ACADEMIC INTEGRITY

The University of Auckland

1. WHAT IS ACADEMIC INTEGRITY? WHY IS IT IMPORTANT?

Reflection: What do you already know?

Beside each statement rate yourself as not confident, neutral or confident. Beside your rating for
each statement, add a brief comment about why you answered the way you did.

1. I understand what is meant by the term academic integrity.

2. I am familiar with the values that underpin academic integrity.
3. I know what plagiarism is.
4. I know what I have to do to avoid academic dishonesty.

THE DEFINITION OF ACADEMIC INTEGRITY

integrity, n. \in-'te-gr-t\
1. the quality of being honest and fair, and
2. the state of being complete or whole. (Integrity, n.d.)

How do these definitions of integrity relate to what we mean by academic integrity? In terms of
the first definition, academic integrity means being honest and fair with regard to all scholarly
activity from completing assignments to sitting exams.

But the second definition of integrity is also relevant. You shouldnt be honest and fair just
because youve been told to do so or because you are afraid of the consequences of not doing
so. Rather, its important for you to understand and value academic integrity as an expression of
your own beliefs about what is good and right. In other words, by conducting your study and
research with integrity, you make complete or whole the relationship between your own
judgment and action. This means that you achieve with integrity, according to both definitions
given above.
Reflection: Think about the concept of academic integrity. What behaviors and actions do you
associate with it?

SIX FUNDAMENTAL VALUES OF ACADEMIC INTEGRITY

As defined by the Fundamental Values Project (Fishman, 2012):

(1) Honesty, (2) Respect, (3) Trust, (4) Fairness, (5) Responsibility, and (6) Courage

Reflections:
1. Which of these values are most important to you?
2. How might you apply these to your behavior as a student?

Test Your Knowledge

Question 1: Milans final year project involves working in a small team to prepare a
comprehensive business plan. He shares responsibility for presenting: a proposal, board
meetings and progress reports, the completed business plan, the professional
presentation.

How might Milan demonstrate academic integrity in this assignment?

a. By contributing the expected, or more than expected, amount of time and effort.
b. By letting the best students do most of the work to get the best result.
c. By persuading the others to abandon their ideas in favor of his own standards.

Question 2: Jenna, Mei Ling and Grant are all enrolled in a course in English Literature. Jenna
is a talented runner and is training seriously for an upcoming marathon. With such a
heavy training schedule she cant do her best work for the next essay by the deadline. Mei
Ling and Grant want to help her.
Which of the following solutions allows all three students to demonstrate integrity and
ensures Jenna learns by doing her own work?

Grant and Mei Ling:

a. Recommend useful course readings
b. Lend Jenna the notes from their references
c. Lend Jenna an electronic copy of their own assignments

Question 3: When Melissa sees the topics for the next History essay she is excited because
she wrote about one of the topics in a History of Education course last year.

Which course of action below shows that Melissa is researching with integrity?
a. Melissa picks a new topic to research and write about.
b. Melissa saves time by changing the title of her previous Education essay and handing it in.
c. Melissa revises roughly half of her Education essay and hands it in as a new assessment.

Question 4: Which of the following is NOT one of the fundamental values of academic
integrity?

a. Excellence d. Responsibility
b. Respect e. Fairness
c. Courage f. Honesty

TRANSITION FROM DIFFERENT ENVIRONMENTS TO UNIVERSITY

Different environments give rise to different interpretations of academic integrity. The concept of
ownership of words and ideas may vary according to the environment you find yourself in.
Expectations of academic behavior may vary between school, university and your work
environment. For example, in a work situation a team may work together on a project and
produce a co-authored piece of written work, and this is perfectly acceptable. However, in a
school or university situation, the expectation may be that students produce their own individual
work, unless they are explicitly directed to work on a group project. If you are expected to
produce your own work but submit a co-authored piece of work, it could be considered
plagiarism. As you move from your original environment - be it school, a different country, or a
workplace - to university, you need to understand the academic environment you are moving
into. Understanding the academic culture you are working in is important to achieving with
integrity.

