A Guide to Writing a Personal Statement for a UCAS Form
Personal statements are important because they are used by admissions tutors (with
other evidence) to help select applicants who will be given offers, or to select
candidates for interview. You have a maximum of 47 lines or 4000 characters,
including spaces. Write in paragraphs in continuous prose. Do no use bullet points or
lists; the style of your writing reflects your personality. Your statement must be
unique to you and convey your personality and interests accurately. Avoid the
temptation to pay for one to be written for you. Tutors can spot them and they won’t
offer you a place.
Media coverage suggesting that Cambridge University, among others, thinks they are
a waste of time and universities don’t read them is inaccurate. Cambridge released
the following statement after that newspaper story:
We would like to assure all applicants and their advisers that,
when making our admissions decisions, we do take into account
all the information available to us, including that contained in
personal statements and references.
Moreover, the University recognises that the process of writing a
personal statement can help a student to better understand and
express their own interests and motivations. This in itself is an
important element in the preparation for an interview.
Similarly, teachers' references are of significant value to us
because they express the opinion of a person who knows the
student's academic ability.
Cambridge interviews a very large proportion of our applicants,
and we use personal statements to inform the interview process.
It is the personal statement, not the academic record that tells
us something about the applicant's personality, their passion for
their chosen subject and how well they may adapt to university
life.
The most significant point of this is that for all universities a personal statement
is a significant part of the process and it is worth spending time on.
What information do the admissions tutors wish to see?
Aim for at least half the statement (and more if you can) on:
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A clear indication of why you want to do the course and an enthusiasm for the
subject(s). This could include specific areas of A level specification which
you have found most interesting, why you became interested in the subject and
particular parts of the course/subject which appeal.
Details of relevant work experience, reading around the subject and anything
else which is evidence of your motivation for the course.
Anything distinctive about your A level courses which is relevant for the
course you are applying for (if you are applying for Physics, for example, and
have taken part in a large project or have undertaken research in a particular
area).
Supported by material on some of the following:
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Evidence of a well-rounded personality (serious interests and contributions to
school and community life.)
Anything that demonstrates broad key skills such as communication,
teamwork, independence and the willingness to take responsibility (Young
Enterprise is an excellent example of all these skills, and if you are applying
for anything related to business you should write in detail about it and what
you learned.)
Anything that demonstrates your willingness to work hard and persevere with
challenges (balancing a busy life of extra-curricular activities with your
studies for example).
Positive explanations of unusual combinations of A levels.
Details of GAP year plans or achievements and what you have learnt or hope
to learn from them and your ambitions beyond the degree, if you know them.
One admissions tutor has written:
‘The Personal Statement provides me with an opportunity to make judgements
about applicants which go beyond the academic qualifications: personal
qualities and characteristics can be just as important in offering places.’
Before starting your statement you might find it useful to do some of the
following when you can:
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Find out as much as you can about the courses(s) you wish to apply for. You
might be able to write a more informed explanation of why you wish to study
the course(s) if you do so.
Use the UCAS website and university websites. Most courses, on the UCAS
course search area, which indicate the skills needed for courses. If you know
what skills are needed for your course you can write about your own
experiences which prove that you have those skills.
List the activities you have been involved with and recent relevant
responsibilities you have undertaken. Sit down with a friend or relative to
help you. Include: school activities (recent clubs, sports teams, D of E, music,
drama, mentoring, being a monitor or prefect, captain of team etc.); out of
school activities (community work, clubs, travel etc.); intellectual/cultural
activities (relevant lectures, workshops, courses, concerts, theatre trips, school
trips etc). When you have listed them, write what skills you have learned from
them next to each item (team-work, the importance of planning, leadership,
responsibility, taking the initiative…) and use these concepts as the basis for
your section on activities. Universities don’t want lists of activities, they want
to know what sort of person you are and the skills you have learned. You may
have select what you mention if you do a lot of activities.
Read through examples of personal statements in this guide (but ensure that yours
is original and unique).
Ensure that an enthusiasm for the subject is conveyed –
don’t say you are ‘passionate’ about a subject; prove it!
More advice on personal statement writing can be found on the
UCAS website student area. Below is a useful list of ‘dos and
don’ts’ from that area:
Do expect to produce several drafts before being totally happy.
Do ask people you trust for their feedback (House Tutor, subject teachers, SHLeM,
SleM,).
Do check university and college prospectuses and websites, as they usually tell you
the criteria and qualities that they want their students to demonstrate.
Do use your best English and don't let spelling and grammatical errors spoil your
statement.
Do be enthusiastic - if you show your interest in the course, it may help you get a
place.
Don't feel that you need to use elaborate language. If you try too hard to impress with
long words that you are not confident using, the focus of your writing may be lost.
Don't say too much about things that are not relevant - if you think that you are
starting to, take a break and come back to your statement when you feel more focused.
Don't lie - if you exaggerate you may get caught out at interview when asked to
elaborate on an interesting achievement.
Don't rely on a spellchecker as it will not pick up everything - proof read as many
times as possible.
Don't leave it to the last minute - your statement will seem rushed and important
information could be left out.
Don't expect to be able to write your personal statement whilst watching TV or
surfing the internet- this is your future, so make the most of the opportunity to
succeed.
Personal Statement Examples:
The following are model statements in that they give a realistic but positive sense
of the person applying; they display and give evidence of enthusiasm for the
subject(s) applied for and show what and interesting people the students are
through the range of things they are involved with and are interested in! All were
written by recent King’s students and, although they are not perfect, did the job.
Don’t copy them – these are all personal to the writers. Be inspired by them to
give a glimpse of your own personality and interests in your statement.
Mechanical engineering:
For as long as I can remember, I have had a fascination with mechanical systems;
from jet engines to simple household gadgets, and this has been coupled with a desire
to design simpler, more efficient solutions to existing problems. I am particularly
fascinated by those areas of engineering which are born from and driven by man's
ambition to explore new frontiers, be it in the form of high performance car
development, deep sea submersibles or even craft for commercial space flight. I am
driven by the prospect of being on the cutting edge of design, and I enjoy the whole
process, from conception, through to the satisfaction of realization.
Maths and Physics are both subjects that I find stimulating intellectually, as well as
being an ideal preparation for the academic demands of engineering as a course and
profession. Taking English Literature as my third A-level is based upon the breadth of
my interests. The study of literature appeals to the more artistic side of my
personality, and I find the elements of self-expression and creativity provide me not
only with great satisfaction, but a perfect balance to the more rigid, scientific nature of
my other subject choices. Work experience has been fundamental in confirming my
conceptions about various aspects of my chosen career. Last year I arranged for
myself a week at the National Physical Laboratory. It was invaluable in giving firsthand experience; working as part of a highly-focused team on an important project at
the cutting edge of physics research. A ‘Headstart’ course earlier this year gave me
more opportunity to see what an engineering degree course will be like, as well as
providing the opportunity to lead a team of other students in a week-long design
project. Perhaps the most fulfilling activity I have undertaken in school was Young
Enterprise; as Assistant MD and Manufacturing Director, I was responsible for the
conception and development of an original product, a folding Lycra Frisbee, along
with joint leadership and motivation of our company. At the end of last year, our
company's presentation team, which I was part of, won the regional presentation
prize.
Broad personal development is of great importance to me, and I have aimed to give
myself many opportunities to develop my character and abilities. As a member of the
school debating society, I have greatly improved and honed my public speaking skills,
as well as becoming a more articulate and skilled thinker. I have found these skills
invaluable in making my explanations more precise and clear, and have applied them
to my work within the school mentoring scheme, as well as helping with a junior
school science club. Working with people is something I find extremely rewarding,
and I have taken up responsibilities as both a member of our school charities
committee, and as a House Prefect, to allow me to use my skills and qualities to help
others. Outside of school, I make sure that my relaxation time is also constructive. I
have played guitar and flute for a number of years, and I have a passion for music that
I hope will continue to develop as I move on from school. I also have commitments in
free time which build upon those in school; I have spoken in church on a number of
occasions, as well as regularly leading a Sunday-school of under-tens on my own.
Physical activity is important to me, as it helps keep me focused and motivated in my
academic work. Though I rowed competitively for three years, I have found less
competitive sports to be more rewarding. My real love in this field is water sport,
primarily Diving, Kayaking and Sailing, and I thoroughly enjoy and hold
qualifications in all three. I hope that I can continue these pursuits for a long time to
come.
My decision to read engineering is as much due to my character as my academic
direction. Working as part of a team appeals greatly to me, as does the prospect of
leading and motivating a group of people, and if I can be doing it in the context of a
field which I find fascinating and have a flair for, I feel I will have the ideal
combination.
Law:
Studying Law has long been an ambition of mine. Law encompasses many aspects of
my favourite school subjects: it incorporates the analytical processes that I have
developed through my study of History, the case study elements of Geography bear a
resemblance to the precedents that are so vital to the British legal system and the
extensive reading, text interpretation and essay writing that are crucial to studying
English Literature and Language will play an essential part in the study and practice
of law.
I have recently had the opportunity to complete two separate work experience
placements which have demonstrated to me the diverse practical applications of law. I
worked alongside a solicitor in Worcester Crown and Magistrates' Court, enabling me
to gain a valuable insight into the criminal justice system. I then worked with a
London Law firm where I was able to follow a high-profile industrial tribunal case. I
shadowed an employment solicitor during this hearing. As a result of my contribution,
the solicitor has offered to mentor me during my time at university. Both experiences
were hugely enjoyable and confirmed my ambition to study Law.
Through family links with Ottakar's, I have been able to follow closely the HMV
Group acquisition of Ottakar's Plc. The intricacies of this acquisition, including the
referral to the Competition Commission, have interested me greatly. This reinforced
my keen interest in corporate law. I further this interest by reading many law reports,
supplements and business sections in newspapers, especially The Times.
I currently hold a full school scholarship, and have received several academic and
sports prizes. I was honoured to be selected to be a school monitor, which entails extra
duties and responsibilities within the running of the school. I have also been selected
to contribute several articles to the school newspaper, 'The King's Herald', which was
recently named the 'runner up' best school newspaper in the country in the Times
Educational Supplement School Newspaper of the Year 2006. I was proud to be
chosen to participate in the 'Comenius project', an EU-funded initiative to create a
short film about British culture, shown at an international conference in Germany. I
complement my academic life with a wide variety of interests. Sport, in particular,
allows me to keep fit and develop transferable personal skills. I was appointed captain
of a 40-man squad on a rugby tour to Australia, New Zealand and Fiji; this gave me
chance to develop my leadership and mentoring skills. As captain of Malvern RFC
Under 17's, my team reached the last 4 in the National plate competition. I have
achieved success in other sports, including: representing Worcester District at discus,
800m and 1500m in athletics; winning the annual school cross-country competition;
representing the West Midlands in the inter-regional rowing championships and
playing football and tennis for school.
I was elected Managing Director of a Young Enterprise company where I gained
valuable insight into running a business; we made over GBP 1300, the largest profit in
South Worcestershire. I am an active member of several committees and clubs. I have
enjoyed raising thousands of pounds for local charities with the King's Charities
Committee, organising rewarding events such as a tea party with a local children's
special school. I am currently enjoying completing my Gold Duke of Edinburgh's
Award Scheme and researching the history of our School from primary sources
through the School Archives club.
I feel that I am a well-organised and self-motivated individual and manage my time
successfully so that I can honour all of my commitments. I know I have the necessary
skills and motivation to excel in the study of a Law degree. I eagerly look forward to
learning the complexities and intricacies of what is, for me, a fascinating and dynamic
subject. I cannot wait to continue my academic studies at university.
Business Management:
During my time in the Sixth Form studying A level Economics, I have developed a
keen interest in the economy and, in particular, the interaction between government
and business. Coupled with my own experience of the business world, this has ignited
a desire to become involved at the cutting edge of business management. I find it
interesting to see how businesses maintain the welfare and motivation of their workers
as they attempt to create a content yet productive workforce. Like many others, I am
fascinated by entrepreneurs like Richard Branson, James Dyson, Larry Page and
Sergey Brin, observing how dedication, commitment and risk-taking can generate
enormous success. I would eventually like to play a role in a major blue-chip
company having first obtained an MBA. A first degree in Business
Management/Administration would seem the ideal starting point.
During the Lower Sixth I was appointed as Managing Director of my Young
Enterprise Company and these skills have been developed further in the this year as
Head of my House. I found my role as Managing Director inspiring and exciting. My
company was successful under my leadership, winning the area final innovation
awards, use of ICT awards and coming runner-up in our region while winning the best
run company of the year award. This experience allowed me to develop my public
speaking skills and I am now increasingly confident when speaking in front of large
audiences. My selection as a group leader in our school Industrial Conference gave
me an opportunity to develop my people-management skills as I had to motivate and
co-ordinate a team of my peers. I was also a member of the schools TES Newsday
newspaper team, The King's Herald, which achieved second place nationally. This
experience of working under pressure was invaluable and will be useful in the future.
At present, I am captain of my Target 2.0 team for the economics competition
organised by the Bank of England and will shortly be taking part in the area final.
During the Summer I secured a work experience placement with the commercial
department at Worcester's Premiership Rugby Club. I was keen to experience all parts
of running a business and so spent time in various departments including the
marketing department, the shop and even the kitchen! It also helped me to strengthen
my ability to work under pressure and I managed to impress the club so much that
they now employ me on rugby match days. I have also gained more work experience
at Rabjohns Business and Tax Advisers where I spent time in the personnel and
business department.
I have represented my year group at rugby and cricket throughout my period at school
and have also enjoyed football and other sports. Last year I was appointed captain of
the cricket 2nd XI and at present I am a regular member of the rugby 2nd XV. I am in
the 1st XI cricket squad for next season. Good teamwork is vitally important in sport
and captaincy has helped improve my leadership skills. I enjoy hiking and have
successfully completed the Duke of Edinburgh Bronze and Silver Awards. In the
summer of 2006 I took part in a school expedition to Ladakh in the Indian Himalaya
where we trekked for three weeks to Menthok Peak (6250m). I found this trip a lifechanging experience and returned home determined to make the most of my
opportunities. Following this trip I have made a presentation to my old primary school
and my House at School. I recently achieved 200 hours’ worth of volunteer work
with the Millennium Volunteers Association following our activity in India. This
achievement has also allowed me to develop good communication and teamwork
skills which were enhanced further when I took part in the school's mentoring scheme.
This scheme is designed to help younger pupils interact with the older pupils in the
school and I enjoy talking with the younger year groups. My competitive nature and
skills acquired at school will help me in a business environment.
Medicine:
My ambition to become a doctor has developed over a number of years through my
love of science and my interest in entering a caring profession. Attending a
Medicourse in 2005 and completing a Medical Ethics Project the year before
confirmed my belief that I am suited to the profession. I am self-motivated and enjoy
meticulous attention to detail required by scientific disciplines and believe my ability
to cope with stress and remain friendly and accessible are character traits that will be
an asset to the profession. Even being a patient and being in plaster because of ankle
ligament repairs this summer has developed my belief and given me encouragement
that this is my future.
A week's work experience at Worcester Royal Hospital in the Microbiology unit
allowed me to work in the pathology labs where I witnessed how information from
GPs, consultants and social workers comes together in the hospital to give the doctors
on the ward a sound basis on which they can make their diagnoses. I was taught basic
procedures testing urines, blood samples and genital swabs. In addition to the
procedures learnt at the hospital I was shown how to take a blood sample, and to read
x-rays. Shadowing a physiotherapist who does domiciliary visits was a completely
different experience from that of working in the hospital. As the physio already knew
a majority of patients, they felt more comfortable whilst being treated and I was able
to ask questions and talk to them, in addition to the physio, to understand how they
were being treated. As well as the physio and microbiology departments, I have also
done some work with a GP in his surgery. This again was a different atmosphere and I
learned that the doctor had to adapt his approach to different patients.
Salter's Chemistry is a practical course which encourages you to find answers as well
as questions by yourself. I felt this problem-solving type of teaching, and a syllabus
which focuses on some subjects that really interest me like the 'Development of a
Medicine' and 'Engineering Proteins', have been good preparation for a medical
course. Voluntary work scribing for the blind college, mentoring new children in the
school, helping with the junior school science club and organising a day out for
physically and mentally handicapped children have allowed me to interact with a wide
variety of age groups.
Being captain of local and school football teams has been a great experience for me as
well as enabling me to lead team-building exercises. I captained Bredon Colts to a
league-winning season in 2005 after 8 years at the club; I have now moved up to the
adult side and continue to captain the team. For school I played at 1st XI level in the
lower sixth and was awarded half-colours. Out of school I coach a team of 10 and
11year olds which is more challenging than I had anticipated. Adapting my coaching
style for different players was hard but as soon as I started to learn that different
players respond to innovative techniques I found it easier. In 2005 I took my second
FA Coaching badge as I decided that I wanted to give the children a better standard of
coaching. This summer two friends and I undertook a 140-mile charity bicycle ride
from Worcester to Swansea and managed to raise a considerable sum for a local
children's hospice. In April 2007 I plan on participating in the London Marathon,
raising money for a charity that invests in the treatment of leukaemia.
Last year I took part in the annual Model United Nations Conference which provided
me with the opportunity to develop research and public speaking skills. As a team
leader in the school's Industrial Conference, I enjoyed the chance to motivate the
group and develop leadership skills further. Both of these events quickly confirmed
for me that the more I put in, the more I would get out - a realisation I will bring to
my university studies and my future career.
History:
The fantastic guarantee which history provides is that I will definitely be a part of it. I
believe that history is highly significant, but at the same time really quite
insignificant. The insignificance of history was so perfectly illustrated by a young
friend of my sister when she commented, 'Why do you care about history? It's already
happened.' Now that we have sophisticated technology and a wealth of knowledge, it
is fundamental that we do protect it and that we do learn from history. I have a thirst
for knowledge, I enjoy learning things and I have a particular ability to retain facts.
Even when I was younger I preferred the museum to the theme park, and I have had
history books since I could read. I joined the School Archive and then realising that I
was profiting from this experience, I went on to work for one week at the Worcester
Records Office. I benefited from this and learnt a great deal, and I especially enjoyed
working with the public. I also took a week's work experience in the Worcester
Cathedral Library during which I created two minor displays and catalogued a section
of the medieval manuscripts in the collection.
I have a determined character and a strong will which means that I always will
endeavour to finish a task to the best of my ability. I have been partially sighted since
birth, and I believe that this has made me the person I am. I have coped in a
mainstream school and achieved the same if not better results than many of my peers.
I do not let my disability hinder my learning and my sight developed to the level that
it is through my determination to read as a child. I am creative; this aspect of my
character attracted me to history because I feel I would be able to make history
entertaining and educational. I do not like to see history trapped behind glass; it is
colourful and vivid so it should be literally brought to life. I am a keen artist, writer
and dramatist. I have many qualifications in LAMDA and I organised the first
performance of the pupils' drama society known as the Dada Society. I believe that I
am also daring so I am willing to challenge viewpoints to achieve what is
best. I also have the ability to laugh at myself and help people enjoy activities with
good humour. I am confident in myself and my opinions which means that I am
willing to fight for what I believe in and for those that I care about. I am a member of
the Amnesty International Youth Group and I was also a part of the debating society
for some time and I learnt many skills about public speaking and presenting
arguments. I have been going on Model United Nations Conferences for two years
now. I really enjoy the research that goes into understanding a country's views and the
debate and discussion during the conferences. I take great pride in being on the
Charity Committee and I helped organise a garden party for severely disabled children
from a local school and a Christmas party for the elderly. This year I have been given
the position of Head of House which holds many pastoral and organisational
responsibilities. I was also elected to the School Council, due to my abilities in
representing other pupils’ views.
I believe that I am suited to this course because of my passion for history; I am taking
both History and Classical Civilisation at A level so my interest is varied and broad.
Therefore I would enjoy the difference in the span of historical modules; I will greatly
enjoy learning about areas of history I have not yet had the opportunity to study. In
later life I would like to go on to run my own museum, heritage site or some other
public presentation of history and I want to inspire young people, to spark their
imaginations and to grasp their interest. What I would bring to a History course would
be hard work and passion. The combination of these two will assure you of a
dedicated student who will enjoy learning and university.
English:
From my earliest encounters with the stories of Roald Dahl and Dick King Smith, my
academic and personal zest for literature, in all its many forms, has been an integral
part of my life. The study of English at GCSE and then A Level acquainted me with a
diverse range of authors, playwrights and poets, from Emily Bronte and Alice Walker
to Tennessee Williams. My introduction to the talents of Shakespeare instigated my
enthusiasm for the study of other great writers, such as the poet Geoffrey Chaucer and
the novelist William Golding. At present I am enjoying the modern translation of The
Canterbury Tales having been captivated by Chaucer's unique ability to shape and
structure the text. Each pilgrim has a persona constructed with individuality, whilst at
the same time being a medium through which human nature in general can be
contemplated. After studying 'The Color Purple' at A Level, I discovered the author
Toni Morrison, who writes on similar racial issues. Her novel 'Beloved' compelled me
to appreciate her truly distinctive style of writing. I have also recently read 'Five
Quarters of an Orange' by Joanne Harris, in which the controversial wartime themes
made for fascinating reading. Whilst studying English at university I hope to gain a
fresh perspective on literature of all kinds. The prospect of looking at some of the
classics with which I am so familiar from new angles is one I eagerly anticipate.
Foreign travel has always played a significant role in my life. I plan to travel to India
in the spring for three months, an experience that I hope will broaden my cultural
perspective and equip me with life skills of immeasurable value. Recently I have
enjoyed 'Dark Star Safari' by Paul Theroux, an inspirational account of the author's
journey through Africa. I have also read Mark Tully's 'India in Slow Motion' and plan
to read 'Himalaya' by Michael Palin, in order to gain some perspective on the people
and the culture of the country that I plan to visit. Many of the positions I have filled
during my school life, such as that of a prefect and also a sports captain have required
leadership and responsibility. I enjoyed both the social and practical challenges I
faced whilst in these roles. During my sixth form years I was a member of a highly
successful Young Enterprise company. We designed, produced and marketed our
product of a children's storybook CD, for which all the stories were written and
narrated by the members of the company. In order to produce a range of stories
attractive to both the children in our targeted age bracket and also their parents, we
undertook research into existing children's literature.
I also have a passion for music and respond well to individual challenges, such as
performances and musical examinations. I help to organise a concert every year at
Christmas, for which I write and perform a variety of musical pieces. I am currently
working full time at The National Scrapie Plan Administration Centre (NSPAC) in
Worcester, a branch of DEFRA. During the time I have been there I have learned to
work as part of a professional organisation, an experience that will serve me well in
the future as knowledge and understanding of the world of industry. I worked for
three and a half years as a shop assistant in my local Post Office. This opportunity
allowed me to play an enjoyable role in the local community. During my school life I
was lucky to have been part of the culture of both the state and the independent
system and I am extremely grateful for this experience. This, combined with my time
spent as an employee at NSPAC, has taught me the importance of taking advantage of
every chance presented to get to know and understand people who, without the
diversity of these opportunities, I may never have had the chance to meet. I feel that
my school life and my experiences during my gap year will equip me thoroughly for
the challenges my future is guaranteed to present, and as such I look forward to
studying English at university with great optimism and anticipation!
Architecture:
From the world famous buildings I have visited, such as St Peter's Basilica in Rome,
The Guggenheim Museum, Bilbao designed by Frank Gehry and a few of Gaudi's
masterpieces, to the recently built library and art department at my school,
architecture inspires me. As I walk past buildings, through houses or around
restaurants, I often find myself imagining how I would have designed them to make
them more aesthetically pleasing, more environmentally friendly, more appropriate to
the community that use them. This and my ambition to have a career that satisfies
both the creative and analytical sides of my character has given me a keen interest in
Architecture. Maths A Level appeals to my logical way of thinking whilst Art allows
me to express my more artistic side. English Literature balances out this combination
and has helped to develop my analytical skills. Furthermore, life drawing and my
involvement in the senior school productions - where I have had an acting role in
'Oklahoma!' and helped backstage in designing and creating the set of 'Macbeth' - has
developed my interests in a design subject outside the classroom.
All aspects of Architecture interest me and this was confirmed by my work experience
at an interior design and architect's office. Whilst there I was able to see every stage,
from the brief to conception to realizations. I worked on several projects during my
time there and some of my suggestions and research were taken on board and
included in the design or completion of a project. Owing to this I was offered a parttime job within the company.
In addition to my work experience, I have also gained valuable skills through my
extra-curricular activities. Playing in sports teams, including Netball, and captaining
the 2nd XI Hockey squad has taught me dedication and teamwork. The commitment
that is needed to complete the Duke of Edinburgh's Awards has strengthened these
qualities and the community work involved in the challenge was a rewarding
experience.
One of the most valuable experiences of my life was a month-long trip to Peru. With
over two weeks spent trekking in the Andes Mountains, covering two hundred
kilometres and climbing to an altitude of five thousand two hundred metres, and one
week in an isolated village, helping to build a school, the trip combined teamwork and
cooperation with leadership skills and determination. The trip also allowed me to
complete my Millennium Volunteers 200 Hours Award due to the promoting and
fundraising, as well as the physical labour, involved with helping the small Peruvian
community of Soqma build their school. My confidence has certainly grown thanks to
the challenges we faced whilst we were there and my leadership skills continue to
develop with my position as a school monitor, which combines an organizational role
with creating an example for younger students to follow. Being involved in a wide
variety of activities, both in and out of school, combined with extra responsibilities
and duties, has taught me how to balance academic areas with extra-curricular
commitments and has encouraged me to be organized.
My decision to study Architecture has stemmed from both my interests academically
and my fascination with the subject and all its influences - from the environment and
its restrictions, to the community and its needs - and as such I look forward to
studying this dynamic subject at university.
Geography
The way Geography encompasses everything from the interrelationship between
physical geography and humankind, as was witnessed at the Japanese Tsunami, to the
organisation of the 2012Olympics, is what makes me interested in the subject. In
particular, I feel my main interest lies with the physical aspect of the subject and I am
really looking forward to studying Plate Tectonics and Hazards as part of the A2
course. My passion for physical geography was ignited in Year 10 by a residential
visit to the French Alps; the landscape was beautifully diverse and being able to
understand the formation of such a dramatic fold mountain range whilst experiencing
it was thrilling. I have attended lectures both through school and at the University of
Worcester that have shown me the practical applications of geography in the area of
hydrology; discovering how discharge and magnitude calculations of the River Severn
was at forefront of helping to design flood defences was personally fascinating.
During the three weeks of work experience I spent in Germany this summer, I visited
the Eifel region where the Andernach Cold Water Geyser lies. The museum for the
world's highest cold water geyser stimulated my interest in tectonics further and I was
particularly interested by the unique and intricate science behind the geyser. I also
saw the middle course of the Moesel River in Germany, where the dramatic steepness
of the valley causes a string of environmental and socio-economic issues to the area,
particularly Cochem, which heavily depends on the seasonal wine and tourism
industry. Being able to identify these problems first hand was enjoyable for me, as I
extended my hydrological knowledge outside the classroom; I hugely value this
fieldwork aspect in developing my understanding of Geography. I have also started to
read about the chemistry connected with oceans and soils through OCR Salter's
Chemistry textbooks to improve my depth of knowledge of Geography, as I am now
recognising the links with the science subjects.
Appreciating the balance between human and physical geography, I have enjoyed
books such as 'Small is Beautiful' by F.S. Schumacher. I was particularly interested in
the concept of 'Buddhist economics', through which maximum sustainability can be
theoretically obtained. An interesting connection between this theory and an article I
recently read in Geography Review was the development of Ugastoves in Uganda,
which not only tackles problems of dwindling biomass sources in the area, but also
the associated environmental problems, helping to improve sustainability.
I thoroughly enjoy training for rowing and competing to a national standard at the
National Schools’ Regatta, where I was proud that our boat secured a place in the
semi-final. The nature of the training has honed my ability to work effectively in a
team as well as enabling me to work under pressure. Spending three weeks alone in
Germany has certainly matured me. I feel being able to integrate successfully into a
different culture is an important life skill to have, as I now know I can easily adapt to
challenging and new situations. Furthermore, being awarded the position of School
Monitor has allowed me to strengthen my ability to work successfully in a team and
improved my communication and organisational skills. I am an involved member of
the school Charity Committee and a mentor to some of the Year 7 and 10 pupils. It
has been rewarding and given me a sense of satisfaction to have contributed to my
local community. Through charity committee I helped to organise an outdoor party for
the local special school and raised money for charitable causes, such as the DEC Haiti
appeal, through other events.
My curiosity for the world around me and its processes has made me certain that I
want to study Geography further. I have the motivation and organisation to make the
most of academic opportunities and I am excited by the prospect of the wider
university life.
Biochemistry
"If you can write DNA, you're no longer limited to 'what is' but to what you could
make." (Drew Endy). This quotation sums up why I believe Biochemistry is the most
demanding and inspiring science of the 21st Century and why it has a great future in
which I want to be involved.
Biochemistry appears in the media all the time and I am captivated by the potential
impact of the subject. New findings in this area of research could have a dramatic
influence on the way we live our lives, and being a part of this would fulfil a lifelong
ambition. I have always been fascinated by Biology and Chemistry because I was
fortunate to grow up with parents and a grandparent who could always answer my
questions and stimulate my curiosity. During my school career I have developed an
interest in molecular Biology, Organic Chemistry and Statistics, so studying
Biochemistry at University seems an obvious and exciting choice.
In Biology I am particularly interested in the body processes and especially learning
about DNA and related diseases. It never ceases to amaze me how such small
molecules can determine our key characteristics and how genetic diseases can be
treated by working at a molecular level. I enjoy the challenges of Chemistry and it has
helped me develop my practical skills and ability to present results and data. Reading
magazines such as the Chemistry Review has enabled me to gain additional
knowledge about Biochemistry and recent scientific discoveries. I have also attended
two evening Chemistry lectures at Birmingham University. Studying Maths Stats has
enabled me to develop problem solving skills and it has given me an appreciation of
the variance of data. I relish a challenge and like to stretch myself and have therefore
worked towards Critical Thinking AS by studying after school this year. This has
helped to develop my skills in analysing text and statistics and also in making
judgements about their credibility. Similarly, in year 11, I studied after school to
obtain a level 1 distinction CBAC/WJEC certificate in Japanese which I hope will be
useful to me in the future.
Work experience in Biochemistry at Thermo Fisher Scientific allowed me to see
many different scientific instruments, how they work, and their applications in such
fields as Proteomics, Metabolomics and Toxicology. I also helped out in a Veterinary
in-house lab where I tested blood samples and was shown how urine samples were
analysed. Work experience was very useful to me, in helping my understanding of
procedures carried out by the staff and also how to use the machines. I enjoyed both
these placements and they certainly helped to confirm Biochemistry as my choice of
university course. Work experience is a good way of learning about the subject and I
hope to gain even more before I start the course at University. Taking part in Young
Enterprise last year gave me some understanding of the world of business, and the
interface with research. It also enabled me to develop my skills in public speaking and
in dealing with other companies. I was secretary of the company and organised the
different departments within it and designed our trade stand for various events. I enjoy
working with people of all ages and socialising in new groups. For example, I find
taking part in the mentoring lower years in my current school very rewarding and I
have also taken part in Christmas Concerts for elderly people at Residential Homes.
Playing the Clarinet is a great hobby of mine as I have always loved music and I enjoy
playing at concerts and hope to take grade 6 this year.
I am looking forward to thinking and working at a higher level as I consider myself as
a committed and motivated student. I am convinced that studying Biochemistry at
University will be exciting and fulfilling. There are so many unanswered questions
and discoveries to make and I hope that the course will lead onto a very interesting
and rewarding career.
Look for the following merits in the example statements above:
1. About half of the statement concerning subject applied for.
2. Extra-curricular activities written about with focus on what she
learned from them (team-work, leadership, communication,
responsibility, confidence…).
3. Fluent expression with complex sentences suggesting high level
of literacy.
4. Positive and enthusiastic.
General Guidance for Personal statements
You must write in good English: don’t use lists or bullet points;
organise your piece into paragraphs; avoid starting every paragraph or
sentence with ‘I..’!; suggest what you have learned from experiences
rather than simply describing them; check for technical accuracy.
Useful Terms
The following advice should help you write a Personal Statement which is easy to read and
fluently written. It should help you connect sentences and paragraphs together and vary the
language you use.
IN ADDITION
‘In addition to my work experience, I have also gained valuable skills through voluntary
work.’
AS WELL AS
‘As well as my involvement in team games, I am also keen on playing individually
competitive sport’.
REINFORCE
‘My involvement in the Community Service Programme has reinforced my decision to study
for a degree in nursing’.
STRENGTHEN
‘My decision to study economics has been strengthened by enjoyment and success in my A
level course’.
FURTHERMORE
‘Furthermore, I am particularly suited to a degree in chemistry because of my keen interest in
(name a particular branch/aspect of the subject) and my ambition to ......
BESIDES
‘Besides my involvement in sport, I am also very active in the musical life of the school’.
NOT TO MENTION
‘Being involved in the Community Service Programme, not to mention my work experience,
has provided me with the opportunity to work with a diverse range of people’.
MORE RECENTLY
‘Although I have taken part in many school concerts involving a full orchestra and playing
mainly classical music, more recently my interests have led me to take up jazz and I am now
part of a small jazz group’.
ENABLED ME
‘The opportunity to play first eleven football has enabled me see the importance of team
work’.
PROVIDED ME
‘The work experience provided me with an opportunity to meet people involved in industry
and gain first-hand experience of a commercial company’.
OPPORTUNITY TO
‘The opportunity to develop leadership skills was provided by my involvement in The
Himalayan Club’.
Beginning sentences…
Beginning too many sentences with ‘I’ is a danger, especially when you are writing about
yourself. Instead try to create sentences with a range of starting points:
‘Being the captain of the hockey team....’
‘Having enjoyed my involvement in many drama productions....’
‘My A level subjects have allowed me to....’
‘Socialising is important to me because....’
‘Taking part in.....’
‘The skills I have gained from....’
Including positive and analytical words
According to an article in a recent magazine called ‘Student Adviser’, researchers at the
University of Hertfordshire assert that success on a personal statement comes down to
specific words and phrases used by the applicant. The suggest that the following:
Top 10 words to include:
Achievement
Active
Developed
Evidence
Experience
Impact
Individual
Involved
Planning
Transferable skills
10 words to avoid:
Always
Awful
Bad
Fault
Hate
Mistake
Never
Nothing
Panic
Problem
While success obviously can’t boil down to specific words and phrases, these
suggestions are worth considering. The first list does reflect the positive, analytical,
thoughtful approach, while the ‘words to avoid’ are negative and often reflect
exaggeration.
KEEP A COPY OF YOUR PERSONAL STATEMENT
Always keep an electronic copy of your personal statement. If you are going for
interview, you should have a look at what you put on your statement before the
interview. Interviews often begin by asking you about details on your statement, or
for further information about your work experience/that book you read etc. You can
ensure that you have no difficult questions by anticipating this.