Combat Techniques

MCI 8204
MARINE CORPS INSTITUTE
STAFF NONCOMMISSIONED OFFICERS

ADVANCED DISTANCE EDUCATION
PROGRAM
COMBAT TECHNIQUES
MARINE BARRACKS
WASHINGTON, DC
COMBAT TECHNIQUES (8204)
Course Introduction
Scope An outstanding gunnery sergeant should be able to train and advise Marines
on a vast variety of subjects. Gunnery sergeants must be technically and
tactically proficient in many areas to accomplish this responsibility.
This course covers many techniques that will enhance your ability to assist
junior Marines in their quest to be better Marine combat leaders. Combat
Techniques is merely a starting point for what a gunnery sergeant needs to
know to lead Marines into combat.
Table of This course contains the following study units:

Contents
Study Unit Title Page

-- Course Introduction i
1 Developing Techniques 1-1
2 Combat Leadership Techniques 2-1
3 The Offense 3-1
4 The Defense 4-1
-- Review Lesson Exercise R-1
Estimated You will spend about 9 hours, 45 minutes completing this course. This
Study Time includes the time to study the text, complete the exercises, and take the final
exam.
Continued on next page
MCI Course 8204 i Course Introduction

Course Introduction, Continued
Reserve You earn three retirement credits for completing this course. You can earn
Retirement reserve retirement credits at the rate of one credit for each 3 hours of
Credits estimated study time.
Note: If you are awarded credits for drill attendance during drill periods,
reserve retirement credits are not awarded for the MCI study time.
Summary The all important gateways to successfully complete this course are
summarized in the table below:
Step When you… Then you will…

1 Enroll in the program Receive your program material.
2 Complete the self-paced text Arrange to take the final examination.
3 Pass the final examination Receive a course completion
certificate.
Note: For more information, refer to the Program Introduction.
MCI Course 8204 ii Course Introduction

STUDY UNIT 1
DEVELOPING TECHNIQUES
Overview
Estimated 1 hour, 10 minutes

Study Time
Unit Scope All tactical situations are unique. The solution used in one situation may not
work in another. This study unit is designed to teach you how to develop
techniques flexible enough to allow you to master unique situations used in
combat.
Learning After completing this study unit, you should be able to

Objectives
• Describe the historical perspectives of combat techniques.
• Identify dangers and pitfalls involved with developing techniques.
• Identify the teaching techniques used to train your unit.
In This Study This study unit contains the following lessons:

Unit
Topic See Page

Lesson 1 A Historical Perspective on Techniques 1-3
Lesson 2 Dangers and Pitfalls 1-13
Lesson 3 Teaching Techniques 1-19
MCI Course 8204 1-1 Study Unit 1

(This page intentionally left blank.)

LESSON 1
A HISTORICAL PERSPECTIVE ON TECHNIQUES
Introduction
Estimated 15 minutes
Study Time
Lesson Scope This lesson discusses several trends in warfare that have emerged since the
18th century and the driving factors behind those trends. This lesson also
focuses on the four major influences of techniques in warfare.
Learning After completing this lesson, you should be able to

Objectives
• State three important trends in techniques since the 18th century.
• State the driving factors behind these trends.
• State the four major influences on techniques.
In This Lesson This lesson contains the following topics:
Topic See Page

Introduction 1-3
Trends Since the 18th Century 1-4
Driving Factors 1-6
Major Influences 1-7
Lesson 1 Exercise 1-10
MCI Course 8204 1-3 Study Unit 1, Lesson 1

Trends Since the 18th Century
Definition of A technique is a means by which to transform a tactical decision into action.

Technique
Example: Assume you face an enemy that is aggressive to the point of
rashness. You decide to exploit this weakness by drawing the enemy into a
trap. After considering the peculiarities of the terrain, the troops, the weapons
available to you, and what you know about the enemy, you decide to set a
trap in the form of an L-shaped ambush. The particular form of ambush you
choose is the technique you will use to execute your decision.
Important Techniques are as old as warfare itself. From the 18th century onward, three
Trends important trends have emerged:
• Techniques have ever-shorter “lives”—techniques change more often,

especially in wartime.
• Battalion and smaller units must master an ever-increasing range of

techniques.
• The ranks that develop new and innovative techniques are more and more
junior.
18th Century In the 18th century, a successful battlefield technique was called “forming a
Example square.” When an infantry unit was threatened with an attack by cavalry, it
defended itself by forming a square. Regardless of what side of the square
the cavalry attacked, the cavalry faced a solid wall of bayonets. Since horses
are reluctant to impale themselves, the square remained an effective technique
for nearly 200 years.

Trends Since the 18th Century, Continued
19th Century By the 19th century, changes in weapons were becoming much more frequent
Example than had been the case in the 18th century. As each side in a conflict devised
new ways of using new weapons and as both sides came to realize the
capabilities of their new weapons, techniques changed more rapidly. For
example, in the Civil War at the Battle of Bull Run in 1861, both sides
formed much as they would have in Napoleon’s time. However, by 1864, the
defenders on the battlefield were often entrenching. The much longer range
of the rifled musket, compared to the Napoleonic smooth bore, gave the
defender a reason to protect himself from the enemy’s fire, which the attacker
could not do. That advantage of the defender increased. By World War I, the
trenches dominated the battlefield.
World War II By World War II, the pace at which techniques changed had increased
Example markedly. New weapons quickly created a demand for new techniques. Each
side was constantly working to find ways to beat the enemy’s techniques.
This meant the enemy had to change again. Armies often found themselves
fighting in parts of the world for which they were not prepared. Differences
in terrain and weather demanded new techniques. These changes still exist
today.

Driving Factors
Primary The driving factor behind each of these trends are listed in the table below:
Driving Factors
Trend Driving Factor

Techniques have ever-shorter lives. The increasing pace of technological
change
• In the 18th century, a basic

battlefield technique might last
100 years or more.
• By the 19th century, weapons

began to change more rapidly.
• Consequently, techniques for

using weapons also changed
more rapidly, which continues
today.
Battalion and smaller units must As the capabilities and versatility
master an ever-increasing range of increase with these weapons—
techniques. machineguns, mortars, SMAWs,
AT-4s, SAWs, and grenade
launchers—the missions also
increase.
The ranks that develop new and Since today’s squad leader has many
innovative techniques are more and types of weapons in his or her
more junior. squad—rifles, grenade launchers, and
SAWs—he or she has many
opportunities and is obligated to be
innovative.

Major Influences
Four Major Had you been an NCO or a junior officer in the 18th century, the techniques
Influences on you learned during military training would not have changed throughout your
Techniques entire military service. Today, techniques change often. To devise changes
in techniques, you must understand what influences a technique:
• Weapons and equipment

• Terrain
• Tactics
• People
Weapons and The infantry technique of maneuvering by fire teams is a good example of
Equipment how introducing a particular type of weapon forces a change in techniques.
Before the light machinegun, a relatively large number of rifle-armed
infantrymen (eight or more) had to provide the “critical mass” of fire needed
to suppress an enemy machinegun position. However, small unit leaders soon
discovered that a smaller team of two to four infantrymen armed with a light
machinegun could do the job just as well, yet provide the enemy with less of a
target. That left the squad with enough men to maneuver close enough to
wipe out the enemy’s machinegun position with hand grenades, rockets, and
its light machinegun.

Major Influences, Continued
Terrain Microterrain can have a very significant impact on techniques. For example,
a wooded area may enable you to bring a squad up on the enemy’s flank
undetected. A small gully may enable a fire team to get to the top of the hill
before the enemy can see it. A very shallow depression, just inches deep,
may permit a squad to crawl forward safely. Small unit leaders must have a
keen appreciation for (terrain advantages and liabilities) the opportunities
terrain can offer and how it can impact a technique.

Major Influences, Continued
Tactics Changes in tactical thought also bring changes in techniques. Eighteenth

century line and column tactics would not survive on the modern battlefield.
Advances in technology brought about changes in tactics, requiring changes
in techniques also. In earlier times, fighting Marines used line and column
(first generation) techniques such as “wheeling the line” and “deploying from
column into line.” Fighting Marines today use “3rd generation” techniques
like the three-element assault—for penetration—and the L-shaped ambush.
These changes in techniques resulted from changes in tactics.
People Successful use of techniques depends greatly on the quality of your troops.
This includes their level of training, combat experience, morale, and
cohesion. Each encounter offers the enemy a chance to learn about the way
you fight. Depending upon how quickly the enemy learns, what works
against him or her one time may not work the next.
Example In the 1967 Six Day War, the Israelis discovered Egyptian infantry units
would collapse when charged by Israeli tanks. Consequently, the Israeli
tankers developed a standing operating procedure (SOP) to immediately
assault, without fire support, all Egyptian infantry encountered. However,
this SOP proved very costly for the Israelis during the 1973 October War
because the Egyptian infantry had also learned from the 1967 war. For the
1973 war, the Egyptian infantry was well trained in anti-tank techniques and
well equipped with anti-tank weapons.

Lesson 1 Exercise
Study Time
Directions Complete exercise items 1 through 3 by performing the action required.

Check your answers against those listed at the end of this lesson.
Item 1 Techniques are as old as warfare itself. Which of the following is one of
three important trends that have emerged since the 18th century?
a. Techniques have ever-longer “lives.”

b. Battalion and smaller units must master a much smaller range of
techniques.
c. The ranks that develop new and innovative techniques are more and more
junior.
d. Techniques are smaller in scale than tactics.
Item 2 Which of the following is one of three primary driving factors behind the
trends since the 18th century?
a. The increasing pace of technological change.

b. As weapons development leveled off, the techniques that a unit needed to
master did too.
c. The small range of weapons at the small unit level allows the rank at
which techniques must be developed through innovation has remained at
the senior level.
d. The movement of populations from a rural to an urban environment.
Item 3 Which of the following is one of four major influences on techniques?
a. Senior leadership
b. Weapons and equipment
c. The Vietnam War
d. Mass production
MCI Course 8204 1-10 Study Unit 1, Lesson 1 Exercise

Lesson 1 Exercise, Continued
Answers The table below provides the answers to the exercise items. If you have any
questions, refer to the reference page listed for each item.
Item Number Answer Reference

1 c 1-4
2 a 1-6
3 b 1-7


LESSON 2
DANGERS AND PITFALLS
Introduction
Study Time
Lesson Scope This lesson discusses the difficulties involved with developing techniques for
warfare and some of the pitfalls that leaders find in their design.

Objectives
• Explain why some techniques work well in training and not in combat.
• Describe the major pitfalls a leader may “fall into” when designing
techniques.
Topic See Page

Introduction 1-13
Difficulties in Developing Techniques 1-14
Pitfalls in Developing Techniques 1-15

Difficulties in Developing Techniques
Two Main There are two difficulties to consider when developing effective techniques
Difficulties for training:
• Training limitations
• Pitfalls
Training When conducting live-fire exercises, the best training can only approach, but
Limitations effectively simulate the reality of combat. Training that includes smoke,
noise, and confusion is valuable because these are all common on any
battlefield.
Technical Since training is not the same as combat, you can easily develop techniques
Problems that work in training, but fail in combat. Sometimes, the problem is purely
technical.
Example: The problem with MILES equipment is that it fails to teach the
value of suppressive fire in real combat. The MILES sensor “beep” that
occurs from a near miss will not make you “hunker down” like a near miss
from an enemy machinegun round. Using MILES equipment for training
proves difficult to teach effective techniques for suppressing enemy fire while
maneuvering.
Life or Death Since you cannot effectively replicate death or fear of death in training, you
can develop techniques that only work when death or fear is not present.
Example: In training, you will often see a squad or platoon assaulting “on
line” while in combat, many of the men in that squad or platoon would die.
The survivors will not be very eager to obey the next time someone orders
them to assault on line.