Reflections:

1. What is your current understanding of what is, and isnt acceptable academic behavior?
Note: This is a broad topic, so you may want to focus on one aspect of academic
behavior.
2. Do you think your views might change as you transition from your original environment,
e.g. your school or home country, to university? If so, how?

ACADEMIC INTEGRITY IN THE UNIVERSITY ENVIRONMENT

When you start university, you join an academic community. Everyone in this community is
engaged in learning, teaching and research activities that are intended to benefit society. In
order to achieve this, the academic community must conduct itself with integrity. This means
that certain values or standards are expected of everyone. A healthy academic environment will
always demonstrate a commitment to the six fundamental values of academic integrity.

As a student working within this environment, you have freedom and independence in the
creation of your academic work. You are trusted to present work that truly reflects your own
learning. This means creating work that is original. Being original does not mean you need to
come up with ideas that no one else has ever thought of: it simply means you need to produce
your own work, in your own words. Your work may borrow words or ideas that other people have
already expressed. That is expected, but you need to clearly acknowledge (or reference) where
those ideas or words came from. When you present the work of others, even if you reference
their ideas, you still need to include your own reflection or understanding of their words or ideas.
This will show your lecturer that you have understood what others are saying and how their
ideas support your own work.
WHY SHOULD YOU CARE?

Reflection: Do you think that acting dishonestly or cheating at university can impact other areas
of your life? If so, how?

2. WHAT IS ACADEMIC DISHONESTY? HOW TO AVOID IT?

EXAMPLES OF ACADEMIC DISHONESTY

Academic dishonesty may be defined as any type of cheating that occurs in relation to a
formal academic exercise (Academic Dishonesty, n.d.).

It is important to understand what constitutes academic dishonesty and what is considered

unacceptable behavior in terms of your academic work.

At a university, it is unacceptable to:

Present another persons work as your own
Provide other students with your work
Make false claims (e.g. making up data)
Engage in unacceptable group work or collaboration
Get or give more help than you are allowed
Cheat during an examination

WHAT IS PLAGIARISM?

Plagiarism is an example of academic dishonesty and can have serious consequences at

university. Plagiarism is presenting another persons ideas, words, artwork or inventions as your
own, as well as using or modifying the work of others without acknowledgement. Plagiarism can
include sharing work, resubmitting work you have previously submitted to another course (self-
plagiarism), and not acknowledging sources used. It can occur intentionally or unintentionally. In
either case, it is not acceptable at university.
WHAT IS ACCEPTABLE AT UNIVERSITY?

Test Your Knowledge. Answer whether the following situations are acceptable or not
acceptable.

Question 1: David is running out of time. He copies sections from a classmates essay,
believing this is all right as long as its not the entire essay.

Question 2: Henrys assignment requires him to submit a technical drawing. He thinks he can
submit a piece of work he used in another course. Since its his own work, it cant be plagiarism.

Question 3: You check your friends work and give feedback

Question 4: You let someone include a chart or diagram from your assignment in their essay

Question 5: In his history assignment, Matthew has used information and ideas from several
sources related to the topic. He has acknowledged (referenced) where the information and
ideas have come from.

IS IT PLAGIARISM?

Test Your Knowledge. Answer whether the following situations constitute plagiarism or not.

Question 1: Lucy is working on her project about the theory of relativity. She copies a popular
image of Albert Einstein from the internet. The photo is widely used and publicly accessible, and
Lucy believes that there is no need to acknowledge the authorship of the image.

Question 2: Read both the passages below and decide if Jenny has plagiarised by using the
text from the original source in her essay.

Original source: Even though music does not depict concrete matters, audiences can
nevertheless hear things in music that makes it meaningful. Also, film music has a great
influence on how we perceive scenes in a film. This goes for classical film music in all its
varieties, for different forms of pop music and so on. Any kind of music seems to add different
qualities to the pictures.

