeteria and tackles inmate Gordon before
he reaches the area where Wade is sitting. Officer Pan acted
a. properly; he successfully prevented a possible
assault upon inmate Gordon.
b. properly; Pan set an example for the inmates
that he wont tolerate violence amongst
inmates.
c. improperly; Officer Pan should have first
warned inmate Gordon of his hunch.
d. improperly; a simple hunch is not reason
enough to subdue an inmate.
182
ANSWERS
For Memory and Observation questions, refer to the memory material to see why the answers are right.
1. a. The discussion of the traits of a person with
anti-social personality disorder in the middle of
the passage specifies that such a person does not
have distortions of thought, such as delusions of
persecution. The passage speaks of the antisocial
person as being inordinately self-confident (choice
b) and of the persons emotional shallowness
(choices c and d).
2. d. The third sentence of the passage speaks of
con games. None of the other professions would
suit an impulsive, shallow person who has been in
trouble with the law.
3. b. The passage mentions emotional shallowness.
The other choices hint at the ability to feel meaningful emotion.
4. b. The passage says that a person with antisocial
personality disorder can mimic real emotion,
thereby conning prison officials, judges, and psychiatrists. The other choices are mentioned in the
passage, but not in connection with getting out of
trouble with the law.
5. d. The passage deals not only with the sphere of
law, but more centrally with the sphere of values
and civil conduct. Nowhere does the passage say
that police officers should be idealistic (choice c).
6. d. Fairness and accuracy, respect for individuals,
and the importance of maintaining community
relations are all mentioned in the second paragraph. Maintaining morale on a multiracial force
is also important, but it is not mentioned in the
passage.
7. c. The importance of a police officers civil conduct is mentioned several times throughout the
passage. Therefore, choice c, Civil Conduct for
Police Officers, is the best choice for the title.
183
8. c. The second sentence of the second paragraph

states that because police officers are the keepers of
civil order, they must exemplify civil behavior.
9. b. Moderation is explicitly referred to near the
end of the second paragraph. Justice and politeness are synonymous with fairness and civil conduct. Its true that most police officers are certainly
courageous, but courage is never mentioned in the
passage.
10. c. This purpose of this passage is to describe the
usefulness of some the new technologies (such as
scanner identification) available to law enforcement officials, but also discuss the fact that some
citizens believe that arrests made solely on the basis
of scanner identification constitute an invasion of
privacy.
11. d. The third and fourth sentences of passage state
that computer scanners allow police to identify possible suspects, gain instant access to motor vehicle
and criminal records, and give officers the opportunity to snare wrongdoers.
12. c. The word snare as it used in this passage most
nearly means to capture. If you did not know the
definition of snare, you could deduce its meaning
in context from the very next sentence: Police
departments have praised the use of computers,
which they say help them get criminals off the
streets . . .
13. b. The second and third sentences of the passage
state that officers should keep complete notes detailing any potentially criminal or actionable incidents
and the officers may refer to those notes to refresh
their memory about particular events.
14. d. The passage provides information for law
enforcement officers; so choice d is therefore the
most logical choice. Choice a refers to a memo

directed to police officers, but the subject matter
is incorrect. The subject matter of choice b is also
incorrect. The wording and tone of the passage do
not seem to be attempting recruitment, as in
choice c.
15. a. The first very first sentence of the passage states
that testimony is an important part of an officers
job . . .
16. c. The suspect mentioned in the passage was
arrested because the police were ignorant of a cultural practice in the African American community. The passage doesnt discuss racial prejudice.
17. a. Because neither the jury nor the police officers
in the case mentioned in the passage were African
American, they were unaware of the AfricanAmerican communitys hair-styling practice.
18. b. Proof of guilt is the whole point of gathering
evidence, but this is never referred to in the
passage.
19. c. This third sentence states that if an officer does
not know or follow the rules, he or she may risk
losing a conviction. Dont be fooled by choice a:
The rules of evidence do protect the accused, but
that is not the reason given for why an officer
must know them.
20. a. The practical intent the author refers to in the
second sentence is the purpose of shaping police
procedure before arrest.
21. d. Sentence 1 introduces the topic, murder in the
first degree. The phrase it may also in sentence 4
indicates a second definition of the topic; sentence 2 is a third definition; sentence 3, beginning
as it does with the word finally, gives the last definition.
22. a. Sentence 2 introduces the general topic, courtroom proceedings during the colonial times. Sentence 3 explains how modern juries differ from
colonial juries. Sentence 1 details the difference
stated in sentence 3. Sentence 4 explains what
184
would happen if what was discussed in sentence 1

occurred today.
23. c. Sentence 4 introduces the topic, Alcatraz
Island. Sentence 1 tells of the original use of the
island; Sentence 3 expands upon those details.
Sentence 2 discusses Alcatrazs transition to a civilian prison, and the mention of the prisons official
closing in 1963 should indicate to you that this is
the final sentence.
24. c. Sentence 2 is the topic sentence and notes what
police are allowed to do. Sentence 4, introduced by
however, indicates a limitation on police action.
Sentences 1 and 3 give examples of the limitation,
and since sentence 3 begins with nor, it must come
after sentence 1.
25. a. Sentence 2 is the topic sentence. Sentence 1
gives an example of the topic; sentence 4 defines
the example, and sentence 3 begins with however,
indicating it is expanding on the example.
26. b. Sentence 2 establishes the topic, what a
prospective corrections officer can expect on the
job. Sentence 1 expands upon the topic sentence.
Sentence 4 draws further upon the idea of the different roles of corrections officers indicated in
sentence 1, and therefore should follow it. Sentence 3, introduced by Most important of all, wraps
the four sentences up.
27. d. Sentence 3 introduces the topic, the number of
jobs corrections officers held in 2002. Sentence 2
details where the majority of the corrections jobs
were found; sentence 4 tells of where Most of the
remaining jobs were found. Sentence 1 is introduced by Finally, which signals that it should be
the concluding sentence.
28. b. Sentence 4 introduces the dispatcher and the
burglar alarm call at the warehouse; sentence 2
goes into more detail about the burglar alarm.
Sentence 1 introduces Officer Harris; sentence 3
details what she does after responding to the dispatchers call.
29. c. Sentence 4 is the general topic sentence, relating how recently courts have been handing down
sentences that include elements of public humiliation. Sentence 1, with the phrase for example,
gives a specific case of this public humiliation;
sentence 3 gives the details of the example. Sentence 2 provides another more general example.
30. d. The transitional word but correctly establishes
a contrast.
31. c. The transitional word although correctly establishes a contrast.
32. a. The transitional phrase for example correctly
establishes an example.
33. c. This answer establishes the causal relationship
34. d. Anonymous is the correct spelling.
35. d. When a comparison is made, the word fewer is
used with nouns that can be counted; the word less
is used with quantities that cannot be counted.
36. b. This is the only choice that uses the adverb
correctly and establishes the appropriate comparison. Choices a, c, and d are incorrect because an
adverb (gracefully) is required to modify the verb
skates.
37. c. No punctuation is necessary; in fact, any use of
punctuation would unnecessarily separate the
verb maintain from its object.
38. d. This is the only sentence that uses the correct
pronoun, which. Use which when introducing
clauses that are not essential to the information in
the sentence, unless they refer to people, then use
who. The second clause in choice c is referring to
a river, not a person, so the use of who is incorrect.
39. b. This is only sentence that does not contain a
double negative or a double comparison.
40. a. An ultimatum is a final, non-negotiable proposition, condition, or demand. This definition best
fits the context of the sentence.
41. a. Divide the total amount of marijuana (6,000
kg) by the amount in each bag (5 kg), to get the
number of bags (1,200).
185
42. c. To convert a fraction to a decimal, divide the

numerator, 3, by the denominator, 4:
0.75
43.
00
.
43. c. Take the total time allowed (40 hours) and
subtract the time already used (9 + 6.5 + 8 + 10.5
= 34) to find the left over time (40 34 = 6).
44. a. All the other choices are common errors in
computation, particularly not carrying digits to
the next place.
45. b. Since each shelf can hold 9 cans, divide 1,260
by 9; 1,260 9 = 140.
46. c. If you convert 21 to sixths, you get 63. Add 63 and
5
2
1
to get 1, or 1, and then add 1 to the whole
6
6
3
numbers.
47. b. To find out how many people are applying for
each job, divide the total number of applicants by
the total number of positions available (645 =
16.25). The answer is closer to 16 than 17 people.
48. b. Look at the table to find out what portion
Marie was responsible for (0.60). Convert this to
a fraction and reduce; 160 22 = 35.
49. d. Look at the table to find out Janes portion
(0.10). Add this to A.J.s portion (0.05); 0.10 +
0.05 = 0.15. Convert this to a fraction and then
15
3
5
reduce;
10
0 5 = 2
0.
50. a. When multiplying the same number with different exponents, keep the number and add the
exponents. Therefore: 32 34 is 36.
51. c.
52. d.
53. b.
54. a.
55. b.
56. c.
57. b.
58. c.
59. d.
60. a.
61. c.
62. a.
63. a.
64. b.
65. c.
66. d.
67. a.
68. d.
69. b.
70. d.
71. c. There are 15 letter rs in the sentence: The
warden, Margaret Appleton, started out as a
corrections officer in this prison and was promoted
all the way up through the ranks to reach the
pinnacle of her career.
72. c. If the pattern were complete there would be 25
diamonds total because there should be five diamonds across and five diamonds down. There are
only 17 diamonds, so eight are missing.
73. b. There are nine upper case vowels in the set:
Mq u c AAB F
N E n AN r r G
O o oVS s I E
P P e ApUp p
74. a. There are seven circled white 2s in the set.
75. b. There are six 7s in the set:
483298467
426383638
332986347
374938274
097430973
76. b. The officer is following all protocol for written
directives as mandated by the Department of Corrections.
77. d. Due to patients, inmates, and medical confidentiality, information must not be divulged to
others that are not in direct relationship to the illness. Medical personnel should be notified to
maintain secure measures.
78. d. Officers are barred from conducting personal
telephone calls for inmates. All requests should be
reported to thr superior officer.
186
79. c. An Officer must maintain confidentiality

regarding medical information; but sexual activity is not condoned.
80. d. Officer Hughley should immediately notify his
supervisor. Officer Hughley should be concerned
about how his cell phone number got out.
81. a. A report should be written immediately. Sexual activity is not consensual. Sexual activity is
not condoned.
82. a. Officer Nariz should be reprimanded since he
is not an authorized ACCESS user.
83. b. This answer corresponds to the set of rules
and procedures
84. d. Sexual activity is not condoned.
85. c. Staff should not be using inmates to solicit
information.
86. c. This is a violation of the rules.
87. d. There is a conflict of interest.
88. b. Inmates are required to have running showers.
89. b. Searches can detect contraband and they deter
the movement of contraband within the institution. Attacks threaten the safety and security of the
institution, its staff, and inmates.
90. c. These actions are appropriate to the situation.
91. d. This is step 4 in the procedure for transporting
inmates. Choices b and c are not listed in the procedure, and choice a is a later step in the
procedure.
92. c. Officer Presotto should have radioed dispatch
before he attempted to recapture inmate Hayes.
This is covered in steps 14 of the procedures for
a prisoner who escapes during transport.
93. a. Officer Romneys use of force in this situation
is totally unnecessary and is a violation of the
inmates civil rights.
94. c. Step 5 in the procedure for transporting
inmates specifies that the officer is to proceed
directly to the destination.
95. d. Again, step 4 of the procedures for transporting a prisoner states that if seatbelts are available
in the transport vehicle, they must be used. How-
ever, the prisoner should not be allowed to have his

or her handcuffs taken off during a transport
(choice b).
96. d. Policy and law instruct the officer to use the
least amount of force. No force is necessary in this
instance because the inmate is surrendering.
97. c. The policy on open communication with
inmates states that officers should not make promises they cant keep. The officer acted improperly
by not following through with his promise to let
the inmate make two trips to the library.
98. a. The officer has followed the proper procedure
for transporting inmates, which says that the
transport officer should search the inmate.
99. b. Step 7 in the procedure for transporting

inmates specifies that the officer is to only turn the
inmate over to the proper receiving officer at the
courthouse.
100. d. Corrections officers are often required to use
force to subdue inmates in certain situations or
when physical altercations occur, but when Officer Pan subdued inmate Gordon, Gordon was
simply walking toward the garbage. Perhaps Officer Pan prevented an altercation, but a hunch that
something may happen is not reason enough to
apply the use of force on a prisoner.
187
C H A P T E R
12
Corrections
Officer Exam III
CHAPTER SUMMARY
This is the final corrections officer exam in this book. Now that youve
had plenty of study and preparation, this exam will show you how
much youve improved.
ike the previous two exams in this book, this final corrections officer exam assesses the most commonly tested skills on corrections officer exams in various jurisdictions throughout the United
States. Part One, Reading Comprehension, consists of questions on passages that you will have in front
of you as you answer. Part Two, Preparing Written Material, includes questions on how to express given information in writing. Part Three, Math, is simple arithmetic problems. For Part Four, Memory and Counting, you
will read a passage and answer questions about this passage without looking back. Also, you will answer five simple counting questions in one minute. For Part Five, Situational Reasoning, you will choose the best answer to
the questions, using your good judgment and common sense. Part Six, Applying Written Material, will ask you
to apply the corrections rules and procedures it gives you to specific situations.
You should allow two hours for this exam. Set yourself up in an area thats as much like a real testing room
as possible, with no distractions. Use number 2 pencils to fill in the answer sheet on the next page. When you finish, check your answers against the Answers section that follows the exam.
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CORRECTIONS OFFICER EXAM III

Evidence concerning the character of a witness must

be limited to questions of truthfulness. The credibility of a witness can be attacked by any party, and
by evidence of a prior conviction for a felony, so
long as the relevance of the conviction to the question of truthfulness is deemed by the court to outweigh the prejudicial damage caused to the witness.
If, for example, the witness is guilty of some crime
which the jury might find repugnant but which is
not relevant to the witnesss credibility, this would be
deemed unacceptably prejudicial. The elements of
credibility that can be impeached are perception,
memory, clarity, and sincerity. Police officers should
not base an arrest on the testimony of an untruthful or otherwise unreliable witnessfor example, a
witness who is mentally unstable, senile, or intoxicated. Officers should recognize that a case based on
the testimony of a witness with prior felony convictions is vulnerable to dismissal.
2. Which of the following would NOT be admissible to impeach the credibility of a witness?
a. proof of a felony conviction
b. a psychiatric evaluation
c. a neighbors claim that the witness is a liar
d. a claim that the witness is prone to spousal
abuse
3. According to the passage, why shouldnt the
police base their case on the testimony of an
untruthful witness?
a. The accused might be innocent.
b. The case might be dismissed.
c. The police will be embarrassed in court.
d. The police will be vulnerable to a lawsuit.
4. Which of the following witnesses would be least
likely to be vulnerable to having their credibility
impeached, according to the criteria set forth in
the passage?
a. a nearsighted person who wasnt wearing
glasses
b. an alcoholic
c. a petty thief
d. a person with a psychiatric history
The criminal justice system needs to change. The
system could be more just if it allowed victims the
opportunity to confront the person who has harmed
them. Also, mediation between victims and their
offenders would give the offenders a chance to apologize for the harm they have done.
1. What is the primary purpose of the passage?

a. to review the criteria for impeaching the credibility of a witness
b. to argue for the importance of determining
the credibility of a witness before arresting a
suspect
c. to raise questions concerning the reliability of
witnesses with prior convictions
d. to teach police officers proper witness interrogation techniques
5. This paragraph best supports the statement that

victims of a crime should
a. learn to forgive their offenders.
b. have the right to confront their offenders.
c. learn the art of mediation.
d. insist that their offenders be punished.
193
9. Based on the passage, what was the most likely

reason the police were called?
a. A neighbor was bothered by the noise coming
from Mr. Macys home.
b. A neighbor was worried for Mr. Macys safety.
c. A neighbor was worried for the safety of Mr.
Macys family.
d. A neighbor was curious about Mr. Macys personal life.
6. The views of the author of this passage could be

characterized as which of the following?
a. conservative
b. revolutionary
c. uninformed
d. reformist
At 12:45 A.M. on October 15, while parked at 1910
Sherman, Police Officers Fung and Janikowski were
asked to respond to a disturbance at 1809 Washington. When they arrived at the one-story dwelling, the
complainant, Dan Leary, who resides next door at
1807 Washington, told them that he had been kept
awake for two hours by the sound of yelling and
breaking glass. He said the occupant of 1809 Washington, a Mr. Everett Macy, lived alone, was crazy,
and had always been crazy. As they approached the
house, they heard yelling coming from inside. When
the officers knocked on the door, Mr. Macy answered
promptly and said, Its about time you got here.
Inside, broken furniture was strewn about. Mr. Macy
stated he had been protecting himself from persons
who lived inside the woodwork of his home. He
went willingly with the officers to Duke County
Hospital at 1010 Main, where he was admitted to the
psychiatric unit for observation. No arrests were
made.
10. What was Mr. Macys demeanor when the police

arrived at his door?
a. He seemed surprised.
b. He seemed to have been expecting them.
c. He seemed frightened and distrustful.
d. He seemed angered by their presence.
7. Which of the following is most likely a fact?

a. Dan Leary had been kept awake by noise.
b. Mr. Macy had been making noise for two
hours.
c. Mr. Macy had always been crazy.
d. The police heard Mr. Macy shouting inside his
house.
8. The call to the police was most likely made from
which of the following addresses?
a. 1910 Sherman
b. 1809 Washington
c. 1807 Washington
d. 1010 Main
194
Adolescents are at high risk for violent crime.