Pitfalls in Developing Techniques
Four Major Because developing techniques is a creative activity, a leader can make an
Pitfalls infinite number of possible mistakes. In fact, you can be sure that even the
best techniques will contain any number of minor errors. However, there are
four major pitfalls that you may encounter:
• Lockstep mentality
• Obsolescence
• Complexity
• Patent solution
Lockstep The lockstep mentality creates rigid procedures that interfere with being
Mentality effective.
Example: Teaching a Marine that there are three firing positions for the
SMAW—standing, sitting, and prone—may undermine, rather than help his
or her ability to use the weapon effectively. Marines may take that
information at face value and refuse to use other more innovative firing
positions, such as kneeling behind a wall or resting the SMAW against a
support.
Obsolescence Obsolescence is teaching techniques that are out-of-date.
Example: The unnatural fondness that some Marines have for attacking “on
line.” In an earlier age when the dominant infantry weapon was the rifle, this
made a certain amount of sense. The squad was the basic fire unit and needed
to advance as a whole if it was to maintain its ability to fire effective volleys
and achieve both mass in assault while maintaining suppression. Although
this technique became obsolete with the introduction of light machineguns
during World War I, many Marines still insist that their subordinates practice
it.
Complexity Complexity is developing techniques that are so intricate that they just do not
work in combat. The irony here is that it is often far more difficult to devise
simple techniques instead of complicated ones. The solution is not to dilute
complex techniques, but rather to keep searching for techniques that are
inherently simple.

Pitfalls in Developing Techniques, Continued
Patent Solution Patent solution is the search for the technique that will work in every
situation.
Example: The Japanese banzai attack in World War II—the Japanese tried to
use it in every situation and it usually failed miserably. When they finally
stopped using it on Iwo Jima, the Japanese became a much more dangerous
opponent.

Lesson 2 Exercise
Study Time
Directions Complete items 1 through 3 by performing the action required. Check your
answers against those listed at the end of this lesson.
Item 1 Since training is not the same as combat, you can easily develop techniques
that work in training, but fail in combat. What is the main reason that MILES
equipment is a training limitation?
a. MILES adds extra weight to the weapon and Marine that would not be
present in real combat.
b. MILES uses blank ammunition instead of live ammunition.
c. MILES fails to teach the value of suppressive fire in real combat.
d. MILES requires batteries, which are a logistical burden.
Item 2 Because developing techniques is a creative activity, a leader can make an

infinite number of possible mistakes. Which one of the following is one of
the four major pitfalls that you may fall into as you design techniques?
a. Rapid solution
b. Lockstep mentality
c. Simplicity
d. Narrow spectrum
Item 3 Which innovation in military equipment was most influential in changing the
way basic infantry techniques were developed in the first half of the 20th
century?
a. Tank
b. Airplane
c. Machinegun
d. Helicopter


1 c 1-14
2 b 1-15
3 c 1-15

LESSON 3
TEACHING TECHNIQUES
Introduction
Study Time
Lesson Scope This lesson discusses how to foster an environment that is conducive to
developing techniques and identifies three techniques that you can use to
better train your unit.
Learning After this lesson, you should be able to

Objectives
• Explain how to create a training environment that fosters development
and sustainment of techniques.
• Identify three techniques to help your unit develop into a better well-
trained unit.
Topic See Page

Introduction 1-19
Fostering Development 1-20
Development Techniques 1-22

Fostering Development
Development of There are several ways to create a training environment that fosters
Techniques development:
• Practice
• Free play
• Automatic
• Adapt
• Innovate
Practice How do you teach techniques? How do you make your unit proficient in
techniques? The first and most important answer is practice.
There are many ways you can practice techniques. You can practice some of
them alone. You can practice almost any movement technique until you get it
right. Practicing in groups can also be effective and sometimes training
requires the use of an aggressor.
Free Play Free play training offers the best opportunity to practice techniques because
you must practice your techniques against an enemy with an opposing will.
This more closely replicates the uncertainty your Marines will face in combat.
A free play exercise also helps you identify the techniques you need to
improve.
Automatic In practicing techniques, your goal should be to make them automatic. This
is something often observed in veteran combat units.
Example: If a veteran German infantry company fighting in the Soviet Union

in World War II took fire from a village it was passing, all the company
commander had to say was, “Combat in village.” Everyone knew what to do.
They knew because they had fought through so many villages that it was all
second nature to them. They had all the techniques down so smoothly that
every infantryman knew just what to do and how to do it. It had become
automatic. It is not easy to reach that level of performance in peacetime, but
it should be your goal.

Fostering Development, Continued
Adapt The previous example illustrates another point about teaching techniques.
While the techniques of fighting through a village were performed
automatically, each village usually presented a different situation. The
members of the infantry company had also learned to adjust to this. They
modified their techniques to the specific situation presented by each village.
You must teach your Marines to adapt their techniques—to adjust them for
the situation. The battlefield is not a drill field and each battlefield is
somewhat different from every other battlefield. Therefore, in teaching
techniques, you must introduce variations in the nature of the problem. If you
practice movement techniques, do not always go over the same ground. If
you practice the assault by penetration, the positions you assault should not
always be the same. As the leader, you must ensure this kind of variation.
For a given technique, the situation should be of the same general kind, but
different in its details as the specific situation or problem changes. That is
how you teach adaptability.
Innovate A key point in teaching techniques is that the instruction must encourage
innovation. If a private or a sergeant develops a more effective technique to
get the same result, he or she should be rewarded for doing so, not punished.
Then, you need to adopt and put his or her innovation into practice.
Remember, modern techniques are not engraved on stone tablets. As a squad
leader, platoon sergeant, or instructor, you have the latitude and humility to
adjust techniques, discard old ones, and to adopt new ones that work better.
You will have to do this in combat. You will have to develop your own “bag
of tricks.” Similarly, you must give your subordinates the opportunity to
innovate.

Development Techniques
Application When teaching techniques, you should keep three things in mind: practice,
adaptation, and innovation. To help your unit to be a better-trained unit, you
should
• Create a good command climate.

• Make training realistic.
• Maximize free play.
Command To create a good command climate, answer the following questions first:
Climate
• Do you encourage initiative and innovation?
• Are you patient with subordinates who try to be imaginative and

innovative, even though their techniques may not be very useful?
• Do you humiliate them for falling short, thereby ensuring that they will
not make another attempt?
• Do you encourage your subordinates to contribute or do you direct

everything yourself?
• Do you present them with problems and let them try to come up with
techniques to solve them or do you just teach “the answer” and demand
that everyone follow it?
Command climate must be the starting point for teaching adaptability and
innovation in techniques. Of course, you can choose to practice techniques in
a rigid, close-minded command climate. But your Marines will learn them
and be trained as if they were still fighting in the 18th century. They will be
trained in rigid drill, which they will perform the same way regardless of the
situation. On the battlefield, this can easily lead to disaster. Good, modern
techniques—adapted to the situation and the enemy—can only be learned in a
command atmosphere that rewards initiative, imagination, and innovation.
Creating that kind of command climate is your first responsibility.

Development Techniques, Continued
Realistic Make your training as realistic and varied as possible. It is much easier to do
Training things “the same old way” every time. Good training in techniques will be
hard work for your unit and especially for you. The hardest for you may be
the work involved in such efforts as
• Getting different ranges instead of always working over the same ground
• Getting permission to train differently from the way most units around
you are probably training
• Setting up problems in which the aggressor is equal or superior to you in

numbers, instead of the usual token force
• Simply dreaming up new problems that will force your Marines to adapt
and innovate
Good trainers and leaders put as much time into planning their unit’s training
as they do in conducting it. Facing all this extra work when many of your
colleagues are not doing it will be a test of your character.

Development Techniques, Continued
Maximize Make maximum use of free play exercises. A free play exercise has two
Free Play forces—each doing everything it can to defeat the other. There is no scenario
or script, just starting positions and missions. The aggressor should not be
just a token force. The opposing forces should be well matched, with the
aggressor sometimes superior in numbers.
Tactics Free play is so important because tactics and the enemy have a major
influence on your techniques. Tactics can only exist in a free play exercise.
No tactical decisions can be made in an exercise that follows a script.
Additionally, free play exercise faces you with an enemy who—like an
enemy in combat—has a free, independent will. The enemy will try to figure
out your techniques and turn them against you. Also, the enemy will try to
use those techniques that you have not seen against you. Free play training
forces you to do two things:
• Adapt your techniques to tactics and to the enemy.

• Come up with new techniques.
If you do not, you are likely to lose, first in free play training and then later in
combat. In these respects, only free play training can help you prepare for
combat.

Lesson 3 Exercise
Study Time
Directions Complete items 1 and 2 by performing the action required. Check your
Item 1 To make your unit proficient in techniques, you must practice. Which of the
following is the best form of practice?
a. Role reversal
b. Free play
c. Hands on training
d. Lecture
Item 2 Which of the following is one of three techniques that can be used to help
your unit develop into a better-trained unit?
a. Create a good command climate.

b. Minimize free play exercises.
c. Work on tactical decision games.
d. Coordinate lectures and guest speakers.


1 b 1-20
2 a 1-22
Study Unit 1 In this study unit, you learned how to develop techniques flexible enough to
Summary master unique situations used in combat.

STUDY UNIT 2
COMBAT LEADERSHIP TECHNIQUES
Overview

Study Time
Unit Scope This study unit discusses the time-proven, Marine Corps-endorsed techniques
that Marine leaders use in tactical situations to analyze the situation, make
decisions, develop plans, and communicate them to subordinates.

Objectives
• Identify the troop leading procedures.
• Explain the types of tactical orders.

Unit
Topic See Page

Lesson 1 Troop Leading Procedures 2-3
Lesson 2 Tactical Orders 2-19


LESSON 1
TROOP LEADING PROCEDURES
Introduction
Study Time
Lesson Scope This lesson discusses in detail the six troop leading procedures and how
Marine leaders in tactical situations apply them.