Source: Langkjaer, B. (2013). Hearing things in music for films: Music, fiction and engagement.
Sound Effects: An Interdisciplinary Journal of Sound and Sound Experience, 13(1-2), 65-77.
Retrieved from http://www.soundeffects.dk/index

Jennys essay: Even though music does not portray something tangible in films, viewers can
still hear things within music that make it important to them. Also, film music has the ability to
influence how viewers perceive scenes in a film. This includes classical film music, pop music,
and so on. Any kind of music seems to add different qualities to the pictures.

Question 3: Stevie finds some useful information on the Internet for his assignment topic. He
rewrites the information in his own words and includes details of where the information came
from by acknowledging (referencing) the original source and author.

WHAT DO WE MEAN BY 'MAKING FALSE CLAIMS'?

Making false claims is also considered to be a form of academic dishonesty.

Examples include:
Misrepresenting your results
Changing or omitting data to fit a preferred outcome or particular theory
Making up data
Making up references
Pretending to be sick to avoid an exam or assessment
Getting someone to impersonate you in an exam
Getting someone to write your assignment but submitting it under your own name.

MAKING FALSE CLAIMS

Test Your Knowledge. Answer whether the following situations constitute making false claims
or not.
Question 1: Lili needs to run a computer simulation based on the data provided by her lecturer.
She runs out of time to run the simulation, so she makes up numbers that she thinks would
match the actual results.

Question 2: While creating a graph based on the data received from his experiment, Michael
notices that it does not fit the expected result. He deletes some of the data values so that the
graph matches the expected results more closely.

GETTING HELP AND GIVING HELP AT UNIVERSITY

Discussing your assignments and projects with others may be helpful, but you need to be aware
of the limits of getting and giving help.

You can ask your lecturers or tutors for help or ask a third party for assistance. At university
third-party assistance is generally defined as getting help with your academic work from
someone other than your lecturers or tutors.

A third party could be a Fellow student, Friend, Family member, Librarian, Professional editor or
a Private tutor

WHEN GETTING AND GIVING HELP...

When getting help with your university work, you must take care that this assistance does not
endanger the integrity and originality of the work. Remember that your lecturer or course tutor
should always be the first person you turn to for help.

When giving help to fellow students, the help you offer must not compromise the integrity of
their university work. Helping someone cheat also shows poor academic integrity on your part.
You can remind your friends that they should ask their lecturer or course tutor if they need help.
WORKING IN GROUPS

University coursework and research foster your ability to work independently and in
collaboration with others.

However, because your assessment results must truly reflect your personal learning and
performance, you need to be aware of the limits of collaboration. Your tutors and lecturers
assess and mark your individual work, unless they specifically tell you otherwise. You must
prepare your assignments independently or as part of a group according to what your lecturer or
tutor require you to do.

It is important to check with your lecturer if the assignment task requires or even allows for
group work. If it is a group assignment, find out whether the final piece you submit must be
written by each individual group member or if it needs to be a single group submission.

Different personalities and dynamics come into play. And this can make it difficult for a group to
complete an assignment in a way that seems fair and acceptable to everyone. Think back to the
six fundamental values : honesty, respect, trust, fairness, responsibility, and courage. All of
these values can, and often do, come into play when working in a group. Therefore, try and
establish some ground rules for your group, different roles, who will do what, the number of
meetings the group will have and when. Plan the work, and help everyone pull their weight. If
there are problems, talk to your lecturer.

Reflection: What could the group do to avoid conflict among group mates?

THE IMPORTANCE OF KEEPING EVIDENCE

If someone has helped you with your work, or you have worked in a group, its good to have
evidence that your work is indeed your own.