Although they make up only 14% of the population
age 12 and over, 30% of all violent crimes1.9
millionwere committed against them. Because
crimes against adolescents are likely to be committed by offenders of the same age (as well as same sex
and race), preventing violence among and against
adolescents is a twofold challenge. Adolescents are at
risk for becoming both victims and perpetrators of
violence. New violence-prevention programs in
urban middle schools help reduce the crime rate by
teaching both victims and perpetrators of such violence the skills of conflict resolution and how to
apply reason to disputes, as well as by changing attitudes towards achieving respect through violence
and towards the need to retaliate. These programs
provide a safe place for students to discuss their
conflicts and therefore prove appealing to students
at risk.
14. According to the passage, why is preventing violence against adolescents a twofold challenge?
a. because adolescents are twice as likely to be
victims of violent crime as members of other
age groups
b. because adolescents must be prevented from
both perpetrating and being victimized by
violent crime
c. because adolescents must change both their
violent behavior and their attitudes towards
violence
d. because adolescents are vulnerable yet reluctant to listen to adult advice
11. What is the main idea of the passage?

a. Adolescents are more likely to commit crimes
than older people and must therefore be
taught nonviolence in order to protect society.
b. Middle school students appreciate the conflict
resolution skills they acquire in violence-prevention programs.
c. Middle school violence-prevention programs
are designed to help to lower the rate of
crimes against adolescents.
d. Violence against adolescents is increasing.
passage as a skill taught by middle school
violence-prevention programs?
a. keeping ones temper
b. settling disputes without violence
c. avoiding the need for vengeance
d. being reasonable in emotional situations
13. According to the passage, which of the following
statements about adolescents is true?
a. Adolescents are disproportionately likely to be
victims of violent crime.
b. Adolescents are more likely to commit violent
crimes than other segments of the population.
c. Adolescents are the victims of 14% of the
nations violent crimes.
d. Adolescents are reluctant to attend violenceprevention programs.
195
In the last decade, community policing has been

frequently touted as the best way to reform urban
law enforcement. The idea of putting more officers
on foot patrol in high crime areas, where relations
with police have been frequently strained, was initiated in Houston in 1983 under the leadership of
then-Commissioner Lee Brown. He believed that
officers should be accessible to the community at the
street level. If officers were assigned to the same area
over a period of time, those officers would eventually build a network of trust with neighborhood residents. That trust would mean that merchants and
residents in the community would let officers know
about criminal activities in the area and would support police intervention.
Since then, many large cities have experimented with Community-Oriented Policing (COP)
with mixed results. Some have found that police
and citizens are grateful for the opportunity to work
together. Others have found that unrealistic expectations by citizens and resistance from officers have
combined to hinder the effectiveness of COP. It
seems possible, therefore, that a good idea may need
improvement before it can truly be considered a
reform.
Police officers must read suspects their Miranda

rights upon taking them into custody. When a suspect who is merely being questioned incriminates
himself, he might later claim to have been in custody,
and seek to have the case dismissed on the grounds
of having been unapprised of his Miranda rights. In
such cases, a judge must make a determination as to
whether or not a reasonable person would have
believed himself to have been in custody, based on
certain criteria. The judge must determine whether
the suspect was questioned in a threatening manner
(for example, if the suspect was seated while both
officers remained standing) and whether the suspect
was aware that he or she was free to leave at any
time. Officers must be aware of these criteria and
take care not to give suspects grounds for later claiming they believed themselves to be in custody.
15. Community policing has been used in law

enforcement since
a. the late 1970s.
b. the early 1980s.
c. the late 1950s.
d. the late 1930s.
16. The phrase network of trust in this passage suggests that
a. police officers can rely only each other for
support.
b. community members rely on the police to
protect them.
c. police and community members rely on each
other.
d. community members trust only each other.
17. The best title for this passage would be
a. Community Policing: The Solution to the
Drug Problem.
b. Houston Sets the Pace in Community
Policing.
c. Communities and Cops: Partners for Peace.
d. Community Policing: An Uncertain Future.
18. The word touted in the first sentence of the passage most nearly means
a. praised.
b. denied.
c. exposed.
d. criticized.
19. According to the passage, when is a suspect not

in custody?
a. when free to refuse to answer questions
b. when free to leave the police station
c. when apprised of his or her Miranda rights
d. when not apprised of his or her Miranda
rights
20. A police officer questioning a suspect who is not
under arrest must
a. read the suspect his Miranda rights.
b. allow the suspect a phone call.
c. advise the suspect of his right to a lawyer.
d. inform the suspect that he is free to leave.
196
PART TWO: PREPARING

WRITTEN MATERIAL
best paragraph.
21. 1) Because prisoners remain in a highly emotional state for so long, officers who work on
death row often receive special training in dealing with death row inmates. 2) Death row was
originally intended as a place where prisoners
would live for a short period of time between
sentencing and execution. 3) In states that have
the death penalty, a section of a prison will be
designated as death row. 4) Today, however,
prisoners may remain on death row for ten or
twenty years or more.
a. 2, 4, 1, 3
b. 3, 2, 4, 1
c. 4, 1, 3, 2
d. 1, 4, 2, 3
22. 1) No search of a persons home or personal
effects may be conducted without a written
search warrant issued on probable cause. 2) This
means that a neutral judge must approve the factual basis justifying a search before it can be conducted. 3) The Fourth Amendment to the
Constitution protects citizens against unreasonable searches and seizures. 4) However, there are
exceptions to the Fourth Amendment, such as
when evidence is in plain view.
a. 2, 4, 1, 3
b. 1, 4, 2, 3
c. 1, 2, 3, 4
d. 3, 1, 2, 4
23. 1) Sing Sing Correctional Facility takes its

name from the village of Sing Sing, New York,
which changed its name to Ossining in 1901.
2) He took 100 prisoners from Auburn State
Prison to the site, and used them to help build
Sing Sing from the ground up using materials
from the quarry. 3) Construction of the prison
began in 1825, when the New York State legislature appropriated $20,100 to buy a 130-acre site
with a quarry. 4) Elam Lynds was the first warden
of Sing Sing.
a. 4, 2, 1, 3
b. 2, 4, 3, 1
c. 1, 3, 4, 2
d. 2, 4, 1, 3
24. 1) All of these elements taken together constitute
the crime of solicitation. 2) First, the person
must have persuaded another person to commit
a crime. 3) Second, the person must have been
discussing a specific crime and must have had the
intention that the act would be done.
4) Police officers may become aware of a person
who did not actually commit a crime, but
solicited another person to do so.
a. 1, 3, 4, 2
b. 2, 4, 1, 3
c. 4, 2, 1, 3
d. 4, 2, 3, 1
197
25. 1) Good judgment and the ability to think and

act quickly are indispensable. 2) The Occupational Outlook Handbook states that all corrections officer candidates for employment are
generally required to meet formal standards of
physical fitness, eyesight, and hearing. 3) Therefore, applicants are typically screened for drug
abuse, subject to background checks, and
required to pass a written examination. 4) In
addition, many jurisdictions use standard tests to
determine applicant suitability to work in a correctional environment.
a. 1, 3, 4, 2
b. 2, 4, 1, 3
c. 4, 3, 1, 2
d. 1, 4, 3, 2
26. 1) They tell of cell doors that mysteriously open
and close, hearing unexplainable sounds coming
from the heart of the prison, and the feeling of
being observed by someone or something else
2) The staff say that the areas of Alcatraz that
seem to be the most haunted are the old Wardens house, the utility door for cellblock C, and
the hospital. 3) Many of the Park Service staff at
Alcatraz Island believe that the old prison is
haunted. 4) But perhaps the most haunted location of all is the area known as The Hole, in
cellblock D; in fact some of the staff feel uncomfortable going to that area by themselves.
a. 3, 1, 2, 4
b. 2, 4, 1, 3
c. 4, 2, 1, 3
d. 4, 2, 3, 1
27. 1) Today, there are other major associations for

corrections officers as well, such as the International Association of Correctional Officers, and
the American Jail Association. 2) It was originally
known as the National Prison Association; however, the name was changed in 1954. 3) The oldest association of corrections officers is the
American Correctional Association (ACA),
founded in 1870. 4) The first president of the
National Prison Association was former United
States President Rutherford B. Hayes.
a. 2, 4, 1, 3
b. 1, 4, 2, 3
c. 1, 2, 3, 4
d. 3, 2, 4, 1
28. 1) Visits, especially from family members, can
aid in a prisoners rehabilitation. 2) Usually, this
means that a prisoner and his visitors may not
have physical contact with each other. 3) Therefore, they are separated by a pane of glass and
must talk by phone. 4) However, in order to
maintain prison safety, family visits cannot be
unrestricted.
a. 2, 4, 1, 3
b. 1, 4, 2, 3
c. 1, 2, 3, 4
d. 3, 1, 2, 4
29. 1) However, lawyers have received undeserved
criticism. 2) Lawyer-bashing is on the increase in
the United States. 3) A lawyer is more likely than
not to try to dissuade a client from litigation by
offering to arbitrate and settle conflict. 4) For
example, lawyers are accused of lacking principles, clogging the justice system, and increasing
the cost of liability insurance.
a. 2, 3, 1, 4
b. 4, 2, 1, 3
c. 2, 4, 1, 3
d. 4, 2, 3, 1
198

describes the underlined sentence into one.
30. Everyone likes Earl.

I think he is sneaky.
a. Everyone likes Earl, and I think he is sneaky.
b. Everyone likes Earl, whereas I think he is
sneaky.
c. Everyone likes Earl, when I think he is sneaky.
d. Everyone likes Earl, or I think he is sneaky.
31. This area is known as Death Valley.
Were driving through the hottest, driest, and
lowest point in the Western Hemisphere.
a. This area is known as Death Valley; meanwhile, were driving through the hottest, driest, and lowest point in the Western
Hemisphere.
b. Were driving through the hottest, driest, and
lowest point in the Western Hemisphere, but
this area is known as Death Valley.
c. Were driving through the hottest, driest, and
lowest point in the Western Hemisphere;
therefore, this area is known as Death Valley.
d. Were driving through the hottest, driest, and
lowest point in the Western Hemisphere,
while this area is known as Death Valley.
32. All of my siblings are excellent students.
My sister Molly was the valedictorian of her class.
a. All of my siblings are excellent students; on
the contrary, my sister Molly was the valedictorian of her class.
b. All of my siblings are excellent students; in
contrast, my sister Molly was the valedictorian
of her class.
c. All of my siblings are excellent students;
rather, my sister Molly was the valedictorian of
her class.
d. All of my siblings are excellent students; for
instance, my sister Molly was the valedictorian
of her class.
33. I love the weather in Los Angeles.

I sometimes miss the changing of the seasons.
a. I love the weather in Los Angeles, because I
sometimes miss the changing of the seasons.
b. However I love the weather in Los Angeles; I
c. Because I love the weather in Los Angeles, I
d. I love the weather in Los Angeles, but I sometimes miss the changing of the seasons.
meaning of the original sentence. If the original sentence is better than any of the alternatives, chose
option a.
34. His suit had a forlorn odor, as if it had been

closed up for a long time in an old trunk.
a. forlorn
b. dried-up
c. musty
d. decrepit
35. It poured; so I tried to run for cover.
a. It poured; so I tried to run for cover.
b. It poured, so I tried to run for cover.
c. It poured, I tried to run for cover.
d. It will pour, so I tried to run for cover.
36. Besides its use in jewelry, silver has many uses in
photography and electronics.
a. Besides its use in jewelry,
b. Beside jewelry,
c. In addition also to its jewelry applications,
d. Beside their use in jewelry,
199
37. Please remember that I am older than him and

have more experience in these matters.
a. older than him and have
b. oldest than him and have
c. older than he and have
d. more older than he and have
38. Obvious is a synonym of outmoded.
a. Obvious
b. Obsolete
c. Basic
d. Inaugural
PART THREE: MATH

Select the choice that best answers the questions.
41.
4

5
is equal to
a. 0.80.
b. 0.50.
c. 0.90.
d. 0.45.
39. The enphasis was placed on following proper

prison procedure.
a. enphasis
b. emphisis
c. emphasis
d. emfasis
42. To calculate her overtime pay, Corrections

Officer Alvarez uses the expression 30n, where n
is the number of overtime hours worked. What is
her overtime pay if she works 3 hours?
a. $33
b. $90
c. $60
d. $27
40. Its easy to pet sit for my friends terrier, Duke;

hes a fungible and obedient dog.
a. fungible
b. commonplace
c. meddlesome
d. docile
43. What is six and five hundredths written as a decimal?

a. .065
b. 6.5
c. 6.05
d. 6.005
44. 83 86 =
a. 83
b. 89
c. 162
d. 163
200
45. Officer Tate has responded to the scene of a robbery. On the officers arrival, the victim, Mrs.
Lisa Sharma, tells the officer that the following
items were taken from her by a man who threatened her with a knife:
1 gold watch, valued at
$240
2 rings, each valued at
$150
1 ring, valued at
$70
Cash
$95
Officer Tate is preparing her report on the
robbery. Which one of the following is the total
value of the cash and property Mrs. Sharma
reported stolen?
a. $545
b. $555
c. $705
d. $785
48. (25 + 17)(64 49) =

a. 57
b. 63
c. 570
d. 630
46. 9,667 4,332 + 1,523 =

a. 6,758
b. 6,858
c. 6,658
d. 6,555
50. Manny is 46 years old, twice as old as Albert.

How old is Albert?
a. 30 years old
b. 28 years old
c. 23 years old
d. 18 years old
49. Juan goes on a trip with $47 in his pocket. During his trip he speeds through a small town and is
stopped and fined $5. After that, he is so upset he
decides to get a motel room for the night. The
room costs $15. After paying for the room, how
much money does Juan have left for dinner, beverages, and the rest of his trip?
a. $30
b. $27
c. $25
d. $17
47. Robert works as a cashier at a supermarket. If

peaches are on sale for $1.25 per pound, how
much will 2.4 pounds cost?
a. $2.00
b. $2.40
c. $3.00
d. $3.25
201
PART FOUR: MEMORY AND COUNTING

Following is a short reading passage. Study it for five
minutes. At the end of five minutes, cover the page
and answer the 10 questions without referring back to
the study material. You have 2.5 minutes to answer the
questions. If you refer back to the study material after
five minutes are up, you will be disqualified. When
the 2.5 minutes are up, you may continue with the rest
of the test.
On Saturday, January 10, 2004, three inmates were

assaulted in the 4-East Housing Unit (220 beds) of
Rocktown Prison. At approximately 1:30 P.M., four
suspects attacked inmates Ojas Hamm, Patrick
Favia, and Joseph Tejani with homemade knives.
Senior Corrections Officer Martin Thomas recognized that inmate Tejani appeared to have been
stabbed in the thigh. He immediately called the
medical staff, who treated inmate Tejani overnight in
the Medical Unit Building and discharged him the
next day. The two other inmates sustained minor
injuries, were treated at the scene of the incident, and
then instructed to return to their cells in Block 2 of
the 4-East Housing Unit. The entire 4-East Housing
Unit was then placed on lock-down status.
At approximately 3:00 P.M., the four suspects in
the assault were removed from their cells in the 4East Housing Unit and questioned in the Main
Detention Facility about the incident by Corrections Officer Ryan Morton and Captain Ed Buckworth. During the questioning, one suspect, inmate
William Dawkins, became unruly and attempted to
strike Captain Buckworth in the head with his own
head. Inmate Dawkins was restrained, and all four
202
suspects were placed in Disciplinary Unit 1 (20

beds). The incident involving Captain Buckworth is
under investigation.
Acting on a tip given to Officer Morton, at
approximately 3:45 P.M. inmate Dawkinss cell was
searched, yielding 3 homemade weapons, including
a homemade knife that Dawkins possibly used to
stab inmate Tejani. The search also yielded $348
dollars in cash and approximately a half-ounce of a
substance believed to be cocaine. Searches of the
cells of the three other suspects in the assault yielded
nothing.
At 4:30 P.M., Officer Morton questioned inmate
Tejani in the Medical Unit regarding the assault.
Inmate Tejani denied that the incident was drugrelated and claimed that prior to that afternoon, he
had only spoken to inmate Dawkins once before, in
passing. Officer Morton then questioned inmates
Hamm and Favia in the Main Detention Facility. All
statements made by inmates Hamm and Favia
closely corroborated with inmate Tejanis statements
regarding the assault.
At 9:19 P.M., Corrections Officer Preston Bush
was escorting inmate Hamm back to 4-East Housing Unit when inmate Hamm struck Officer Bush in
the head with his fist, knocking him unconscious.
Inmate Hamm then scaled a perimeter fence surrounding Recreation Unit 3, and escaped. Inmate
Hamm then stole a white 1991 Chrysler LeBaron
from a nearby shopping center, and was involved in
a high-speed pursuit on Route 17 West with New
York State Police that ended with his apprehension
in Liberty, New York at 11:17 P.M. He was returned
to Rocktown Prison by the New York State Police
and will face appropriate charges.
51. What day of the week did these incidents occur?

a. Sunday
b. Saturday
c. Monday
d. Thursday
52. How many beds are in the 4-East Housing Unit?
a. 100
b. 20
c. 200
d. 220
53. Which inmate was stabbed in the thigh?
a. inmate Hamm
b. inmate Favia
c. inmate Tejani
d. inmate Dawkins
54. In which block of 4-East Housing Unit are the
three assaulted inmates cells?
a. Block 2
b. Block 5
c. Block 4
d. Block 6
55. At approximately what time were the four suspects in the assault removed from their cells and
questioned about the incident?
a. 2:30 P.M.
b. 2:00 P.M.
c. 3:45 P.M.
d. 3:00 P.M.
56. Which officer did inmate William Dawkins
attempt to strike?
a. Thomas
b. Morton
c. Buckworth
d. Bush
57. What amount of cash was found in inmate

Dawkinss cell?
a. $328
b. $338
c. $348
d. $438
58. Where were all four suspects placed after they
were questioned?
a. Disciplinary Unit 11
b. Disciplinary Unit 10
c. Disciplinary Unit 1
d. Disciplinary Unit 5
59. At approximately what time did inmate Hamm
assault Officer Bush and then escape?
a. 9:09 P.M.
b. 9:19 P.M.
c. 9:29 P.M.
d. 9:39 P.M.
60. What year and color was the stolen Chrysler
LeBaron?
a. white, 1991
b. blue, 1992
c. red, 1992
d. blue, 1991
You have 1 minute to answer the questions 6165.
When the minute is up, you may continue with the rest
of the test.