Objectives
• Explain the six troop leading procedures.
• Explain the elements leaders use to make an estimate of the situation.
• Identify points to keep in mind when making plans and decisions.
Topic See Page

Introduction 2-3
Leading Troops 2-4
Estimating the Situation 2-6
Combat Decision Making 2-12

Leading Troops
Introduction Every Marine is a rifleman. Therefore, every Marine leader must know and
understand how to lead Marine riflemen in a combat situation. Study unit 1
discussed the historical aspects of techniques, factors that influence them, and
difficulties often encountered in developing and training units in techniques.
This provides a useful framework for developing and evaluating the
techniques that you may have to use in a combat situation. This lesson
discusses what you, as a leader, need to do in combat to accomplish your
mission.
Steps The troop leading steps are a sequence of events that unit leaders use in most
tactical operations. These steps do not always occur in a specific order, many
times two or more may occur concurrently. Troop leading steps are simply a
tool that aids leaders—especially beginners—in formulating initial plans and
time schedules upon receipt of a mission.
The acronym BAMCIS has been developed to help define these steps:
Acronym Step
B Begin the plan.
A Arrange for reconnaissance.
M Make reconnaissance.
C Complete the plan.
I Issue the order.
S Supervise.
Begin the Plan The receipt of a mission triggers the entire BAMCIS cycle; however, tactical
planning is anticipatory and continuous. To make effective use of available
time, the leader issues a warning order to his or her subordinates.
Arrange for Initially, the unit leader asks, “What information am I lacking?” If possible,
Reconnaissance the unit leader arranges for a physical reconnaissance of the objective, route,
or defensive position. The unit leader considers the route, security,
subordinates to accompany him or her, and the time available for
reconnaissance. If a physical reconnaissance is impossible, the commander
should at least use a map, aerial photo, or visual reconnaissance from a
vantage point to conduct his or her leader’s reconnaissance.

Leading Troops, Continued
Make The commander now acts to answer the leader’s questions through a
Reconnaissance reconnaissance. The recon will either confirm the leader’s plan or cause him
or her to make adjustments to it. On a physical reconnaissance, selected
subordinate leaders normally accompany the commander. The personnel
accompanying the leader will vary according to the tactical situation. The
leader should take as many subordinate leaders as the situation requires, while
other subordinate leaders supervise the preparations necessary for the
upcoming mission.
Complete the After updating the estimate of the situation with information gained during
Plan the reconnaissance, the leaders makes a decision as to how the mission will be
accomplished with the operation order is complete.
Issue the Order The leader issues an order orally to the subordinate leaders.
Supervise The leader makes sure the plan is adhered to by
• Listening to his or her subordinate leaders as they issue orders

• Inspecting Marines and their equipment
• Observing them as they conduct rehearsals
He also ensures adherence to any established time line. If any changes to the
original plan are required due to recent changes in the situation, the
commander must adjust the plan accordingly.

Estimating the Situation
METT-T The estimate of the situation is a tool that aids a commander as he or she
plans tactical operations. This tool is especially helpful to a decision-maker
as a frame of reference, which serves to remind him or her of various factors
normally considered during tactical planning.
The acronym METT-T has been developed to help define these factors:
Acronym Factor
M Mission
E Enemy
T Terrain and weather
T Troops and fire support available
T Time
These factors must be considered from both the friendly and enemy
perspectives. This may seem to be a complicated, awkward task at first, but
with experience, the estimate of the situation becomes an efficient tool. In
this lesson, you will be exposed to a modified version of the factors
considered in METT-T. Once the basics are mastered on the squad level, you
will be introduced to additional factors during subsequent tactical planning
classes to aid in tactical planning on the platoon level and above.
Mission The first step in estimating the situation is mission analysis––it begins upon
Analysis receipt of the mission. It is the means for the unit leader to gain an
understanding of the mission.
Task Analysis The unit leader must identify and understand all that is required for the
successful accomplishment of the mission. This includes tasks received in the
unit’s task statement and coordinating instructions from the higher
commander’s operation order.
Limitations Limitations are restrictions on the friendly force’s freedom of action that
prohibit the commander from doing something specific. Examples of
limitations are
• Tactical control measures
• Rules of engagement (ROE)
• Statements such as Be prepared to…, Not earlier than…, On order…

Estimating the Situation, Continued
Enemy Forces The objective of an analysis of the enemy situation is to deduce the enemy’s
most probable course of action. Its development comes from sources such as
the enemy doctrine and historical data, as well as current enemy activities as
indicated in the higher commander’s operation order. The information used
to analyze the enemy situation includes
• Composition, disposition, and strength

• Capabilities and limitations
• Enemy most probable course of action (MPCOA)
Composition, The description of the enemy is composition, disposition, and strength. It is

Disposition, an identification of the forces and equipment the enemy can bring to bear
and Strength within your unit’s zone or sector. Also considered are known and suspected
enemy locations and strength estimates in relation to personnel, equipment,
and support capabilities.
SALUTE The acronym SALUTE will be helpful in developing and organizing

composition, disposition, and strength:
Acronym Element Query

S Size What is the size of the enemy force?
A Activity What the enemy is doing?
L Location Where was the enemy last spotted?
U Unit Which unit does the enemy belong to?
T Time When was the enemy last observed?
E Equipment What weapons, engineer assets, etc. does the
enemy have?

Capabilities What can the enemy do to me? What can the enemy not do to me? The
and Limitations information listed under composition, disposition, and strength is analyzed in
relation to the enemy’s ability to conduct operations against our unit. The
enemy force is analyzed concerning its ability or inability to conduct various
operations against our unit under any foreseeable situation. Is the enemy
force capable of defending, reinforcing, attacking, withdrawing, or delaying?
For example, can the enemy effectively attack at night? Can the enemy
conduct a deliberate defense against us or does the enemy lack sufficient
forces and equipment?
DRAW-D The acronym DRAW-D serves as a reminder of the minimum factors to be

considered:
Acronym Factor
D Defend
R Reinforce
A Attack
W Withdraw
D Delay
Enemy Most What will the enemy try to do to me? Based on the analysis of the enemy’s
Probable capabilities and limitations, deduce the enemy’s most probable course of
Course of action in relation to our action. For example, the MPCOA is to withdraw to
Action the northwest as a result of our attack and attempt to join other enemy forces
west of objective Alpha.

Terrain and The unit leader conducts analysis of the five military aspects of terrain
Weather relevant to the mission. Certain situations may elevate one element of the
Analysis analysis to a level of importance above that of one or more of the remaining
elements––extreme weather. Having received the higher commander’s
analysis, a unit leader can more easily analyze the sector or zone with respect
to friendly and enemy capabilities. Example: In offensive operations, the
unit leader analyzes terrain and weather from the objective, working back to
the assembly area.
OCOKA-W The acronym OCOKA-W has been developed to help conduct the terrain
analysis:
Acronym Factor
O Observation and fields of fire
C Cover and concealment
O Obstacles
K Key terrain
A Avenues of approach
W Weather
Observation What can and cannot be seen from where? What can and cannot be hit by
and Fields of fire? Observation is the influence of terrain on reconnaissance and target
Fire acquisition. Fields of fire are the influence of terrain on the effectiveness of
weapons systems.
Cover and Where can fires not hit me? Where can I not be seen? Cover is protection
Concealment from effects of firepower. Concealment is protection from observation or
target acquisition. The analysis of cover and concealment is often inseparable
from the consideration of observation and fields of fire. Weapons systems
must have both cover and concealment to be most effective and to increase
survivability.
Obstacles Obstacles are any natural or manmade obstructions that canalize, delay,
restrict, or divert the maneuver or movement of a force.

Key Terrain Key terrain is any area that seizure, retention, or control affords a marked
advantage to either combatant. Using the map and information already
generated, the unit leader must identify terrain that could be used as positions
for weapons or for units to dominate friendly or enemy approaches within the
objective area. Remember, key terrain need not be occupied to be controlled.
Direct or indirect fire can be used to control access to key terrain.
Avenues of Avenues of approach are movement routes to an objective. A viable avenue

Approach of approach usually offers mobility corridors. These are areas within the
avenue of approach that permit movement and maneuver. They permit
friendly and enemy forces to advance and withdraw, and to capitalize on the
principles of mass momentum, shock, and speed. When friendly forces are
attacking, friendly avenues of approach to the objective must be identified,
and enemy avenues of approach that could effect friendly movement––
counterattack avenues––must be identified.
Weather Weather is analyzed using the five military aspects of weather: temperature
and humidity, precipitation, winds, clouds, and visibility both day and night.
To determine its cumulative effect on the operation, weather must be
considered in conjunction with the terrain associated with the unit’s mission.
Weather effects equipment (including electronic and optical), terrain
(trafficability), and visibility––but its greatest effect is on the individual
Marine. During inclement weather or in extreme heat or cold, the amount of
time spent on leadership and supervision must increase as the severity of the
weather increases. Inclement weather effects visibility and movement, unit
efficiency and morale, and makes command and control more difficult. Poor
weather conditions can be as much of an advantage to a unit as it is a
disadvantage, depending upon unit capabilities, equipment, and level of
training.

Troops and The fourth factor of METT-T is where you consider friendly capabilities.
Fire Support Any course of action the unit leader considers must take into account the
Available number of Marines and support assets available for the operation. The mental
and physical condition of the Marines, their level of training, the status of
their equipment, fire support assets, and logistics must be considered.
Time The ability to appreciate the aspects and effects of time and space is one of
the most important qualities in a leader. Time is vital to all operations; it
drives planning and execution. The unit leader gets the indication of time
available from the commander. The amount of time a unit has to prepare for
or to execute an operation determines the detail possible during the planning
process. Initial estimates of time should be used to identify any critical
timing in the operation. Critical times can include planning time, LD time,
movement time, defend-no-later-that time, time available to prepare and
rehearse the attack or defense, time available for reconnaissance, and
transportation means (helo, vehicular, foot-mobile, etc.). Both opposed and
unopposed rates of movement should be considered.
Space Consider all distances:
• How far is your objective?

• How far is the fire support?
• How far away are the reinforcements?
Logistics Consider how much gear you need and how it will effect your movement.
Also, consider when and where you can get resupplied if necessary.

Combat Decision Making
Three Actions After you estimate the situation, you must make a decision and devise a plan.
You should not think of these three actions as separate; they are all part of a
single whole. In your mind, you will consider decisions and plans as you
look over the situation. As you evaluate decisions and possible plans in your
mind, you need to think back to the situation. All three actions––estimate the
situation, consider and make a decision, and devise a plan––should blend
together in your mind.
Indecisiveness Now that you have considered these actions together, consider a decision as
Kills something separate. You must consider it separately to emphasize that at
some point, you, the commander, must make a decision. Military history is
full of engagements and battles that were lost because the commander never
made a decision, not even a bad one. Without a decision, the commander had
no plan; without a plan, the commander’s unit simply waited for the enemy to
take action, which invariably they did. And when the enemy acted, the
indecisive commander had no plan to counter the threat.
Making Being a leader means making decisions. In combat, this is always difficult.
Decisions Information is missing or confusing; the potential consequences of a wrong
decision may be your own death and the destruction of your unit. As you
make your decision, you ultimately stand alone. You alone bear the
responsibility for it, and every one of your Marines know this. How do you
deal with all this? The following excerpt from MCDP 1 Warfighting gets at
the heart of the answer:
…since all decisions must be made in the face of uncertainty and since every situation is
unique, there is no perfect solution to any battlefield problem. Therefore, we should not
agonize over one. The essence of the problem is to select a promising course of action with
an acceptable degree of risk, and to do it more quickly than your foe. In this respect, “a
good plan violently executed now is better than a perfect plan executed next week.”