Reflection: After marking a group project, Bos lecturer tells him that he needs to show proof of
his individual contribution to the project. How could Bo prove his individual contributions to the
group?
SUGGESTED ANSWERS TO 'KEEPING EVIDENCE...' DISCUSSION

The following are examples of the types of evidence you could keep to prove that your work is
original:

If working in a group, make a note of the information sources used by the group
(books, articles, etc) as well as the sources used by individual group members. This way
you can show how your work developed. It can also provide evidence that you did not
copy directly.
Keep your own notes and files as evidence of your contribution to a group project.
If working independently, keep a detailed file of all the books, articles, and sources you
have used.
Save different versions of electronic documents and computer files so that you can
show your progress over time.
Keep copies of any revisions. If someone else is revising your work, always ask for
revisions and comments on a printout, or if using an electronic copy, use electronic
tracking. This is evidence of how they helped you and how you used their suggestions
in later revisions.

Reflection: Did you come up with any other ideas in your discussion?

EXAMPLES OF EXAM MISCONDUCT

Exam misconduct may include:

Writing after the exam has finished
Getting someone to sit the exam on your behalf
Bringing prohibited notes into the exam

Reflections:
1. Can you think of any other examples of exam misconduct?
2. What might be the consequences/penalties of cheating in an exam? You may like to
check your university website for consequences at your own institution.
DO THE RIGHT THING DURING EXAMS

Question 1: Maria stores some of her study notes on her smart phone.

When coming into the exam, she should:

a. Make sure that the phone is somewhere easy to reach.
b. Hand it in as instructed by the exam supervisor.
c. Set it to silent so that it does not disturb others.

Question 2: Peter has only got one or two sentences left to write when the exam supervisor
announces that the time is up.

He should:
a. Keep writing so as not to leave an incomplete paragraph.
b. Explain the situation to the exam supervisor and ask for an extension.
c. Immediately put the pen down and hand in his exam answers.

WHY DO SOME STUDENTS CHEAT?

Cheating is never acceptable.

Below are some of the reasons why students cheat even though they know it is wrong.
Under pressure (high pressure for grades/marks from self or others)
Uninterested (low task value or interest in learning the material at hand)
Unable (feeling incapable of succeeding honestly)
Unsure (uncertain of how or when to acknowledge the work of others)

Reflection: Think about how you can equip yourself at university so that you avoid the
situations given as reasons for cheating.
 3. ACHIEVING WITH INTEGRITY: USING THE WORKS OF OTHERS

Writing is important in the academic environment. It is one of the primary ways that you, as a
student, will be asked to demonstrate your understanding of what you've been asked to learn,
and your ability to analyze and think critically about the work of others, and perhaps to build on
their knowledge and ideas.

In your academic work at university, you will often explore a topic and build your own knowledge
based on the ideas, information and inspiration provided by experts and researchers in a related
field. Its important that you use and acknowledge these ideas appropriately.

Quoting, paraphrasing and summarizing are three main ways of integrating others ideas in
your own academic work.

WHY SHOULD YOU USE AND ACKNOWLEDGE THE WORK OF OTHERS?

At university theres an expectation that you will research and use the words of others in your
writing.

Reflections:

3. Why do you think you should incorporate the ideas of others into your writing?
4. Why is it important that you acknowledge these ideas?

USING AND ACKNOWLEDGING OTHERS' WORK IS IMPORTANT

Learning about and acknowledging the authors who have contributed to the body of knowledge
in your discipline is an integral part of the process of creating your own academic work.
When you use and acknowledge the work of others, you:

5. Make meaningful connections between other authors ideas and your own.
6. Question and evaluate the ideas of other authors.
7. Provide credibility for your work and allow your lecturer to track down the original
sources.
8. Provide evidence that your ideas or argument are backed up or supported.
9. Give credit to the original author or authors.

Not acknowledging correctly is considered plagiarism and may result in penalties.

WHAT IS REFERENCING?

To acknowledge the work of others in your written work, you must cite and reference them
correctly. You must do this every time you refer to someone elses ideas or writing.

Referencing is an important part of academic writing. It may seem tricky to start with, but its
worthwhile taking the time to learn to reference correctly. Referencing is an essential academic
skill and you may be marked on it.

