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.