The standards and reputation of any university are the shared responsibility of its faculty and students. Within the obvious limits implicit in the difference between undergraduate work and specialized research, students at the University of Victoria are therefore expected to observe the same standards of scholarly integrity as their academic and professional counterparts.
Clearly, a large part of the work done at the undergraduate level must involve the handling at second hand of ideas and material originally conceived or made accessible by others. Equally clearly, however, there is a difference between the use of an acknowledged restatement of such ideas and material after intelligent and critical assimilation and their unacknowledged, literal reproduction in the guise of new and original work. The latter amounts to cheating; and cheating, whether it takes the specific form of verbatim and unacknowledged copying from the writing of others, or whether it appears in other forms, such as the fraudulent manipulation of laboratory processes in order to achieve desired results, the use of commercially prepared essays in place of a student's own work or reference to unauthorized materials in examination circumstances, vitiates the purposes of a university education.
While such practices may well stop short of "crime" in the sense that they may escape from the formal rigours of the law, they nevertheless constitute in all cases an offence against intellectual honesty. . . . Sanctions will therefore be enforced against cheating, ranging in severity as befits the individual case from simple reimposition of work, through forfeiture of credit for the particular assignment or the particular course involved, to possible expulsion from the University in the most extreme, deliberate or persistent cases. . . . (Calendar 16)
It is difficult to improve upon these statements in any general way, but here are some specific suggestions concerning the use of source material.
The original: "I found the play so bad that my urge to leave after the first act was compelling."
An Example of Improper Use: One critic said that he "found the play. . . compelling."