A reference generally consists of two things:

3. The in-text citation: An in-text citation acknowledges your source in the main body of
your document. When you use or refer to another persons ideas, you provide an in-text
citation.
4. The reference list: The reference list sets out all the sources you have used, either as a
footnote or at the end of your document.
REFERENCING STYLES

Referencing follows a set of rules and conventions known as a referencing style. These ensure
references for similar types of items are consistently presented and include all the relevant
information for the reader of your work to be able to find them.
There are many different referencing styles. Some examples include: APA, MLA, Harvard and
Chicago. APA is widely used as referencing style to demonstrate elements of citing and
referencing.

Reflections: Some of you may have already used a referencing style in your academic writing,
but for some of you referencing will be completely new.

3. Have you ever used a referencing style? If so, which one?

4. How do you think you could find out more about a particular referencing style?

FINDING OUT MORE ABOUT REFERENCING STYLES

To find out more about a particular referencing style:

c. Talk to your tutor, lecturer or professor.
ci. Search your college or universitys website for information about the style.
cii. Search Google for information about the style.
ciii. Talk to a librarian or learning advisor.
civ. For a definitive answer, find the official style manual for a
particular referencing style. Most referencing styles have an official manual or guide with
specific rules for referencing. Your library catalogue is a good starting point for this.

WHAT IS QUOTING?

Quoting is reproducing words from another source using exactly the same wording, spelling,
punctuation, capitalization and paragraphing.
As a general rule, quotations should be used rarely and selectively, as it is important that you
demonstrate your own view on a topic in your own words.

WHEN SHOULD YOU QUOTE?

Test Your Knowledge. True or False

Situation 1: I should quote when I need to add emphasis or focus to an argument.

Situation 2: I should quote all the time - so that I can show that I have done my research
thoroughly.

Situation 3: I should quote when I must state a definition in the exact way it is presented in the
original source.

Situation 4: I should quote when I feel that I couldnt have written it better myself.

Situation 5: I should quote when I need to back up, support or prove my ideas.

Situation 6: I should quote when I need to make it clear that I understand the authors point of
view and how their words apply to my writing.

HOW SHOULD YOU INTEGRATE A QUOTE?

To integrate a quote correctly you should:

3. Use a signal phrase such as According to Smith (2008) , Smith (2008) reports
4. Demonstrate the relevance of the quote to your writing by using an introductory phrase
or by providing commentary on the quote.
5. Include quotation marks.
6. Incorporate a short quote into a paragraph or indent a longer quote.
7. Include the number of the page or paragraph where you found the quote.
 8. Demonstrate any changes you have made to the quote, such as shortening it by
omitting sections.
9. Cite and reference it.

WHAT IS PARAPHRASING?

Paraphrasing is introducing ideas from another source in your own words. Your voice is
predominant in a paraphrase and shows your understanding and interpretation of someone
elses thoughts in relation to the topic.

You should be as faithful as possible to the authors idea, while showing how it relates to others
ideas and your own.
As a general rule paraphrasing will be used more commonly in your writing than quotations,
which should be used rarely and selectively.

WHEN SHOULD YOU PARAPHRASE?

Test Your Knowledge. True or False

Situation 1: I should paraphrase if I want to change the organization of another authors words
or ideas for emphasis.

Situation 2: I should paraphrase to change the original meaning of another authors words,
ideas and thoughts.

Situation 3: I should paraphrase to simplify and clarify the original material.

Situation 4: I should paraphrase to back up, support or prove my ideas.

Situation 5: I should paraphrase to make it clear I understand the authors point of view.
HOW SHOULD YOU INTEGRATE A PARAPHRASE?

To integrate a paraphrase:
Underline key points in the original source.
List the main ideas or concepts.
Come up with alternative phrases and synonyms to describe the ideas.
Rewrite and reorder these ideas in your own words.
Use a signal phrase where necessary to embed the authors name, eg Smith (1996)
states, As indicated by Townsend and Parks (2013).
Cite and reference.

WHAT IS SUMMARIZING?

Summarizing is a short and concise representation of the key ideas of source material, in your
own words.

A summary is shorter than the original text and provides an overview of the subject matter.