863473827
309730929
483846774
374963634
636383329
a. 4
b. 5
c. 6
d. 7
203
65. How many upward arrows () are in the following set?
62. How many letter ss are there in the following

sentence?
Corrections Supervisor Baumgartens many
years of experience served him well when the
inmates in Dormitory Unit 5 had to be evacuated
during the prison fire.
a. 6
b. 7
c. 8
d. 9
63. How many lower case vowels are there in this set?
D e g d D c d a
NE Q o E o E e
F m f S B F i m
G a a X x T L I
S S e E U h u H
a. 9
b. 10
c. 11
d. 12
64. How many clovers are needed to complete this
pattern?

a. 9
b. 10
c. 11
d. 12
a. 12
b. 13
c. 14
d. 15
PART FIVE: SITUATIONAL REASONING

Choose the best answer to the following questions,
based on good judgment and common sense.
66. Inmates have access to library materials in order

to prepare court documents, but access is a privilege controlled by time schedules, inmate conduct, and prison regulations. Inmate Lucas is in
the library conducting research for his case.
Other inmates begin complaining because he is
yelling across the room to inmate Garcia and
refuses to be quiet. What should the officer in
charge of the library do?
a. He should remove inmate Garcia, since
inmate Lucas is using the library for an important purpose.
b. He should let inmate Lucas take the books he
needs back to his cell.
c. He should write inmate Lucas up for causing a
disruption, but let him stay to finish the
research for his court case.
d. He should cut short inmate Lucass library
privilege and return him to his cell for causing
the disruption.
204
67. The Hole is a common term officers use to

describe a holding cell where inmates with behavioral problems are placed for disciplinary isolation.
Which situation would cause Officer Campbell to
consider placing an inmate in The Hole?
a. Inmate Garvey is tired of standing in line for
his haircut. He walks to the front of the line
and punches inmate Douglas in the nose
before pushing him out of his way.
b. Inmate Witte is arguing with inmate Alvarez.
She tells Inmate Alvarez that she is stupid and
then turns and walks away.
c. A food fight breaks out in the cafeteria, but
Officer Campbell cannot ascertain who
started it.
d. A new regulation limiting inmate access to
weights in the gym has come out, and inmate
Jackson is angry about it. He says he will be
filing a grievance with the wardens office.
69. Random bed checks during the night are conducted by officers to make sure inmates are
where they are supposed to be and to check on
the condition and behavior of inmates. Officer
Quinton is conducting a bed check and is carefully checking for living breathing flesh. Which
situation below would cause him to check more
closely?
a. When checking one of the cells, he sees a lump
under the blanket in the middle of one bunk
but does not see a head on the pillow.
b. In another cell, he sees the inmate lying on his
stomach with his face turned away and with
one foot hanging off the side of his bed.
c. In yet another cell, he sees the inmate lying on
his back on top of the blanket on his bunk
with one arm flung across his face.
d. In a fourth cell, he sees the inmate lying on the
cement floor with his shirt off, snoring loudly.
68. Vehicles entering and leaving prison facilities

should be checked thoroughly. Officers on duty
at the gates should check the identities of all
occupants of the vehicles, and vehicles exiting the
area should be checked for possible escapees.
Officer Shakley is standing guard at Gate 1.
Which situation would cause her to check the
vehicle and its occupants particularly carefully?
a. A solitary man in a two-door convertible
drives up to the gate. He presents identification that shows he is an attorney and says he
has come to meet with an inmate.
b. A large delivery van is in the line of cars waiting to exit the facility. The driver, who entered
the facility laughing and joking, looks tense
and rigid as he approaches the gate.
c. A corrections officer in uniform approaches
the gate on a touring motorcycle.
d. A prison employee driving a station wagon
approaches the gate to exit the facility.
70. Random searches for possible weapons and contraband are essential for the safety and security of
the facility. Inmates know that these searches,
often called shakedowns, of their cells and dormitories are part of prison routine. If an officer
expects to get the maximum result from a shakedown, the officer should do which of the
following?
a. Make an announcement at breakfast that
shakedowns will occur all that day and ask for
inmates to come forward voluntarily with any
contraband or weapons.
b. Schedule a time with each inmate to go
through their possessions.
c. Conduct searches each night one hour before
the inmates are locked down for the night.
d. Conduct searches randomly, at different
times, and on different days.
205
71. Report writing is a critical element of a corrections officers job. Officers are expected to write
detailed reports that tell who, what, when, where,
how, and why. Reports are to be written whenever an incident occurs that should be documented, a violation of the rules and/or law
occurs, or an official action is taken by a corrections officer. Which situation below would most
likely cause an officer to write a report?
a. Every Tuesday the library remains open an
extra hour for those inmates who want to conduct research for their court cases. Today it
closes early, and several inmates complain
loudly as they gather up their materials to
leave.
b. Inmate Rossie punches inmate Browder during an argument and starts a fight that lasts a
couple of minutes. Inmate Browder tells the
investigation officer that it wasnt important
and he doesnt want the incident to be investigated.
c. Inmates in the day room are having a heated
discussion about who is going to win the
World Series this year. Inmate Sebghati
pounds the table and shouts.
d. Inmates waiting to use the outdoor recreational yard are told to wait until the rain
stops. They grumble among themselves, and
inmate Forbes yells to a corrections officer
that she wants to go out in the rain.
72. Some corrections officers are required to deal

with the public as well as with the inmate population during the course of their work. Officers
are expected to treat visitors courteously and
respectfully but are required to take action if visitors to the facility behave in a suspicious manner
or fail to abide by the rules and regulations.
Which situation below should cause an officer to
become suspicious of a visitor?
a. A visitor to the facility tries to make a wrong
turn when he passes through the first gate. He
tells the guard he failed to follow the signs
because he cant read.
b. A visitor arrives too late for visitation hours
and is angry when officers politely turn him
away. He vows to write the warden to complain about his treatment.
c. Inmate Godwins wife comes for a visit,
becomes upset, and asks to leave the facility
before her visitation time is up.
d. Cousin Jeremy arrives to see inmate Everson
and is seen repeatedly shaking the inmates
hand in the visitor center.
73. It is important for corrections officers to develop
a feel for the moods and behaviors of the inmates
in their care. Whenever possible, officers should
attempt to head off problems rather than wait for
them to happen. Officer Riley notices that
inmate Napier is edgy and has been arguing with
anyone who tries to speak to him. What should
Officer Riley do?
a. Take inmate Napier aside and try to find out
what is bothering him.
b. Lock down the cellblock until inmate Napier
is in a better mood.
c. Take inmate Napier to solitary confinement
before any fighting breaks out.
d. Tell the other inmates to stay away from
inmate Napier until his behavior improves.
206
74. Officers are expected to make frequent counts of

inmates for the safety and security of the facility.
During these counts, inmates are expected to follow the instructions of the officers who are conducting the count. An officer needs to conduct
an inmate count on the recreation yard while a
basketball game is in progress. How should she
handle this situation?
a. She should let the game continue and count
the players on the sidelines first and then the
other players as they run past.
b. She should wait until the recreation time is
over and count inmates as they come in from
the yard.
c. She should stop the game, count all the
inmates, and then let them resume the game.
d. She should ask each team to count their own
players while she is watching.
76. Inmates should be watched closely for signs of

behavioral changes, because some inmates
develop problems that lead to suicide attempts.
Officer Bettis knows his inmates well. Which of
the following situations should cause him
concern?
a. Inmate Fredericks is withdrawn and
depressed. He hardly eats and has told other
inmates that his wife wrote him a letter telling
him she never wants to see him again.
b. Early one morning, inmate Edwards decides
he is not hungry and is not going to line up
with the other inmates to report for breakfast.
c. Inmates Jardin and Lipscomb argue constantly
whenever they are around each other. Inmate
Jardin says he thinks Lipscomb is an idiot.
d. Last week, inmate Hass was injured in a fight
and now has his jaws wired shut. He sits in his
cell and doesnt speak to the other inmates.
75. Inmates have been known to befriend officers

and then try to convince the officers to perform
favors for them. After favors are performed,
inmates often try to blackmail officers, knowing
that the officers can face disciplinary action if
their superiors find out that they performed the
favors. Which situation below should Officer
Mendoza avoid?
a. Inmate Keiser asks Officer Mendoza to write
out a pass for him to get a haircut. Officer
Mendoza notices that the inmates hair is well
below his collar.
b. Inmate Mohammed asks Officer Mendoza for
permission to go to the library to research
court documents.
c. Inmate Saunders asks Officer Mendoza for
more socks, because he is wearing his last pair.
d. Inmate Crowley asks Officer Mendoza to call
his house once a day to check on his wife for
him.
207
77. Sergeant Billings tells Officer Adams that he suspects that small amounts of drugs are being
smuggled to prisoners in Cellblock D on visitation day. Officer Adams is standing watch in the
visitors room the next afternoon. Which incident should arouse his suspicion?
a. Inmate Earl is talking with a visitor. The visitor coughs loudly, covering his mouth with his
hand, and then stands up immediately and
shakes Earls right hand with the same hand.
He then indicates to the officer that he is ready
to leave the room. Earl puts his right hand up
to his mouth and covers a cough.
b. An elderly woman is sitting at a table talking
to inmate Caswell. She starts crying and tells
the officer at the door that she has to leave,
because she cant bear to see her grandson in
prison. She briefly hugs inmate Caswell and
leaves the room.
c. Inmate Jessup is nearing the end of his visitation time with his brother, Ely. Ely tells him
that he wont be coming back to visit, because
he is moving out of state. Inmate Jessup ducks
his head and refuses to shake his brothers
hand as Ely stands up to leave. Ely quickly pats
him on the shoulder as he passes.
d. Greta has arrived to see her husband, inmate
Crandall. She has a book with her that she
wants to give to her husband as a gift and
hands the book to Officer Adams to inspect.
Officer Adams checks through the pages and
then hands the book back to her. She walks to
her husbands table and hands him the book.
78. Faking illness is a popular method inmates use

for getting out of work details in prison. An officer often has to decide when an inmate should be
given medical attention and when the inmate
may be feigning illness. While supervising a voluntary work crew along the highway, Officer
Ferris sees an inmate stop working and lie down.
He checks and finds that the inmate is nauseated
and his skin is cold to the touch, even though the
sun is shining and the temperature is hot. What
should Officer Ferris do?
a. Tell the inmate he shouldnt volunteer for
details if hes not willing to work and then
make him stand up and get back to work.
b. Have all the inmates stop for a water break
and make sure they do not feel nauseated, too.
c. Radio his supervisor and ask for an appointment with the prison infirmary.
d. Get immediate medical attention for the
inmate.
79. Inmate Pollo tells Officer Henry that someone is
stealing his socks. He said now he only has two
pairs of socks instead of the five pairs allowed by
regulations. He said he saw his cellmate, inmate
Ireland, stealing them one night, but hes afraid
to confront him, because inmate Ireland is bigger
and stronger than he is. How should Officer
Henry handle this situation?
a. Go immediately to inmate Ireland and tell
him inmate Pollo wants his socks back.
b. Conduct a seemingly random search of the
mens cell to see if he can catch inmate Ireland
with more socks than he is allowed to have.
c. Write inmate Pollo up for not keeping track of
prison property.
d. Suggest to inmate Pollo that he wait until
inmate Ireland is not in the cell and then take
his socks back.
208
2. The officer should write a pass for the inmate to

report to the desk supervisor.
3. The inmate reports to the desk supervisor, who
records the inmates presence in a log and then
directs the inmate to wait in line for the haircut.
4. After the haircut, the inmate will report back to
the officer who ordered the procedure.
80. Officer Fineman is escorting ten inmates to the

exercise yard for their recreation time. Suddenly,
six of the inmates turn and jump the other four
inmates in one of the long, narrow hallways. The
nearest officers to Officer Finemans location are
about 15 yards away around a corner. What
should Officer Fineman do?
a. Call for backup and wait until backup arrives
before attempting to break up the fight.
b. Try to determine which inmate is the leader
and pull that inmate away from the others.
c. Stand back and wait, as the fight will probably
last no longer than one or two minutes.
d. Spray the entire group with pepper spray to
subdue them all.
PART SIX: APPLYING