Combat Decision Making, Continued
Action With As part of the art of command, the first part of MCDP 1 Warfighting
Risk recommends––selecting a promising course of action with an acceptable
degree of risk. No method can teach you this. You can only learn it by
actually making military decisions in free play field exercises, war games,
map exercises, etc., and later by critiquing decisions or seeing their results.
This is why these activities should not take a substantial portion of your time.
Acting Quickly The second part of the excerpt from MCDP 1 refers to action ––acting
and Violently quickly, faster than your enemy, and violently. This is what your plan does.
It turns your decision into quick, violent action. But this is more than just
planning. It is a habit or better yet––a discipline. You must train and
discipline yourself to decide quickly, then act quickly and violently in every
tactical situation you face. There is a natural tendency to do the opposite—sit
around considering this or that or wait for orders, hoping to see if something
turns up. You must discipline yourself to act fast and hit the enemy violently,
taking advantage of the fact that the enemy is probably sitting around trying
to decide what to do and when to do it. By acting quickly, decisively, and
violently, you impose your will on him, which is what combat is all about.
Here are some points you should keep in mind as you make decisions and
plans:
• Keep it simple.
• Be practical.
• Do not expect certainty.
• Accept risk.
• Always remember speed.

Keep It Simple Delicate, complicated plans are unsuitable for combat. Simple plans are
much more effective. However, a simple plan does not mean a “dumb” plan,
such as charging into enemy gunfire. A simple, smart plan is your goal.
Your plan should be simple enough to be understood and executed by your
Marines, yet smart enough so that it does not fall apart the moment something
goes wrong in combat. And remember that something always goes wrong in
combat.
Be Practical Do not try to make your unit do something it cannot. Do not count on fire
support you are unlikely to get. Do not expect a miracle.
Do Not Expect War is always an uncertain business. It is no more certain for the enemy than
Certainty it is for you. As a leader, you are expected to have the moral courage to make
decisions in the face of uncertainty.
Accept Risk If you try to cover all the bases, you will be weak everywhere and will fail.
You must decide what efforts you will count on to win and put everything
you have into it. That means accepting risk elsewhere. Your attempt to go
for a win involves risk and sometimes failure. If you fail, pick yourself up,
estimate the situation, and try again.
Always Speed wins more fights and battles than anything else. That means speed in
Remember estimating, speed in deciding, and speed in executing. Above all, war is
Speed time-competitive––the side that is consistently faster usually wins. The worst
kind of leadership is the kind that always makes a good decision and has an
excellent plan too late.

Conclusion These points can help you, but they cannot tell you how to make good
decisions and plans. Again, decision making and planning are part of the art
of command, which you will develop by making military decisions and plans
over and over. MCDP 1 states:
…A military decision is not merely a mathematical computation. Decision-making requires

both the intuitive skill to recognize and analyze the essence of a given problem and the
creative ability to deliver a practical solution. This ability is the product of experience,
education, intelligence, boldness, perception, and character.
Remember, you cannot develop the ability to think by using memory devices
and checklists alone. You must do it through practice. You must repeatedly
place subordinates in tactical scenarios and have them estimate their
situations, make decisions, and justify their thinking. Then you can critique
their thought processes. Through experience in map and sand table exercises,
terrain walks, and field exercises, your subordinates will learn what things to
look for in similar situations. In these ways, your subordinates learn to
develop military judgment. Methods and techniques are only starting points.
They cannot replace practice and experience in tactical decision-making
exercises.

Lesson 1 Exercise
Study Time
Item 1 In which of the six troop leading procedures is the warning order issued?
a. Complete the plan.

b. Begin the plan.
c. Issue the order.
d. Arrange for reconnaissance.
Item 2 The acronym METT-T stands for mission; enemy; terrain and weather; troops
and fire support available; ________________; space; and logistics.
a. tactical resupply
b. time
c. topographical intelligence
d. table of organization
Item 3 As you make decisions and plans, which of the following points should you
keep in mind?
a. Expect certainty.
b. Trade speed for stealth.
c. Do not accept risk.
d. Keep it simple.


1 b 2-4
2 b 2-6
3 d 2-13


LESSON 2
TACTICAL ORDERS
Introduction
Study Time
Lesson Scope This lesson discusses the three types of orders used by Marine leaders to
communicate their plans and the components of those orders.
Learning After this lesson, you should be able to

Objectives
• Identify the three types of orders used to communicate plans to
subordinates.
• Identify the components of a warning order.
• Identify and explain the acronym for the five-paragraph order.
• Describe fragmentary orders.
• Describe why fragmentary orders are so important.
In This Lesson The table below lists the topics covered in this lesson.
Topic See Page

Introduction 2-19
Preliminary Planning 2-20
Warning Order 2-22
Operations Order 2-25
Fragmentary Order 2-32

Preliminary Planning
Communicate When you make a decision and develop a plan, communicate your plan to
Your Plan your subordinates. The task of communicating well is just as important as the
other leadership tasks discussed so far. Good communication is the key for
effectively putting your plan into action. You may be the most brilliant
tactician in the Marine Corps, but if you cannot communicate your ideas to
subordinates, your unit probably will not do what you want it to.
Understanding To communicate well, you must make it clear to your subordinates what your
the Plan plan is and what you want them to do. This may seem obvious, but
sometimes leaders give an elaborate, well-rehearsed brief, use a number of
fancy techniques, and yet fail to make clear what they plan to do. When you
develop a plan, you understand clearly what you want. However, the
challenge is to make sure your subordinate understand what you want, which
is not easy.
Making There are several reasons why your subordinates must clearly understand
Decisions Off your plan. One reason is that they will often find themselves in situations that
Your Plan call for a decision by you, but they cannot seek your guidance because they
do not have time or cannot communicate with you. If they clearly understand
your plan, they can make good decisions of their own that support what you
are trying to accomplish. However, if you poorly communicate your plan,
your Marines will probably make bad decisions and their efforts will be
unfocused.
Simultaneous In a force that uses maneuver warfare, clarity is also important because unit
Decisions leaders at all levels make decision simultaneously. For example, if a Marine
regiment is engaged in a tactical battle, the regimental commander, each
company commander, and every rifleman makes decisions simultaneously.
The regimental commander decides to commit his or her reserves against the
flanks of an enemy column on the move. One company commander,
preparing to engage the screening elements of the same column, decides to
dig in on a reverse slope and slow the column’s progress. At the same
moment, a rifleman in that company––who is skilled in using terrain––selects
a defile to close in on the rear of an enemy machinegun team. Unless leaders
at each level clearly understand the intent of the leaders one––and preferably
two levels above them––their decisions are likely to be poor ones.

Preliminary Planning, Continued
Time Clear communication of your intent is important for another reason—time

Constraints constraints. Often in combat there is little time for orders to flow downward.
In fact, you may not get your order until just before it is time to move out.
Probably you have experienced the following frequent scenario in field
exercises: A squad leader receives an order from the platoon commander
with only a minute or two to issue his or her own order before moving out.
Of course, this may be due to poor planning or unforeseeable events. Poor
planning can be avoided. Remember, whenever events allow, get your orders
to your subordinates in time for them to plan before they must act.
Speed Combat is time competitive. For a force that uses maneuver warfare, success
depends largely on speed—speed in assessing situations, speed in making
decisions, and speed in putting decisions into action. If you can do these
things faster than the enemy, you “out-cycle” and force the enemy to react. In
other words, you have the initiative. So often you will have little time
between receiving an order and acting on it. You will both get and give
orders like “Get on the AMTRAC and follow me” because there will be no
time for anything more. But, there is a great difference between getting that
order when you know the commander’s intent and when you do not. If you
know what your commander is trying to do, you will see the connection
between the intent and the order. You will have an idea why you must get on
the AMTRAC and follow. If you do not know the intent, you will have no
idea what is going on.
Three Types To communicate plans in a timely manner, Marine leaders use combat orders.
Combat orders are distinguished from administrative orders by their purpose
and tactical action. The three basic types of combat orders are
• Warning orders
• Operation orders
• Fragmentary orders (FragOs)

Warning Order
Purpose A warning order is a preliminary notice of an order or action that is to be

followed. It contains as much available information and instructions as
required before the detailed, follow-up order is completed. The warning order
has several purposes:
• Allows subordinates as much time as possible to prepare for the

contemplated action of operation
• Provides for the conservation of both time and energy
• Allows for current planning in all elements of the force
Time Lines Time lines with warning orders are essential. When you receive a mission,
you want to get your unit’s preparations underway as quickly as possible.
This is done through warning orders. If you do not issue a warning order,
your Marines may sit around “waiting for word” when they could better be
putting that time to valuable use.
Content The warning order’s contents vary based on the unique tactical situation.
Generally, a warning order contains as much available information and
instructions as required for carrying out known requirements at specific times.
Your unit’s standard operating procedures (SOPs) may prescribe the content
of a warning order. A warning order should contain the following:
• Situation
• Mission
• General instructions
• Service support
• Command and signal

Warning Order, Continued
Detail Depending on how much time you have to prepare for an operation or action,
warning orders may be very brief or may be quite detailed. A concise
warning order may be as simple as the following: “Corporal, redistribute
ammo. Squad leaders, we clear route Mary in 10 minutes. Meet me at the CP
in 3 minutes.” A detailed order may look like the patrol warning order format
shown below:

Warning Order, Continued
Changing The format of a warning order is not specified in doctrinal publications. This
Format is because each situation requiring a warning order is unique and the means of
transmission vary. Preparing a warning order requires you to apply sound
military judgment. Some doctrinal publications––FM 101-5, FM 7-10,
FM 7-20––recommend a certain format. While the format of a warning order
may vary, you must ensure that you include the information your subordinates
need. The key is to get your subordinate units’ preparation underway as
quickly as possible.
Warning Order The warning order format from FM 7-20 is shown below:
Sample
1. SITUATION
- Brief description of enemy/friendly situations, attachments, and detachments
2. MISSION
- Use the restated mission derived from mission analysis
3. GENERAL INSTRUCTIONS
- Special team/tasks organizations

- Uniform/equipment changes that apply to all
- Special weapons/ammunition/equipment
- Tentative time schedule (including the earliest time of movement, time and place the operation
order will be issued, inspections, and rehearsals)
- Special/general instructions
4. SERVICE SUPPORT
- Logistics/CSS information beyond that included in the combat SOP
5. COMMAND AND SIGNAL
- Pertinent information pertaining to command, control, and communications

Operations Order
Purpose An operations order is a directive issued by a commander to subordinate

commanders. The acronym SMEAC is used by commanders at all echelons
throughout the U.S. military to effect the coordinated execution of an
operation:
Acronym Factor
S Situation
M Mission
E Execution
A Administration and logistics
C Command and signal
At the small unit level, this format is commonly known as the five–paragraph
order. Unlike the warning order and fragmentary order, the operations order
must contain all five elements. The operations order converts your decision
into a plan of action, gives direction to the efforts of your unit, and provides
specific instruction to your subordinate units.
Applying The operations order is your tool to express to your subordinate what you
SMEAC want them to accomplish. Use the SMEAC format to write your order.
Marines are taught the SMEAC format to help them organize information
logically. Your operations order should answer each question in order as
listed in the table below:
Acronym Factor Query

S Situation What are we facing?
M Mission What are we going to do?
E Execution How are we going to do it?
A Admin and logistics How are we going to get what we need?
C Command and signal How are we going to control it?

Operations Order, Continued
Five-Paragraph A sample format of a five-paragraph order is shown below:

Order Sample
1. SITUATION
a. Enemy forces
(1) Composition, disposition, and strength (SALUTE)

(2) Capabilities and limitations (DRAW-D)
(3) Enemy’s most probable course of action (within your zone)
b. Friendly forces
(1) Higher (location, mission, and intent of next higher unit)

(2) Adjacent (mission and location of units having effect on your mission)
(3) Supporting (nonorganic units providing fire or combat service support)
c. Attachments and detachments (nonorganic units attached and/or organic units detached)
2. MISSION (Who, what, when, where, and why)
3. EXECUTION
a. Commander’s intent (desired end-state of operation with respect to enemy and terrain)
b. Concept of operations
(1) Scheme of maneuver (commander’s plan to accomplish the mission)

(2) Fire support plan (how fire support complements scheme of maneuver)
c. Tasks (missions to be accomplished by each subordinate unit, to include main effort and
reserves)
d. Coordinating instructions (specific instructions and tasks that tie the plan together)
4. ADMINISTRATION AND LOGISTICS
a. Administration (medical evacuation plans, EPW procedures, civilian-military cooperation)
b. Logistics (resupply and transportation plans)
5. COMMAND AND SIGNAL
a. Signal (specific signal instructions for the operation)
b. Command (location of commander and other leaders as required, succession of command)

Orientation At the company level and below, operations orders are usually given orally.
You should begin oral operation orders with an orientation of the planned
area of operation. The purpose of an orientation is not to discuss the details
of the order, but rather to orient your subordinates to terrain, enemy positions,
checkpoints, targets, etc. before you issue your order. Use some kind of
graphic aid to assist in orienting your subordinates. This may include a
terrain model, a map overlay, or an actual look at the terrain.
Presentation of After the orientation, brief the operation order in the SMEAC format. Ensure
the Order that your subordinates hold their questions until you are finished. To present
a clear picture, your order should contain information that is factual, concise,
and well organized. It should be a mission type order. Allow time for
questions at the end. Your subordinate leaders should conduct briefbacks to
you so you are sure they understand the order.
Situation and The situation and mission paragraphs of your order are derived from your
Mission estimate of the situation (METT-T), which you should have done when you
first received your mission. The situation contains information on the overall
status of both friendly and enemy forces. You must provide information that
is considered essential to your subordinate leaders’ understanding of the
current situation. The situation also includes a subparagraph on nonorganic
units attached to and/or organic units detached from your unit. You must give
the effective time of attachment or detachment. If there are no attachments,
state “none.”
Mission The mission statement is a clear and concise statement of what your unit is to
Statement accomplish. It is the heart of your order, which is why it stands alone with no
references to other documents. The mission statement includes a task (what)
and a purpose (why). The task describes the action to be taken and the
purpose describes the desired result of that action. Of the two, the purpose is
always predominant. While the situation may change, making the task
obsolete, the purpose is more permanent and continues to guide your actions.

Execution The execution paragraph contains the “how to” information needed to
conduct the operation. It must contain your intent, your concept of
operations, specific tasks for each subordinate unit, and your coordinating
instructions. The intent is your vision of what you want to have happen to the
enemy. It is both your goal and the desired end-state of the battlefield. At the
platoon level and below, the commander’s intent is often the same as the
purpose given in the mission statement.
Developing the To develop your intent, refer to your senior’s intent (what will be
Intent accomplished) and the specific mission that he or she has assigned you.
Within this framework, you look for enemy vulnerabilities and how you can
exploit them. Is the enemy overly cautious and predictable? Is the enemy
forced to protect a static installation? Is the enemy impulsive? If so, can you
bait and draw the enemy into a trap? Have you found a gap that you can
penetrate? Have you located a command post that is vulnerable to attack?
Then consider your own forces and how they can best attack these
vulnerabilities. You may decide to move offensively against the enemy or
draw the enemy into your defense and then destroy him or her with a
counterattack. However, at the small unit level, you will often have to take
action to feel out the enemy before you can identify weaknesses.
Single Intent While changes in the situation may force you to modify or change your
scheme of maneuver––for simplicity and clarity, you should have only one
intent. The reason for this is obvious: your entire command must focus on
accomplishing the same thing. For your intent to be fully understood, you
must work hard at developing a shared way of thinking between you and your
Marines.
Concept of After you have stated the intent, give your concept of operations. This
Operations represents your plan for accomplishing your mission. The concept of
operations contains your scheme of maneuver and fire support plan. Brief
your scheme of maneuver in a logical sequence. Do not specifically designate
which unit will accomplish what task; leave specific details for the tasks and
coordinating instructions subparagraphs.

Offensive For offensive operations, your scheme of maneuver should include a(n)
Scheme of
Maneuver • Form of maneuver
• Planned distribution of forces
• Axis of advance from your present position through consolidation
Defensive For defensive operations, your scheme of maneuver should include a

Scheme of
Maneuver • Defensive technique
• Planned distribution of forces
• General direction of fires and location of planned engagement areas
• Security plan
Fire Support Your fire support plan should tie in directly with the scheme of maneuver.
Plan Include organic, attached, and supporting indirect fires. Brief the purpose of
your fire support plan and how it supports your scheme of maneuver. Your
fire support plan should include
• Locations
• Descriptions
• Target designations of preplanned targets
• Allocations of targets
• Locations of firing units
• Permissive or restrictive control measures on the use of fires
Tasks Task statements are your subordinate’s mission statements. Give task
statements in the manner of a mission statement (5 Ws). Task each of your
subordinate units separately. You will also designate your main effort and
any reserves in this subparagraph.

Coordinating Coordinating instructions are specific instructions that tie your plan together.
Instructions Include any details of control and coordination that apply to two or more of
your subordinate units. If a detail only applies to one unit, give it in the task
statement for that unit. To coordinate instructions, you must follow the
• Planning and execution time lines

• Order of movement and planned formations during movement
• Movement into defensive positions
• Tactical and fire control measures (checkpoints, phase lines, battle
positions, etc.)
• Engagement priorities (which weapon systems engage what targets)
• Security plan (to provide early warning, preventing surprise on enemy
contact)
• Consolidation, reorganization, and counterattack plans
• Modification to existing unit SOPS
• Engagement or disengagement criteria and instructions
• Priority of work (used for defensive operations)
• Reporting requirements
• Rules of engagement (if applicable)
• MOPP level (if applicable)
• Other tasks that pertain to more than one unit

Administration The administration and logistics paragraph contains all the information
and Logistics necessary for subordinate units to coordinate the following:
• Resupply
• Recovery of equipment
• Evacuation of wounded
• Evacuation of enemy prisoners of war (EPWs)
Four Bs The administration and logistics paragraph is often referred to as the

“Four Bs:”
• Beans (chow)
• Bullets (ammunition)
• Band-aids (medevacs)
• Bad guys (EPWs)
Command and The command and signal paragraph contains instructions and information
Signal relating to command and coordination (control) functions. You must specify
signal instructions and primary and alternate signal plans for the operation:
• Callsigns and frequencies
• Signals to control the battle
• Challenge and password
• Brevity codes and code words
You must also identify your location, the locations of other leaders as
required, and the succession of command.
Summary As you can see, the five-paragraph operation order can get quite lengthy.
When you have the time, issue a full operation order. Be careful to not take
up all of your subordinates’ time in originating and issuing your order––the
warning order helps alleviate this to some degree. You should use the “half-
rule” or the “1/3 to 2/3 rule,” which means that you use no more than 1/3 of
the available time on your order. This allows your subordinate units to have
2/3 of the available time to prepare, give their own order, inspect, etc.
You should provide your subordinates with as much information as you have
on hand, so they will fully understand the situation and how they fit into your
plan. Do not repeat very familiar information to your subordinates––if your
unit is well versed in its SOPs (hasty ambush, crossing danger areas,
immediate action drills, etc.), do not discuss them in your order.

Fragmentary Order
Time-Critical In combat, you may not have the time to issue a full operations order,
Orders especially in time-critical situations. If this is the case, you will have to
shorten or condense your order. A condensed order is called a fragmentary
order (FragO). FragOs are the most frequently used orders on the battlefield
in a time–critical situation. Issued as the battle unfolds, FragOs provide
timely changes to existing orders.
Composition FragOs follow the basic operations order––SMEAC format. However, when
issuing a follow-on FragO, you will omit the elements in a complete
operations order format if they have not changed, if they are not essential, or
if they are incomplete at the time of issue. At a minimum, the FragO must
include mission and execution. The mission must include task and purpose,
and the execution must include commander’s intent, appropriate tasks for
subordinate units, and a designated main effort. The FragO is of utmost
importance in creating the high tempo of combat used in maneuver warfare.
As you create this high tempo, do not leave out key information.
Usage Do not confuse using FragOs with commanding your unit. If you give one of
your subordinate units an additional bit of information or adjust their
direction of movement, you do not need to give a new FragO. This is simply
commanding your unit. However, if the situation changes enough to merit a
change in your mission, you must issue a new FragO. Remember, use FragOs
when there is a change in mission; do not use them when fine-tuning your
plan.
Summary No matter which type of combat order you issue to your subordinates, your
responsibility is to make sure the order is perfectly clear. Where there is
room for doubt, you should question your subordinates to make sure they
understand. Of course, your subordinates must do everything in their power
to make sure they understand exactly what you want them to do. They should
ask questions if they have any doubt. But the burden still rests with you to
make sure the order is clear and that it is understood.

Lesson 2 Exercise
Study Time
Item 1 There are three types of orders to communicate plans in a timely manner to
subordinates. Which of the following is not one of them?
a. Fragmentary orders
b. Warning orders
c. Tactical orders
d. Operations orders
Item 2 Which component of a warning order would you find equipment and weapons
listings?
a. Tasks
b. Mission
c. Time line
d. General instructions
Item 3 The acronym SMEAC stands for ________________; mission; execution;

administration and logistics; and
a. statement; communication and systems

b. situation; company support system
c. status; command and signal
d. situation; command and signal

Item 4 When are fragmentary orders most frequently used?
a. To orient your unit to a large operation plan

b. In a time-critical situation
c. To conduct joint operations with the army
d. Only after a complete operations order has been given


1 c 2-21
2 d 2-24
3 d 2-25
4 b 2-32
Study Unit 2 In this study unit, you learned the time-proven, Marine Corps-endorsed
Summary techniques that Marine leaders use in tactical situations to analyze the
situation, make decisions, develop plans, and communicate them to
subordinates.

STUDY UNIT 3
THE OFFENSE
Overview

Study Time
Unit Scope This study unit is designed to give you an understanding of the offensive form
of warfare.

Objectives
• Identify the fundamentals of the offense.
• Explain offensive operations.
• Explain offensive maneuver.

Unit
Topic See Page

Lesson 1 Offensive Fundamentals 3-3
Lesson 2 Offensive Operations 3-15
Lesson 3 Offensive Maneuver 3-25


LESSON 1
OFFENSIVE FUNDAMENTALS
Introduction
Study Time
Lesson Scope This lesson discusses the principles and characteristics that are fundamental
for offensive operations, as well as the three phases of any offensive action.
This lesson will explain how the forces are distributed across the battlefield to
conduct an offensive operation and the role of each force.
Lesson After completing this lesson, you should be able to

Objectives
• State the fundamentals of the offense.
• State the three phases of the offense.
• Explain the distribution of forces for an offensive operation.
Topic See Page

Introduction 3-3
Offensive Principles 3-4
Phases of the Offense 3-8
Distribution of Forces 3-10

Offensive Principles
Purpose The offense is the decisive form of warfare. The focus of the offensive is the
enemy, not seizure of terrain. The offense allows the commander to impose
his or her will on the enemy, to determine the course of battle, and to exploit
enemy weakness. Offensive operations are undertaken to
• Destroy the enemy’s forces and equipment.

• Deceive and divert the enemy.
• Deprive the enemy of resources.
• Gain information.
• Fix the enemy in place.
• Disrupt the enemy’s actions or preparations.
Requirements Offensive operations require the attacker to weight the main effort with
superior combat power. The requirement to concentrate and the need to have
sufficient forces available to exploit success rapidly require the acceptance of
risk elsewhere. Maneuver, deception, speed, surprise, and economy of force
will create local superiority. Success in the offense is best gained from
attacks that
• Avoid the enemy’s main strength.
• Isolate enemy forces from their sources of resupply.
• Force the enemy to fight in an unexpected direction over ground he or she

has not prepared.
• Force the enemy commander to make hasty decisions based on an

inaccurate battlefield picture.

Offensive Principles, Continued
Fundamental The fundamentals of offensive tactics are listed below:

Tactics
• Gain and maintain contact.
• Develop the situation.
• Exploit known enemy weaknesses.
• Concentrate superior combat power at the decisive time and place.
• Seize or control key terrain.
• Gain and retain the initiative.
• Neutralize the enemy’s ability to react.
• Advance by fire and maneuver.
• Maintain momentum.
• Exploit success.
• Provide for the security of the force.
Gain and To defeat the enemy or destroy his or her will to fight, a commander’s first
Maintain priority must be to locate and gain contact with the enemy. Contact may vary
Contact from actual combat to merely observing the enemy. The contact provides us
with information pertaining to the enemy’s location, disposition, and
movement. This information is a potentially decisive advantage that must not
be lost.
Develop the Developing the situation is closely related to gaining and maintaining contact.
Situation It consists of those actions taken to determine the strength, composition, and
disposition of the enemy. Information gained from these actions assists the
commander in developing a plan.

Exploit Known The attacker avoids enemy strength (surfaces) and attacks his or her
Enemy weaknesses (gaps). Significant enemy weaknesses that can be exploited are
Weaknesses
• Predictable operating patterns
• Tactical errors
• Lack of preparations
• Lack of fire support, aviation assets, anti-air, etc.
• Technological inferiority
• Lack of mobility
• Inability to conduct sustained operations
• Poor morale, health, etc.
• Cultural, religious, and social constraints
• Numerical inferiority
• Lack of mutual support
Concentrate The attacker masses combat power, including maneuver and support by fire
Superior elements at the decisive place and time (MASS). The decisive time and place
Combat Power is when and where the commander believes a victory can be achieved by
at the Decisive destroying the enemy and having a will to fight.
Time and Place
Seize or Although in maneuver warfare, the focus is predominantly on the enemy. In

Control Key some situations, a unit leader seeks to utilize terrain that––if intelligently
Terrain exploited––will give a decisive advantage over the enemy. Remember,
maneuver warfare means fighting smart––choosing when and where to fight.
Gain and The leader must seize and retain the initiative to dictate the terms of the battle
Retain the instead of reacting to the actions of the enemy. If the initiative is lost, it may
Initiative be difficult and costly to regain. The unit leader’s decision-making cycle
must be faster than the enemy’s.

Neutralize the The attacker makes every effort to disrupt and degrade the enemy’s ability to
Enemy’s react to the attacker’s scheme of maneuver. To neutralize the enemy’s
Ability to React capabilities, the attacker must
• Degrade the enemy’s command and control capabilities.

• Use combined arms.
• Avoid predictable reactions to enemy actions.
• Use technology intelligently.
• Use deception and security measures.
• Exploit the enemy’s weaknesses.
Advance by Fire and maneuver is a method of attack in which one unit advances while
Fire and supported by the fires of another unit(s). The suppressive effects of firepower
Maneuver are essential to the ability to maneuver.
Maintain Momentum is maintained through the continued application of combat power

Momentum against enemy forces. The goal is to prevent the enemy from reorganizing or
escaping.
Exploit Success A successful attack should be pressed relentlessly to prevent the enemy from
recovering from the initial shock and reconstituting a cohesive defense or
launching a counterattack.
Provide for the Security is always necessary. It provides for detection of a threat and ensures
Security of the sufficient time to maneuver or react to it. Security measures are normally
Force grouped into two categories: active and passive.

Phases of the Offense
Three Phases of For conceptual and instructional purposes offensive operations are broken
the Attack down into three phases:
• Preparation
• Conduct
• Consolidation and exploitation
Usually, the phases will overlap; with victory or defeat hinging upon how
quickly the unit transitions from one phase to another. As units transition
from one phase to the next, the unit leader must constantly assess the actions
of the enemy and make appropriate adjustments to the plan. These phases are
not to be considered as distinct entities. Though they are inherent in most
offensive operations, they are rarely referred to by name in operation orders
and there is not always a definable separation between them.
Preparation This phase typically begins with the receipt of a warning order or mission that
Phase will include
• Estimate of the situation (METT-T)

• Troop leading steps (BAMCIS)
• Coordination with other units
• Movement to assembly area
• Movement to attack position or line of departure
Conduct Phase This phase begins with the crossing of the line of departure (LD), which
continues through the objective that will include
• Movement toward the objective

• Contact with the enemy
• Advance by fire and movement
• Actions on the objective
• Consolidation and reorganization

Phases of the Offense, Continued
Consolidation This phase commences with the capture of the assigned objective, which may
and involve the exploitation of momentum and success achieved during the attack
Exploitation through physical pursuit of the enemy that will include
Phase
• Establishing hasty defense (develop as time allows)
• Preparing for an enemy counterattack
• Reestablishing command and control
• Positioning key weapons
• Redistributing ammunition and equipment
• Treatment and evacuation of the wounded in action (WIA) and EPWs
• Pursuit of the enemy through direct and indirect fires
• Consideration of exploitation (physical pursuit)
• Arrangement of resupply

Distribution of Forces
Three Groups To influence the course of action, the unit leader can divide his or her force
into three groups:
• Main
• Supporting
• Reserve
The unit leader can achieve superiority at the decisive time and place by
properly distributing his or her forces. This also gives the attacker flexibility
by maintaining the minimum necessary forces elsewhere to accomplish
supporting tasks.
Main Effort The commander provides the bulk of the combat power to the main effort to
maintain momentum and ensure accomplishment of the mission. The main
effort is provided with the greatest mobility and the preponderance of the
combat support and combat service support. This effort is the commander’s
bid for victory.
Supporting A supporting effort is an offensive operation force that executes a mission in

Effort conjunction with a main effort and is designed to achieve one or more of the
following:
• Deceive the enemy as to the location of the main effort.

• Destroy or fix enemy forces that could interfere with the main effort.
• Control terrain whose occupation by the enemy will hinder the main
effort.
• Force the enemy to commit reserves prematurely or in an indecisive area.

Distribution of Forces, Continued
Reserve Effort The reserve effort is to enter offensive action at the proper place and moment
to accomplish the assigned mission or to exploit success. The commander
who designates the reserve is responsible for its employment.
The use of the reserve is most effective when it is committed at a decisive

point and time in an engagement to achieve success or when used to exploit
the successful actions of other elements in the unit, rather than to reinforce
unsuccessful actions.
Once the reserve is committed, the commander should reconstitute another

reserve. The tactical situation may not allow this or may not require it.
However, a commander without a reserve at his or her disposal lacks
flexibility during subsequent operations and must adjust his or her plans
accordingly.

Lesson 1 Exercise
Study Time
Item 1 Which of the following is one of the fundamentals of the offense?
a. Exploit success
b. Make reconnaissance
c. Prepare positions
d. Maximize mobility
Item 2 In which phase of the offense would the commander utilize BAMCIS?
a. Consolidation and exploitation

b. Preparation
c. Conduct
d. Planning
Item 3 In an offensive action, forces are distributed into three different groups.
Which group of effort is the commander’s bid for victory?
a. Reserve
b. Supporting
c. Primary
d. Main


1 a 3-5
2 b 3-8
3 d 3-10


LESSON 2
OFFENSIVE OPERATIONS
Introduction
Study Time
Lesson Scope This lesson discusses the four types of offensive operations, the seven types
of attacks used in offensive combat, and the planning considerations for fire
support in offensive operations.
Lesson After this lesson, you should be able to

Objectives
• State the four types of offensive operations.
• State the seven types of attacks.
• Identify the agency responsible for planning and executing fire support for
an offensive operation.
Topic See Page

Introduction 3-15
Types of Operations 3-16
Types of Attacks 3-18
Planning and Executing Fire Support 3-20

Types of Operations
Four Types The four general types of offensive operations are listed below:
• Movement to contact
• Attack
• Exploitation
• Pursuit
Though described in a logical or notional sequence, these operations may

occur in any order or simultaneously throughout the battlefield. A movement
to contact may be so successful that it immediately leads to exploitation or an
attack may lead directly to pursuit.
Movement to Movement to contact is an offensive operation conducted to develop and to

Contact establish or regain contact with the enemy. A properly executed movement to
contact allows the commander to make initial contact with minimum forces
and to expedite the employment and concentration of his or her force.
The commander must be prepared for his or her actions upon contact. The
force is organized by the commander to provide flexible and rapid
exploitation of the contact gained. The force utilizes battle drills that focus on
overcoming initial contact quickly. These procedures must be practiced and
thoroughly rehearsed to permit the entire force to act without detailed
guidance. Failure to prepare accordingly results in delay and confusion and
grants the enemy time to seize the initiative and to dictate the conditions
under which the engagement is fought.
Attacks The purpose of the attack is to defeat, destroy, or neutralize the enemy. An
attack emphasizes maximum application of combat power, coupled with bold
maneuver, shock effect in the assault, and prompt exploitation of success.
The four principal tasks in an attack are listed below:
• Prevent effective enemy maneuver or counteraction.

• Maneuver to gain an advantage.
• Deliver an overwhelming assault to destroy the enemy.
• Exploit advantages gained.

Types of Operations, Continued
Exploitation The enemy may still be capable of fielding cohesive units after being
attacked. In the exploitation, the attacker extends the destruction of the
defending force by maintaining constant offensive pressure. The objective of
the exploitation is to disintegrate enemy forces to the point where they have
no alternative but to surrender or fight. When an attack succeeds, the enemy
may attempt to disengage, withdraw, and establish or reconstitute an effective
defense.
Pursuit When it becomes clear that organized enemy resistance has completely
broken down, the commander shifts to the pursuit. The difference between
exploitation and a pursuit is the condition of the enemy. Unlike exploitation
in a pursuit, the enemy is unable to field cohesive units and is simply trying to
escape. The object of the pursuit is to annihilate the enemy force.

Types of Attacks
Seven Types The differences among these types of attacks lie in the amount of preparation,
planning, coordination required, and the effect desired on the enemy. The
seven types of attacks are listed below:
• Hasty
• Deliberate
• Spoiling
• Counterattack
• Feint
• Reconnaissance in force
• Raid
Hasty This is an attack in which preparation time is sacrificed for speed to exploit
opportunity. The hasty attack seeks to take advantage of the enemy’s lack of
readiness. It involves boldness, surprise, and speed to achieve success before
the enemy has had time to improve his or her defensive posture. By
necessity, hasty attacks are simple and require a minimum of coordination
with higher and adjacent commanders.
Deliberate This attack is characterized by preplanned coordinated employment of

firepower and maneuver to close with and destroy the enemy. It is used when
the situation is fully developed and when attacking a well-organized enemy
that must be completely destroyed to achieve success.
Spoiling Commanders normally launch spoiling attacks from a defensive position to

disrupt an expected enemy attack. A spoiling attack attempts to strike the
enemy where he or she is most vulnerable—during the preparations for the
attack in assembly areas and attack positions or while he or she is on the
move prior to crossing the line of departure. A spoiling attack hits the enemy
when he or she is unprepared.
Counterattack Commander’s conduct counterattacks either with a reserve or otherwise

uncommitted or lightly engaged force. The counterattack is conducted after
the enemy has commenced the attack, and a resolute defense or enemy
tactical error exposes the enemy to effective counteraction.

Types of Attacks, Continued
Feint This attack is a supporting effort designed to divert or distract the enemy’s
attention away from the main effort and involves physical contact with the
enemy. A feint consists of shallow, limited objective attacks conducted
before or during the main attack. A feint must be sufficiently strong to
confuse the enemy about the location of your main effort.
Reconnaissance This is a deliberate attack by a major force to obtain information and to locate
in Force and test enemy disposition, strength, and reactions. While the primary
purpose of a reconnaissance in force is to gain information, the unit should be
prepared to exploit any opportunity found.
Raid This attack is usually a small-scale offensive operation involving a

penetration of hostile territory for a specific purpose other than seizing and
holding terrain and for which there is always a planned withdrawal. A raid is
typically conducted to
• Destroy enemy installations and facilities.

• Capture or free prisoners.
• Disrupt enemy command and control or support activities.
• Divert enemy attention.
• Secure information.

Planning and Executing Fire Support
Fire Support Fire support planning involves not only the translation of the commander’s
Plan concept into a definitive plan that portrays the supported unit’s requirements,
but also involves the detailed planning that must be accomplished to effect
delivery of supporting fires.
Purpose Fire support is used to suppress, neutralize, fix, or destroy pockets of

resistance prior to direct fire engagement by maneuver units. The fire support
coordinator (FSC) develops the fire support task organization and the
coordinating measures for the attack, exploitation, pursuit, and contingency
plans.
Fire support systems are positioned to ensure continuous fires throughout the
operation. Mutual support of these weapons promotes responsive support and
provides the commanders of maneuver unit’s freedom of action during each
critical event of the engagement or battle. Direct support artillery moves with
supported units, and aviation is used to destroy enemy fire support means and
key enemy units and facilities. Counter battery radars are positioned to
maintain radar coverage to ensure continuous coverage during rapid
movement forward.

Planning and Executing Fire Support, Continued
Planning Fire support can deliver a variety of munitions to support close offensive
Considerations operations. To effectively integrate fire support, the FSC must understand the
mission, the commander’s intent, and the concept of operations. The FSC
develops fire support plans to focus on enemy capabilities and systems that
must be neutralized. Specific considerations for the employment of fire
support in the offensive operations include
• Employing weapon and target acquisition systems well forward to provide

continuous in-depth support
• Weighing the main effort and assisting priorities of fire support to lead
elements
• Isolating enemy forces at the point of attack
• Softening enemy defenses by delivering effective preparatory fires
• Suppressing enemy weapon systems to reduce enemy standoff capabilities
• Supporting screening forces adjacent to enemy units
• Suppressing bypassed enemy elements to limit their ability to disrupt

friendly operations
• Interdicting enemy counterattack forces, isolating the defending force, and

preventing its reinforcement and resupply
• Providing counterfire to reduce the enemy’s ability to disrupt friendly

operations and to limit the enemy’s ability to rapidly shift combat power
on the battlefield

Lesson 2 Exercise
Study Time
Item 1 Which offensive operation is conducted to annihilate the enemy force?
a. Movement to contact
b. Attack
c. Exploitation
d. Pursuit
Item 2 There are seven types of attacks. Which attack is launched from a defensive
position to disrupt an expected enemy attack?
a. Counterattack
b. Raid
c. Spoiling
d. Hasty
Item 3 Which attack is launched to deceive the enemy about the location of your
main effort?
a. Feint
b. Raid
c. Reconnaissance in force
d. Hasty

Item 4 Who is responsible for planning and executing fire support in offensive
operations?
a. Combined arms controller (CAC)

b. Fire support coordinator (FSC)
c. Artillery liaison officer (ALO)
d. Forward air controller (FAC)


1 d 3-17
2 c 3-18
3 a 3-19
4 b 3-20

LESSON 3
OFFENSIVE MANEUVER
Introduction
Study Time
Lesson Scope This lesson discusses the four forms of offensive maneuver and the three
requirements for a successful envelopment.
Lesson After completing this lesson, you should be able to

Objectives
• State the four forms of offensive maneuver.
• Explain the three requirements for an envelopment to be successful.
Topic See Page

Introduction 3–25
Forms of Maneuver 3-26
Successful Envelopment 3-30

Forms of Maneuver
Four Forms Offensive maneuver is the movement made to place forces in an

advantageous position relative to the enemy, to close with the enemy, and to
defeat the enemy. The four basic forms of offensive maneuvers are
• Frontal attack
• Flanking attack
• Envelopment
• Turning movement
Although maneuver is made relative to the enemy, the ability to maneuver is

closely related to battlefield initiative. The initiative lies with the attacker so
long as he or she retains freedom of action to select the time and place of the
engagement. In the final analysis, the tactical advantage being sought
through maneuver is the disposition of the friendly force to facilitate the
defeat of the enemy.
Influencing The unit leader may direct the attack to the front, flank, or rear of the enemy.
Factors Helicopterborne operations that place forces on the enemy’s flank or to the
rear can be used during all forms of maneuver.
METT-T is used to determine the best form of maneuver. Terrain heavily

influences the selection of the form of maneuver at the company and platoon
level. The interrelationship of terrain features, particularly their relationship
to the enemy, will directly affect how the commander employs his or her
combat power.

Forms of Maneuver, Continued
Frontal Attack A frontal attack is directed against the front of an enemy force. Its goal is to
achieve a penetration. The frontal attack is the least preferred form of
maneuver because it strikes the enemy where he or she is strongest. A
supporting attack and supporting arms may be used to suppress the enemy. A
frontal attack is used to overrun a weak or disorganized enemy, during a
pursuit, or to fix an enemy in place.
Frontal Attack A diagram of a frontal attack is illustrated below:

Diagram

Flanking This attack is a form of offensive maneuver in which the main effort is
Attack directed at the flank of the enemy. A flanking attack seeks to strike the
enemy from an unexpected direction—achieving a degree of surprise and
avoiding the enemy’s principal orientation of his or her main weapons
systems. A flanking attack usually involves a supporting attack to suppress
the enemy. Direct and indirect fires can be used to suppress the enemy and
prevent the maneuvering against the flanking force. A reconnaissance of the
enemy positions enhances the attacker’s ability to identify and avoid
automatic weapons, key obstacles, and mines.
Flanking A diagram of a flanking attack is illustrated below:

Attack
Diagram

Envelopment An envelopment is an offensive maneuver in which the attacking force passes

around or over (heliborne) the enemy’s principal positions to attack those
from the rear or secure other high value objectives to the enemy’s rear. Rifle
platoons and companies do not conduct envelopments––they participate as an
element of a larger unit conducting one. An envelopment seeks to
• Bypass the enemy’s strength and strike him or her where he or she is
weakest.
• Sever the enemy’s lines of communication.
• Disrupt the enemy’s command and control of the enemy’s combat service
support elements.
• Force the enemy to fight on a reverse or unexpected front.
Envelopment A diagram of an envelopment is illustrated below:

Diagram

Successful Envelopment
Successful A successful envelopment requires

Envelopment
• Surprise
• Superior mobility
• Insurmountable supporting efforts
As in the flanking attack, the supporting efforts of an envelopment fix the

enemy’s attention to the front and force him or her to fight in two or more
directions simultaneously. The success of the envelopment often depends
heavily on the supporting attack to fix the enemy in place.
Turning A turning movement is a form of offensive maneuver in which the main effort
Movement seizes objectives so deep that the enemy is forced to abandon his or her
position or divert major forces to meet the threat. A turning movement is
really just a variation of an envelopment. The intent is to force the enemy out
of position without assaulting him or her. The act of seizing a key objective
in the enemy’s rear can make the enemy’s position untenable.
The main effort for a turning movement usually operates beyond a mutually
supporting distance. Therefore, any force executing a turning movement
must be self-sufficient and should reach the objective before becoming
decisively engaged. The turning movement is not conducted with less than a
division.

Lesson 3 Exercise
Study Time
Item 1 Which attack is launched to achieve a penetration?
a. Frontal attack
b. Flanking attack
c. Envelopment
d. Turning movement
Item 2 A successful envelopment requires _____________, superior mobility, and

insurmountable supporting efforts.
a. surprise
b. superior penetration
c. greater intelligence
d. enhanced communication
Item 3 There are four basic forms of offensive maneuver. Which maneuver results in
the enemy having to abandon his or her position or divert major forces to
meet the threat?
a. Frontal attack
b. Flanking attack
c. Envelopment
d. Turning movement


1 a 3-27
2 a 3-30
3 d 3-30
Study Unit 3 In this study unit, you attained a better understanding of the offensive form of
Summary warfare.

COMBAT TECHNIQUES
REVIEW LESSON EXAMINATION
Review Lesson
Introduction The purpose of the review lesson examination is to prepare you for the final
examination. We recommend that you try to complete your review lesson
examination without referring to the text, but for those items (questions) you
are unsure of, restudy the text. When you finish your review lesson
examination and are satisfied with your responses, check your responses
against the answers provided at the end of this review lesson examination.
Directions Select the ONE answer that BEST completes the statement or that answers
the item. Each question will be in the form of multiple choice, so circle your
response.
Item 1 Techniques are as old as warfare itself. Since the 18th century, which of the
following is one of three important trends that have emerged?
a. Techniques have ever-shorter “lives.”

b. Battalion and smaller units must master a much smaller range of
techniques.
c. The ranks that develop new and innovative techniques are more and more
senior.
d. Techniques are smaller in scale than tactics.
Item 2 Which of the following is one of three primary driving factors behind the
trends since the 18th century?
a. The introduction of the tank to the battlefield.

b. The range of weapons at the small unit level allows the rank at which
techniques must be developed through innovation to become more and
more junior.
c. As weapons development leveled off, so did the techniques that a unit
needed to master.
d. The movement of populations from a rural to an urban environment.
MCI Course 8204 R-1 Review Lesson Examination

Review Lesson, Continued
Item 3 Which of the following is one of four major influences on techniques?
a. Senior leadership
b. Terrain
c. The Vietnam War
d. Mass production
Item 4 Since training is not the same as combat, you can easily develop techniques
that work in training, but fail in combat. Which of the following would be a
technique to make your training more realistic?
a. Execute training over terrain that everyone knows.

b. Utilize the same scenario each time.
c. Utilize MILES gear.
d. Train without helmets and flak vests because they provide more
unnecessary weight to a Marine’s already heavy load.
Item 5 Because developing techniques is a creative activity, a leader can make an

infinite number of possible mistakes. Which of the following is one of four
major pitfalls that you may fall into as you design techniques?
a. Narrow spectrum
b. Innovative mentality
c. Simplicity
d. Patent solution
Item 6 To make your unit proficient in techniques, you must practice. Which of the
following is a form of practice?
a. Lecture
b. Hands on training
c. Automatic
d. Role reversal

Item 7 Which of the following is one of three techniques that can be used to help
your unit develop into a better-trained unit?
a. Allow your Marines to become acclimatized.

b. Make training as difficult and complex as possible.
c. Maximize free play exercises.
d. Coordinate lectures and guest speakers.
Item 8 Which of the following is one of six troop leading procedures?
a. Begin reconnaissance.
b. Supervise.
c. Communicate the plan.
d. Inspect the troops.
Item 9 METT-TSL stands for mission; enemy; ________________; troops and fire
support available; and time, space, and logistics.
a. terrain and weather

b. tactical resupply
c. topographical intelligence
d. table of organization
Item 10 As you make decisions and plans, which of the following points should you
keep in mind?
a. Do not expect certainty.

b. Trade speed for stealth.
c. Trade stealth for practicality.
d. Do not expect complexity.

Item 11 Which of the following is one way to communicate plans in a timely manner
to subordinates?
a. Tactical orders
b. Commander’s orders
c. Operations orders
d. Secondary orders
Item 12 Which component of a warning order would you find information on friendly
and enemy dispositions?
a. General instructions
b. Service support
c. Command and signal
d. Situation
Item 13 The acronym SMEAC stands for situation; mission; __________________;

________________; and command and signal.
a. estimate of the situation; attack guidance

b. engagement criteria; administration and logistics
c. enemy; attack guidance
d. execution; administration and logistics
Item 14 What are the two minimum elements that must be present in a fragmentary
order?
a. Mission and execution

b. Task and purpose
c. Commander’s intent and main effort
d. Situation and enemy intelligence

Item 15 Which of the following is a fundamental of the offense?
a. Make reconnaissance.
b. Gain and retain the initiative.
c. Prepare positions.
d. Maximize mobility.
Item 16 In which phase of the offense would consolidation and reorganization occur?
a. Planning
b. Preparation
c. Conduct
d. Consolidation and exploitation
Item 17 In an offensive action, forces are distributed into three different groups.
Which of the following is designed to force the enemy to commit reserves
prematurely or in an indecisive area?
a. Primary
b. Main
c. Supporting
d. Reserve
Item 18 There are four general types of offensive operations. Which of the following
is conducted to disintegrate enemy forces to the point where they have no
alternative, but to surrender or flight?
a. Movement to contact
b. Attack
c. Exploitation
d. Pursuit

Item 19 There are seven types of attacks. Which attack is characterized by preplanned
coordinated employment of firepower and maneuver to close with and destroy
the enemy?
a. Hasty
b. Spoiling
c. Counterattack
d. Deliberate
Item 20 Which attack is conducted after the enemy has commenced the attack and a
resolute defense or enemy tactical error exposes the enemy to effective
action?
a. Hasty
b. Spoiling
c. Counterattack
d. Deliberate
Item 21 Who is responsible for planning and executing fire support in offensive
operations?
a. Combined arms controller (CAC)

b. Fire support coordinator (FSC)
c. Artillery liaison officer (ALO)
d. Forward air controller (FAC)

Item 22 There are four forms of offensive maneuver. Which attack is launched to
pass around or over the enemy’s principal positions to attack those from the
rear or secure other high value objectives to the enemy’s rear?
a. Frontal attack
b. Flanking attack
c. Envelopment
d. Turning movement
Item 23 A successful envelopment requires surprise, superior mobility, and
a. insurmountable supporting efforts.

b. superior penetration.
c. greater intelligence.
d. enhanced communication.
Item 24 Which form of offensive maneuver has the intent of forcing the enemy out of
position without assaulting him or her?
a. Frontal attack
b. Flanking attack
c. Envelopment
d. Turning movement
Item 25 Which of the following is a fundamental of the defense?
a. Dependability
b. Mutual support
c. Security
d. Combined arms

Item 26 Another fundamental of the defense is mass and concentration. Since the
offense is the decisive form of combat, you must seek every opportunity to
take offensive action. You can achieve defense in depth by
a. being prepared to shift your main effort if necessary.

b. employing weapons at the minimum effective ranges.
c. reinforcing fighting holes with sandbags and using aiming stakes.
d. building obstacle outside of the range of your weapons systems.
Item 27 The reserve is located in the ______________ area of the defensive sector.
a. security
b. main battle
c. rear
d. forward battle
Item 28 Which type of defensive operation is characterized by the use of offensive

action, supplementary positions, planned delaying actions, lateral shifting of
forces, and commitment of the reserve?
a. Strongpoint
b. Mobile
c. Battle position
d. Fortified
Item 29 Which defensive maneuver does an organized movement away from the
enemy characterize?
a. Retrograde
b. Delay
c. Withdrawal
d. Retirement

Item 30 A ______________ is a strongly fortified defensive position designed to

defeat enemy armor or mechanized attack.
a. defensive sector
b. battle position
c. strongpoint
d. kill box
Item 31 Which of the following retrograde operations includes a sub-category in

which a unit disengages and moves to the rear while the enemy is not
attacking?
a. Delay
b. Withdrawal
c. Retirement
d. Attack
Item 32 Which of the following is a fundamental of delay operations?
a. Avoid decisive engagement.

b. Break contact with the enemy.
c. Limit the use of indirect fires.
d. Decentralize control and centralize execution.
Item 33 A defensive plan consists of two critical elements. Which of the following is
one of them?
a. Priority of work
b. Scheme of maneuver
c. Warning order
d. Obstacle plan

Item 34 Which of the following is included in the defensive scheme of maneuver?
a. List of targets
b. Convoy route
c. Logistic support plan
d. Integrated obstacles and barriers
Item 35 A deliberate defense is conducted when
a. out of contact with the enemy.

b. the commander is pressed for time.
c. the commander is planning on moving again quickly.
d. contact with the enemy is imminent.
Item 36 A hasty defense is conducted when
a. out of contact with the enemy.

b. time for preparation is not limited.
c. contact with the enemy is imminent.
d. contact with the enemy is not imminent.
Item 37 Retaining forward positions is one of the essential elements to conducting the
defensive battle. Which of the following is an advantage of retaining forward
positions?
a. Allow the commander to concentrate temporarily on a wider front in the

main battle area.
b. Provide surveillance and control of supporting arms into the enemy’s
depth.
c. Provide access to withdrawal through the enemy’s rear.
d. Provide a secure area for logistic support.

Item 38 Reserves must be organized based on
a. battlefield conditions.
b. METT-TSL.
c. unit SOP.
d. commander’s preference.

Answers The table below lists the answers to the review lesson examination items. If
you have questions about these items, refer to the reference page of the course
text.

1 a 1-4
2 b 1-5
3 b 1-6
4 c 1-12
5 d 1-13
6 c 1-18
7 c 1-20
8 b 2-4
9 a 2-6
10 a 2-13
11 c 2-21
12 d 2-24
13 d 2-25
14 a 2-32
15 b 3-5
16 c 3-8
17 c 3-10
18 c 3-17
19 d 3-18
20 c 3-18
21 b 3-20
22 c 3-29
23 a 3-30
24 d 3-30
25 b 4-4
26 a 4-5
27 c 4-10
28 b 4-15
29 a 4-22

Answers,
continued

30 c 4-21
31 b 4-23
32 a 4-24
33 b 4-31
34 d 4-32
35 a 4-33
36 c 4-34
37 b 4-35
38 b 4-37
Summary Now that you have completed the review lesson examination, it is time to
show that you have mastered this course by completing the final examination.
Take your final examination booklet and the DP-37 to your training NCO or
any authorized proctor so that you can complete the course.

Combat Techniques

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MCI 8204

MARINE CORPS INSTITUTE

STAFF NONCOMMISSIONED OFFICERS

Table of This course contains the following study units:

Study Unit Title Page

Continued on next page

MCI Course 8204 i Course Introduction

Step When you… Then you will…

Note: For more information, refer to the Program Introduction.

MCI Course 8204 ii Course Introduction

Estimated 1 hour, 10 minutes

Learning After completing this study unit, you should be able to

• Identify dangers and pitfalls involved with developing techniques.

• Identify the teaching techniques used to train your unit.

In This Study This study unit contains the following lessons:

Topic See Page

MCI Course 8204 1-1 Study Unit 1

MCI Course 8204 1-2 Study Unit 1

Learning After completing this lesson, you should be able to

• State the driving factors behind these trends.

• State the four major influences on techniques.

In This Lesson This lesson contains the following topics:

Topic See Page

MCI Course 8204 1-3 Study Unit 1, Lesson 1

Definition of A technique is a means by which to transform a tactical decision into action.

• Techniques have ever-shorter “lives”—techniques change more often,

• Battalion and smaller units must master an ever-increasing range of

Continued on next page

MCI Course 8204 1-4 Study Unit 1, Lesson 1

MCI Course 8204 1-5 Study Unit 1, Lesson 1

Trend Driving Factor

• In the 18th century, a basic

• By the 19th century, weapons

• Consequently, techniques for

MCI Course 8204 1-6 Study Unit 1, Lesson 1

• Weapons and equipment

Continued on next page

MCI Course 8204 1-7 Study Unit 1, Lesson 1

Continued on next page

MCI Course 8204 1-8 Study Unit 1, Lesson 1

Tactics Changes in tactical thought also bring changes in techniques. Eighteenth

MCI Course 8204 1-9 Study Unit 1, Lesson 1

Directions Complete exercise items 1 through 3 by performing the action required.

a. Techniques have ever-longer “lives.”

a. The increasing pace of technological change.

Item 3 Which of the following is one of four major influences on techniques?

Continued on next page

MCI Course 8204 1-10 Study Unit 1, Lesson 1 Exercise

Item Number Answer Reference

MCI Course 8204 1-11 Study Unit 1, Lesson 1 Exercise

MCI Course 8204 1-12 Study Unit 1, Lesson 1 Exercise

Learning After completing this lesson, you should be able to

In This Lesson This lesson contains the following topics:

Topic See Page

MCI Course 8204 1-13 Study Unit 1, Lesson 2

MCI Course 8204 1-14 Study Unit 1, Lesson 2

Obsolescence Obsolescence is teaching techniques that are out-of-date.

Continued on next page

MCI Course 8204 1-15 Study Unit 1, Lesson 2

MCI Course 8204 1-16 Study Unit 1, Lesson 2

Item 2 Because developing techniques is a creative activity, a leader can make an

Continued on next page

MCI Course 8204 1-17 Study Unit 1, Lesson 2 Exercise