Summaries need to be referenced, just like paraphrases and quotations.

WHEN SHOULD YOU SUMMARIZE?

Test Your Knowledge. True or False

Situation 1: I should summarize when I want to present the key ideas of the original source in
brief.

Situation 2: I should summarize when I want to condense large amounts of information

accurately into the smallest number of words possible.

Situation 3: I should summarize when I want to change the meaning of the original text.
HOW SHOULD YOU SUMMARIZE?

To summarize correctly:

Identify the key ideas in the original source.

Write down the key ideas in your own words or use quote marks if replicating original
text for emphasis.
Do not add your own reflections on the original text, summarise only.
Remind the reader that someone else has written the original piece of writing
throughout your summary: Smith (2009) states, She further indicates
Cite and reference the original source.

WHAT OTHER SKILLS DO YOU NEED TO ACHIEVE WITH INTEGRITY?

Being confident in these academic writing skills can help you avoid plagiarism and academic
dishonesty.

Reflection: What study tips are effective for you?

What concerns do you have about managing your academic study?

4. ACHIEVING WITH INTEGRITY: GEARING UP FOR STUDY

Reflection: What concerns do you have about managing your academic study?

THE TIME TRAP

Lets face it, juggling work, study and everything else at university can be tricky. You can avoid
the last-minute panics we saw in the video but it means that you may have to use your self-
discipline and judgment in a way that you probably never had to do at school.
You need to manage your time, both on a daily basis and for the whole term or semester. That
way, you can see your immediate as well as your long-term goals and know you are on the way
to achieving them.

Managing your time effectively can help you avoid those stressful situations which may lead to
academic dishonesty.

DAILY ROUTINE

Having a daily routine will help take the stress out of study life. A schedule based around each
days lectures should take in all the other study essentials but it will still leave room for the fun
things: eating, socializing, going to the gym, having a quick nap.

There are five important principles that should underlie a daily routine.

It should be realistic: Think of how many hours you used to spend each day in school
and doing homework in the evening.
It should be varied: Include the essential study activities revision, writing up notes,
background reading, assignment and test preparation at different times during the day.
It should be manageable: Dont plan 14-hour days. Work in 1-2 hour slots for each
activity with a short break in between for having a drink or a quick walk round the
block.
It should be flexible, based around lectures but with some scope to adjust priorities
during high-stress periods like assignment deadlines and exams.
It should be rewarding, so build in time for meals and snacks, relaxation, exercise and
socializing.

But dont just admire it. Take it seriously and stick to it.
LONG-TERM PLANNING

How to plan long term

Draw up your own long-term planning chart and keep it where you can clearly see it,
for example, above your work desk. Digital organizers on smart phones and computers
can also help with your long-term planning.
Color-coding works well for planning charts because the color sends a quick message
about what you should be working on and when.
Include stages and deadlines. Dont just write in the due dates for assignments and
tests and exams. Show your preparation in stages, with the deadlines for each stage.
Revision sessions and study groups go on the plan, too.
Be sure to include social events as well.
The five principles: your planning should be manageable, realistic, varied, flexible
and rewarding.

HOW DO YOU MANAGE YOUR TIME?

Reflection: What time management tips work for you when youre studying?

DEALING WITH UNEXPECTED EVENTS

In university study as in ordinary life, unexpected events can interfere with our planning. This is
a time to apply the six values honesty, courage, respect, trust, fairness and responsibility so
that we can reach a solution to such problems with integrity.

Read through the scenario below.

Allys brother and his wife have arrived unexpectedly on a business trip on Friday. This will
make it difficult for Ally to keep to her daily routine, and she has an important test coming up on
Monday. Her brother is suggesting a weekend trip to meet with the extended family, including
Allys grandmother, who live a few hours north of the university campus. Ally would much rather
use these days for test revision, but family obligations are important to her and she doesnt want
to disappoint the family. After all this will be her first chance to meet with her grandmother after
many months.