WRITTEN MATERIAL
Following is a set of rules and procedures for corrections officers. Based on these, answer the questions
that follow them. You may refer back to the rules and
procedures as often as needed.
An inmate of a prison facility commits a felony if he

or she intentionally, knowingly, or recklessly carries
a deadly weapon on, or about, his or her person.
Contraband is any item that an inmate is not
permitted to have in his or her possession. Officers
who discover contraband will confiscate the item(s),
investigate the situation, and write a report. Appropriate disciplinary action should be taken based on
the results of the investigation.
Pat-down searches of visitors to prison facilities should be performed whenever an officer
receives a tip that a visitor might be attempting to
smuggle contraband into the facility.
Corrections officers are often responsible for
seeing to it that inmates follow personal grooming
rules. An officer can direct an inmate to get a haircut. To do so:
1. The officer should approach the inmate and tell
the inmate a haircut is needed.
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Inmates housed in isolation are to be given

the opportunity to shower every other day. The
officer in charge of this procedure should document the time, date, and name of the inmate who
showered.
Lock down occurs when inmates are sent to
their cells and locked inside for a period of time. A
lock down may be ordered by an officer whenever
order needs to be restored or the safety and security
of inmates, officers, and personnel are threatened.
A corrections officer sometimes is required to
distribute medications to inmates upon authorization by prison physicians. The officer will:
1. Call out the names of inmates who are authorized to receive medications and have them step
forward.
2. Have each inmate sign the medical log to indicate
that he or she received the medication.
3. Hand the inmate first a paper cup of water and
then the paper cup containing the authorized
medication.
4. Watch the inmate put the medication in his or
her mouth and drink the water.
5. Have the inmate open his or her mouth and stick
out his or her tongue so that a visual inspection
can be made to make sure the inmate is not hiding the pills or capsules.
6. Have the inmate go back to his or her cell and
then call out the name of the next inmate to step
forward to receive medication.
A safety cell is a holding cell equipped with
rubber walls and floors where an inmate is placed
when the possibility exists that the inmate may harm
him or herself.
Inmates are not permitted to pass written

notes, otherwise known as kites, to each other.
Kites should be confiscated and reports written
detailing the incident.
81. Jewelry is considered contraband in prison environments. Officer Romero conducts a search of
inmate Harlands cell and finds a gold ring under
his pillow. What should he do?
a. He should confiscate the ring and tell inmate
Harland that he can have it back when he is
released from prison.
b. He should leave it where it is because inmate
Harland might accuse him of planting the ring
in his cell.
c. He should confiscate the ring and tell inmate
Harland that he wont report it as a violation,
but now Inmate Harland owes him one.
d. He should confiscate the ring, find out how
inmate Harland got it, and then write a report
detailing the incident.
82. Officer Buckner made inmate Lloyd open his
mouth and stick out his tongue after he gave the
inmate his blood pressure medication. Inmate
Lloyd wants to file a grievance about this procedure. Officer Buckner acted
a. improperly; he should have had the inmate
open his mouth, but it is not necessary to have
him stick out his tongue.
b. properly; Officer Lloyd should make the
inmate open his mouth and stick out his
tongue.
c. properly; Officer Lloyd can instruct the
inmate to take his medication in whatever
manner Officer Lloyd sees fit.
d. improperly; he should have only done so if he
suspected the inmate of not swallowing the
medication.
83. Inmate Biggss hair is hanging below the bottom

of his collar. Officer Raven orders inmate Biggs to
get a haircut. What is the next step for Officer
Raven to take?
a. Check inmate Biggss cellmate to see if he
needs a haircut.
b. Call his supervisor to see if he can send inmate
Biggs to the barber.
c. Check to see if the barber has an appointment
open for inmate Biggs.
d. Write a pass to the desk supervisor for inmate
Biggs.
84. Inmate Elia is in isolation for five days for violating a prison rule. On the second day, he will be
permitted to take a shower. Officer Simmons,
who will supervise the shower, should
a. inspect inmate Elia to make sure his fingernails are clean.
b. record the time, date, and inmate Elias name
in the log.
c. check with the desk boss to see if inmate Elia
can leave his cell to shower.
d. take inmate Elia to the showers every day
thereafter.
210
87. Inmate White just received word that his wife is

having an affair with his best friend. He goes
berserk in the day room, bashing his head against
the wall and throwing himself to the floor. Officer Ratner and Officer Rutledge should
a. handcuff inmate White and leave him on the
floor until he calms down.
b. restrain inmate White and place him in the
holding cell equipped with rubber walls and
floors.
c. lock down the whole cellblock for the other
inmates safety.
d. tell the other inmates to help inmate White get
a grip on himself.
85. Officer Lasher is about to escort inmates to the

clothing center. As she is lining them up in the
hallway, she notices a bulge in inmate Yangs
sock. She finds a shank in the sock, confiscates it,
and writes a report charging inmate Yang with a
felony for carrying a homemade knife. Officer
Lasher acted
a. properly; she had all the inmates lined up in
the hallway.
b. improperly; she should have completed her
escort before she got sidetracked with inmate
Yang.
c. improperly; a homemade knife would not
necessarily be classified as a weapon.
d. properly; for an inmate to carry a weapon is a
felony.
88. It is time for inmate Simon to receive his blood

pressure medication. Officer Javier is responsible
for passing out the afternoon medications. The
first thing Officer Javier should do is
a. have each inmate show proof that he is to
receive medication.
b. have the inmates open their mouths so that he
can make sure nothing else is in their mouths
before giving out pills.
c. call out the names of inmates who are authorized to receive medications and have them
step forward one at a time.
d. send each inmate who is supposed to receive
medication to the infirmary.
86. Officer Lindner is passing out medication to

inmates. He calls out inmate Tweedys name, and
the inmate steps forward. He tells Officer Lindner that he knows he needs to take his medication, but hed rather take it later, and asks if he
can put the pill in his pocket. Officer Lindner
tells him no. Officer Lindner acted
a. properly; the inmates pocket is not a proper,
sanitary container for medication.
b. improperly; the inmate shouldnt be forced to
take medication against his will.
c. properly; the officer in charge of handing out
medication must watch the inmate take the
medication.
d. improperly; the officer is only responsible for
making sure the inmate is handed the
medication.
211
89. Officer DeSimone is passing out medications to

inmates. He calls out the name of the first inmate
to receive medication, and the inmate steps forward. What is Officer DeSimones next step?
a. Hand the inmate a cup of water.
b. Hand the inmate the medication.
c. Have the inmate sign the log to indicate he has
received his medication.
d. Tell the inmate to open his mouth for a visual
inspection.
90. Officer Mendes gets a tip from inmate Smyth

that inmate Jansens sister will try to smuggle cigarettes into the facility during her next visit.
When she shows up, the officer should
a. conduct a pat-down search on this visitor.
b. wait for her to pass on the cigarettes, as the tip
might be wrong.
c. watch for any suspicious behavior before taking action.
d. refuse to allow the visitor to see inmate Jansen.
212
ANSWERS
1. a. The overall subject of the passage concerns the

criteria for using information about a witness to
cast doubt on his or her testimony.
2. d. An accusation of spousal abuse would be prejudicial, but it would not be relevant to the question of the witnesss truthfulness.
3. b. The last two sentences state that police officers
should not base an arrest on the testimony of an
untruthful or otherwise unreliable witness, such as
a witness with a prior felony conviction, because
a case based on the testimony of a witness with prior
felony convictions is vulnerable to dismissal.
4. c. Petty theft is not a felony; therefore a petty
thief would be the least likely of the choices to be
vulnerable to having their credibility impeached,
according to the criteria set forth in the passage.
5. b. This answer is clearly stated in the second sentence of the paragraph: The system could be more
just if it allowed victims the opportunity to confront
the person who has harmed them. There is no support in the passage for choices a or d. Although
mediation (choice c) is mentioned in the paragraph, the statement does not indicate that victims
should be the mediators.
6. d. The author of this paragraph most likely has
reformist views on the criminal justice system.
The very first sentence of the paragraph is your
biggest clue to answering this question: The criminal justice system needs to change. A man with
revolutionary views would certainly believe in
change as well, but the word revolutionary indicates an extreme or complete change, certainly
not what is proposed in this paragraph.
7. d. They heard yelling coming from inside, found in
the fourth sentence, comes close to confirming
213
choice d. The yelling the officers hear coming from

inside Mr. Macys house is most likely Mr. Macy,
given all the circumstances described in the passage. The other choices are less certain as they are
statements made by Mr. Leary when he was upset,
and no witnesses or concrete facts are present to
confirm them.
8. c. Dan Leary most likely made the call from his
home at 1807 Washington.
9. a. According to the second sentence of the passage, Dan Leary told police he was kept awake by
the noise coming from Mr. Macys home.
10. b. Mr. Macys first words to the police were Its
about time you got here, which indicates he was
expecting them.
11. c. The main idea of the passage is summed up in
the fourth sentence of the passage: New violenceprevention programs in urban middle schools help
reduce the crime rate . . . The other choices, though
mentioned in the passage, are not the main idea.
12. a. While keeping ones temper is probably an
essential aspect of the program, it is not explicitly
mentioned in the passage.
13. a. The disproportionate likelihood of adolescents
to be victims of violent crime is illustrated in the
second sentence of the passage, which states that
although adolescents make up only 14% of the population . . . 30% of all violent crimes . . . were committed against them.
14. b. The idea that preventing violence against adolescents is a twofold challenge is explicitly stated in
the fourth sentence: Adolescents are at risk for
becoming both victims and perpetrators of violence.
15. b. The passage states that The idea of putting more
officers on foot patrol in high crime areas . . . was
initiated in Houston in 1983 under the leadership of

then-Commissioner Lee Brown.
16. c. The network of trust referred to in this passage
is between the community and police as you can
see from the fourth sentence, where the phrase
appears. The key phrase in this question is in this
passage. You may think that police can rely only on
each other, or one of the other choices may seem
plausible to you. But your choice of answers must
be limited to the one suggested in this passage.
17. d. The title should express the main idea. In this
passage the main idea comes at the end. The sum
of all the details in the passage suggests that community policing is not without its critics and that
therefore its future is uncertain. Another key
phrase is mixed results, which means that some
communities havent had full success with community policing.
18. a. The word touted is linked in this passage with
the phrase the best way to reform. Most people
would think that a good way to reform something
is praiseworthy. In addition, the next few sentences in the passage describe the benefits of community policing. Criticism or negative response to
the passage doesnt come until later in the passage.
19. b. This is implied in the next-to-last sentence:
The judge must determine . . . whether the suspect
was aware that he or she was free to leave at any
time.
20. d. Miranda rights are read only when the suspect is taken into custody. The right to call a lawyer
(choice c) and the right to a phone call (choice b)
are included in the Miranda rights.
21. b. Sentence 3 is the topic sentence, indicated by
the phrase death row in quotation marks. Sentence 2 gives the original intention of death row
and sentence 4 its current use; the contrast is indicated by the beginning of sentence 4, Today, however. . . . Sentence 1 draws on the information in
sentence 4 and therefore should follow it.
214
22. d. Sentence 3 introduces the topic, the Fourth

Amendment. Sentence 1 details what the Fourth
Amendment protects against; sentence 2 explains
what was detailed in sentence 1. Sentence 4, introduced by However, tells that there are exceptions
to what was stated in the previous three sentences,
and gives an example of one of those exceptions.
23. c. Sentence 1 introduces the general topic, Sing
Sing Correctional Facility. Sentence 3 introduces
the original background details of the construction of Sing Sing. Sentence 4 tells of the first warden of Sing Sing, Elam Lynds; Warden Lynds is the
He that begins sentence 2, therefore sentence 2
must follow sentence 4.
24. d. Sentence 4 introduces the topic of solicitation
and explains how it might come up. Sentence 2
gives the first part of the definition of solicitation;
sentence 3 gives the second. Sentence 1 refers to all
the elements mentioned in sentences 2 and 3.
25. b. The second sentence is the topic sentence. Sentence 4, introduced by In addition, expands upon
the topic sentence. Sentences 1 and 3 give of
examples the standard tests mentioned in sentence 4; because sentence 3 begins with Therefore,
it indicates that it should come after sentence 1
and conclude the four sentences.
26. a. Sentence 3 introduces the topic of the haunting of Alcatraz; sentence 1 gives some examples of
the haunting. Sentence 2 tells of the different areas
of the old prison considered to be haunted; sentence 4 expands upon sentence 2 by detailing the
area considered to be most haunted, The Hole.
27. d. Sentence 3 introduces the topic, the American Correctional Association. Sentences 2 and 4
both detail the history of the ACA; but sentence 4
should fall after sentence 2 because it refers to the
National Prison Association, which sentence 2
first introduced. Sentence 1 concludes the four
sentences by detailing two other major corrections officer associations.
28. b. Sentence 1 provides a general rule. Sentence 4,

with the word however, notes an exception to the
general rule. Sentence 2, with the word usually,
gives an example of the exception. Sentence 3 tells
how the example is applied in practice.
29. c. Sentence 2 introduces the topic of lawyer bashing. Sentence 4 begins with For example, and proceeds to expand on sentence 2 by giving examples
of lawyer bashing. Sentence 1 suggests that perhaps lawyer bashing is unfair; sentence 3 backs
up sentence 1 with details.
30. b. The transitional word whereas correctly establishes a contrast.
31. c. This answer establishes the causal relationship
32. d. The transitional phrase for instance correctly
establishes an example.
33. d. The transitional word but correctly establishes
a contrast.
34. c. A musty odor is one that is stale or moldy. The
other choices are not descriptive of an odor.
35. b. The most common way to join two independent clauses is with a comma and a coordinating
conjunction. The only sentence that correctly does
both is choice b. For choice a to be correct, the
coordinating conjunction so needs to be deleted.
Choice c lacks a proper coordinating conjunction,
and has faulty parallelism. Choice d contains a
verb tense error.
36. a. The word beside means at the side of; the word
besides means other than or together with. Choice
a also has the correct subject/verb agreement error.
37. c. This is the only choice that contains the correct
pronoun and comparative form. The sentence
requires the subject pronoun, he, not the object
pronoun him. Because the comparison in this sentence only between two people, the comparative
form (-er) is required, not the superlative form,
(-est.) The use of more in choice d creates a double comparison, and is therefore incorrect.
215
38. b. Either obsolete or outmoded could describe

something no longer in fashion, in use, or useful.
39. c. Emphasis is the correct spelling.
40. d. Docile means easily led or managed. This definition best fits the context of the sentence.
41. a. Divide 4 by 5 in order to convert the fraction
into a decimal: 0.80 54.
00
.
42. b. Replace n with 3. Complete the multiplication
(30 3 = 90). Her overtime pay is $90.
43. c. This is a mixed decimal. The whole number, 6,
is to the left of the decimal point. The hundredths
place is the second digit to the right of the decimal
point.
44. b. When multiplying the same number with different exponents, keep the number and add the
exponents. Therefore: 83 86 is 89.
45. c. When the values are added together, the
amount stolen was $705. (The two rings valued at
$150 have a total value of $300, but remember
that there is another ring valued at only $70.)
46. b. For this problem, first perform the subtraction
on the left side of the equation, and then do the
addition. The correct answer is 6,858.
47. c. Multiply the total weight (2.4 lbs) and the sale
cost ($1.25) to get the total price. 2.4 lbs $1.25/lb
= $3.00
48. d. Perform the operations within the parentheses
first: 25 + 17 = 42; 64 49 = 15. Then go on to
multiply those answers as indicated by the two
side-by-side parentheses: 42 15 = 630.
49. b. To answer this question, set up this equation:
$47 $5 $15 = ?, and do the operations in the
order presented. The correct answer is $27.
50. c. This is a basic division problem: 46 2 = 23.
Albert is 23 years old.
51. b.
52. d.
53. c.
54. a.
55. d.
56. c.
57. c.
58. c.
59. b.
60. a.
61. a. There are four 9s in the set:
863473827
309730929
483846774
374963634
636383329
62. c. There are eight letter ss in the sentence: Corrections Supervisor Baumgartens many years of
experience served him well when the inmates in
Dormitory Unit 5 had to be evacuated during the
prison fire.
63. b. There are ten lowercase vowels in the set:
D e g d D c d a
NE Q o E o E e
F m f S B F i m
G a a X x T L I
S S e E U h u H
64.d. If the pattern were complete there would be 35
clovers total because there should be seven clovers
across and five clovers down. There are only 23
clovers, so twelve are missing.
65. b. There are thirteen upward arrows in the set.
66. d. The fact that inmate Lucas is using the library
for an important purpose does not grant him
immunity from the usual rules of inmate behavior.
67. a. Inmate Garvey has committed an assault and
his behavior is definitely disruptive. Choices b and
d do not warrant that degree of disciplinary intervention. Although some inmates might be sent
to solitary for participating in the food fight,
choice a is a much more obvious choice.
68. b. Vehicles that can easily carry hidden cargo
should be searched as a matter of course. Add the
fact that the driver is acting oddly and you have a
highly suspicious set of circumstances. Of course
inmates may be able to hide in the vehicles
216
mentioned in the other choices, but this is the

most suspicious situation.
69. a. If the officer cannot tell for sure that an inmate
is physically present in the bunk, he needs to check
more closely. In the other choices, there is clearly
a living person present.
70. d. If an officer expects to find weapons and contraband, the searches should be done when
inmates are not expecting to be searched. Any
kind of warning or set pattern gives the inmates
time to find better hiding places or give the contraband to other inmates who arent expected to be
searched.
71. b. The fight between the two inmates would
require documentation, in case disciplinary action
is taken and to create a record of inmate behavior.
None of the other choices would involve seriously
disruptive behavior that would require an officer
to make a written record of what has transpired.
72. d. The frequent handshakes are unusual and
might indicate that the visitor is passing drugs or
other contraband to the inmate.
73. a. Officer Riley needs to talk to inmate Napier if
he is to have a chance at heading off a problem.
Taking the actions listed in the other choices
would postpone the problem rather than trying to
solve it.
74. c. Choices a and d will most likely not result in an
accurate count of inmates. Choice b may result in
too much of a delay if an inmate has escaped during recreational time.
75. d. Not only is calling an inmates wife every day
not within the scope of a correction officers
duties, but this action could also easily leave the
officer open to blackmail. The other situations are
normal decisions and requests for officers to
consider.
76. a. A person who is depressed is far more likely to
commit suicide than someone who is simply not
hungry, someone who is arguing, or someone who
has been injured and finds it difficult to communicate because of the injury.
77. a. Physical contact is to be expected if people are
smuggling drugs, and in choice a the physical
contact is most suspicious, suggesting the possibility that the inmate has taken a drug palmed to
him by his visitor during the handshake. In choice
b, the physical contact is brief and seems more
natural than in choice a (a weeping, elderly
woman embracing her grandson). Physical contact in choice c is also brief and is out in the
open, and in choice d Officer Adams is able to
inspect the gift before it is handed to the inmate.
78. d. Even if you dont know the physical warning
signs of heat stroke, it should be apparent that
having cold skin on a hot day is not normal.
Choice b may be a good idea, but it doesnt deal
with the inmates immediate situation, nor does
choice c. Choice a would only be a good one if the
officer strongly felt that the inmate was faking,
which the information in the question does not
support.
79. b. Of the choices listed, choice b is the best.
Inmate Pollos safety would be jeopardized if
inmate Ireland knew he talked to the officer about
the theft. Choice c is a poor choice, because it
would erode inmate-officer relations, aside from
being the wrong thing for the officer to do, and
choice d would probably lead to inmate Ireland
confronting inmate Pollo about the missing socks.
80. a. Backup is not far away and the fight is too
large for one officer to try to break up alone
(choice b), even with pepper spray (choice d).
Choice c is illogical, as there is no way to tell how
long any fight will last.
81.d. This is the only choice that properly addresses

