Reading: Academic Integrity in Writing in English for Public Relations

Reading: Academic Integrity in Writing in English for Public Relations

 

Academic integrity is a foundational principle in higher education and professional communication, particularly in fields such as Public Relations, where credibility and ethical conduct are essential. In academic contexts, integrity refers to the commitment to honesty, responsibility, and respect for intellectual property throughout the learning process.

 

Actions that violate academic integrity are considered intentional and dishonest practices aimed at obtaining academic advantage. These include, but are not limited to, plagiarism, unauthorized collaboration, falsification or alteration of academic documents, and the reuse of previous work presented as new. In Public Relations writing, such misconduct undermines not only academic evaluation but also the ethical standards expected of future communication professionals.

 

Plagiarism is one of the most serious violations and involves the use of another person’s ideas, data, or words without proper acknowledgment. In PR writing, this may occur when students incorporate press releases, campaign analyses, or academic sources without accurate citation or when they disregard established referencing guidelines. Closely related is self-plagiarism, which consists of resubmitting previously evaluated work as original content.

 

Institutions regulate academic integrity through formal policies that clearly define student obligations, prohibited behaviors, and applicable sanctions. These sanctions may range from written warnings to suspension or expulsion, depending on the severity and recurrence of the offense. Importantly, students have the right to due process, including the opportunity to present evidence in their defense before sanctions are imposed.

 

To promote integrity, universities encourage early detection and reporting of dishonest practices by faculty, students, and staff. The use of plagiarism-detection software, clear assessment criteria, and explicit instruction on citation practices are common preventive measures. In writing-focused disciplines such as Public Relations, instructors play a crucial role in guiding students toward ethical research, transparent authorship, and responsible professional communication.

 

Multiple-Choice Questions

1. According to the text, why is academic integrity especially important in Public Relations writing?

A. Because PR students are required to publish their work publicly

B. Because credibility and ethical communication are central to the profession

C. Because PR writing involves less original content than other disciplines

D. Because institutions impose stricter penalties on PR students

 

2. Which of the following is identified as an intentional violation of academic integrity?

A. Making minor language errors in a written assignment

B. Paraphrasing ideas without fully understanding them

C. Collaborating with classmates after receiving permission

D. Reusing previously submitted work as if it were new

 

3. In the context of PR writing, plagiarism may occur when students:

A. Incorporate campaign materials without proper acknowledgment

B. Rely on institutional guidelines for citation

C. Use persuasive language to influence audiences

D. Summarize sources instead of quoting them directly

 

4. What distinguishes self-plagiarism from other forms of plagiarism?

A. It only applies to group work

B. It involves copying work from external sources

C. It refers to submitting the same work for different evaluations

D. It is considered a minor offense with no sanctions

 

5. Which statement best reflects the institutional approach to academic integrity described in the text?

A. Sanctions are applied automatically without student input

B. Only faculty members are responsible for detecting misconduct

C. Policies include definitions, obligations, and proportional sanctions

D. Academic integrity applies only to final-year students

 

6. What role do instructors play in promoting academic integrity in PR writing?

A. Guiding students in ethical research and authorship practices

B. Avoiding the use of plagiarism-detection tools

C. Acting solely as evaluators of final products

 D. Delegating responsibility entirely to institutional authorities

Reading Activity of Academic Integrity (A1 level)

 Cambridge-style Reading – A1 Level

Reading – Multiple Choice

Instructions:

Read the article.

Choose the correct answer (A, B or C).

 

Article: Academic Integrity at University

 

At university, students study many subjects.

They read, write, and do exams.

Students must be honest in their studies.

 

Academic integrity means doing your own work.

It means not copying from other students.

It also means not cheating in exams.

 

Sometimes students feel stress.

They have many classes and little time.

This can make study difficult.

 

Universities help students understand the rules.

Teachers explain how to work honestly.

Students and teachers work together.

 

Academic integrity is important for the future.

It helps students become responsible workers

and good members of society.