Reflections:

3. What would you do in this situation?

4. How might Ally apply the fundamental values listed above to her decision making around
this issue?

Test Your Knowledge. True or False

Situation 1: The kind of study activities you do in your daily routine will vary according to your
course requirements.

Situation 2: You will need both a daily routine and long-term planning to manage your workload
effectively.

Situation 3: You should establish your long-term planning as early as possible and add dates
and deadlines to it throughout the semester.

Situation 4: Leisure activities should not be included on your long-term planner.

Situation 5: Staying healthy is important for your study, as learning can be improved by a
healthy lifestyle.

GAINING NEW SKILLS: TWO APPROACHES

Being at university means new ways of thinking and learning, and new ways of acquiring,
recording and communicating ideas and opinions. You may need some upskilling to cope with
these changes effectively. You will need to actively seek help with all this.
Reflections:

c. What other skills do you think are important at university?

ci. How do you think these skills can help you to avoid academic dishonesty?

NOTE-TAKING IN LECTURES

The lecture format can be a complex way of delivering information.

During a lecture you may be using several skills: listening to the content, analyzing it for
meaning, selecting the more important material and noting it down. Its not simple but observing
some basic techniques will make your lecture note-taking a whole lot easier.

Golden rules for note-taking in lectures

Revise previous lecture.
Listen out for main ideas, not detail.
Use a framework to organize your notes.
Listen for verbal cues (words or phrases which indicate important points or ideas).
Use abbreviations.
Write up your lecture notes the same day.

CRITICAL READING AND NOTE-TAKING

At university you are usually expected to do a lot of reading. You may have to cope with
complex ideas written in academic style. You may also be asked to consider these complex
ideas and give your evaluation of them.
Finally you will need to relate what you have read to your own ideas. Critical reading and note-
taking requires some core skills and strategies.

Golden rules for critical reading and taking notes

Select readings carefully.

Note down reference details.
 Use a notes framework.
Get an overview first.
Identify main ideas.
Look for verbal signs.
Watch out for useful citation material.

TAKING PART IN GROUP DISCUSSIONS

The restricted size of tutorials and discussion groups has great benefits compared to lectures.
Small groups allow you to ask questions and clarify points. They also give you a chance to work
on expressing opinions and supporting them with evidence. Discussion groups are often
voluntary but they are very valuable so its important to attend.

Golden rules for taking part in tutorials.

Read up on the topic beforehand.

Listen to others.
Think about the comments on your work.
Join in the discussions.
Take it gradually if you are shy or embarrassed.

SEEKING OUT HELP

Being an independent learner doesn't mean you're on your own. Help can come from lots of
different places and people, including your lecturers and tutors, librarians, advisers of all kinds,
and, of course, your own peers. However, it's not a matter of depending on other people to do
your work. It's about finding out how to do things that will increase the ease and effectiveness of
your own studying. Acquiring the kinds of skills we've mentioned here takes time and effort. So
look out for orientation sessions, workshops, and lectures at your university, as well as books,
articles, and online resources that will help you improve the knowledge and skills you need
related to research, reading, and writing.
Libraries and their information specialists are especially useful sources of assistance with lots of
fast and friendly advice. If there's a single golden rule to be followed here, it's to be proactive.
Anticipate your needs. Take control of the situation. And make things happen before it's too late.

Knowing you need to learn new ways of doing things at university can be daunting, but theres
lots of help out there.

Reflection: Have you used any of the services and resources mentioned? How did they help
you?

Test Your Knowledge. True or False

Situation 1: If English is your second language, your academic English will improve
automatically, once you are at university.

Situation 2: Reading critically is just a matter of memorising facts: your own opinions dont
matter too much.

Situation 3: To get the most from lectures, you should write down everything the speaker says,
word for word.

Situation 4: Your speaking skills are more likely to improve in group discussions if you join in
the discussion rather than just listen.

Situation 5: You shouldnt feel embarrassed about seeking help from advisors.