what an officer should do when contraband is
found in an inmates possession.
82. b. Officer Buckner has properly followed step 5 in
the procedure for passing out medication.
83. d. Choices a, b, and c are not listed in the procedures for having an inmate get his or her hair cut.
Choice d is step 2 in the procedure.
84. b. This is the only procedure mentioned in the
policy for showering inmates assigned to solitary
confinement.
85. d. The law says that its a felony for an inmate to
carry a weapon. None of the other choices are
listed in any rule or procedure.
86. c. Steps 4 and 5 in the procedure for giving medications to inmates are clearly intended to ensure
that the officer sees the inmate actually swallow the
medication, so Officer Lindner has acted properly.
87. b. Policy states that inmates who may harm
themselves should be placed in the holding cell.
88. c. This is the first step listed in the procedure for
passing out medications.
89. c. This is the second step in the procedure for
handing out medication. The other choices are
all things the officer will do, but they come later in
the procedure.
90. a. This is the only option that is listed in the policy for dealing with visitors who may be smuggling
contraband into the facility. Though choices b, c,
and d may appeal to your common sense, they are
not options listed in the procedure.
217
C H A P T E R
13
The Physical
Ability Test
CHAPTER SUMMARY
This chapter presents an overview of what to expect on the physical
ability test that is required in the corrections officer selection process.
It describes the different types of tests and offers specific advice about
how to prepare for this challenging exam.
orrections work demands physical fitness, strength, and agility. Corrections officers must be able
to sit or stand for long periods of time, restrain and secure offenders, and respond quickly to emergencies, including climbing stairs and ladders to look for escaped offenders or carrying an injured
offender or employee to safety. Because of the physical requirements of the job, law enforcement agencies use a
physical test to determine if candidates have the strength and stamina for the work. The goal of this chapter is to
identify the types of physical assessments you are likely to encounter and to guide your preparations so that youll
be primed for the rigors of the test. Do not arrive at the physical test with the attitude that youll just wing it
the test is too strenuous to go into cold. Advance training, on the other hand, will greatly increase your chances
at success.
The kind of test youll be asked to take, and when youll be asked to take it during the selection process, is
dictated largely by legislation designed to protect against potentially discriminatory hiring practices. The test usually goes by the name Physical Ability Test (PAT), but it may also be called Physical Performance or Physical Agility
Test. It is designed to measure your physical ability to be a corrections officer and generally takes one of two forms:
1. Job task simulation
2. Physical fitness
219
Get Information
The physical ability test is one area where preparation is guaranteed to pay off. But before you can get started
on an effective exercise program, you need to know as much as possible about what kind of physical assessment you will encounter. The tasks and format of the physical ability test varies from employer to employer. Will
you face a physical fitness test or one designed to mirror job-related tasks? Some tests focus more on upperbody strength, others on overall fitness. For details about the test, contact the agency office or human resources
department to find out how and when the test is conducted and under what conditions. Take advantage of any
training sessions or test-course walk-throughs that the agency may offerthis preparation can help you pass
the physical test.
Physical fitness tests are widely used and favored

for their validity and predictability. A battery of tests
measure your physiological parameters, such as body
composition, aerobic capacity, muscular strength and
endurance, and flexibility. Physical fitness tests also
hint at your medical status and, perhaps more importantly, they reveal your ability to perform the potentially
hundreds of physical tasks required of a corrections
officer.
Job task simulation tests, on the other hand, while
they may tax your physiological fitness, are designed for
the most part to illustrate your ability in a handful of
job tasks. Typically these tests also challenge your motor
skills: balance, coordination, power, speed, reaction
time, and agility.
Physical Fitness Tests
Physical fitness testing typically takes place in a group

setting, most often in a gymnasium, field house, or
athletic fieldremember, these are field tests. Attire
for a day of testing is usually casualsweats and sneakersunless it occurs on the same day as other screening activities, such as a written exam. The time between
events and the duration of the test vary according to the
number of candidates and the number of test events.
Be prepared for the test. Bring water, nonperishable, easily digested fuel foods such as fruits and
whole grains (whole wheat bagels or bread), and a
change of clothes in the event that locker and shower

facilities are available. At least one positive picture
identification, a pen, and writing paper should also be
in your bag.
Physical fitness test events typically include an
aerobic capacity test, which measures your cardiorespiratory systems ability to take in and use oxygen to
sustain activity. A field test, such as a one and one-half
mile run or a 12-minute run, gives an indication of
your ability to participate in sustained activities such as
walking a patrol, foot pursuits, and subject control and
restraint. The most common standards here are time
to complete the distance and distance covered in the
allotted time.
Flexibility, the ability to freely use the range of
motion available at a given joint in your body, is frequently tested because it impacts upon many movements and activities. Sitting for long periods at a
dispatching center or bending over to lift a handcuffed
subjectall will affect or be affected by your flexibility.
Sit and reach tests to evaluate low back and hamstring
flexibility require you to sit with straight legs extended
and to reach as far forward as possible. The performance standard for this commonly used test is to touch
or to go beyond your toes.
Another staple of fitness tests is muscular strength
and endurance measures. Muscular strength, the ability to generate maximum force, is indicative of your
220
THE PHYSICAL ABILITY TEST
potential in a use-of-force encounter, subject control,

or other emergency situation. Bench press and leg press
tests to measure upper- and lower-body strength are
commonly used and require you to lift a percentage of
your present body weight. A maximum effort is
required after a warm-up on the testing machine/
apparatus.
Dynamic muscular endurance, on the other
hand, is the ability to sustain effort over time. This
very common element of fitness tests is related to sitting or standing for long periods of time as well as to the
incidence of low back pain and disability. Sit-up and
push-up tests are frequently timed events lasting one to
two minutes that involve military push-ups and traditional or hands-across-the-chest sit-ups.
Finally, it is not uncommon to encounter a test
that estimates the amount of fat compared to lean tissue or total body weight. Body composition is an indication of health risk status, and the results are usually
expressed as a percent. Normal ranges for healthy
young adults are 1824% for females and 1218% for
males. A skinfold technique that measures the thickness
of the skin and subcutaneous fat at sex-specific sites is
the most common field test to estimate overall percentage of body fat.
Job Task Simulation Tests
Job task simulation tests use a small sample of actual or

simulated job tasks to evaluate your ability to do the job
of a corrections officer. This type of test is used because
of its realistic relationship to the job and law enforcement training and because of its defensibility as a fair
measure of a candidates physical abilities.
Because courts of law have found it unreasonable
to evaluate skills that require prior training, general jobrelated skills are tested at the applicant level. Its unlikely
that you will be required to demonstrate competency
with a firearm or nightstick or knowledge of selfdefense movements, for example. But climbing through
a window, over barriers, and up stairs in use-of-force
situations, such as a takedown or simulated application
of handcuffs, are common tasks. The following are

some more examples of the events in a physical ability
test:
Dummy Drag
Obstacle Course
Stair Climb
Run and handcuff
Lift 45 lbs. and over
Carry 45 lbs. and over
Simulation tests are often presented as obstacle

courses, with the events performed one after another
and linked by laps around the gymnasium or athletic
field. Frequently, the requirement is to successfully
complete the course or each event in a given amount of
time. The test may be given on an individual or small
group basis. Candidates performing a job task simulation test may have the opportunity to walk through the
course or they may be allowed to practice certain events
prior to actual testing.
Training Tips
In preparing for a physical fitness test, you must plan

ahead, taking into account both the timing and the
content of the test. The short-term objective, of course,
is to pass the test. But your greater goal is to integrate
fitness into your lifestyle so that you can withstand the
rigors of the career you want in corrections.
The first order of business is to determine the
type of fitness test youll have to complete. What you
have to accomplish on the test will guide your training
program. You can tailor your training to simulate the
test and to train for the test events.
Following some basic training principles will help
you create a safe and effective training program. Steady
progress is the name of the game. Remember, you
didnt get into or out of shape overnight, so you wont
be able to change your condition overnight. To avoid
injury while achieving overall fitness, balance in fitness
training is essential. Work opposing muscle groups
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when doing strength or flexibility training and include

aerobic conditioning as well as proper nutrition in
your total fitness program.
To achieve continued growth in fitness you must
overload the bodys systems. The body makes progress
by adapting to increasing demands. With adaptation,
your systems are able to overcome the physical challenge, resulting in a higher level of fitness.
Finally, dont forget rest. It allows the body and
the mind to recover from the challenges of training
and to prepare for another day.
12 Weeks to the Test Date
Your primary goal when faced with a short window of

preparation is to meet a given standard, either physical
fitness or job task simulation. Therefore, specificity of
trainingtraining for what you will actually be asked
to do on the testis the rule. If youre training for a
physical fitness test, then the performance standards are
your training goals. You should make every attempt to
use or to build up to the standards as the training
intensity level. If you are unable to reach the standards
right away, approximate them and increase the intensity a little more each week until you achieve them.
If youre training for a pre-academy test, try to
determine what the academys physical training (PT)
curriculum entails, use these as your modes of training,
and test yourself with the standards every two to three
weeks.
On the other hand, if the short-term goal is to
meet a job task simulation test standard, particularly
one that is used for pre-academy selection, you should
determine the content of the PT curriculum and use it
as the training model. At the same time, practice the
skills required on the test once every two weeks in lieu
of a training day.
Six or More Months to Go
A six-month training program is essentially similar to

the one described previously. However, the longer timeframe means that your goal can become making
permanent, positive changes in your lifestyle rather
than simply applying training principles to pass a test.
Reasonable and gradual changes in your lifestyle will
help to ensure that the behavioral and physical changes
are permanent.
This extended timetable also reduces the likelihood of injury and allows for more diversity and balance in your training program and lifestyle. If youre
preparing for a physical fitness test, you have the opportunity to set (and meet) performance goals that may be
2550% greater than the standards themselves. On the
other hand, if you have more than six months to prepare for a job task simulation test, you may want to
avoid practicing any of the skills required for the first
three months to avoid injury. Instead, consider incorporating sports activities into your conditioning routine; this will provide an enjoyable method of training.
After three months, you could begin practicing the
physical test skills one day every two to four weeks.
Task-Specific Training
If you know that part of your physical exam is a job task

simulation test, you may want to integrate some form
of task-specific preparation into your general fitness
program. Knowing which events will be included in the
exam is important to getting ready for the test. Some
agencies give candidates the opportunity to do a walkthrough or practice on the test course. This can help
you understand areas where you need to improve for
the PAT.
The following are examples of PAT tasks, in addition to what they test for and how you might prepare
for them. Although these descriptions may not represent the exact form of tasks that you will face on the
physical exambe ready to adapt them to your own
needs. Contact the hiring agency to find out what specific tasks will be required on your PAT.
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CHAPTER TITLE
Staying FITT
FITT stands for Frequency, Intensity, Type, and Time. FITT simplifies your training by helping you plan what to
do, how hard, and for how long. Because the four FITT variables are interrelated, you need to be careful about
how you exercise. For example, intensity and time have an inverse relationship: as the intensity of your effort
increases, the length of time you can maintain that effort decreases. A good rule of thumb when adjusting your
workout variables to achieve optimum conditioning is to modify one at a time, increasing by 510%. Be sure
to allow your body to adapt before adjusting up again.
The following presents some FITT guidelines to help you plan your training program.
Type
Frequency
35 times a week
AerobicBike, walk, jog, swim
ResistanceFree weights, weight machines,
Intensity
Aerobic training6085% of maximum effort
Resistance training812 repetitions
Flexibility trainingJust to slight tension
calisthenics
FlexibilityStatic stretching
Time
Dummy Drag
Grab a dummy and drag it over a prescribed distance,
such as 100 feet. The weight, distance, and time limit
may vary, depending on the hiring agency. For example, the PAT for federal corrections officers requires
dragging a 75 lb. dummy a minimum of 694 feet continuously within three minutes.
Aerobic2060 minutes
Resistance13 sets, 24 exercises/body part
FlexibilityHold stretched position 830 seconds
Wall Vault
Vault yourself over a wall of four or six feet. This task
may be part of a larger obstacle course.
Tests: agility, leg strength, balance

Tips: Use a good grip, usually behind the shoulders with your arms wrapped around the
chest. Lean backward and then use your
body and legs to propel yourself backward.
Employ your legs more than your upper
body, so as not to strain your back.
Practice: Load up a sheet with bulky objects (a
tire, bags of sand) to simulate a dummy.
Time yourself and measure the distance you
are able to cover.
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Tests: balance, coordination

Tips: Try to get both hands on top of the wall.
Using two hands you can pull your lower
body up and then swing yourself over the
wall.
Practice: Uphill sprints of 30 to 50 yards will
increase your leg strength, which will help
you get the initial power you need to get over
the wall. After developing your leg strength,
experiment by vaulting over fences of various heights.
Stair Climb
Wear a weight belt, and climb up and down stair steps.
The federal-level physical test requires candidates to go
up and down 108 steps in 45 seconds wearing a 20pound weight.
Tests: leg strength and endurance
Tips: Make sure that you understand the task requirements. Some agencies demand that you take each step
one by one. Others allow you to take two or three steps
at a time.
Practice: Run stair steps, wearing a weight belt or an
improvised weight, like a 20-pound backpack. The
stairwells of parking structures or the steps at a stadium
are good places to practice.
A Sample Exercise Program
All of the information in this chapter about training

principles and practices is put into action on the gym
floor. A page taken from the academy physical fitness
training book will help to get you fit and ready to excel
in the physical test.
Physical training begins with a warm-up to

increase your core body temperature and to prepare
you for the more intense conditioning to follow. Brisk
walking or jogging, in place or around a gymnasium,
or jumping rope are good start-up options and should
be conducted for three to five minutes. This is followed
immediately by a period of active head-to-toe stretching to prevent injury.
Basic conditioning in the academy frequently is
achieved with calisthenic exercises (cals). Beginners
can do sets of ten on a two count and those of intermediate or advanced fitness can begin on a four
count (1, 2, 3, 1; 1, 2, 3, 2; etc.). Running in formation
typically follows cals and is done at about a 910
minute per mile pace. Marine Corps cadences played
on a Walkman may help to put you in the mood for
academy runs! For those who are just beginning to
prepare for the fitness test, 812 minutes of running is
a safe start; those more fit may begin with 25 or more
minutes. A three- to five-minute cool-down period to
recover and some gentle, static stretching from the
floor, focusing on the lower legs, will complete your
workout.
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C H A P T E R
14
The Personal
History
Statement and
Background
Investigation
CHAPTER SUMMARY
Paperwork tells the tale in correctionsyou only get one shot at this
document. This chapter will guide you through this critical phase of the
application process. It provides useful suggestions for collecting information, choosing personal references, and creating an accurate, errorfree document.
he Personal History Statement is exactly thata detailed personal statement of your life history. You
may hear it called by other termssimply the application or the Applicant History Statement.
Although the paperwork may go by different names, the purpose of the statement is the same: to provide background investigators with the material for a hiring panel or personnel department to make a sound decision about hiring you. Your Personal History Statement will form the basis of your interview before the oral
boardboard members who will scrutinize this document and use it, in concert with the results of your background check, to question you and determine whether you are right for corrections work.
You can expect that a high level of detail will be required for your statement. Although not all applications
are as comprehensive, some will ask for information as far back as your childhood. Others will require only information from your high-school graduation to the present. This chapter will serve as a guide to help you present
an accurate, honest summary of your past and present life. It reviews how to collect essential documentation, select
personal references, and present your statement. A clear, well-researched Personal History Statement can help your
background check go smoothly and aid in convincing an oral board that you are the person to hire.
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THE PERSONAL HISTORY STATEMENT AND BACKGROUND INVESTIGATION
Be aware that there are no nationwide standards

for the Personal History Statement. Hiring practices
depend on the agency and can differ from state to state.
Correctional facilities in different areas may not have
the same priorities, budgets, or staffingso, the hiring
process may differ as well. If you labored over New
Jerseys application last week, do not be surprised that
when you pick up the application for New York, it uses
a different set of ground rules. As you create your Personal History Statement, be sure to keep copies of your
work and important documentation. You will likely
be able to re-use portions of it for different applications.
Regardless of how various agencies design their application process, their objective remains the same: they
all want to learn about your past, present, and potential.
whether on a military post or on civilian roadways.