 

Questions

1. What must students do at university?

A Be honest in their studies

B Finish very fast

C Work alone all the time

 

2. What does academic integrity mean?

A Getting high grades

B Doing your own work

C Studying many hours

 

3. What should students NOT do?

A Ask teachers for help

B Copy other students

C Study for exams

 

4. Why is study sometimes difficult?

A Because students feel stress and have little time

B Because universities are too small

C Because teachers do not explain

 

5. Who helps students understand academic integrity?

A Only the university rules

B Only students

C Teachers and students

Reading Activity of Academic Integrity (B2 level)

 Cambridge B2 First (FCE)

Reading and Use of English – Part 5

Multiple Choice

 

Instructions: You are going to read an article about academic integrity at university.

For questions 1–6, choose the answer (A, B, C or D) which you think fits best according to the text.

 

Article - Academic Integrity at University: Why It Matters

 

Academic integrity plays an important role in university life. It refers to behaving honestly and responsibly during the learning process. For many students, academic integrity is often associated with rules and penalties, but its importance goes far beyond avoiding punishment.

 

Universities expect students to produce their own work, give credit to sources, and follow academic guidelines. However, students sometimes break these rules because of pressure to achieve good results, lack of time, or uncertainty about how to complete academic tasks correctly. When this happens, the learning process is affected, and students miss opportunities to develop important skills.

 

To address this issue, universities create regulations that define unacceptable behaviour, such as plagiarism or cheating in exams. These rules are necessary, but they are not enough on their own. Many institutions now focus on educating students about academic integrity by offering guidance, workshops, and clear explanations of academic expectations.

 

Academic integrity is also closely connected to professional life. The habits students develop at university often influence how they behave in their future careers. Learning to work honestly, respect rules, and take responsibility for one’s actions prepares students for the challenges of the workplace.

 

 

In the end, academic integrity is a shared responsibility. While students must make ethical choices, universities and teachers also play an important role by providing support, clear instructions, and fair assessment methods.

 

Questions

1. What is the main purpose of the article?

A to explain why academic integrity is important at university

B to list the most common university rules

C to describe different types of academic misconduct

D to criticise students’ academic behaviour

 

2. According to the article, why do some students break academic rules?

A Because they do not value education.

B Because university rules are too strict.

C Because of pressure, time problems, or lack of understanding.

D Because teachers do not explain the rules.

 

3. What does the article suggest about university regulations?

A They are unnecessary if students are responsible.

B They should focus only on punishment.

C They are useful but need to be combined with education.

D They are different in every institution.

 

4. How do universities help students understand academic integrity better?

A by increasing the number of exams

B by offering guidance and clear explanations

C by reducing academic pressure

D by removing strict assessment rules

 

5. What does the article say about academic integrity and professional life?

A Academic integrity is less important outside university.

B Only certain careers require ethical behaviour.

C Professional ethics are learned only at work.

D University habits can influence future professional behaviour.

 

6. Who is responsible for academic integrity, according to the article?

A only students

B only teachers

C university authorities

D both students and universities

Reading Activity of Academic Integrity (C1-level)

 Cambridge C1 Advanced (CAE)

Reading and Use of English – Part 5

Multiple Choice

 

Instructions

You are going to read an article about academic integrity in higher education.

For questions 1–6, choose the answer (A, B, C or D) which you think fits best according to the text.

 

Article: Academic Integrity: Beyond Rules and Sanctions

 

In recent years, academic integrity has become a central concern for universities worldwide. While it has traditionally been associated with rules, penalties, and disciplinary procedures, this narrow interpretation is increasingly being challenged. Many educators now argue that integrity should be understood as an essential component of the educational process itself, rather than merely a mechanism for controlling student behaviour.

 

At its core, academic integrity refers to a commitment to honesty, responsibility, and respect for intellectual work. However, breaches of integrity—such as plagiarism, unauthorised collaboration, or falsification of academic documents—are often treated as isolated acts of misconduct. This approach risks ignoring the broader academic environment in which such behaviour occurs. Factors such as excessive academic pressure, unclear assessment criteria, and limited guidance on academic conventions can significantly influence students’ decisions.

 

From this perspective, universities are called upon to reflect critically on their own practices. Promoting integrity involves more than enforcing regulations; it requires creating conditions in which ethical behaviour is both understood and valued. Clear expectations, transparent evaluation methods, and opportunities for formative feedback all play a crucial role in fostering responsible academic conduct.

 

Furthermore, academic integrity extends beyond the university context. In professional fields, the habits developed during higher education often shape future decision-making. Students who internalise ethical academic practices are more likely to act responsibly in their professional lives, particularly in disciplines where decisions can have far-reaching social consequences.

 

Ultimately, academic integrity should be seen as a shared responsibility. While students must be accountable for their actions, institutions and educators also bear responsibility for modelling ethical behaviour and supporting students in developing a principled approach to learning. Only through this collective effort can integrity become a lived value rather than a formal requirement.

 

Questions

1. What is the main purpose of the article?

A to describe common forms of academic misconduct

B to argue for a broader understanding of academic integrity

C to criticise disciplinary systems in universities

D to compare academic integrity policies internationally

2. What does the writer suggest about the traditional view of academic integrity?

A It is no longer relevant in modern education.

B It focuses too heavily on prevention strategies.

C It encourages unethical student behaviour.

D It limits integrity to rules and punishment.

3. According to the article, why might students engage in academic misconduct?

A Because external academic conditions may influence them.

B Because universities fail to impose strict sanctions.

C Because they lack ethical awareness.

D Because professional consequences are unclear.

4. What role do universities play in promoting academic integrity, according to the writer?

A They should prioritise surveillance and detection.

B They should reduce academic demands.

C They should create supportive and transparent learning environments.

D They should delegate responsibility entirely to students.

5. What does the article imply about the relationship between academic integrity and professional life?

A Academic integrity is less important outside university.

B Ethical habits developed at university influence future professional behaviour.

C Professional integrity depends mainly on workplace regulations.

D Only certain professions require strong ethical standards.

6. What is the writer’s view on responsibility for academic integrity?

A It rests primarily with students.

B It should be enforced by academic authorities.

C It should be addressed through stricter regulations.

D It should be shared between students and institutions.

C1 Reading — Multiple Choice: Michelle Smith/Walsh — From Luxury Obsession to Cyber-Gig Survival

C1 Reading — Multiple Choice: Michelle Smith/Walsh — From Luxury Obsession to Cyber-Gig Survival

Instructions: Read the following text carefully. For questions 25–30, choose the answer (A, B, C or D) which you think fits best according to the text.

 

Reading Text: Michelle Smith/Walsh — From Luxury Obsession to Cyber-Gig Survival

Michelle Smith—known professionally as Michelle Walsh—built a reputation as a promising young producer in the independent film industry. Her early success brought her invitations to exclusive events, networking dinners, and creative collaborations that made her believe she had finally “made it.” However, the glamour surrounding her career soon became both a temptation and a trap. Determined to maintain the image of a high-profile industry figure, Michelle began spending excessively on luxury handbags, designer clothing, imported cosmetics, and first-class travel. At first, she justified each purchase as an “investment in her professional brand,” but her expenses quickly outpaced her actual income.

By the time she noticed the warning signs—late payment alerts, rising interest charges, and a steadily decreasing credit score—she had already accumulated an overwhelming amount of debt on multiple credit cards. Unable to cover even the minimum payments, Michelle found herself cornered. She briefly considered asking friends for help but feared damaging her carefully crafted image. What she needed was income that was immediate, flexible, and discreet.

That was when she discovered cyber-gig platforms. These websites offered everything from video editing and transcription to micro-tasks, digital marketing, and AI-training assignments. Michelle threw herself into the cyber-gig economy, taking as many jobs as she could. The work was unstable, the pay inconsistent, and the deadlines relentless, but the anonymity suited her: no one on the platforms knew she was a producer drowning in debt. For the first time in months, she felt a sense of control.

Yet the cyber-gig world came with its own complications. The constant competition pushed her to accept lower fees than she deserved, and the irregular hours left her mentally drained. Despite this, the income allowed her to slowly reduce her credit-card balance. Still, the experience forced her to confront an uncomfortable truth: the image she had spent so much money preserving had nearly destroyed her financial stability. In the end, Michelle learned that authenticity—not luxury—was her most valuable asset.

Multiple-Choice Questions:

25. Michelle initially justified her luxury purchases because she believed they were…

A. required by her employers

B. necessary to maintain her professional reputation

C. a temporary reward for recent achievements

D. part of a long-term investment strategy unrelated to her career

26. What prevented Michelle from asking her friends for financial assistance?

A. She feared damaging her public image

B. She believed they were facing similar financial difficulties

C. She no longer trusted them due to past conflicts

D. She didn’t want to involve her family in her spending habits

27. One advantage of cyber-gig work for Michelle was that it allowed her to…

A. earn large amounts of money quickly

B. build long-term relationships with clients

C. keep her financial struggles hidden

D. avoid working irregular hours

28. According to the text, one major challenge of the cyber-gig platforms was that…

A. clients often demanded in-person meetings

B. competition pushed workers to lower their prices

C. users needed advanced technical certifications

D. platforms restricted the number of jobs one could accept

29. Michelle’s experience ultimately helped her realise that…

A. luxury goods rarely hold their value

B. online reputation is crucial to financial growth

C. financial stability requires high income

D. authenticity is more important than maintaining an image

30. The overall tone of the passage portrays Michelle’s story as…

A. a cautionary tale about the dangers of image-driven spending

B. a criticism of the film industry’s working conditions

C. an argument in favour of cyber-gig platforms

D. a warning against using credit cards in creative professions

C1 Open Cloze: Dunkin’ Donuts as a Start-Up

C1 Open Cloze: Dunkin’ Donuts as a Start-Up

For Questions 1–8, read the text below and think of the word which best completes each gap.
Use only one word in each gap.
Each gap completes one of the fixed expressions or phrases required by the context of the text.

Write your answers clearly. 

When Dunkin’ Donuts began as a small shop in the 1950s, William Rosenberg aimed to design a business model (9) ____ a view to scaling it nationwide. At the time, few entrepreneurs believed that a bakery could succeed anywhere (10) ____ its local neighborhood, (11) ____ become a global franchise.

Rosenberg’s philosophy was simple: for (12) ____  start, focus on speed and consistency. He limited the menu to doughnuts and coffee, a decision that proved effective because, (13) ____ and large, customers valued quick service more than product variety.

His priorities were clear. First and (14) ____, he wanted every store to deliver the same quality experience. When he introduced franchising, many feared that expanding too quickly might damage the brand, but Rosenberg insisted the system could work — and eventually, it did (15) ____ good.

Today, although the company continues evolving, it remains committed to the principles that shaped it in its early years. For the time (16) ____, those values still define the core of the Dunkin’ Donuts identity. 

C1 Multiple Cloze: The Apple Watch and Everyday Life

C1 Multiple Cloze: The Apple Watch and Everyday Life

Complete the text below by choosing the correct option (A, B, C, or D) for each gap.

In less than a decade, the Apple Watch has gone from a curious accessory to an essential device for millions of users. When the product was first introduced, many questioned whether consumers really needed another screen (1) ____ their daily routines. Today, however, the watch is viewed as a tool that seamlessly integrates with people’s lifestyles, offering features that go far (2) ____ simply telling the time.

One of the main reasons for its success lies in its ability to monitor health data. The device can track everything from heart rate to sleep quality, which allows users to stay (3) ____ control of their well-being. Fitness enthusiasts, in particular, rely on the watch to set goals and receive reminders, ensuring they remain committed even on days when motivation is (4) ____ short supply.

Another key factor is convenience. Many users appreciate the freedom of receiving notifications (5) ____ their wrist instead of constantly checking their phones. This helps them stay focused while still being reachable. In addition, the watch’s ability to make payments, unlock devices, and respond to messages has made short, everyday tasks considerably more (6) ____.

Despite these advantages, the Apple Watch is not without critics. Some argue that constant connectivity can be overwhelming, especially for those who already feel pressured to respond immediately to every message. Yet (7) ____ these concerns, the device continues to evolve, integrating more sophisticated sensors and apps every year.

It remains to be seen how future versions will shape consumer habits, but one thing is certain: the Apple Watch has already changed the way we interact with technology, and its impact is (8) ____ to grow.

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OPTIONS

A. within

B. into

C. onto

D. through

A. beyond

B. over

C. beneath

D. across

A. in

B. at

C. under

D. on

A. from

B. in

C. on

D. at

A. with

B. under

C. from

D. at

A. achievable

B. manageable

C. convenient

D. effective

A. although

B. nevertheless

C. despite

D. in spite

A. bound

B. aimed

C. destined

D. expected