WRITING ESSAYS: THE WRONG WAY TO DO IT

Many students struggle with essay and assignment writing. Improving your writing skills can
decrease the likelihood of academic dishonesty.
HOW TO PLAN YOUR ASSIGNMENT

Procrastination is often a major problem when writing an assignment. But when it seems like
you just cant get going, you can use approaches that will help you through the anxiety of
starting and completing your work.

Golden rules for planning your assignment

Get started early.

Discuss ideas with your peers.
Break up the work into stages.
Analyse the question or task carefully.
Set aside time for thinking.
Make an outline early on.
Be flexible and ready to change ideas.

HOW DO YOU PREPARE FOR EXAMS?

Tests and exams can be some of the most stressful activities students have to deal with.

Reflection: How do you prepare for exams? What tips and techniques work well for you?

COPING WITH TESTS AND EXAMS

Eating and learning have more in common than you might think, in particular, digestion. You
dont start the day by eating an enormous meal to last you through till evening.
So dont take a binge approach to your study, especially assignment writing and test and exam
revision. Snacking is the way to go. Do your revision in small stages and give it time to settle
and be processed in your head.
On the other hand, time becomes critical once you are in the test or exam room. In that situation
you will need to think fast about which questions to answer, what content to include, how to
organize your material. Its a matter of making swift decisions and then getting down to work.

But fast thinking requires a clear head, so the build-up to the test or exam needs to be
controlled and systematic and give you confidence. Exam week is not the time to put stress on
your body or your mind. Stay healthy, eat well, get enough sleep, and keep your preparation
under control.

Golden rules for test or exam day

Make sure you have the correct information for the exam.
Dont study late the night before.
Read the instructions carefully.
Choose your questions thoughtfully.
Make a brief outline for long answers.
Keep to the question as asked.
Set time limits for each question.

CONCLUSION

Remember - maintaining academic integrity is the key to earning your success. The
fundamental values will help you achieve with integrity.
REFERENCES

Academic dishonesty. (n.d.). In The free dictionary. Retrieved from

http://encyclopedia.thefreedictionary.com/Academic+dishonesty

Cascio, C. (2014). How will cheating in school affect the rest of your life? Global Post. Retrieved from
http://everydaylife.globalpost.com/cheating-school-affect-rest-life-28573.html

Doyle, T. (2014). LOEX: The new science of learning [PowerPoint slides]. Retrieved from
http://learnercenteredteaching.wordpress.com/2014/06/05/loex-the-new-science-of-learning-presentation/

Emily. (2014a, March 31). Assignment anxiety, superheroes and socks [Blog post]. Retrieved from
https://www.auckland.ac.nz/theinsideword/?p=11131

Emily. (2014b, May 30). Study tips extravaganza [Blog post]. Retrieved from
https://www.auckland.ac.nz/theinsideword/?p=12034

Fishman, T. (Ed.). (2012). The fundamental values of academic integrity (2nd ed.). Retrieved from International
Center for Academic Integrity at Clemson University website:
http://www.academicintegrity.org/icai/assets/Revised_FV_2014.pdf

Integrity. (n.d.). In Merriam-Websters online dictionary (11th ed.). Retrieved from http://www.merriam-
webster.com/dictionary/integrity

International Center for Academic Integrity. (2012).Fundamental values project. Retrieved from
http://www.academicintegrity.org/icai/resources-2.php

Johnston, M. (2011, August 12). NZ: Still has the most sheep per head of population [Blog post]. Retrieved from
http://econfix.wordpress.com/2011/08/12/nz-still-has-the-most-sheep-per-head-of-population/

Josephson Institute of Ethics. (2009). Character study reveals predictors of lying and cheating. Retrieved from
http://josephsoninstitute.org/surveys

Pauk, W., & Owens, R. J. (2005). How to study in college (8th ed.). Boston, MA: Houghton Mifflin.

Pavid, K. (2012, March 11). 45,000 students caught cheating at British universities, Palatinate. Retrieved from
http://www.palatinate.org.uk/?p=21787

The University of Auckland

Source: https://www.futurelearn.com/courses/academic-integrity