Some may ask you to list only the moving violations
(these include speeding, running red lights, unsafe lane
changes), while other agencies want to see moving violations and tickets for things like expired license plates,
failure to wear seat belts, and expired automobile
insurance.
One agency may ask you to tell them about the
tickets youve received in the past five years while others want to know your entire driving history. Do your
homework. Create as complete an account as possible.
Do not leave off tickets you think investigators wont
find out aboutyou want to be perceived as honest and
forthcoming, and you want to prepare yourself to
respond to any concerns about your record.
Collecting Information
Document Checklist
Before you have even received your applications, you

can start gathering important information. With every
step in this process, be sure to keep plenty of copies of
your work. Collecting information takes effortkeeping copies saves critical time by ensuring that you only
have to make the effort once. If you decide to apply to
a different agency, you will have all the necessary information on hand. You can begin to develop a personal
record, employment history, and driving record by filling out the following lists:
Your next step is to gather your important documents.

Mark off each item as you collect it and make a copy of
it. If you dont have certified copies of the following
listed documents, start calling or writing the proper
authorities now to find out what you need to do to get
them. For example, if youve lost your social security
card, contact the social security office in your community and arrange to replace it. Legal documents often
take anywhere from six to eight weeks for deliveryso
begin the process as soon as you can. The following is
a list of the important documents you will need. Review
the requirements of your application to see if you need
to gather additional forms.
Personal addresses (every residence where youve

lived, from birth to the present)
Job positions (list of all of your jobs, including
part-time and summer positions)
Employer addresses, phone numbers, and
names of your supervisors
Driving record (list of all of your traffic tickets
and moving violations)
Do not neglect the last bulleted item listed above:

driving record. Research your own driving record carefully. Youll be asked by some agencies to list every traffic ticket youve ever received in any state or country,
226
birth certificate
Social Security card
DD 214 (if you are a veteran)
naturalization papers (if applicable)
high school diploma or G.E.D. certificate
high school transcripts
college transcripts
current drivers license(s)
current copies of driving record(s)
current consumer credit reports
Many agencies have a deadline for filling out and

returning the Personal History Statement. If time runs
out and you realize you wont be able to turn in the Personal History Statement with all the required documents, contact the agency office or human resources
department to see what you should do. Many agencies
will tell you to attach a memo to your application outlining your problem and what you have done about it.
For example, if youve ordered a copy of your birth certificate but have yet to receive it, attach a letter of explanation to your application detailing when you
requested the document, where you asked for the copy
to be sent, and when you expect to receive it. If possible, attach a dated copy of the letter you sent requesting your certificate.
Questions to Ask
Before You Begin
Before rounding up your important documents, check

with the agencies where you are applying to find out the
rules for how certain documents are submittedlike
college transcripts, for instance. Departmental officials
may require you to have the school send the documentation directly to their personnel office instead of
to you at home via regular mail. The same goes for
credit reports or copies of driving records. Contact the
personnel department, explain to them that you are
trying to collect all of your documentation, and ask
them how they accept these documents so youll know
what to do.
Other questions you need to ask are:
Drafting Your
Personal Histor y Statement
Once you have made your decision about where you are
applying and have received your application, you can
begin crafting your Personal History Statement. Do
not write directly on the application forminstead,
download a blank copy or photocopy the form, and put
away the original for now. Use the photocopy as your
working draftthis way you can make mistakes without having to request a new application form.
Later when you have transferred your information onto the final form of your Personal History Statement, make a photocopy of the completed version.
Make copies of any accompanying documentation as
well, and keep them in a safe place. If the personnel
office should lose or misplace your application, you will
be able to supply them with another copy quickly. Its
also essential to have a copy of your Personal History
Statement so that you can review it before your interview with the oral boardmany of the questions you
will face will be based on your statement and your
background check. Keeping all of your information
on file will also help you complete future applications.
The following is an eight-step checklist to help
you draft your Personal History Statement and avoid
common applicant pitfalls.
Do you need photocopies or original

documents?
Will you return my original if I send it?
How recent does the credit history have to
be?
Whats the most recent copy you will accept
of my college transcript?
The answers to these questions can save you
money and time.
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1. Resume vs. Personal History Statement

A formal resume like one you may prepare for a
civilian job is usually not much good to a law
enforcement agency. Many agencies will simply
not accept a resumethey rely on your Personal
History Statement to get the details of your life,
education, and experience. Although criminal
justice instructors in many colleges suggest to
their students to have a resume made, its always
best to call and ask a personnel representative
whether or not you should.
2. Read the instructions first.
Read the application instructions before you
begin filling out the practice copy of the Personal
History Statement. In fact, its a good idea to read

the entire document from first to last page before
you tackle this project. Have a note pad next to
you and as you read, make notes of everything
you do not understand. If your questions arent
answered after youve read the complete document, phone the personnel office. Be sure that
you understand each item and what is expected
of you. Pay close attention to the instructions and
follow them exactly.
3. Provide thorough and accurate information.
While filling out your Personal History Statement, give as much information as you possibly
can and make certain the information is accurate. For example, verify phone numbers from
your former employers by calling the numbers to
see if they are correct. If a number is no longer in
service and you do not have a forwarding number, make a note of this on your application.
Never assume that a detail is too trivial for a
background investigator to follow up ongive
complete and up-to-date information so the
investigator can easily verify it. Your Personal
History Statement will form a positive impression with the hiring staff if it is correct and
detailed. The investigator and the oral board will
be looking at the effort you made in filling the
application as well as its content.
4. Do not leave areas blank on your Statement.
Many agencies explicitly state in their application
instructions that failing to respond to questions
or provide requested information will result in
disqualification. Other agencies may not disqualify you, but they probably will not consider you a
good job candidate. Filling out a Personal History Statement requires planning, efficiency, and
attention to detaildemonstrate that you are a
strong applicant through your accuracy, thoroughness, and timeliness.
228
5. Do your own background research.

Do not rely on the background investigator to
retrieve hard-to-get information about your
history. The Personal History Statement is a
prime opportunity for you to showcase your
superb organizational skills and professionalism.
Demonstrate initiative by tracking down important details. For example, if you worked for a
business that is now not in operation, you may
need to do some extra leg work to locate the
phone number of your former supervisor. If you
dont know where she or he works now, but you
do have some mutual acquaintances, call them to
see if you can get an up-to-date phone number
for your supervisor.
6. Ask questions.
If you do not understand a question on the
application, do not guess at its meaning
contact the personnel office to clarify it. You may
run the risk of being disqualified if you answer
an item incorrectly, incompletely, or if you leave
it blank. Dont take chances when asking a simple
question will clear up the problem.
7. Be honest.
Always give truthful information about your personal history. Avoid lying or presenting an inaccurate picture by giving only half of the
information or obscuring the facts. For example,
an applicant may not want to admit on his statement that he received a ticket for failing to register his car. He may feel that including this
information will make him appear disorganized
and irresponsible. However, by not including it,
he will appear dishonest. The best strategy is to
admit your mistakes and be prepared to explain
at your interview what you learned from them
and how you corrected them. Your Personal History Statement is a reflection of your character
employers are looking for candidates who are
honest and trustworthy.
Here is another example:
8. Review and revise.

The hiring staff uses facts, impressions, and
sometimes intuition to make hiring decisions.
With this in mind, every detail is worth a second
look before you call your Personal History
Statement complete. Ask yourself:
Is my handwriting as neat as it can be?
Did I leave off answers or skip items?
Do my sentences make sense?
Is my spelling accurate?
Are my dates and times consistent?
Have you ever been arrested or taken into police

custody for any reason?
How To Read And Answer

Questions
Reading questions and instructions carefully is critical

to successfully completing the Personal History Statement. Pay close attention to these key words as you
read:
Note the use of the key words ever and any. That
means the agency wants you to list any such incidents
that have occurred, past and present. If you dont know
what is meant by the term arrested, then call the personnel office to clarify its meaning. Some applicants
may be tempted to justify or deny an arrest by claiming that the police did not put them in handcuffs. Do
not interpret key terms in a way that obscures meaning.
When in doubt, list any situation you think has falls
into the category you are working on.
Heres a request for information that includes
several eye-catching words.
List all traffic citations you received in the past
five (5) years, in this or any other state (moving
and non-moving) excluding parking tickets.
All
Every
Any
Each
If you see these words in a question, you are being

asked to include all the information you know. For
example, you may see the following set of instructions
in your Personal History Statement:
List any and all pending criminal charges
against you.
This agency wants to know about every single
criminal charge that may be pending against you no
matter what jurisdiction may be handling the case. Do
not try to evade the question by offering only partial
information. If your fear is that the information looks
negative, keep in mind that you will have a chance to
explain your actions and describe what youve learned
from your experiences at your interview before the
oral board. Lying or providing incomplete information
on your statement may disqualify you from the job.
In this example, the agency leaves little doubt

that what you should do here is make a complete list of
every kind of violation youve been issued a citation for,
no matter where you got it and no matter what the traffic violation was for within the past five years. They
even let you know the one kind of citation they dont
need to know aboutparking tickets. If you arent
sure what a moving violation is or what a non-moving
violation is, call the agency for an explanation. Keep in
mind that when the officer issued you a citation on a
single piece of paper, you may have been cited for more
than one violation. Most citations have blanks for at
least three violations, sometimes more. For example, an
applicant was recently pulled over for speeding. The
officer discovered that he had no insurance and that his
car license plates were expired. She told him that she
was writing three tickets for these violations, but
handed him only one piece of paper. Did he get one
citation or three? The answer is three.
229
Personal References
The rigor with which your background will be checked

depends on the policies of the hiring agency. Some
conduct a fairly superficial check, calling your former
employers and schools simply to verify that you were
there when you say you were there and didnt have any
problems during that time. Other departments will
investigate you in more depth, asking references how
long and how well they knew you and what kind of person they found you to be. For this reason, selecting your
personal references is a critical part of your Personal
History Statement. Pay close attention to any application guidelines about references: some forms ask you to
list at least five people as references, while others only
ask for a maximum of three. Some forms specify how
long you may know a reference before you list them on
your application. For example, some instructions may
direct you to list only those individuals whom youve
known for a minimum of two years.
Choose references who know you well and represent the different areas of your lifeschool, work,
volunteer activities, church, or the military. Good
personal references will be able to comment on your
personality, ability to interact with others, work style,
or outside interests. Do not list a reference that does
not know you well or because he or she has impressive
credentials. An investigator will know within minutes
if a reference knows youif the reference doesnt
know you, the investigator may request another reference. On the other hand, a family relative may know
you well, but investigators may not consider him or
her to be a reliable source. Personal references who are
reluctant to talk with an investigator are not good
choices, eitherthey may do you more harm than
good.
Before you list a reference, call the person first to
ask if he or she is willing to speak on your behalf.
Describe the job position and agency where you are
applying. Make sure that the person does not object to
being contacted by an investigator as part of a routine
background check. If the person agrees to be a reference, verify the phone number where the reference
prefers to be contacted. Ask your references to specify

the best times to reach them. Some investigators will
telephone references, others might make a personal
visit.
Let your references know how important it is for
them to be open and honest with the investigator. Your
references can expect to have a conversationnot an
interrogationwith the investigator. The investigators goal is to create a picture of you from those who
know you well.
Preparation is essential to developing the personal reference section of your applicationyou want
to ensure that you provide accurate, up-to-date information. Allow yourself time to complete the process of
selecting references, contacting them, and verifying
their information.
Finalizing Your Application
Youve filled out the practice copy you made of the

Personal History Statement, made all your mistakes
on that copy, answered every question, and filled in all
the appropriate blanks. Now youre ready to make the
final copy.
Part of the impression you will make on the hiring staff will come from your applications appearance.
Make sure your handwriting is neat and legible. If you
do not have enough space on the form for your information, attach an additional sheet of paper instead of
writing in the margins. Read your application over
carefullyor better yet, have another person proofread
it. Did you spell words correctly? Do your sentences
make sense to the reader? (A good tip here is to read
your answers out loud to yourself. If something doesnt
sound right to your ear, then you need to rewrite it.)
Here are some items you might find useful as you work
on your application:
230
a dictionary
a grammar handbook
a good pen (or pencilwhatever the directions
tell you to use)
Be certain to check your work, check it again,

and have someone you trust look over it before you
make your final copy.
Every contact you make with the hiring agency
makes an impression. The appearance and effort that
you put into your Personal History Statement is one
that will follow you through the hiring process. The
oral board members that you will meet in your interview base their comments and questions on this
essential documentand the discrepancies they find
in it, if any.
You now have the information you need to make
the Personal History Statement a manageable task. This
is not a document to take lightlyit is a crucial
component to your success in becoming a corrections

officer. To review, its important that you:
Follow instructions and directions.

Be honest and open about your past and present.
Provide accurate information.
Choose excellent personal references.
Turn in presentable, error-free documentation.
Turn in documents on time.
Showing care and interest in the application

process will go a long way toward demonstrating that
you are right for the job.
231
C H A P T E R
15
The Oral
Interview
CHAPTER SUMMARY
This chapter demystifies the interview with a down-to-earth look at the
process. It offers tips, suggestions, and scenarios that will help you
know what to expect and will increase your effectiveness during the
interview. Although you dont know the exact questions you will face,
there is a lot you can do to prepare for a successful outcome.
orrections agencies nationwide depend on some form of interview to help them choose suitable
corrections officer candidates. In California, a two-person panel consisting of a Chairperson and
a State Services Representative questions state applicants for at least 25 minutes. Applicants in Texas
can look forward to a shorter interview, but agencies in other states often question applicants in interviews that
last up to one hour.
The interview process for corrections work is unlike any job interview you will ever experience. Most likely
you will face a panel of interviewers, and the questions you will be asked may be pointed or personal. Each interviewing board will ask a different set of questions, and their standards for judging your answers may vary. However, each panel focuses on the same objective: to evaluate your character and skills and see whether you have what
it takes to do the job well. The information in this chapter will show you how to prepare for the interview so that
you can present yourself at your best.
The Oral Board
Most likely youve had at least one experience interviewing for a job. Will an interview conducted by a corrections
oral board be similar to a civilian job interview? Yes and no. Both prospective civilian and law enforcement
233
THE ORAL INTER VIEW
employers are looking for the most qualified person for

the joba reliable, honest man or woman who will
work hard. And like any job applicant, you will want to
present yourself well by dressing professionally, being
on time, and answering questions clearly. However,
there are some key differences between a job interview
in the civilian work world and an interview for a corrections position.
Unlike most job interviews, an interview for corrections work involves not just one interviewer, but a
panel of two, three, fourmaybe moreindividuals
that make up the oral board. The board members will
most likely be experienced personnel specialists trained
in hiring corrections applicants. These personnel agencies use the expertise of current and former correction
officers to conduct interview sessions and look for the
characteristics that will make a successful candidate.
The purpose of the oral board is to get to know
you wellthrough the details of your work experience and your personal life decisions. Instead of relying on a one- or two-page resume, the board will use
information you have provided on your application as
well as information from your background investigation. Investigators will provide board members with a
detailed report about your past and present life history.
In some cases, the board members may ask you
questions to which they already know the answer. You
may be asked to explain why youve made the decisions
youve made in your lifeboth personal and professional. You may also be asked questions that dont have
right or wrong answers, but instead reveal how you
deal with difficult situations.
Review Your
Personal History Statement
During the interview process, members of the oral

board will have a copy of your Personal History Statement and a copy of the investigators final report on
hand. While you are answering questions for the board,
some board members will be looking through the pages
of your lifechecking what you say against what they
see on paper. Naturally, youll want to remember what

information you gave them. Make sure that you
reviewread and rereadthe details of your written
statement the night before your interview; do not rely
on your memory to recall the facts and information you
provided. Take the time to go over your application and
carefully think about each piece of information you
provided in this document. As you review your copy of
the Statement, think about the questions such information could generate.
Giving the board an informative, accurate tour of
where youve been in your life and who you are will
increase your success in the interviewing process. Be
ready to address the problem areas of your work and
personal history. For example, although you may have
written down that you were once fired from a job, and
you may have even discussed the incident with a background investigator in an earlier conversation, the
board will want to hear your experience and reasoning
for themselves. Do not avoid the panels questions or
make excuses about your past. Remember that facing
and solving problems can build character. Focus on
what you learned from your experiencesboth the
positive events and the negative ones.
First Impressions
Preparation for the oral interview board begins when

you make the decision to apply. From the moment you
first make contact with a personnel agency, everything
you say and do can later affect your interview. Even
walking through the doors of the personnel office to
pick up an application, you have the opportunity to
make a lasting impression. Remember: you are dealing
with professionals who are trained to notice and
remember people and details. Dress appropriately each
time you make contact with the agency where you want
to work.
The same rule applies when you contact an
agency by telephoneeven if you are just calling an
agency to request an application, make a positive
impression by speaking directly and clearly. If you have
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THE ORAL INTER VIEW
any questions, make a list beforehand. On the phone,

listen carefully to each response to your questions. Do
not worry about impressing the agency during these
first contacts with how much you know. Your opportunity to impress the agency will come later in the
appropriate settingthe interview.
self-conscious or phony. Listen carefully to the boards

questions and make eye contact with the questioners.
Be aware that oral boards typically schedule
numerous applicants in one day for interviews. That
means that little things that can set you apart from
other applicantslike dressing appropriately or listening attentivelycan take on extra importance.
Presenting Yourself
How you present yourself at the interviewyour first

real encounter with your prospective employercan
show how much you want the job. Respect for authority is an important characteristic of a corrections officer, and you should demonstrate this quality through
your dress and manner during the interview. One way
to show respect for your interviewers is to be on time
preferably 15 to 20 minutes early so that you have time
to become comfortable in your surroundings and focus
on the task at hand. An early arrival means you planned
ahead for emergencies (flat tires, wrong turns, etc.), that
you arrived in enough time to prepare yourself mentally, and that you place a value on other peoples time
as well as your own.
Your appearance is another way to demonstrate
that you want the job. You may feel like you dont have
much control over what happens to you in during an
interview, but this is one area where you do have control. The way you dress sends a signal to the people
who are watching you walk into the room. Business
suits for men or women, rather than casual wear, are
the most appropriate dress for the interview. Whereas
casual clothes send the message that you wouldnt
mind having the job if someone wouldnt mind giving
it to you, business wear tells the board that you want
the job and that you take the interview process seriously. If you dont own a suit, consider borrowing one
or renting one.
Your posture and body languagehow you
stand, sit, and carry yourselfcan also express your
respect for the panel of interviewers. As you answer
questions, try not to fidget or slump in your chair.
Maintain a polite and interested manner, without being
Developing Self-Awareness
Many of the questions youll hear from the interview

panel are designed to reveal how well you know yourself and how honest you can be about your talents and
your shortcomings. Self-awarenessbeing aware of
what you do and why you do itis important to your
success as a job candidate. Just as you should know your
strong points, you should be able to list your weaknesses if a board member asks you to identify them. Be
sure to also let the board know what you do to correct
or compensate for your weaknesses.
Consider any issues from your application that
may concern the board. Did the application cover your
driving record, drug use, or education? Did you have
any problems in these areas? Be honest with yourself
about your past experiences. Know your strengths, too.
Think about what you have learned from your work
and personal history. Some applicants find talking
about strengths as difficult as talking about weaknesses.
You must be able to do both. The point of learning your
flaws and strengths is to develop self-awareness so that
you can show how your experience has prepared you
for the demanding job of a corrections officer.
Public Speaking 101
Interviews can be nerve-wrackingall the more so if

you are facing a panel of interviewers instead of a single questioner. However, you can overcome this common anxiety with practice. Keep in mind some of the
following basics behind effective public speaking:
235
Speak clearly and audibly enough so that the

panel does not have to work hard to hear you.
THE ORAL INTER VIEW
Use full sentences, if possible. Do not use slang.

Make eye contact with your questioners. This will
display confidence and help the panel get to know
you.
Face forward. When you look away or slump
while talking, you will likely mumble and give the
impression of being confused or lacking
confidence.
Your answering process can also be broken down

into simple parts: listen carefully; think first; speak
clearly; and stay focused. By taking the time to follow
each of these steps, you show the panel not just what
you think, but how you think. If you believe that you
may be getting off the subject of the question you were
asked, try to get back on track. To do this, you may need
to go over the question againsomething that you
will be able to do if you listened carefully in the first
placeand rethink your answer.
Practice is one of the keys to success on an oral
board. If youve ever truly practiced somethingbatting a ball, for instanceyou know that once you have
the motion down, you can rely on your muscles to
remember what to do when it comes time to play the
game. The same rationale holds true for practicing oral
board answers.
Public speaking classes can also go a long way
toward polishing the skills needed to ace the interview. These courses can help you develop better listening habits and speaking techniques. They provide
you with useful feedback and give you the chance to
practice your skills. If speaking in public makes you
nervous, strongly consider taking a speech class at a
nearby community college or through an adult education center. If you cannot take a class, ask a friend to
act as an interviewer and question you. This way you
can become comfortable with the interviewing
process and work on the areas where you need
improvement.
Winning Characteristics
The primary concern of the interviewing panel is to sift

through your experiences and responses to see if you
can handle the demands of corrections work. Your task
in the interview is to convince the boardthrough
your responses to questionsthat you can meet the
demands of the job. The board is looking to see if you
have the following qualities:
maturity
common sense
good judgment
compassion
integrity
honesty
reliability
the ability to work without constant supervision
These qualities arent ranked in order of importancethey are all important to being effective on the
job. Corrections officers, probably more than any other
law enforcement professionals, depend the on good
communication skills. They work in environments
where their best tool is their ability to talk men and
women into complying with rules and regulations that
take away the most basic of human freedoms. Oral
board members are looking for the applicants who are
good team players, who will be sensitive to the safety
and concerns of their fellow officers, and who can follow and give orders at appropriate times.
Demonstrating Maturity
Maturity is a huge concern with corrections agencies.

They cannot afford to hire men and women who are
unable to take responsibility for their actions or in
some cases, the actions of those around them. Although
maturity cannot be measured in years, if you are 18
years old and have little work or life experience, agencies will want to see as much proof as possible that
you have the necessary maturity for the job. Youth and
inexperience will not disqualify you from the hiring
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CHAPTER TITLE
How You Say It

Clear, courteous spoken language is important in the interview. Most law enforcement agencies are paramilitary organizations that use a rank structure similar to that of the military. In the military its customary to
address higher-ranking men and women with courtesy and answer questions with Yes, maam or yes, sir
or no, maam or no, sir. If you have military experience, you will be ahead in this area.
If you are not accustomed to using these terms of courtesy, practice them. Make a conscious effort to use
them. Its rarely considered rude to simply respond yes or no to a question, but you will be on shaky ground
if yeah or uh-huh are your customary responses. Similarly, asking Could you please repeat the question?
is preferable to uttering What?
process, but you may have to put in extra effort to

show how well you handle responsibility. If you have a
limited job background, consider signing up for volunteer work that you care about. Volunteer work is a
great way to gain experience dealing with people, and
it can demonstrate your reliability and commitment. If
you live at home with parents, consider the ways in
which you are responsible around the home. If you
are on your own, but living with roommates, talk to the
board about how you resolve conflicts that arise in
your living situation.
If you do not have a lot of work experience, you
may want to work extra hard on your communication
skills before going to the board. The more articulate
you are, the better you will be able to sell yourself and
your potential to the board.
If you have a good deal of work and life experience, you may have some advantages. Oral boards are
receptive to men and women who have experience that
can be examined and verified. However, you must also
be prepared to explain any problematic incidents from
your past or present. Carefully review your application
and consider the information that the investigator used
for your background check. Target areas that you will
most likely be asked to explain, and prepare what you
are going to say about them.
If you have a longer history, be prepared for a
longer session before the oral board. If a board is not
required to adhere strictly to time limits, you may stay

longer than other applicants because you have more to
cover. As with any applicant, self-awareness and confidence in your communication skills will help your
interview to go smoothly.
What to Expect
In your interview before the oral board, you will hear

all kinds of questionspersonal questions about your
family life, questions about your likes and dislikes,
questions about your temperament, your friends, and
even a few designed to make you laugh. Most likely you
will not encounter many questions that can be
answered with a simple yes or no.
Open-Ended Questions
The open-ended question is the one you are most likely

to hear. Board members like these questions because it
gives them an opportunity to see how articulate you are
and it gives them insight into how you think. This is
also a way for them to ease into more specific questions.
Here is an example of an exchange that begins with an
open-ended question:
Board Member: Mr. Alvarez, can you tell the board
about your Friday night bowling
league?
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THE ORAL INTER VIEW
Alvarez:
Yes maam. Ive been bowling in this

league for about two years. We meet
every Friday night around 6:00 P.M.
and bowl until about 8:30 P.M. I like it
because it gives me a chance to see
friends who I may not get to see otherwise because everyone is so busy.
This also gives me time to spend with
my wife. Were in first place right now
and I like it that way.
Board Member: Oh, congratulations. You must be a

pretty competitive bowler.
Alvarez:
Yes maam, I am. I like to win and I

take the game pretty seriously.
Board Member: How do you react when your team

loses, Mr. Alvarez?
It may seem like small talk, but that one question generates enough information for the board to
draw a lot of conclusions about Mr. Alvarez. They can
see that he likes to interact with his friends, he values
spending time with his wife, and that competition
and winning are important to him. Mr. Alvarez
answer opens up an avenue for the board to explore
how he reacts to disappointment, and how he is able
to articulate his feelings and reactionsfrom his
responses, theyll probably get a good idea of his temperament.
Open-ended questions allow the board to fish
around for information, and learn about the real you.
Take advantage of these opportunities to open up to the
board and give them an idea of who you are and what
you value.
Straight-Forward Questions
The oral board will also ask you straight-forward

questionsquestions to which everyone in the room
already knows the answer. Example:
Board Member: Mr. Alvarez, you were in the military

for four years?
Alvarez:
Yes sir, I was in the Marines from

1982 until 1986.
Board Member: Why did you get out?

The straight-forward question is used most often
as a way to give the applicant a chance to warm up and
to be aware of what area the board is about to explore.
Its also a way for the board to check up on the information they have. Board members and background
investigators can misread or misunderstand information they receive. Understanding this, board members
will usually be careful to confirm details with you during the interview.
Fishing Expeditions
When an oral board asks a fishing expedition type of

question, they are looking for your response to a potentially controversial question. Most likely, you will not
know why they are asking the question, and the board
isnt giving out any clues. Example:
Board Member: Mr. Alvarez, in your application you
stated that youve never been detained
by police. (Usually they will pause a
few seconds and then get to the point.)
Youve never been detained?
In the example above, if the applicant has been
detained by police and failed to list this on his application, then hell be wondering if the board knows that
this happened. The odds are high that the board already
knows the answer. If the applicant has never been
detained, he may wonder if someone on his list of references did not tell the truth to the background investigator. Did someone on the board misread his
application?
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THE ORAL INTER VIEW
Chances are, the board is simply fishing to see

what hell say. If you encounter this question type,
dont let it throw you off balance. Dont try to guess why
the board is asking the question, and dont try to answer
according to what you think the panel wants to hear.
Instead, answer truthfully and openly. Experienced
interviewers can detect a false or phony tone, even if
your answer isnt a technically a lie. Use this type of
question to show your integrity by giving an honest
reply.
Situational/Ethics Queries
Board members often present a hypothetical situation

to see how an applicant might respond. Some interviews consist almost exclusively of situational or ethics
questions. In other interviews, an agency may ask only
one situational question and then spend the rest of the
time asking you about your past job history. Here is an
example of a situational inquiry:
Board Member: Mr. Alvarez, assume you are a corrections officer and you are alone with
20 inmates. All of a sudden five of
them turn on the others and a huge
fight breaks out. What do you do?
Situational and ethics queries are more difficult to

anticipate than questions about your personal or job
history. However, your technique for answering them
should be the same: preparation, self-awareness, and
honesty. Before your interview, consider what your
belief system iswhat values influence your major
decisions and actions? Do not be surprised if the board
asks you a round of intense follow-up questions to
clarify your choice. Stressful questioning may be part of
the point. Because corrections work involves stressful
situations, the panel wants to see how you respond
under pressure. Expect boards to notice discrepancies
in your answers and pick apart some of your comments. However, as with all question types, do not try
to guess what the panel wants to hear. Answer truthfully. Ultimately, you need to be able to trust yourself.
Role Play Situations
Role play scenarios take situational questions one step

further. As with situational queries, the board will
present a hypothetical scene. However, in a role play
scenario, board members will not only ask you to
respond to a situation, but act it out in some way. They
will ask you to pretend that you are a corrections officer and show your verbal or physical responses.
Example:
Here is an example of an ethics inquiry:

Board Member: Mr. Alvarez, Imagine that you are a
corrections officer and during a routine shakedown of an inmates cell you
discover a small cache of tobacco,
which is a contraband substance. The
inmate tells you that if you choose to
look the other way just this one time,
he will give you a very valuable tip
regarding another inmate. You are up
for a promotion, and its possible that
acting on this tip could increase your
chances. What do you do?
Board Member: Mr. Alvarez, I want you to pretend

that you are a corrections officer and
Im an inmate who has just refused to
pick up a candy wrapper Ive tossed
onto the day room floor. I want you to
stand up now and tell me to pick up
the candy wrapper.
Board members may set up a more elaborate role
playing scene for you. Try to enter into these situations with a willingness to participate. Most people are
aware that you are not a professional actor or actress so
they are not looking for an Academy Award performance. Today, most law enforcement agencies use role
play as part of their training, so you can expect to
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THE ORAL INTER VIEW
encounter this technique during your career as a corrections professional. Shy, reserved people may have
difficulty working up enthusiasm for this kind of interaction. Practice how youd handle this scene and prepare yourself mentally as best you can.
Personal Information
Applying for a job in public safety places you in a different league than the civilian sector applicant. Whereas
federal and state laws may prohibit civilian employers
from seeking certain information about their applicants, law enforcement agencies are allowed more freedom of movement within the laws.
For example, youll rarely find a space for an
applicants birth date on an application for employment in private industry. This is the result of age discrimination litigation. Law enforcement agencies, as
well as other agencies dealing with public safety, do not
have many of the same restrictions. They need informationlike your birth date, race, and sexto perform thorough background investigations. You are
applying for a sensitive public safety job and can expect
to provide personal information that relates to your
ability to do the job.
In short, agencies can ask you any question that
bears on your mental stability, your ability to do the
physical tasks common to corrections work, your
integrity, honesty, character, and reputation in the
community. You may be asked how you will cope with
the working conditions of a corrections officer, or about
your ability to function during a night shift. Agencies
may ask you questions about your attitude toward
diverse populationssuch as coworkers and prisoners
who may come from different racial, ethnic, religious,
or cultural backgrounds than yourself. The best strategy to answering these questions is to be honest and
direct.
Strategies for
Answering Questions
The answers the board wants to hear are the ones only
you can give. They want your opinion, your reasons,
your personal experiences, and they want to know what
you would do under certain circumstances. During
the interview, no one else matters but you and how you
present yourself. If you try to say what you think the
board wants to hear, you will likely give them unsatisfying responses. Board members will often overlook
answers they dont agree with if you show that you
have a good reason for your response and that you are
being honest.
The following are some suggestions for what
worksand what doesnt workwhen you are
answering questions before an oral board.
Listen carefully. Listen to the entire question.

This shows your attentiveness and will help you
focus your response. If you dont understand a
question, ask the board member to clarify it.
Think first. Dont answer impulsively. Take a
moment to consider if any of your preparation
relates to the question. Can you think of any specific examples that help answer the question?
Be direct. Do not try to evade questions or put a
spin on negative information. Give an answer that
demonstrates that youve examined your actions
and learned from your experience.
Stay focused. Try to avoid long answers that wander off-track. If you lose your train of thought,
take a moment to refocus. Keep your answers
short, but give enough information to fully
answer the question.
Giving thoughtful answers that are specific and

brief is a good strategy for your interview. Heres an
example of three responses to the common interview
question, Why do you want to be a corrections
officer?
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THE ORAL INTER VIEW
Answer #1: The hours are good for me.

Answer #2: Corrections work is good, honest
work.
Answer #3: I like the variety of duties and working with different people. I like the challenge of
trying to figure out whats really going on in a
given situation.
Answer #1 does not give a satisfying response to

the question. It makes the applicant sound as if he or
she is not interested in performing the job, and is only
interested in a convenient work schedule. Although
board members may want to know if a work schedule
will suit you, it is not an adequate reason for why you
want the job. Answer #2 is a positive answer, but it is too
general. It does not show that the applicant knows
about the nature of the job, nor does it reveal much
about the applicants goals. Answer #3 is the best of the
three: it offers specific reasons why the applicant is
interested in corrections work and reveals something
about the applicants skills.
Here are three responses to another common
interview question: Now that we know about some of
the things you are good at, tell us something about
yourself that youd like to improve.
being forthcoming. Answer #2 begins wellthe applicant targets one of her weaknesses, but she does not
offer any examples of how she has tried to correct the
issue. Answer #3 is the best answerthe applicant is
clearly aware of her weakness and has worked to
remedy it.
Answering questions about problems or sensitive areas from your work or personal history may be
challenging. However, the same answering strategies
apply for these type of questions: think about the question before you answer, be honest, and stay focused.
Heres an example of an exchange that tackles a difficult
subject from the applicants past:
Board Member: Mr. Alvarez, I see youve been
arrested once for public intoxication
while you were in college? Is that
true?
Alvarez:
Board Member: Really? Thats odd. It says here on

page seven that you were arrested and
spent the night in the city jail.
Alvarez:
Answer #1: Im really good with people. People

like me and find it easy to talk to me for some
reason.
Answer #2: Im good with people, but my shortcoming is writing. Ive always had trouble in that
area.
Answer #3: Writing doesnt come easy to me.
Im better at saying things than writing them
down. This is something Ive worked hard on in
my job as a security guard, in keeping daily
records and writing up any incidents.
Answer #1 simply does not address the question.

The applicants response gives the impression that she
did not listen carefully or has another reason for not
No, sir.
Yes, well, I wasnt exactly arrested

because the officer didnt put handcuffs on me.
In this case, the applicant is playing word games

with the board member instead of giving a direct reply.
He knows that the board is aware of his arrest record
but hes trying to downplay the incident by trying to
duck the question. If you feel defensive about a particular
aspect of your past, evaluate your feelings and reasons
before the interview. This will help you overcome some of
the emotional responses you might feel about the topic, so
that you can answer questions clearly and openly.
Likewise, avoid giving brief answers that do not
provide adequate information. For example:
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THE ORAL INTER VIEW
Board Member: Mr. Alvarez, tell the board why you

left the job you held at Tread Lightly
Tire Shop.
Alvarez:
Board Member: Ms. Kramer, can you give the board

an example of how youve handled a
disagreement with a coworker in the
past?
I was fired.
Kramer:
Board Member: Why were you fired?

Alvarez:
Because the boss told me not to come

back.
Board Member: Why did the boss tell you not to come
back?
Nope. I get along with everybody.

Everyone likes me.
Board Member: I see. So, youve never had a disagreement or difference of opinion
with anyone youve ever worked with.
Kramer:
Thats right.
Board Member: What happened to cause you to be

fired?
Board Member: Well, I see by your application that

you were once written up by a supervisor for yelling at a fellow employee.
Can you tell us about that situation?
Alvarez:
Kramer:
Alvarez:
Because I was fired.
I was rude.
Board Member: Rude to whom and under what circumstances?
Thats different. It was his fault. He

started talking with a customer who I
was I was supposed to be waiting on.
Now read the second situation.

This question could have been answered fully
when the Board Member asked Alvarez why he left the
tire shop job. This answering technique would wear a
board members patience. Provide board members
with full information, while at the same time staying
focused so as not to offer a mix of emotional responses
that sound like excuses.
By now, you should have a good idea of what an
oral board is looking for and how you can do your
best at your first interview. Read the following scenarios, trying to put yourself in the shoes of the oral board
member who is asking the questions.
Scenario #2
Rosie Kramer is sitting before the oral interview board
dressed in a gray suit. She is sitting still, with her hands
folded in her lap and is looking directly at the person
asking her a question.
Board Member: Ms. Kramer, can you give the board
an example of how youve handled a
disagreement with a coworker in the
past?
Kramer:
Scenario #1
Rosie Kramer is sitting before the oral interview board.
She is wearing a pair of black pants, loafers, and a
short-sleeve cotton blouse. As the board asks questions, she taps her foot against the table.
242
Yes sir. I can think of an example.

When I was working at Pools by
Polly, I had an argument with a
coworker over which one of us was
supposed to wait on a customer. I lost
my cool and yelled at him. My boss
THE ORAL INTER VIEW
wrote me up because of how I handled

the situation.
Board Member: I see. How do you think you should
have handled the situation?
Kramer:
If I had it to do again, Id take James,

my coworker, aside and talk to him
about it in private. If I couldnt work
something out with him I would ask
my supervisor to help out.
Board Member: What have you done to keep this sort

of thing from happening again?
Kramer:
Ive learned to stop and think before

I speak and Ive learned that there is a
time and place to work out differences
when they come up. I havent had a
problem since this incident.
Although these scenarios seem somewhat exaggerated, they highlight some common pitfalls during
interviews. In scenario #1, the applicant presents a
nervous demeanor through her body language.
Although her clothing is not offensive, it does not
demonstrate her respect for the board or for the job.
She also makes several key errors in her responses. She
shows that she is unwilling to accept responsibility for
her actions and that she hasnt learned from her past
experiences. In addition, she isnt honest with herself or
the board members when she said everyone liked her
and shes never had disagreements with coworkers.
On the other hand, in scenario #2, the applicant
shows her interest in the job by her dress and manner.
She is able to admit her mistakes and take responsibility for her part in the incident. Although she may have
wished she could present herself in a better light, she
illustrates maturity by being honest, open, and straightforward in talking about the disagreement.
The Lie Detector Test
Some departments require a polygraph test (better

known as a lie detector test) as part of the background
investigation and interview process, although the polygraph, if required, is typically one of the last steps you
will go through. A polygraph test is usually given after
youve had the oral board interview.
There really is no such thing as a lie detector.
What the polygraph detects are changes in heart and
respiratory rates, blood pressure, and galvanic skin
resistance (basically a measure of how much you are
perspiring). A cuff like the one your doctor uses to
take your blood pressure will be wrapped around your
arm. Rubber tubes around your trunk will measure
your breathing, and clips on your fingers or palm will
measure skin response. The theory is that people who
are consciously lying get nervous, and their involuntary
bodily responses give them away.
Dont worry about being betrayed by being nervous in the first place. Everyones a little nervous when
confronting a new technology. The polygraph examiner
will explain the whole process to you. More importantly, the examiner will ask you a series of questions to
establish a baseline both for when youre telling the
truth and for when you are not. For instance, the examiner might tell you to answer No to every question
and then ask you whether your name is George (if it
isnt) and whether you drove to the examination today
(if you did).
All questions for a polygraph exam have to be in
yes-or-no format. You should be told in advance what
every question will be. Some will be easy lobs like
whether youre wearing sneakers. The questions that
really count will be ones that relate to your fitness to be
a corrections officer: whether youve committed a
crime, or whether youve been arrested. You will probably have been over any problematic areas with the
background investigator or other interviewers before,
so just tell the truth and try to relax.
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THE ORAL INTER VIEW
Pulling It All Together
The interview is a major factor in the hiring process for

corrections work. The interview is your chance to show
the board who you are and how much you want the job.
You may not know what questions the board will ask
you, but there is a lot you can do to get ready and
improve your chances of success. Before you step into
the interview room, review the guidelines and scenarios in this chapter and do some background research
about the duties of corrections work. If you are short

on job experience or education, look into volunteer
work, job opportunities, or courses that will increase
your knowledge and skill level. Be sure to do some
research about yourself as wellreview your strengths,
shortcomings, beliefs, and your work and personal history. As you gain self-awareness, you will also gain confidence in your ability to effectively answer the
questions of the oral board.
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C H A P T E R
16
Psychological
Assessment and
Medical Exam
CHAPTER SUMMARY
Some states and correctional facilities require a psychological interview
and testing as part of the application process, and all require a medical examination. This chapter highlights the basics of psychological
testingtest types and formats as well as the characteristics the test
is looking for in a candidate. Youll also learn what to expect when you
go in for your medical exam.
ecause corrections work is safety-sensitive, high-stress, and demands a great deal of responsibility, some law enforcement agencies use psychological testing to screen applicants during the
hiring process. Agencies use psychological testingalong with a lengthy application, background
check, and one or more interviewsto complete the picture of a candidate. Because interviews before the oral
board may be subjectivedependent on the differing opinions of board membersan agency may use testing
to provide a uniform measure with which to compare job applicants. They may also be looking for specific factors that make an applicant a good fit for corrections work. Its purpose is to make sure you have the emotional
and mental health to do the job. Psychological tests can assess qualities such as your:
work style
leadership abilities
style of interacting with people
unique stress factors and ways of coping
approach to conflict resolution
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PSYCHOLOGICAL ASSESSMENT AND MEDICAL EXAM
likelihood of mature, responsible behavior

response to supervision
If youve never taken a psychological test before,

the prospect of completing one may make you anxious.
Knowing what you can expect will help calm your
nerves and increase your confidence during the process.
What does testing involve? Although the type of
psychological testing you encounter may vary depending on the law enforcement agency, it often consists of
a two-step process. The first phase is a pencil-andpaper testapplicants are asked to answer multiplechoice questions or complete another kind of written
format. Testing can take less than an hour, or several
hours. The second phase of the assessment is a personal
interview with a psychologist. For example, the sheriffs
department in Pima County, Arizona, which serves
the seventh largest county in the nation, requires a battery of psychological tests for corrections officer positions. The testing takes about three hours to complete
and is followed by a psychological interview.
What will the psychologist ask you? Questions
may concern your work or personal history, but they
must relate to your ability to perform the corrections
work. You may be asked about your family relationships, your former jobs, or your military or school
experiences. Difficulties or problems in your past that
come to light during the interview are not necessarily
seen as negative factors. During your assessment it may
be helpful to remember that psychologists recognize
that everyone makes mistakes and that overcoming
difficulties does not necessarily impair your ability to
do the job. More likely, the psychologist will be interested in how you handle difficulties and problemsfor
example, how do you cope with conflict? How do you
deal with others? What have you learned from your
experiences?
Movies and television shows that depict psychologists often give the impression that psychologists have
special powers to read minds or look into your soul.
The objective of psychological testing is not to read

your mindnor is it to criticize you. Rather the goal is
to look at your personality characteristics and behavioral patterns to see if you are a good match with the job
demands of being a corrections officer. The psychological assessment is a tool to help select the right candidate for the job.
Psychological Testing
Testing is often the first part of the assessment process.

A common test used by law enforcement agencies is
some form of the Minnesota Multiphasic Personality
Inventory (MMPI). This personality test consists of
560 true/false questions and takes from 6090 minutes
to complete. The test is designed to produce a general
psychological profile and to detect possible problem
areas in attitude and behavior. The results may or may
not be explained to you, depending on the policies of
the department. If the test results raise any questions,
your interview with the psychologist will enable you to
answer them face-to-face.
Another type of test that law enforcement agencies use to screen job candidates is called an integrity
test. This kind of assessment is designed to evaluate an
applicants specific job-related behaviors. It looks at a
candidates dependability and trustworthiness as well as
an applicants potential for problematic behavior on the
job, like drug use or workplace violence.
You cannot study for a psychological testbut
you can prepare for it. The following strategies will
ease pretest jitters and make you more comfortable in
the test setting.
246
Learn the details. Know the testing location, the

test format and duration, and find out what you
need to bring with you (like ID or a pencil). The
more you know about what to expect, the less
anxious you will feel.
Stay as relaxed as possible. Remember that the

psychological test is only one part of the hiring
process. If you feel tense or find it difficult to concentrate on the questions, pause and take a few
deep breaths.
Dont try to figure out the right answer or
guess at what each question is getting at. The tests
are designed to make this difficult. Trying to
psych out the assessment will only confuse the
results.
Answer questions honestly. If you fake your
answers, your assessment will be skewed. You
want to give a true picture of yourself.
The Psychological Inter view
Its important to show up for your interview on time

and be neatly dressed. The psychologist (or psychologistssome departments use a team) may spend a few
initial moments breaking the ice, but the rest of the
6090 minutes will be focused and businesslike.
The psychologist, who may be either on the hiring agencys staff or an independent contractor, will
have the results from your psychological assessment. He
or she may follow up on areas highlighted by the test or
ask for additional information. You may be asked questions about your family background or work experiences as they relate to your ability to be effective as a
corrections officer. Questions may cover aspects of
your upbringing, relationships or marriage(s), and
military and high school experiences. Expect questions
about the job supervisors you liked or didnt like in
your work history; this will give the psychologist some
insight into how you deal with authority. If some
aspects of your work life are areas of concern, like if
youve moved around from job to job, be ready to
explain your reasons if asked. And, as in your interview
with the oral board, be prepared to answer why you
want to be a corrections officer. The psychologist may
be as interested in the way in which you answer questionswhether you come across as forthcoming and
honestas in the content of the answers themselves.
Respond politely to the psychologists questions
give full answers without over-elaborating. At the same
time, avoid being evasive or defensive when answering
questions. The same strategies that are useful during
your interview before the oral board will aid you in the
psychological interview: listen carefully to questions,
think first before you answer, be direct, and stay
focused.
Its okay to be nervouspsychologists expect job
candidates to display nervousness. You can even admit
that you are nervousthis shows that you are being
upfront. However, you dont need to try hard to sell
yourself. The point of the assessment is to get an accurate picture of youyour personality, attitudes, and
experiencesto see if you are a good match to fit the
duties and responsibilities of a corrections officer.
The Medical Examination
At some point in the application process, every candidate must undergo a mandatory medical exam.
The medical exam is similar to any other thorough
physical exam. The doctor may be on the staff of the
department, or, in some smaller departments, an
outside physician with his or her own practice on
contract with the department. The physician will
measure your blood pressure, temperature, and
weight; listen to your heart and lungs; and examine
your limbs, eyes, ears, nose, and mouth. You will also
be asked to supply some blood and some urine for
testing. It may take a few weeks for the test results to
be completeyou will be notified of the results of the
physical exam at that time.
Before passage of the Americans with Disabilities Act (ADA), most corrections departments conducted a medical examination early in the process,
247
before the physical ability test. Now, the ADA says it is

illegal to do any examinations or ask any questions
that could reveal an applicants disability until after a
conditional offer of employment has been made. That
means that in most cases, you will get a conditional
offer before you are asked to submit to a medical
exam. Indeed, you may get such an offer before the
polygraph examination, the psychological examination, or, in a few cases, before the background investigation, because all these components could reveal a
disability.
Drug Testing
Note, however, that a test for use of illegal drugs can be

administered before a conditional offer of employment. If the test comes back positive because of an
applicants use of prescription drugs, the department
can ask about and verify the prescription drug use.
However, it cannot use the condition for which the
drugs are prescribed to reject an applicant.
Being drug-free is an occupational qualification
for a corrections officermany agencies have a zero
tolerance policy about drug use by officers.
Physical Disabilities and the ADA
After the conditional offer of employment, applicants

can be rejected for disabilities revealed in the medical
or psychological exam, according to the ADA, as long
as the disabilities are related to essential job functions
and no reasonable accommodations exist that would
make it possible for the applicant to function in the job.
For instance, a potential corrections officer with a heart
condition can reasonably be rejected on the basis of that
disability. While officers dont often need to run down
inmates, they may have to do so at a moments notice,
and the department cant accommodate someone who
cant safely run a prison hallway and still get the job
done.
If youve gotten this far, you dont have any obvious or seriously disabling conditions. You got through
the written exam, physical ability test, psychological
evaluation, and interview. Any other conditions that
you reveal at this point or that come up in the medical
exam will be dealt with on a case-by-case basis. Even
conditions such as diabetes or epilepsy need not disqualify you, if your condition is controlled so that you
are able to fulfill essential job functions.
248
NOTES
NOTES
NOTES
NOTES
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CORRECTIONS

Copyright 2004 LearningExpress, LLC.

The following individuals contributed to the content of this book.

INTRODUCTION How To Use This Book

Becoming a Corrections Officer

The Federal Employment Process

The State Employment Process

The LearningExpress Test Preparation System

Corrections Officer Exam I

Reading Comprehension Review

Memory, Observation, and Counting Review

Situational Reasoning and Applying Written Material Review

Corrections Officer Exam II

Corrections Officer Exam III

The Physical Ability Test

The Personal History Statement and Background Investigation

The Oral Interview

Psychological Assessment and Medical Exam

HOW TO USE THIS BOOK

BECOMING A CORRECTIONS OFFICER

on-site medical center. Certain specialized tasks may

2001. More than 1.2 million of those are housed in

The fundamental responsibility of a corrections officer

BECOMING A CORRECTIONS OFFICER

According to the U.S. Bureau of Labor Statistics (BLS),

JUST THE FACTS

BECOMING A CORRECTIONS OFFICER

Bureau of Prisons. The geographical location of the

Hours and Earnings

On average, corrections officers work eight-hour shifts,

JUST THE FACTS

(Source: Federal Bureau of Prisons automated information

Level of experience and time on the job can also

(Source: Bureau of Justice Statistics, Census of Jails, 1999)

BECOMING A CORRECTIONS OFFICER

JUST THE FACTS

Going into this job, it is important to be realistic about

Although men are 15 times more likely than

Overcrowded prisons are another job factor to

Violent offenders accounted for the largest

(Source: Bureau of Justice Statistics)

As you consider whether you are right for the

These figures tell you something about the

cope with being around convicted criminals on a

Key Personal Traits

Emotionally mature and stable

Good communication and interpersonal skills

Alert, able to think and act quickly

Good leadership and supervisory skills

Diplomatic, patient, and a good listener

Reliable and honest

Ethical and fair

Sympathetic but realistic understanding of human

Strong sense of self, not easily manipulated or

Physical strength and stamina

agencies do not want to rush through the process of

Keep in mind that many correctional facilities

Accepting of racial, ethnic, cultural, and religious

Getting the Job: