ucas personal statement not saving

Places on our 2024 summer school are filling fast. Don’t miss out. Enrol now to avoid disappointment

4 Common UCAS Personal Statement Issues and How to Resolve Them

Image shows an espresso next to a laptop on a desk.

You should also read…

15 Mistakes That Will Ruin Your UCAS Application
The Complete Guide to University Open Days

The pressure is on, and it’s not helped by the fact that there are a few common problems making things more difficult for some students. We’ve previously given you some tips on how to write an effective personal statement , but in this article, we tackle some of the common issues head-on and show you how to make sure your personal statement still shines.

1. Writing a personal statement for a joint honours course

It’s notoriously tricky to write a personal statement for a joint honours course – that is, a course on which you study two different subjects. Those two subjects may be fairly similar – such as history and archaeology – in which case it should be fairly straightforward to talk about the two subjects and how they work effectively together. However, if the two subjects are very different – such as Birmingham’s Economics with Italian, or Oxford’s Computer Science and Philosophy – you face the challenge of trying to talk equally about your interests in both. It can be hard to know how to structure a personal statement that needs to cover two very different subjects, and it can also be difficult to explain your equal enthusiasm for both and how it came about. Many students writing joint honours personal statements end up talking too much about one and not enough about the other, or talking more naturally and enthusiastically about one than the other. The key points you need to get across when applying for a joint honours course are:

Your interest in both
Your aptitude for both, and what you’ve done to develop your interest in them
Why you want to study them together, and how the two might complement each other
How you see these two subjects fitting in with your longer-term aims

Rather than trying to talk about both at the same time, you might find it more straightforward to begin by talking about one subject, then the other, and then perhaps adding a line or two about why you think it would be beneficial to study them alongside each other. A slightly different way of doing it would be to talk about the first subject (what motivates you to study it, what aspects particularly interest you, and so on), and then discuss the second in relation to the first, immediately discussing why you think it complements the first and why you think a joint honours course is for you.

Image shows a laptop that someone is coding on.

To write an effective personal statement, you’ll need to make sure that you’re applying for the same combination of subjects at all your university choices. Your personal statement might sound great if you’re applying for Computer Science and Philosophy at University A, but it will make no sense to University B if you’re applying only for Philosophy. Alternatively, some students choose to write about just one of their joint honours subjects. This leaves them the flexibility to apply for different combinations of subjects, with one in common (such as English and French or English and Spanish). Approaching it this way has the advantage of allowing you to talk in more depth about the main subject; if you’re trying to talk about two subjects in a very limited amount of space, you may not be able to say everything you want to say. On the other hand, if you can show how keen you are on both subjects, and even talk about why you think it makes sense to study both, then your personal statement may come across stronger than that of a student who only talks about one subject, with no explanation as to why they have applied for the joint honours course rather than that one subject on its own.

2. Writing a personal statement for several subtly (or very) different courses

Image shows a scene from an Anglo-Saxon manuscript.

Unless you’re applying for a joint honours course, you’re not going to be able to choose two wildly different subjects, because your personal statement simply won’t work if you try to appeal to admissions tutors from different courses or departments. However, you can choose closely related subjects, and of course some courses are called different things at different universities and cover some different topics. The key here is to look for overlaps in the course content and talk about those. You’ll need to scrutinise the course content closely for each university and draw up a list of the topics that are covered by all of them. Don’t fall into the trap of stating your enthusiasm for studying a particular module if it’s not provided at all your university choices, because it will look odd to the universities who don’t cover it (and may be enough to lose you a potential offer). Avoid specifically naming any course in particular, as this is another dead giveaway to admissions tutors that another university may be your first choice. If you’re writing with your first choice university in mind, be careful that you don’t let slip any information that may reveal this; for example, if you know that the English course at your first-choice university places great emphasis on early English, but your other choices have less of a focus on this aspect, they may be able to tell that your heart lies elsewhere!

3. Explaining a bad grade (or many)

Whether it’s a below-par GCSE grade, or many, or a less-than-brilliant predicted A-level grade, or many, the ease with which you’ll be able to explain this shortfall on your personal statement depends very much on the circumstances surrounding it. Nevertheless, easy or not, it’s definitely worth acknowledging it in your personal statement, because the admissions tutor will have noticed – so it’s no use pretending it’s not the case and hoping they won’t notice. Let’s look at some of the possible reasons for low grades and consider each in turn.

Illness or family problems

Image shows a student asleep in a pile of cushions and duvets.

This may be a sensitive issue and it’s probably best not to dwell too much on in your personal statement; you don’t want to look as though you are angling for the ‘sympathy vote’. However, genuinely extenuating circumstances that explain a bad grade should be mentioned in passing, along with an explanation of what you’re doing to make up for it and, ideally, evidence to back up your claim that you’re trying to do better. For example, you might say something like: “Although my GCSE English grade was lower than I’d been aiming for due to my falling ill for several weeks during the term before exams, I’ve worked hard to make up for this at A-level, as you can see from my strong AS and predicted grades in this subject.” If you do have extenuating circumstances, your teachers will almost certainly mention them in your references , so you’ll have those to back up what you say. If you’re concerned about how your grades may look, talk to your teachers about it and remind them of the circumstances – this should jog their memory so that they remember to mention it in their references.

You didn’t work hard enough

This is clearly something you can’t admit to in your personal statement, as it will give a very poor impression to admissions tutors. It’s difficult to explain, though, and you may be at a disadvantage even if you’ve since got your act together and improved your grades ; there will be many other candidates whose grades are just as good as yours – and better than yours. You certainly can’t feign illness or personal problems as an excuse, because your personal statement then wouldn’t corroborate what your teachers say in your references, and that would arouse suspicion. Your best bet is to try to show what you’re doing to improve, rather than focusing on the reasons.

Image shows two students studying in the library together.

Acknowledge – briefly – that your grade(s) aren’t as good as you’d like, but tell them what you’re going to improve your forthcoming grades, and prove to them with your intelligent remarks in your personal statement that you are academically gifted. Explain that you’re taking on extra classes to bring your grades up to scratch, or that you’re reading around the subject even more in an effort to improve. Evidence of original thinking in your personal statement – for example, in your comments about what you’ve been reading – may be enough to counter the detrimental effect of a poor grade or grades. If you can provide some evidence that you’ve improved, even better; for instance, if your GCSE grade in Physics wasn’t as good as you were hoping for, but you’re predicted an A in A-level Physics, this is evidence that you are capable of doing better. Without this kind of evidence, you may find that it’s more difficult to win them over; but if the rest of your application is strong, you may just be able to do it.

You’re not academically up to it

This is the hardest reason to account for poor grades, because there isn’t really much you can do about it. If your grades are generally lower than the typical offers of universities you’re applying to, you should be questioning whether or not these universities are actually right for you. There’s nothing wrong with aiming high, within reason; but if you’re going to struggle academically, you’re probably not going to have a particularly enjoyable university experience. This is an issue that you should talk to your teachers about; you need a frank and objective opinion from someone who knows your academic standard. It’s a hard thing to face up to, but you’ll thank yourself in the long run.

4. Not enough extra-curricular activities

Many students worry that they don’t have enough extra-curricular activities to talk about on their personal statements. This needn’t necessarily be a hindrance to you, as personal statements are there primarily to assess your academic interest in and suitability for the subject for which you are applying. In fact, students often make the mistake of devoting too much of their personal statement to talking about extra-curricular activities, which is worse than not having enough to talk about. Hobbies are useful for showing that you’re a well-rounded person, and they’re especially helpful if they have some relevance to your course (for instance, you play in an orchestra and you’re applying to read Music), but for universities in the UK, they’re not the be all and end all that you may have heard they are (American universities may place more importance on them, however). You certainly don’t need a huge long list of them. Here are some of the things you could do about this if you really feel it’s an issue:

Devote more of your personal statement to talking about aspects of your A-level courses you’ve enjoyed.
Discuss books you’ve read on the subject, and perhaps towards the end mention what kind of books you enjoy reading in your spare time (they don’t have to be relevant to the course in the context of general comments about your hobbies).
Spend more time highlighting aspects of the subject that you’re most looking forward to learning more about, and why.
Talk about the extra-curricular things you’re planning for the summer: you don’t necessarily have to be doing them now. For example, “I’m planning to spend the summer developing my French skills whilst touring France”.
Take up a new extra-curricular activity right now! They don’t need to know that you’ve only just started it. If you are going to do this, you could score extra brownie points by making it something that not only demonstrates key attributes such as teamwork, but that also has some relevance to the course you’re applying for. It could even be a blog dedicated to something related to your subject.

These are four of the most common issues students encounter when writing personal statements, but as we’ve seen, there is almost always a way around them. If you’re in need of extra advice, don’t be afraid to seek the help of a teacher who knows you and your work. Personal circumstances have a big part to play in university applications (that’s why they’re called ‘personal’ statements!); although it may not seem like it, universities aren’t looking for a generic ‘cookie cutter’ student, and your personal statement probably isn’t as bad as you fear.

Image credits: banner ; flag ; coding ; Anglo-Saxon ; asleep ; studying ; parachute .

How to Write a UCAS Personal Statement [With Examples]

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

What are the big challenges students should be aware of before writing their UCAS Personal Statement?

The essential ingredients for writing a great Personal Statement
How to write the UCAS Personal Statement [with examples]

Final hints & tips to help your students

Join 10,000 other counsellors & educators & get exclusive resources delivered straight to your inbox.

The UCAS Personal Statement can sometimes be a student’s only chance to impress a UK university. Read our in-depth guide to helping your students plan & write a winning application.

There are hundreds of articles out there on how to write a UCAS Personal Statement that will grab the attention of a UK university admissions officer.

But if you’re working with students to help them perfect their Personal Statement in time for the relevant UCAS deadlines , we can sum up the secret to success in three words.

Planning, structure and story.

The UCAS Personal Statement is a student’s chance to talk about why they want to study for a particular degree, course or subject discipline at a UK university.

As they set about writing a personal statement, students need to demonstrate the drive, ambition, relevant skills and notable achievements that make them a suitable candidate for the universities they have chosen to apply to .

But the UCAS Personal Statement requires students to write a lot about themselves in a relatively short space of time. That’s why lots of planning, a tight structure and a compelling story are essential if a student’s Personal Statement is to truly excel.

As important deadlines for UK university applications grow closer, we at BridgeU have put together a guide, outlining some of the strategies and techniques to help your students to write a personal statement which is both engaging and truly individual.

Handpicked Related Content

Discover the simple steps that will boost the confidence of your native English speaking & ESL students alike in University Application Essays: The 5 Secrets of Successful Writing .

As they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re competing for a place on a course which is popular or has demanding entry requirements. In particular, students will likely come up against the following challenges.

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) comes during the busiest year of the student’s academic life so far.

Students, and indeed teachers and counsellors, must undertake the planning and writing of the personal statement whilst juggling other commitments, classes and deadlines, not to mention revision and open day visits!

Because there is already a lot of academic pressure on students in their final year of secondary school, finding the time and headspace for the personal statement can be hard, and can mean it gets pushed to the last minute. The risks of leaving it to the last minute are fairly obvious – the application will seem rushed and the necessary thought and planning won’t go into making the personal statement the best it can be .

Sticking closely to the Personal Statement format

The character limit which UCAS sets for the personal statement is very strict – up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it’s also important that they don’t feel the need to fill the available space needlessly. Planning and redrafting of a personal statement is essential .

Making it stand out

This is arguably the greatest challenge facing students – making sure that their statement sets them apart from everyone else who is competing for a place on any given course; in 2022 alone, UCAS received applications from 683,650 applicants (+1.6k on 2021) students. In addition, UCAS uses its own dedicated team and purpose built software to check every application for plagiarism, so it’s crucial that students craft a truly original personal statement which is entirely their own work .

The essential ingredients for writing a great UCAS Personal Statement

We’ve already mentioned our three watch words for writing a high quality Personal Statement.

Planning. Structure. Story.

Let’s dig deeper into these three essential components in more detail.

Watch: How to Write a UCAS Personal Statement with University of Essex

Planning a ucas personal statement.

It might sound like a no-brainer, but it’s vital that students plan their Personal Statement before they start writing it. Specifically, the planning phase could include:

Students thoroughly researching the UK university courses they plan on applying to.
Deciding on what relevant material to include in their Personal Statement (we’ll cover this in more detail later on).
Writing an unedited first draft where they just get their thoughts and ideas down on paper.

Structuring a UCAS Personal Statement

As we’ve discussed, the UCAS Personal Statement requires students to be extremely disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a rough first draft, they need to think carefully about how they structure the final statement.

A stand out Personal Statement will need a tight structure, with an introduction and a conclusion that make an impact and really help to tell a story about who your student is, and why they are drawn to studying this particular degree.

This brings us nicely to our third and final ingredient…

Telling a story with a Personal Statement

The UCAS Personal Statement is a student’s opportunity to show a university who they are and how their life experiences have shaped their academic interests and goals.

So a good Personal Statement needs to offer a compelling narrative, and that means making sure that a student’s writing is well-structured, and that every sentence and paragraph is serving the statement’s ultimate purpose – to convince a university that your student deserves a place on their subject of choice.

How to help your students start their UCAS Personal Statement

In order to ensure that a personal statement is delivered on time and to an appropriate standard, it’s essential to plan thoroughly before writing it. Here are some questions you can ask your students before they start writing:

How can you demonstrate a formative interest in your subject?

It may sound obvious but, in order for any UCAS personal statement to have the necessary structure and clarity, students need to think hard about why they want to study their chosen subject. Ask them to think about their responses to the following questions:

What inspired you to study your chosen subject?

Example answer: My desire to understand the nature of reality has inspired me to apply for Physics and Philosophy

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Example answer: My interest in philosophy was awakened when I questioned my childhood religious beliefs; reading Blackburn’s “Think”, convinced me to scrutinise my assumptions about the world, and to ensure I could justify my beliefs.

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

Example answer : The search for a theory of everything currently being conducted by physicists is of particular interest to me and in “The Grand Design” Hawking proposes a collection of string theories, dubbed M-theory, as the explanation of why the universe is the way it is.

Asking your students to think about the “why” behind their chosen subject discipline is a useful first step in helping them to organise their overall statement. Next, they need to be able to demonstrate evidence of their suitability for a course or degree.

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where they have demonstrated the necessary skills to really stand out. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses to the following questions.

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Example answer : Currently I am studying Maths and Economics in addition to Geography. Economics has been a valuable tool, providing the nuts and bolts to economic processes, and my geography has provided a spatial and temporal element.

Are you able to demonstrate skills and competencies which will be necessary for university study?

These include qualities such as teamwork, time management and the ability to organise workload responsibly.

Example answer: This year I was selected to be captain of the 1st XV rugby team and Captain of Swimming which will allow me to further develop my leadership, teamwork and organisational skills.

How have your extracurricular activities helped prepare you for university?

Students may believe that their interests outside the classroom aren’t relevant to their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are looking for in an application. Ask students to think about any of the following activities, and how they might be related back to the subject they are applying for.

Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage their time proactively.
Have they been elected/nominated as a team captain, or the head of a particular club or society, which highlights leadership skills and an ability to project manage?
Can they point to any awards or prizes they may have won, whether it’s taking up a musical instrument, playing a sport, or participating in theatre/performing arts?
Have they achieved grades or qualifications as part of their extracurricular activities? These can only help to demonstrate aptitude and hard work.

How to write the UCAS Personal Statement [with examples]

If sufficient planning has gone into the personal statement, then your students should be ready to go!

In this next section, we’ll break down the individual components of the UCAS Personal Statement and share some useful examples.

These examples come from a Personal Statement in support of an application to study Environmental Science at a UK university.

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Introduction.

This is the chance for an applying student to really grab an admission tutor’s attention. Students need to demonstrate both a personal passion for their subject, and explain why they have an aptitude for it . This section is where students should begin to discuss any major influences or inspirations that have led them to this subject choice.

Example : My passion for the environment has perhaps come from the fact that I have lived in five different countries: France, England, Spain, Sweden and Costa Rica. Moving at the age of 15 from Sweden, a calm and organized country, to Costa Rica, a more diverse and slightly chaotic country, was a shock for me at first and took me out of my comfort zone […] Also, living in Costa Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable the world is and how we need to take care of it in a sustainable manner.

This opening paragraph immediately grabs the reader’s attention by giving the reader an insight into this student’s background and links their academic interests with something specific from the student’s personal backstory.

Discussing Academic Achievements

The next paragraph in this Personal Statement discusses the student’s academic achievements. Because this student has had an international education, they frame their academic achievements in the context of their personal background. They also cite useful examples of other curricula they have studied and the grades they have achieved.

Example :

Throughout my academic life I have shown myself to be a responsible student as well as a hard working one, despite the fact that I have had to move around a lot. I have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, and also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), which is a system from Costa Rica.

You’ll notice that this student doesn’t just list their achievements – their strong academic performance is always linked back to a wider discussion of their personal experiences.

Showcasing Extracurricular Activities

As well as discussing academic achievements, a good Personal Statement should also discuss the student’s extracurricular activities, and how they relate back to the student’s overall university aspirations.

By the third/fourth paragraph of the Personal Statement, students should think about incorporating their extracurricular experiences,

Another valuable experience was when my class spent a week at a beach called ‘Pacuare’ in order to help prevent the eggs of the endangered leatherback turtle from being stolen by poachers who go on to sell them like chicken eggs. We all gained teamwork experience, which was needed in order to hide the eggs silently without scaring the mother turtles, as well as making it more difficult for the poachers to find them.

When the poachers set fire to one of the sustainable huts where we were staying, not only did I gain self-awareness about the critical situation of the world and its ecosystems, I also matured and became even more motivated to study environmental sciences at university.

This is a particularly striking example of using extracurricular activities to showcase a student’s wider passion for the degree subject they want to study.

Not only does this Personal Statement have a story about volunteering to save an endangered species, it also illustrates this applicants’ wider worldview, and helps to explain their motivation for wanting to study Environmental Science.

Concluding the UCAS Personal Statement

The conclusion to a UCAS Personal Statement will have to be concise, and will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling story will need a great ending.

Remember that students need to be mindful of the character limit of a Personal Statement, so a conclusion need only be the length of a small paragraph, or even a couple of sentences.

“ After having many varied experiences, I truly think I can contribute to university in a positive way, and would love to study in England where I believe I would gain more skills and education doing a first degree than in any other country. “

A good Personal Statement conclusion will end with an affirmation of how the student thinks they can contribute to university life, and why they believe the institution in question should accept them. Because the student in this example has a such a rich and varied international background, they also discuss the appeal of studying at university in England.

It’s worth taking a quick look at a few other examples of how other students have chosen to conclude their Personal Statement.

Medicine (Imperial College, London)

Interest in Medicine aside, other enthusiasms of mine include languages, philosophy, and mythology. It is curiously fitting that in ancient Greek lore, healing was but one of the many arts Apollo presided over, alongside archery and music. I firmly believe that a doctor should explore the world outside the field of Medicine, and it is with such experiences that I hope to better empathise and connect with the patients I will care for in my medical career.

You’ll notice that this example very specifically ties the students’ academic and extracurricular activities together, and ties the Personal Statement back to their values and beliefs.

Economic History with Economics (London School of Economics)

The highlight of my extra-curricular activities has been my visit to Shanghai with the Lord Mayor’s trade delegation in September 2012. I was selected to give a speech at this world trade conference due to my interest in economic and social history. […] I particularly enjoyed the seminar format, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history and economics, I believe, would make the course ideal for me.

By contrast, this conclusion ties a memorable experience back to the specifics of how the student will be taught at the London School of Economics – specifically, the appeal of learning in seminar format!

There’s no magic formula for concluding a Personal Statement. But you’ll see that what all of these examples have in common is that they tie a student’s personal and academic experiences together – and tell a university something about their aspirations for the future.

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

It can be easy for students to forget that the person reading a personal statement is invariably an expert in their field. This is why an ability to convey passion and think critically about their chosen subject is essential for a personal statement to stand out. Admissions tutors will also look for students who can structure their writing (more on this below).

Students should be themselves

Remember that many students are competing for places on a university degree against fierce competition. And don’t forget that UCAS has the means to spot plagiarism. So students need to create a truly honest and individual account of who they are, what they have achieved and, perhaps most importantly, why they are driven to study this particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline grows closer, it’s vital that they are constantly checking and rechecking their writing and to ensure that shows them in the best possible light.

Meanwhile, when it comes to giving feedback to students writing their Personal Statements, make sure you’re as honest and positive as possible in the days and weeks leading up to submission day.

And make sure they remember the three key ingredients of writing a successful Personal Statement.

Planning, structure and story!

Book a free demo

Learn how BridgeU can help deliver better outcomes for your students and improved results for your school

Not sure what to do?

Browse subjects, locations and universities

Popular subjects

Mathematics

Personal statement

2020 Undergraduate Application

Make sure your personal statement is your own work

We'll carry out checks to verify your personal statement is your own work.

Provided it is your own work, you can use your personal statement from your application last year. If it appears to have been copied from another source, we'll inform the universities and colleges to which you have applied. They will then take the action they consider appropriate. We'll also contact you by email to tell you this has happened.

My Application example pages

Centre link – Buzzword, school or college
Centre link – Buzzword, terms and conditions
Centre link – Buzzword
Centre link – Buzzword, confirm school
Centre link – Centre preferences
Centre link – Wrong school
Choose & Send – Choices
Choose & Send – Overview 01
Choose & Send – Overview 02
Choose & Send – Contact details
Choose & Send – Course cards
Choose & Send – Education
Choose & Send – Education – Add qualification
Choose & Send – Education – Add qualification details
Choose & Send – Education – Add qualification with modules
Choose & Send – Education – Add qualification with modules 02
Independent reference – sign in
Independent reference – accept/decline
Independent reference – predicted grades
Independent reference – reference
Independent reference – thank you
Choose & Send – Personal details
Choose & Send – Personal statement – preview
Choose & Send – Personal statement
Receive & Review – Overview
Receive & Review – Substitute choice 01
Receive & Review – Substitute choice 02
Receive & Review – Withdraw choice
Receive & Review – Personal statement
Receive & Review – Application details
Receive & Review – Personal details
Receive & Review – Contact details
Receive & Review – Education
Receive & Review – Work experience
Receive & Review – Nationality
Receive & Review – Supporting information
Receive & Review – English skills
Receive & Review – Diversity and inclusion
Receive & Review – Finance and funding
Receive & Review – Letters
Receive & Review – View all updates
Receive & Review – Visa
Receive & Review – VARIANTS Application status
Receive & Review – Overview Extra
Receive & Review – Confirm your choices 01
Receive & Review – Confirm your choices 02
Receive & Review – Confirm your choices 03
Receive & Review – Overview Confirmed Choices
Receive & Review – Decline all offers
Receive & Review – Edit Contact details
Receive & Review – Embargo Overview
Receive & Review – Withdraw your application
Receive & Review – Add choice
Receive & Review – Decline place
Receive & Review – Referee details
Receive & Review – No reference
Receive & Review – Centre provided reference
Receive & Review – Confirm your choice (one option)
Receive & Review – Correspondence example
Choose & Send – References
Choose & Send – Residency and nationality
Similarity report
Choose & Send – Submit – Check your application
Choose & Send – Submit – Marketing preferences
Choose & Send – Submit – Terms and Conditions
Choose & Send – Submit – Pay and submit (Applicant)
Choose & Send – Submit – Pay and submit (Applicant or centre)
Choose & Send – Submit – Thank you
Choose & Send – Submit – Read only
Choose & Send – Submit – Payment unsuccessful
Choose & Send – Submit – Pay and submit (pay for full application)
Choose & Send – Supporting information
Choose & Send – UC Submit – Add choice
Choose & Send – UC Submit – Pay and submit
Choose & Send – UCAS Application Overview
Choose & Send – Work experience

How to write a UCAS personal statement

A student writing a personal statement on a laptop

Writing a great personal statement

Read our guide on what it is, what to include, how to start, length and what makes a good personal statement

Once you've decided which universities and courses to apply for, completing your application is pretty simple – until it comes to how to write your UCAS personal statement.

This guide covers everything you need to know about how to write a personal statement for university. We look at what it is and how you can start your personal statement. We've also got questions to guide you and a suggested personal statement structure you can use so you know what to put in it.

If you'd like even more resources, support and UCAS personal statement examples, you can sign up to access our personal statement hub .

What is the UCAS personal statement?

How universities use your ucas personal statement, how to start a ucas personal statement.

Get feedback on your UCAS personal statement

The personal statement is part of your UCAS application. It's how you show your chosen universities why you'll make a great student and why they should make you an offer.

Your personal statement also helps you think about your choice of course and your reasons for applying, so you know you’ve made the right decision.

Get feedback on your personal statement

Sign up to our personal statement hub to get feedback on your draft. You'll also get access to videos, help sheets and more tips.

UCAS personal statement word limit

Your personal statement length can be up to 4,000 characters long.

This may sound a lot, but it's a word limit of around 550–1000 words with spaces and only about 1 side of typed A4 paper.

You need to keep it concise and make sure it's clear and easy to read.

Applying for multiple courses

Although you can apply for up to 5 courses on your UCAS application, you can only submit 1 personal statement. So it needs to cover all your course choices.

If you really want to show your commitment to applying for different courses, we will accept a second personal statement from you to reflect your application e.g. if you are applying for Law elsewhere, but Criminology and Criminal Justice with us.

Lots of students who apply to university have achieved the basic entry requirements and many more students apply than there are places available. Admissions teams can use your UCAS personal statement to get to know you and decide why you're more suitable than other applicants.

Some universities read every personal statement and score them. Then they use them alongside your qualifications and grades to decide whether to offer you a place or interview. Other universities put less emphasis on the personal statement and use it with students who have borderline entry requirements.

Universities might refer to your personal statement again on results day if you don't get the grades you need. So a good personal statement could clinch you a uni place even if your grades aren't what you hoped for.

Starting your personal statement can seem scary when you're staring at a blank screen. But, things will seem less daunting once you start.

Set aside some time in a place where you're comfortable and won't be disturbed. Grab a notepad or computer.
Write down anything and everything that's influenced your decision to go to university and study your chosen subject. Jot down your skills and experience too.
Use the questions below to guide you. Don't worry about the personal statement length at this point – you can cut things out later.

When to start your UCAS personal statement

Ideally, you want to leave yourself plenty of time – a few weeks or even months – to plan and write your personal statement.

Try not to leave it to the last minute, as tempting as this may seem when you've got so many other things to think about.

Questions to guide you

Your motivation.

Why do you want to study at university?
Why do you want to study this subject?
How did you become interested in this subject?
What career do you have in mind after university?

Academic ability and potential

How have your current studies affected your choice?
What do you enjoy about your current studies?
What skills have you gained from your current studies?
How can you demonstrate you have the skills and qualities needed for the course?
What qualities and attributes would you bring to the course and university?

Your experience

What work experience (including part-time, charity and volunteer work) do you have and what have you learnt from it?
What positions of responsibility have you held? (For example, prefect, captain of a team or member of a committee)
What relevant hobbies or interests do you have and what skills have they helped you develop?
What transferable skills do you have, such as self motivation, team working, public speaking, problem solving and analytical thinking?

Research and reading

How do you keep up with current affairs or news in your chosen subject?
What journals or publications relevant to your chosen subject do you read?
Which people have influenced you, such as artists, authors, philosophers or scientists?

Now it's time to write your personal statement using your notes. It's best to draft it on a computer, and remember to save it regularly.

You can copy and paste it into your UCAS application when you're happy with it.

Personal statement structure

While there's no set template for a personal statement, you may find it useful to follow this personal statement structure when you decide what to put in your statement.

What to include in a personal statement

Reasons for choosing this subject(s)
Current studies and how these relate to your chosen subject(s)
Experiences and how these relate to your chosen subject(s)
Interests and responsibilities and how these relate to your chosen subject(s)
Your future after university
Summary including why you'll make a great student

Further tips for a good UCAS personal statement

Use information on university websites and the UCAS website. This often includes the skills and qualities universities are looking for in applicants
Ask friends, family and teachers to remind you of activities you've participated in. They might remember your successes better than you do
Don’t include lists in your application, like a list of all your hobbies. Focus on 1 or 2 points and talk about them in depth to show their relevance to your application
Explain and evidence everything. It’s easy to say you have a skill, but it's better to demonstrate it with an example of when and how you’ve used it
Avoid clichéd lines such as ‘I've always wanted to be a teacher’ as it says nothing about your motivations or experiences
If you’re applying for a joint degree or different subjects, give equal time to each area and try to find common aspects that show their similarities
Never lie or plagiarise another statement – you'll be caught and it could result in your application being automatically rejected
Proofread your personal statement by reading it out loud and ask friends, family or a teacher to check it for you

Sign up to our personal statement hub

Watch videos, get top tips and download our help sheets – that's what our personal statement hub is for. It's for you to write your story, so you can show your strengths, ideas and passion to your chosen universities.

You'll also be able send us your draft, so you can get feedback and feel confident about what you've written.

Gold rating in national assessment of teaching excellence

Our TEF Gold rating ranks Portsmouth amongst the top universities in the UK for teaching.

Find out more

Alan Bullock Careers

Independent careers adviser and writer, ucas personal statements: 20 things to put and 20 things not to put (2023 update).

“This is a must-read for students applying for Uni, especially the don’ts.” (Head of Careers, University of Warwick, October 2021)

I originally wrote this several years ago as four separate online articles for the former Which? University website. The articles were extremely popular at the time and reached many thousands of readers, drawing lots of positive feedback from students, parents, teachers and advisers alike. I re-published them on my blog as one integrated article in 2021 and have since made some further improvements to it.

My aim is to prompt applicants with some suggestions about the kind of content universities like to see in a personal statement … and what they would prefer not to see.

One message I would like to add as a preface is that your personal statement will be very important for most courses at some unis and for some courses at most unis, especially if there’s strong competition for places. But equally, it’s fairly unusual for applicants to be rejected purely because of their statement, as long as they’ve researched and prepared for it sensibly and written it with care. In that context, my advice would be to see it as an opportunity not a threat, a point which is reinforced in the quote right at the end of the article.

———-

Article 1: 10 things to put in your personal statement

No two personal statements should be the same (the clue is in the personal ) but there are certain additions that will get the attention of the admissions tutor reading it, whatever subject you want to study.

I asked admissions tutors for their views on this and here’s what they said. 1. Explain your reasons for wanting to study the course

What motivates you to take this course at university level? Mention how your interest developed, what you’ve done to pursue it or how you’ve drawn inspiration from your current studies. Or just demonstrate your enthusiasm for the subject.

“Be specific from line one.” (English admissions tutor)

2. Explain how you’re right for the course

Provide evidence that you fit the bill. Demonstrate how you meet the selection criteria, or show that you’ve researched the course or profession and understand what studying the subject at university level will involve … and that you’re prepared for this.

“Keep on topic and show that you’ve really done your research and know why you want to do the course.” (Sport admissions tutor)

3. Reflect on what you’ve learned beyond the classroom

If possible, outline how you’ve pursued your interest in your chosen subject beyond your current syllabus. This is sometimes referred to as your ‘super-curricular’ learning.

For example, talk about any further reading you’ve done around the subject and give your critical views or reflective opinions about it. This could be from books, quality newspapers, websites, periodicals, scientific journals, films, documentaries, videos, radio programmes, podcasts, blogs, vlogs, attending public lectures and so on.

However, try to avoid mentioning the wider reading that everyone else is also doing. For example, I’ve often seen personal statements for Economics that mention Levitt and Dubner’s book ‘Freakonomics’, but this book is so popular and well-known that it once prompted a busy university admissions tutor to say to me: “If I have to read about Freakonomics one more time, I’ll scream.” A slight exaggeration of course, but hopefully you get my drift.

4. Reflect on any relevant experience(s) …

Reflect on your experiences, explaining what you’ve learned from them or how they’ve helped develop your interest in the subject. This could be work experience, work shadowing, a part-time job, volunteering, university open days or tasters, summer schools, museum or gallery visits, stage performances, cultural events, archaeological digs, visits to the local courts, travel, competitions, a maths challenge or even just a conversation with someone who does what you want to do.

“It doesn’t have to be anything fancy.” (Archaeology admissions tutor)

5. … Especially if you’re applying for a vocational subject

Reflecting on relevant experience or observation will be essential for some professional courses, where in effect you’re applying for the career as well as the course:

“ Reflect on your experience, don’t just describe it. Talk about the skills the profession needs, how you’ve noticed this and how you’ve developed those skills yourself.” (Occupational Therapy admissions tutor)

“Whatever environment you’ve been in, what did you spot or learn from what happens there? Or what did you observe about how the qualities exhibited by professional staff helped them engage effectively with patients or service-users?” (Medicine admissions tutor)

6. Can you demonstrate transferable skills?

Yes you can! And admissions tutors will want to hear about them. For example, it could be your ability to work independently, teamwork, good time management, problem-solving, leadership, listening or organisational skills.

7. Expand on the most relevant ones

But don’t simply list off the skills you think you have. Think about which ones relate most readily to the course you’re applying to, then demonstrate how you’ve developed, used or improved one or two of them. Again, admissions tutors want to hear about specific examples, like:

projects or assignments (what role did you play, what went well?)
positions of responsibility (what did you achieve, how has it improved your self-confidence?)
activities like sport, music or drama (what did you learn from your role, how did you work as a team?)
activities like Young Enterprise or the Duke of Edinburgh Award (what was the biggest challenge and how did you overcome it …. or what went wrong and what did you learn from that?)
volunteering or part-time job (what have you observed, what extra responsibilities have you taken on, what skills have you demonstrated yourself?)

8. Show that you’re a critical thinker

University is all about being able to think independently and analytically, so being able to demonstrate that you’re working like this already is a big plus point. Explaining how one of your A-Level or IB subjects, a BTEC assignment, a T-Level placement, or additional studies such as the Extended Project Qualification (EPQ) has made you think more critically could be an effective way of doing this.

“If you’re taking the EPQ, do talk about it as it’s the kind of studying you’ll be doing at uni.” (Modern languages admissions tutor)

9. What’s the longer-term plan?

Mention what your longer-term goals are if you can do this in an interesting way or if you’ve got a specific path in mind. But if you do, then try and show a spark of individuality or imagination.

“Just saying you want to be a journalist isn’t going to stand you out from the crowd.” (History admissions tutor)

If you haven’t got a specific path in mind, maybe just talk about what you’re looking forward to at uni and what you want to gain from your course or from university life.

If you’re applying for deferred entry, do mention your gap year plans if you’ve made a firm decision to take a year out. Most courses are happy for you to take a gap year, but will want to know briefly how you plan to spend it.

10. Keep it positive

It can be difficult to get going with your personal statement, but don’t panic. Start with your strengths, focus on your enthusiasm for the course and talk positively about yourself. Or check out my separate article on ‘How to write a killer opening’.

Article 2: 10 more things to put in your personal statement

My original top ten of what to put in your personal statement was so popular, they asked me to write some more. So to help you ensure that your personal statement stands out, here are ten more key points that uni admissions tutors – the people who will actually be reading your statement – told me they’re really looking for.

1. Paragraphs

Use paragraphs rather than one solid block of text. This will help you to organise your material and make it more readable. A statement with clearly-defined, well-structured paragraphs will look a lot easier on the eye to an admissions tutor who has hundreds to read. Because you can’t indent on UCAS Apply, leaving a line between each paragraph will look even better. But on the other hand, if you do leave a line between paragraphs, they will all count towards your 47 and therefore you won’t be able to write so much. Deciding whether to leave a line between paragraphs is therefore a matter of personal choice and it might even be a good question to ask at a uni open day , to see which they prefer. One way to get the best of both worlds and to make the most of all 47 lines is not to leave a line between your paragraphs, but to tweak them so that the final line of each paragraph finishes midway or at least before the end of the line. That way, it still looks like a separate paragraph.

2. A balance of academic and extra-curricular content

Universities tend to suggest that you focus about 75% on your academic interests and why you want to study the course, and no more than 25% on the extra-curricular dimension that shows you’re a rounded person. This is a useful guideline.

That said, it’s not a hard and fast rule. So if you don’t do much outside your studies, don’t pretend, just focus mainly on your academic interests and talk about what you think instead of what you do. Different courses will need different approaches too, especially if you’re applying for a professional course like Medicine, Nursing, Primary Teaching or Social Work, which will need much more emphasis on your relevant insights or experience. On the other hand, for subjects like Law, Psychology, Engineering or Business, where having relevant work experience is very useful but not actually essential, maybe think about other ways that you’ve observed or engaged with the subject, or demonstrated relevant skills, like in your wider reading, hobbies, personal life, enterprise activities or part-time job.

3. Evidence that you’ve researched your choices

If your statement is all about your passion for media production, but their course is all about media theory and analysis, they won’t be impressed. Likewise, raving about Ancient Rome won’t impress if their history course starts in 1500. So do research the courses thoroughly and ensure that the content of your statement shows that you know what you’re applying for. Some university websites (such as Bristol and LSE) have sections on what their admissions tutors typically look for in personal statements and this sometimes includes specific advice for individual courses. You could be at a big disadvantage if you haven’t checked these out.

4. Engagement with your chosen subject

An admissions tutor wants you to stand out from the crowd, but in a good way. You won’t achieve this by being bizarre, or with meaningless clichés like ‘I was born to dance’, ‘biology is my life’ or ‘it has always been my dream to be a vet’.

Instead, show your genuine enthusiasm and engagement with your chosen subject by reflecting on what you gained or learned from the book you found in the library that changed your views, or the relevant experiences you’ve had, or a project you did, or the podcast you just heard, or the summer school or public lecture you went to. This will help you get the tutor’s attention and demonstrate that you’ve engaged with a subject in a reflective way.

5. Lateral thinking

Do talk about what inspires you about your chosen course, but try to avoid the more obvious and popular things that hundreds of other applicants will write about. For example, a Criminology statement that reflects on crime in the 19th century or the causes and effects of vandalism on the estate where you live might have more impact than yet another one that talks about serial killers or a TV series that everyone else watches too. Think outside the box.

6. Honesty and being yourself

Be honest and be yourself. It’s your voice they want to hear. And if there’s even a remote chance that you might be invited for an interview, your statement will need to stand up to close scrutiny. You won’t want any exaggerated claims coming back to haunt you.

7. Enthusiasm and curiosity

Admissions tutors are likely to love their subject and they want to teach students who share their enthusiasm. If you can also demonstrate curiosity, maybe by giving one or two examples of what you’d like to learn more about, that’s even better.

“Most of all we want people who are enthusiastic about the course”.

8. Saying HOW

SHOW, DON’T TELL. Provide examples and evidence that demonstrate what you think or do. For example:

HOW has playing basketball improved your teamwork skills?
HOW has doing the Duke of Edinburgh Award made you a better leader?
HOW did reading about the historical context of Yeats’ poetry change your understanding?
HOW did you get the elderly man with dementia in the nursing home where you volunteer to tell you about his life?
HOW did you get a new insight into law or psychology in your Saturday job on the deli counter at Sainsbury’s?
HOW did you personally cope with the academic or personal challenges caused by the pandemic?

9. Saying what you want from your course

Admissions tutors often mention this. As well as outlining what you can offer them, what do you want them to help you achieve?

10. Ending on a positive note

Make the conclusion short and sharp, choosing your key message carefully and conveying it concisely. Don’t simply regurgitate what you’ve already said. Finish on a positive note with something that adds to your statement.

If you’re struggling to think of a conclusion, two unis I spoke to said they especially look out for applicants who will be good ambassadors for the university. If you already do things at school or college that make you a good ambassador, maybe mention how you hope to build on this at uni.

Article 3: 10 things NOT to put in your personal statement

University admissions tutors read hundreds of personal statements from students each year. But what don’t they want to see? Here are some of the ‘pet hates’ they mentioned … and it might be best to steer well clear of them.

1. Quotations

It’s your voice they want to hear, not Coco Chanel, Einstein, Martin Luther King, Nelson Mandela, David Attenborough, Descartes or Napoleon’s. So don’t put a quote in unless it’s really necessary to make a critical point, otherwise it’s a waste of your 47 lines.

“We ignore quotes, so it’s a waste of space.”

“So many applicants use the same quotes and the worst scenario is when it comes right at the start of the statement with no explanation.”

“I don’t care what Locke thinks, I want to know what YOU think.”

Or as a Sport admissions tutor said: “I’m totally fed up with Muhammad Ali quotes.”

Avoid giving a list of all the books you’ve read, countries you’ve visited, work experience placements you’ve done or positions you’ve held. For starters, it’s boring to read. It’s not what you’ve done, it’s what you think about it or learned from it that matters.

A Dentistry admissions tutor summed it up well:

“I would much rather read about what you learned from observing one filling than a list of all the procedures you saw.”

3. Platitudes and over-used clichés

Avoid ‘from a young age’, ‘since I was a child’, ‘I’ve always been fascinated by’, ‘I have a thirst for knowledge’, ‘the world we live in today’, ‘law is all around us’, … hopefully you get the idea. They constantly recur in personal statements and don’t really say anything. Or as one admissions tutor said: “Don’t give me platitudes” .

In my own experience, and I’ve read thousands of statements over the years, the first two on that list are probably the most frequent. If you’ve written your first draft and ‘from a young age’ or ‘since I was a child’ are in the first line, ditch it and try to think of a more specific way to open your statement.

4. Bigging yourself up with sweeping statements or unproven claims

More phrases to avoid: ‘I genuinely believe I’m a highly motivated student’ or ‘My achievements are vast’. Instead give specific examples that provide concrete evidence. Show, don’t tell!

5. The word ‘passion’

If possible, try to demonstrate your passion but don’t actually use the word.

“The word ‘passion’ (or ‘passionate’) is incredibly over-used.”

“Try to convey your passion without using the word ‘passion’.”

6. Stilted vocabulary

Frequent use of words or phrases like ‘fuelled my desire’, ‘I was enthralled by’ or ‘that world-renowned author Jane Austen’ make you sound a bit fake or like you’re over-using the thesaurus.

If you wouldn’t say something in a day-to-day conversation or discussion, don’t say it in your statement. It’s even worse if you get it slightly wrong, like ‘I was encapsulated by the bibliography of Richard Branson’ or ‘it was in Year 10 that my love for Chemistry came forth’ (or, worse still, ‘came fourth’, which is what one applicant actually wrote).

7. Plagiarism, lies, exaggeration or using AI

UCAS uses stringent similarity and plagiarism software and your chosen universities will be told if you copy anything from another source. Don’t be tempted to do it!

This extends to using an AI tool such as ChatGPT too, although UCAS does advise that you could use ChatGPT legitimately to give you ideas about topics that might be relevant to your chosen subject or to suggest ways of structuring your statement or to check your draft statement for readability.

As for exaggeration, don’t say you’ve read a book when you’ve only read a chapter; you never know when it might catch you out at a university interview.

“If you didn’t do it, read it or see it, don’t claim it.”

8. Trying to be funny or quirky

Humour, informality or quirkiness can be effective in the right setting but it’s a big risk, so be careful.

“It can be spectacularly good – or spectacularly bad.”

“An admissions tutor is not guaranteed to have your sense of humour.”

“Weird is not a selling point.”

9. Negative comments or excuses

Don’t talk about why you haven’t done something, or why you dropped a subject. Focus on the positives.

10. Irrelevant personal facts – the ‘So what?’ rule

Before you write about playing badminton, or how your love of reading started when you were given a Beatrix Potter book when you were five, apply the ‘SO WHAT?’ rule. Does it make a useful contribution and help explain why you should be given a place on the course? If not, scrap it.

Article 4: 10 more things NOT to put in your personal statement

My original 10 personal statement don’ts article was so popular that they asked me to come back with this follow-up. So here’s a fresh set of things you really shouldn’t include in your statement.

1. Incorrect spelling and bad grammar

Don’t forget poor punctuation either. These are obvious and easily-avoided issues, so check and double check before you submit your application. Grammar and spelling crimes could result in rejection, especially if you’re applying to a very competitive course.

“Law is a subject that requires precision and one spelling mistake can mean rejection.” (Law admissions tutor)

My personal favourite was the student who wrote: “I have a part-time job as a waiter at Raymond Blanc’s Brassiere”. A brassiere is a bra and the correct word should have been Brasserie, but the good news is that we spotted and corrected it. He also added an excellent sentence reflecting on the transferable skills he developed in the role and subsequently got offers from all five unis he applied to.

2. Long sentences

Keep it concise. If some of your sentences are several lines long and only separated with commas, or worse still not punctuated at all, try to break them up with more full stops.

3. Stating the obvious

Consider this sentence: ‘In my work experience I learned to communicate effectively with clients, which is an important skill in accountancy.’ It’s the last part of this sentence that’s stating the obvious. Admissions tutors don’t need you to tell them it’s an important skill, that much is obvious. Instead, explain how you learned to communicate effectively and maybe give them an actual example. Or alternatively, elaborate on what you’ve observed yourself about the importance of effective communication in accountancy.

4. Repeating irrelevant academic details

Your qualifications, subjects, grades and other personal details are listed elsewhere in your UCAS application, so you don’t need to list them in your personal statement or start by saying ‘I am currently studying…’. It’s a waste of those precious 4,000 characters. Nor do you have to write about all the subjects or courses you’re taking, unless you really want to. Be selective. Statements that say ‘Maths has given me this, English has given me this and Psychology has given me this…’ tend to come across as dull and unimaginative. Besides, admissions tutors especially like to know what you have engaged with beyond the syllabus rather than just within it.

5. Rhetorical questions and other waffle

‘So why should I be considered for a place on your course?’. ‘Why astrophysics?’. To put it bluntly, rhetorical questions like these just sound patronising; they serve no purpose and waste space. The same applies to waffle of any kind. As a senior admissions tutor once told me, “we have a waffle detector gland” .

6. ‘When I was young’

This is a common complaint from admissions tutors. It can be tempting to begin your personal statement with something that first inspired you when you were six, but unis actually prefer to hear about something more recent or, better still, what is it that inspires you now? This is another reason why ‘from a young age’ or ‘since I was a child’ tend to be ineffective.

7. Flattery

Some statements have a tendency towards flattery, with sentences like ‘it would be an honour to be offered a place at your world-renowned university’. Don’t do it! It’s not what an admissions tutor wants to hear. What they do want to find out is what you can offer them , or what you aspire to learn from them, not that you’re only choosing their course or university because of its prestigious reputation.

8. Names of universities

Avoid showing preference for a specific university unless there’s a good reason to mention them or unless you’re applying for only one.

9. Being formulaic … and letting adults interfere

“Too many statements are formulaic” is a frequent comment I’ve heard from universities. Following a standard formula or template could mean that your statement just won’t stand out. Yes, there are guidelines and criteria you might wish to follow and it’s very sensible to do so. But do be imaginative as well, within reason. That said, don’t be too weird or off-the-wall in your approach. But equally, don’t let anyone force you to be excessively conventional either and don’t be afraid to demonstrate your individuality.

It’s right to get your personal statement proof-read too but be cautious about letting other people edit it for you. If you do, the danger is that your own voice gets lost and it may end up sounding more like the 47-year-old person who edited it than the 17-year-old who wrote it. There’s a balance to be struck here, which is reflected in a couple of other quotes I’ve picked up from admissions tutors:

“The worst statements are polished but boring.”

“If an adult has helped you write it, we can tell.”

10. Finally, don’t panic!

Stay calm. It’s difficult not to perceive your statement as a scary obstacle, but admissions tutors want you to view it as an opportunity to demonstrate your enthusiasm for the course, along with any insights or experiences that show you are a good prospective uni student. A Geography admissions tutor at a Russell Group university explained it like this and I think it’s a reassuring way to conclude this article:

“The reason students come here is because they’re fascinated by the subject. So we just want you to demonstrate this in your statement, along with an extra-curricular dimension that provides a bit of evidence to show that (for example) you work well in a team.”

You might also find it useful to check out my other two personal statement articles, which you’ll find adjacent to this one on the blog page of my website:

How to write a killer opening : https://alanbullockcareers.com/2022/06/25/ucas-personal-statements-writing-a-killer-opening-june-2022-update/
Applying for a mixture of courses : https://alanbullockcareers.com/2022/06/25/ucas-personal-statements-applying-for-a-mixture-of-courses-june-2022-update/

My featured image is a photo I took at Swansea University’s Bay Campus.

http://www.alanbullockcareers.com

What are Personal Statements Being Replaced with?

With the announcement that the current system for UCAS Personal Statements will be getting replaced, it is only natural to be asking what will be replacing it. Thankfully, we have already been given some idea of what to expect.

Unlike the other major shake-up to the 2024 admission process, the removal of various admissions tests including the BMAT , the official announcement has provided us with an explanation of what UCAS is seeking to implement instead of traditional Personal Statements.

Put simply, the current format of providing a 4,000-character piece of writing will be replaced with a series of specific questions which applicants must answer. These questions will still allow you to write your answers out, but you will be answering set questions instead of having to plan and structure a full statement from scratch.

The specifics of this system have not been announced yet, including the number of questions and the character limits. We also don’t know what the questions will be yet as they are still being developed. However, we do know the key areas that these questions will focus on (all points are taken directly from the UCAS report):

Motivation for Course – Why do you want to study these courses?
Preparedness for Course – How has your learning so far helped you to be ready to succeed on these courses?
Preparation through other experiences – What else have you done to help you prepare, and why are these experiences useful?
Extenuating circumstances – Is there anything that the universities and colleges need to know about, to help them put your achievements and experiences so far into context?
Preparedness for study – What have you done to prepare yourself for student life?
Preferred Learning Styles – Which learning and assessment styles best suit you – how do your courses choices match that?

Of course, this is all subject to change as UCAS is still actively working with universities to determine what they want most from applicants. However, it seems that they are aiming to cover the same ground as traditional Personal Statements while also allowing applicants to discuss more personal factors such as motivation, preference and extenuating circumstances.

At UniAdmissions, we ensure all of our students receive the most up-to-date support.

At UniAdmissions, we’re working tirelessly to ensure that our tutors, curriculum and resources are ready to get our students through these changes. You can join them today and ensure you get the support you need to make it through the 2024 admissions cycle .

Discover our Oxbridge Premium Programmes below and find out how you can enrol and triple your chances of success .

When Are UCAS Personal Statements Being Replaced?

The initial announcement stated that these reforms to the Personal Statement system will be introduced in the 2024 admissions cycle for 2025 entry. However, UCAS have since gone back on this and delayed the change to as early as 2025 (for 2026 Entry). However, this change could also occur the following year for 2027 Entry.

UniAdmissions contacted UCAS directly to confirm if a date had been set for the implementation of the new Personal Statement format. The representative stated the following:

The current discussion around the Personal Statement changes are to improve the application process for all applicants. At the moment the earliest this change would take place is in the 2026 application cycle. There won't be any changes this year. UCAS Representative

It’s worth mentioning that these plans have been in place for a fair amount of time, with discussions of reforming the application process starting in April 2021. However, this change still won’t be implemented for another year, so applicants applying for 2025 (and potentially 2026) Entry will still need to submit a traditional Personal Statement.

Why Are UCAS Personal Statements Being Removed?

The announcement of these reforms was made on January 12th 2023 via a blog post on the official HEPI website. This post highlights the amendments being made to the Personal Statement process and the research that was conducted to influence this change.

Interestingly, the data quoted in this post states that the majority of applicants surveyed were happy with the current Personal Statement process, with 72% feeling positive about it. However, the same survey indicated that 83% of applicants found the process stressful and 79% felt unable to complete theirs without support. This is the data that most likely influenced the changes.

The post’s writer, Kim Eccleston, states that they are aiming to provide better support for both applicants and universities, creating “a more supportive framework” that allows applicants to write about what the universities need to know in a less restrictive way. It is also stated in a more detailed outline of the announcement that both students and teachers preferred the use of specific questions instead of free-form writing.

However, a previous post released in November 2022 provides even more insight into the reasoning behind this decision. Based on data featured in HEPI Debate Paper 31 , various industry professionals had commented on the challenges facing applicants of certain background when it comes to the current style of Personal Statement.

Within the quotes featured here, the traditional UCAS Personal Statement was described as “ambiguous” , “unfair” and “barometers of middle-class privilege” . These comments may potentially be in reference to the current importance of work experience, which can be difficult to obtain without connections in certain industries, as well as additional experiences which may not be available to all applicants.

Therefore, this new system should presumably reduce the barriers for disadvantaged applicants by shifting focus to each individual’s own interest and abilities within their chosen subjects.

Other Changes being Made by UCAS

Personal Statements are only one of five key areas being altered by UCAS, as highlighted in the blog post. This is certainly the most significant action taking place, but other changes to the application process include:

Academic references are being reformed, moving from a free-text approach to a set of three questions, similar to the Personal Statement reforms.
The 'Entry Grade Report' will be created, which allows applicants to see grade profiles that have been accepted for courses over a five year period.
A 'Course Recommendation Tool' is being created to provide applicants with personalised suggestions for courses based on their current grades and preferences.
A 'Fair Access Programme' is being created to encourage widening access and participation.

Overall, it seems these changes all have the same intent; to level the playing field and make university applications more achievable for everyone.

Access "The Big Book Of Oxbridge Applications" For FREE

The Big Book Of Oxbridge Applications covers the whole of the Oxbridge application process from start to finish, including the Personal Statement. Our 350+ page book is available for free here, including:

28 example Oxbridge Personal Statements
Over 40 admissions test practice questions
Interviews with Oxbridge students and graduates
Additional downloadable resources

Fill in your details below to claim your digital copy today!

How will this affect my university application?

As previously stated, if you are applying to university this year for 2025 Entry, you will not be affected by these reforms and will need to submit a traditional Personal Statement to UCAS like previous years.

For applicants applying for 2026/27 Entry and beyond, your application will follow this new process, meaning you won’t have to submit a full Personal Statement but will instead need to answer a series of questions relating to your application and abilities for your chosen course.

When hearing that the whole process will be changing, this typically instils a feeling of dread as you’ll be treading new ground that no one else has experienced before. However, it’s important to understand that UCAS states these changes are being made for the benefit of both the applicants and the universities.

As we’ve already discussed, a key part of the reason this change is being implemented is that a high percentage of applicants found writing a traditional Personal Statement stressful, which is counterintuitive to what UCAS is trying to achieve. By providing applicants with a strong framework, in the form of specific questions, this new process should allow more applicants to provide better quality statements for universities.

This change is also set to be particularly beneficial to those from disadvantaged backgrounds, as the process will allow them to better express their ability regardless of any areas that may be lacking due to factors out of their control. Essentially, the new process should allow more people to stand a better chance of making a good impression despite limitations.

How Can I Start Preparing?

If you’re starting your preparations early, the main barrier you’ll face at this stage of preparation is not knowing what the questions will be, as they have yet to be announced. There are no resources available currently that cover this system, so you’re going to have to be independent with your preparation here.

Since we have a rough outline of what the questions to focus on, you should still be able to practice your responses. Although they won’t be as relevant any more, it would still be helpful to check out Personal Statement guides and examples as these can help you pin down the language and writing style you use.

With all this information now available to us, you should be able to get a sense of what to do for your application in the coming years. The initial introduction of this system in 2024 will act as a test of its effectiveness, so elements could be changed in the years following. However, the important thing is that you understand how things are changing from the current system and how you can make the most of the new system.

If you are applying for university in 2023 for 2024 Entry, you will need to make sure you’re ready to write your Personal Statement. Thankfully, UniAdmissions have plenty of resources to help you through it, including our Ultimate UCAS Personal Statement Guide and our collection of successful Oxbridge Personal Statements .

If you’re looking for more in-depth support that covers the whole application process for Medicine, Law and Oxbridge courses, them find out how you can enrol in one of our Premium Programmes .

Start your Oxbridge application journey in the best way possible with effective support from our Oxbridge Tutors .

Regardless of what changes are made to the Oxbridge admissions process, we will be ready to provide you with the very best support for your application. Our students have access to expert Oxbridge tutors, comprehensive online courses, intensive preparation events and so much more.

Find the right Oxbridge Premium Programme for you and discover how you can triple your chances of success when you enrol .

UniAdmissions students placed at Oxford And Cambridge

Continue learning about Oxbridge...

Ai writing & ucas personal statements: what you need to know.

When it comes to writing in the 2020s, AI-Generation has become one of the most important issues for many industries,…

Cambridge Announces The ESAT To Replace The NSAA & ENGAA

In 2023, it was announced by the University of Cambridge that many of their established admissions tests would stop being…

Oxbridge Personal Statements: A Complete Teacher’s Guide

As a teacher, you will support students with their UCAS Personal Statements every year, but what about Personal Statements for…

Changes to Oxford Admissions Tests in 2023

It has been announced that a series of admissions tests used by the University of Oxford will no longer be…

Successful Personal Statement For Economics & Management At Oxford

Writing an Economics and Management Personal Statement for Oxford? If so, you’re in the right place! In this post, we…

Successful Personal Statement For Computer Science At Oxford

Read through a successful Computer Science Personal Statement for Oxford with a full analysis by Oxbridge Tutors. Find out why…

The Secrets to Oxbridge Admission.

We cracked the Oxbridge formula . Find out what we discovered here.
Looking for application support? Don't work with a random tutor. This is what you need to know first.
Get up-to-date Oxbridge advice with our webinars. Follow our Open Days led by our experts and stay updated.
Begin your Oxbridge journey with UniAdmissions through our programmes of support by clicking here.

How would you like to speak to an Admissions Consultant?

UCAS Personal Statement and Examples

What is the ucas personal statement .

The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here , but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.

You’ve got 4,000 characters and 47 line limit to show colleges what (ideally) gets you out of bed in the morning. How long is that, really? Use your “word count” tool in Google or Word docs to check as you go along, but 4,000 characters is roughly 500 words or one page.

HOW IS THE UCAS PERSONAL STATEMENT DIFFERENT FROM THE US PERSONAL STATEMENT?

Think they’re the same? Think again. Here are some key differences between the UCAS and the US Personal Statement:

When you apply to UK schools, you’re applying to one particular degree program, which you’ll study for all, or almost all, your time at university. Your UCAS personal statement should focus less on cool/fun/quirky aspects of yourself and more on how you’ve prepared for your particular area of study.

The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay.

You’ll only write one personal statement, which will be sent to all the universities you’re applying to, and it’s unlikely you’ll be sending any additional (supplemental) essays. Your essay needs to explain why you enjoy and are good at this subject, without reference to any particular university or type of university.

Any extracurricular activities that are NOT connected to the subject you’re applying for are mostly irrelevant, unless they illustrate relevant points about your study skills or attributes: for example, having a job outside of school shows time-management and people skills, or leading a sports team shows leadership and responsibility.

Your personal statement will mostly focus on what you’ve done at high school, in class, and often in preparation for external exams. 80-90% of the content will be academic in nature.

A QUICK STEP-BY-STEP GUIDE TO WRITING THE UCAS PERSONAL STATEMENT

This may be obvious, but the first step to a great UCAS Personal Statement is to choose the subject you’re applying for. This choice will be consistent across the (up to) five course choices you have. Often, when students struggle with a UCAS personal statement, it’s because they are trying to make the statement work for a couple of different subjects. With a clear focus on one subject, the essay can do the job it is supposed to do. Keep in mind you’re limited to 47 lines or 4000 characters, so this has to be concise and make efficient use of words.

To work out what information to include, my favourite brainstorming activity is the ‘Courtroom Exercise’. Here’s how it works:

The Courtroom Exercise

Imagine you’re prosecuting a case in court, and the case is that should be admitted to a university to study the subject you’ve chosen. You have to present your case to the judge, in a 47 line or 4,000 character statement. The judge won’t accept platitudes or points made without evidence–she needs to see evidence. What examples will you present in your statement?

In a good statement, you’ll make an opening and a closing point.

To open your argument, can you sum up in one sentence why you wish to study this subject? Can you remember where your interest in that subject began? Do you have a story to tell that will engage the reader about your interest in that subject?

Next, you’ll present a number of pieces of evidence, laying out in detail why you’re a good match for this subject. What activities have you done that prove you can study this subject at university?

Most likely, you’ll start with a class you took, a project you worked on, an internship you had, or a relevant extra-curricular activity you enjoyed. For each activity you discuss, structure a paragraph on each using the ABC approach:

A: What is the A ctivity?

B: How did it B enefit you as a potential student for this degree course?

C: Link the benefit to the skills needed to be successful on this C ourse.

With three or four paragraphs like these, each of about 9 or 10 lines, and you should have the bulk of your statement done. Typically two of these will be about classes you have taken at school, and two about relevant activities outside of school.

In the last paragraph, you need to demonstrate wider skills that you have, which you can probably do from your extracurricular activities. How could you demonstrate your time management, your ability to collaborate, or your creativity? Briefly list a few extracurricular activities you’ve taken part in and identify the relevant skills that are transferable to university study.

Finally, close your argument in a way that doesn’t repeat what you’ve already shared. Case closed!

FREQUENTLY ASKED QUESTIONS

What if I’m not sure what I want to study? Should I still apply?

There are a number of broader programs available at UK universities (sometimes called Liberal Arts or Flexible Combined Honours). However, you should still showcase two or three academic areas of interest. If you are looking for a broader range of subjects to study and can’t choose one, then the UK might not be the best fit for you.

What if I haven’t done much, academically or via extracurriculars, to demonstrate that I’ll be able to complete the coursework for my degree? Should I still apply?

You certainly can, but you will need to be realistic about the strength of your application as a result. The most selective universities will want to see this evidence, but less selective ones will be more willing to account for your potential to grow in addition to what you’ve already achieved. You could also consider applying for a Foundation course or a ‘Year 0’ course, where you have an additional year pre-university to enable you to develop this range of evidence.

If I’m not accepted into a particular major, can I be accepted into a different major?

It’s important to understand that we are not talking about a ‘major,’ as what you are accepted into is one entire course of study. Some universities may make you an ‘alternative offer’ for a similar but perhaps less popular course (for example you applied for Business but instead they offer you a place for Business with a Language).At others, you can indicate post-application that you would like to be considered for related courses. However, it’s not going to be possible to switch between two completely unrelated academic areas.

What other information is included in my application? Will they see my extracurricular activities, for example? Is there an Additional Information section where I can include more context on what I’ve done in high school?

The application is very brief: the personal statement is where you put all the information. UCAS does not include an activities section or space for any other writing. The 47 lines are all you have. Some universities might accept information if there are particularly important extenuating circumstances that must be conveyed. This can be done via email, but typically, they don’t want to see more than the UCAS statement and your school’s reference provides.

Now, let’s take a look at some of my favourite UCAS personal statement examples with some analysis of why I think these are great.

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

When I was ten, I saw a documentary on Chemistry that really fascinated me. Narrated by British theoretical physicist Jim Al-Khalili, it explained how the first elements were discovered and how Chemistry was born out of alchemy. I became fascinated with Chemistry and have remained so ever since. I love the subject because it has very theoretical components, for example quantum Chemistry, while also having huge practical applications.

In this introduction, the student shows where his interest in Chemistry comes from. Adding some additional academic detail (in this case, the name of the scientist) helps guide the reader into more specific information on why this subject is interesting to him.

This aspect of Chemistry is important to me. I have, for example, used machine learning to differentiate between approved and experimental drugs. On the first run, using drug molecules from the website Drug Bank, I calculated some molecular descriptors for them. I started with a simple logistic regression model and was shocked to find that it had apparently classified almost all molecules correctly. This result couldn’t be right; it took me nearly a month to find the error. I accidentally normalized the molecular-descriptor data individually, rather than as a combined data set, thereby encoding the label into the input. On a second run, after fixing the error, I used real machine learning libraries. Here I actually got some performance with my new algorithm, which I could compare to professional researchers’ papers. The highest accuracy I ever saw on my screen was 86 percent. The researchers’ result was 85 percent; thanks to more modern machine learning methods, I narrowly beat them. I have also studied Mathematics and Physics at A Level and have been able to dive into areas beyond the A Level syllabus such as complex integration in math and the Schrödinger equation in Physics.

This paragraph outlines a clear case for this student’s aptitude for and interest in Chemistry. He explains in detail how he has explored his intended major, using academic terminology to show us he has studied the subject deeply. Knowing an admissions reader is looking for evidence that this student has a talent for Chemistry, this paragraph gives them the evidence they need to admit him.

Additionally, I have worked on an undergraduate computer science course on MIT Opencourseware, but found that the content followed fixed rules and did not require creativity. At the time I was interested in neural networks and listened to lectures by professor Geoffrey Hinton who serendipitously mentioned his students testing his techniques on ‘Kaggle Competitions’. I quickly got interested and decided to compete on this platform. Kaggle allowed me to measure my machine learning skills against competitors with PhDs or who are professional data scientists at large corporations. With this kind of competition naturally I did not win any prizes, but I worked with the same tools and saw how others gradually perfected a script, something which has helped my A Level studies immensely.

Introducing a new topic, the student again uses academic terminology to show how he has gone beyond the confines of his curriculum to explore the subject at a higher level. In this paragraph, he demonstrates that he has studied university-level Chemistry. Again, this helps the reader to see that this student is capable of studying for a Chemistry degree.

I have been keen to engage in activities beyond the classroom. For example, I have taken part in a range of extracurricular activities, including ballroom dancing, public speaking, trumpet, spoken Mandarin, and tennis, achieving a LAMDA distinction at level four for my public speaking. I have also participated in Kaggle competitions, as I’m extremely interested in machine learning. For example, I have used neural networks to determine the causes of Amazon deforestation from satellite pictures in the ‘Planet: Understanding the Amazon from Space’ competition. I believe that having worked on projects spanning several weeks or even months has allowed me to build a stamina that will be extremely useful when studying at university.

This penultimate paragraph introduces the student’s extracurricular interests, summing them up in a sentence. Those activities that can demonstrate skills that are transferable to the study of Chemistry are given a bit more explanation. The student’s descriptions in each paragraph are very detailed, with lots of specific information about awards, classes and teachers.

What I hope to gain from an undergraduate (and perhaps post-graduate) education in Chemistry is to deepen my knowledge of the subject and potentially have the ability to successfully launch a startup after university. I’m particularly interested in areas such as computational Chemistry and cheminformatics. However, I’m open to studying other areas in Chemistry, as it is a subject that truly captivates me.

In the conclusion, the student touches on his future plans, using specific terminology that shows his knowledge of Chemistry. This also reveals that he aims to have a career in this field, which many admission readers find appealing as it demonstrates a level of commitment to the subject.

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

This next statement has to accomplish a number of tasks, given the subject the student is applying for. As a vocational degree, applicants for veterinary medicine are committing to a career as well as a subject to study, so they need to give information demonstrating they understand the reality of a career in this area. It also needs to explain their motivation for this interest, which quite often is demonstrated through work experience (something which is often a condition for entry into these programs). Finally, as this is a highly academic subject to study at university, the author should include a good level of academic terminology and experiences in the statement.

There is nothing more fascinating to me than experiencing animals in the wild, in their natural habitat where their behaviour is about the survival of their species. I was lucky enough to experience this when in Tanzania. While observing animals hunting, I became intrigued by their musculature and inspired to work alongside these animals to help them when they are sick, as a veterinarian.

In an efficient way, the applicant explains her motivation to become a vet, then squeezes in a bit of information about her experience with animals.

As a horse rider and owner for nearly ten years, I have sought opportunities to learn as much as I can about caring for the animal. I helped around the yard with grooming and exercise, bringing horses in and out from the fields, putting on rugs, and mucking out. I have also been working at a small animal vet clinic every other Saturday for over 2.5 years. There, my responsibilities include restocking and sterilising equipment, watching procedures, and helping in consultations. Exposure to different cases has expanded my knowledge of various aspects, such as assisting with an emergency caesarean procedure. Due to a lack of staff on a Saturday, I was put in charge of anaesthesia while the puppies were being revived. I took on this task without hesitation and recorded heart and respiration rate, capillary refill time, and gum colour every five minutes. Other placements following an equine vet, working on a polo farm, and volunteering at a swan sanctuary have also broadened my experience with different species and how each possesses various requirements. During pre-vet summer courses, I was also introduced to farm animals such as pigs, cows, sheep and chicken. I spend some time milking dairy cows and removing clustered dust from chicken feet, as well as tipping sheep in order to inspect their teats.

In this paragraph, she synthesizes personal experience with an academic understanding of vet medicine. She demonstrates that she is committed to animals (helping in the yard, regular Saturday work, assistance with procedures), that she has gained a variety of experiences, and that she understands some of the conditions (caesareans, clustered dust) that vets have to deal with. Note that she also briefly discusses ‘pre-vet summer courses,’ adding credibility to her level of experience.

I have focused on HL Biology and HL Chemistry for my IB Diploma. I was particularly excited to study cell biology and body systems because these subjects allowed me to comprehend how the body works and are applicable to animal body functions. Topics like DNA replication as well as cell transcription and translation have helped me form a fundamental understanding of genetics and protein synthesis, both important topics when looking into hereditary diseases in animals. Learning about chemical reactions made me consider the importance of pharmaceutical aspects of veterinary medicine, such as the production of effective medicine. Vaccines are essential and by learning about the chemical reactions, I f developed a more nuanced understanding about how they are made and work.

Now, the statement turns to academic matters, linking her IB subjects to the university studies she aspires to. She draws out one particular example that makes a clear link between school and university-level study.

I have also written my Extended Essay discussing the consequences of breeding laws in the UK and South Australia in relation to the development of genetic abnormalities in pugs and German shepherds. This topic is important, as the growing brachycephalic aesthetic of pugs is causing them to suffer throughout their lifetime. Pedigree dogs, such as the German shepherd, have a very small gene pool and as a result, hereditary diseases can develop. This becomes an ethical discussion, because allowing German shepherds to suffer is not moral; however, as a breed, they aid the police and thus serve society.

The IB Extended Essay (like an A Level EPQ or a Capstone project) is a great topic to discuss in a personal statement, as these activities are designed to allow students to explore subjects in greater detail.

The first sentence here is a great example of what getting more specific looks like because it engages more directly with what the student is actually writing about in this particular paragraph then it extrapolates a more general point of advice from those specificities.

By choosing to write her Extended Essay on a topic of relevance to veterinary medicine, she has given herself the opportunity to show the varied aspects of veterinary science. This paragraph proves to the reader that this student is capable and motivated to study veterinary medicine.

I have learned that being a veterinarian requires diagnostic skills as well as excellent communication and leadership skills. I understand the importance and ethics of euthanasia decisions, and the sensitivity around discussing it withanimal owners. I have developed teamwork and leadership skills when playing varsity football and basketball for four years. My communication skills have expanded through being a Model U.N. and Global Issues Network member.

This small paragraph on her extracurricular activities links them clearly to her intended area of study, both in terms of related content and necessary skills. From this, the reader gains the impression that this student has a wide range of relevant interests.

When I attend university, I not only hope to become a veterinarian, but also a leader in the field. I would like to research different aspects of veterinary medicine, such as diseases. As a vet, I would like to help work towards the One Health goal; allowing the maintenance of public health security. This affects vets because we are the ones working closely with animals every day.

In the conclusion, she ties things together and looks ahead to her career. By introducing the concept of ‘One Health’, she also shows once again her knowledge of the field she is applying to.

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

Standing inside a wind tunnel is not something every 17 year old aspires to, but for me the opportunity to do so last year confirmed my long-held desire to become a mechanical engineer.

This introduction is efficient and provides a clear direction for the personal statement. Though it might seem that it should be more detailed, for a student applying to study a course that requires limited extended writing, being this matter-of-fact works fine.

I enjoy the challenge of using the laws of Physics, complemented with Mathematical backing, in the context of everyday life, which helps me to visualise and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest with robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship I educated young teenagers on a more fundamental stage of building and programming, in particular when we worked on building a small robot and programmed the infra-red sensor in order to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.

In this paragraph, the student adds evidence to the initial assertion that he enjoys seeing how Physics relates to everyday life. The descriptions of the work experiences he has had not only show his commitment to the subject, but also enable him to bring in some academic content to demonstrate his understanding of engineering and aeronautics.

I’m interested in the mechanics side of Maths such as circular motion and projectiles; even Pure Maths has allowed me to easily see patterns when working and solving problems in Computer Science. During my A Level Maths and Further Maths, I have particularly enjoyed working with partial fractions as they show how reverse methodology can be used to solve addition of fractions, which ranges from simple addition to complex kinematics. Pure Maths has also enabled me to better understand how 3D modelling works with the use of volumes of revolution, especially when I learned how to apply the calculations to basic objects like calculating the amount of water in a bottle or the volume of a pencil.

This paragraph brings in the academic content at school, which is important when applying for a subject such as engineering. This is because the admissions reader needs to be reassured that the student has covered the necessary foundational content to be able to cope with Year 1 of this course.

In my Drone Club I have been able to apply several methods of wing formation, such as the number of blades used during a UAS flight. Drones can be used for purposes such as in Air-sea Rescue or transporting food to low income countries. I have taken on the responsibility of leading and sharing my skills with others, particularly in the Drone Club where I gained the certification to fly drones. In coding club, I participated in the global Google Code competition related to complex, real-life coding, such as a program that allows phones to send commands to another device using Bluetooth. My Cambridge summer course on math and engineering included the origins of a few of the most important equations and ideologies from many mathematicians such as, E=mc2 from Einstein, I also got a head start at understanding matrices and their importance in kinematics. Last summer, I completed a course at UT Dallas on Artificial Intelligence and Machine Learning. The course was intuitive and allowed me to understand a different perspective of how robots and AI will replace humans to do complex and labour-intensive activities, customer service, driverless cars and technical support.

In this section, he demonstrates his commitment to the subject through a detailed list of extracurricular activities, all linked to engineering and aeronautics. The detail he gives about each one links to the knowledge and skills needed to succeed in these subjects at university.

I have represented Model UN as a delegate and enjoyed working with others to solve problems. For my Duke of Edinburgh Award, I partook in several activities such as trekking and playing the drums. I enjoy music and I have reached grade 3 for percussion. I have also participated in a range of charitable activities, which include assisting during Ramadan and undertaking fun-runs to raise money for cancer research.

As with the introduction, this is an efficient use of language, sharing a range of activities, each of which has taught him useful skills. The conclusion that follows is similarly efficient and to the point.

I believe that engineering is a discipline that will offer me a chance to make a tangible difference in the world, and I am certain I will enjoy the process of integrating technology with our everyday life.

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

Applying for a joint honours course presents a particular challenge of making the case that you are interested in the first subject, the second subject and (often overlooked) the combination of the two. In this example, the applicant uses her own academic studies and personal experiences to make her case.

I usually spend my summer breaks in Uttar Pradesh, India working at my grandparents’ NGO which produces bio-fertilizers for the poor. While working, I speak to many of the villagers in the nearby villages like Barokhar and Dharampur and have found out about the various initiatives the Government has taken to improve the production of wheat and rice. I understand the hardships they undergo and speaking to them has shown me the importance of Social Policy and the role the government plays in improving the lives of people and inspired me to pursue my university studies in this field.

In the introduction, this applicant explains where her interlinking experiences come from: she has personal experiences demonstrating how economics impacts the most vulnerable in society. In doing so, she shows the admissions reader that she has a deep interest in this combination and can move on to discussing each subject in turn.

My interest in these areas has been driven by the experiences I had at high school and beyond. I started attending Model United Nations in the 9th grade and have been to many conferences, discussing problems like the water crisis and a lack of sustainability in underdeveloped countries. These topics overlapped with my study of economics and exciting classroom discussions on what was going on how different events would impact economies, for instance how fluctuations in oil prices will affect standards of living. Studying Economics has expanded my knowledge about how countries are run and how macroeconomic policies shape the everyday experiences of individuals.

Unusually, this applicant does not go straight into her classroom experiences but instead uses one of her extracurricular activities (Model United Nations) in her first paragraph. For students applying for subjects that are not often taught at school (Social Policy in this example), this can be a good idea, as it allows you to bring in material that you have self-studied to explain why you are capable of studying each subject at university. Here, she uses MUN discussions to show she understands some topics in social policy that are impacting the world.

By taking up history as a subject in Grade 11 and 12, I have seen the challenges that people went through in the past, and how different ideas gained momentum in different parts of the world such as the growth of communism in Russia and China and how it spread to different countries during the Cold War. I learned about the different roles that governments played in times of hardships such as that which President Roosevelt’s New Deal played during the Great Depression. From this, I gained analytical skills by scrutinizing how different social, political and economic forces have moulded societies in the past.

In this paragraph, she then takes the nearest possible class to her interest in Social Policy and draws elements from it to add to her case for Social Policy. Taking some elements from her history classes enables her to add some content to this statement, before linking to the topic of economics.

To explore my interest in Economics, I interned at Emirates National Bank of Dubai, one of the largest banks in the Middle East, and also at IBM. At Emirates NBD, I undertook a research project on Cash Management methods in competitor banks and had to present my findings at the end of the internship. I also interned at IBM where I had to analyze market trends and fluctuations in market opportunity in countries in the Middle East and Africa. I had to find relations between GDP and market opportunity and had to analyze how market opportunity could change over the next 5 years with changing geo-political situations. I have also attended Harvard University’s Youth Lead the Change leadership conference where I was taught how to apply leadership skills to solve global problems such as gender inequality and poverty.

Economics is explored again through extracurriculars, with some detail added to the general statement about the activities undertaken during this work experience. Though the level of academics here is a little thin because this student’s high school did not offer any classes in Economics, she does as well as she can to bring in academic content.

I have partaken in many extra-curricular activities which have helped me develop the skills necessary for this course. Being a part of the Press Club at school gave me an opportunity to hone my talent for the written word and gave me a platform to talk about global issues. Volunteering at a local library taught me how to be organized. I developed research and analytical skills by undertaking various research projects at school such as the sector-wide contribution of the Indian economy to the GDP in the previous year. As a member of the Business and Economic Awareness Council at school, I was instrumental in organizing many economics-based events such as the Business Fair and Innovation Mela. Being part of various Face to Faith conferences has provided me with an opportunity to interact with students in Sierra Leone, India and Korea and understand global perspectives on issues like malaria and human trafficking.

The extracurricular activities are revisited here, with the first half of this paragraph showing how the applicant has some transferable skills from her activities that will help her with this course. She then revisits her interest in the course studies, before following up with a closing section that touches on her career goals:

The prospect of pursuing these two subjects is one that I eagerly anticipate and I look forward to meeting the challenge of university. In the future, I wish to become an economist and work at a think tank where I will be able to apply what I have learnt in studying such an exciting course.

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

This applicant is also a joint-honours applicant, and again is applying for a subject that she has not been able to study at school. Thus, bringing in her own interest and knowledge of both subjects is crucial here.

At the age of four, I remember an argument with my mother: I wanted to wear a pink ballerina dress with heels, made for eight-year-olds, which despite my difficulty in staying upright I was determined to wear. My mother persistently engaged in debate with me about why it was not ok to wear this ensemble in winter. After two hours of patiently explaining to me and listening to my responses she convinced me that I should wear something different, the first time I remember listening to reason. It has always been a natural instinct for me to discuss everything, since in the course of my upbringing I was never given a simple yes or no answer. Thus, when I began studying philosophy, I understood fully my passion for argument and dialogue.

This is an unusual approach to start a UCAS Personal Statement, but it does serve to show how this student approaches the world and why this combination of subjects might work for her. Though it could perhaps be drawn out more explicitly, here she is combining an artistic issue (her clothes) with a philosophical concern (her debate with her mother) to lead the reader into the case she is making for admission into this program.

This was first sparked academically when I was introduced to religious ethics; having a fairly Christian background my view on religion was immature. I never thought too much of the subject as I believed it was just something my grandparents did. However, when opened up to the arguments about god and religion, I was inclined to argue every side. After research and discussion, I was able to form my own view on religion without having to pick a distinctive side to which theory I would support. This is what makes me want to study philosophy: it gives an individual personal revelation towards matters into which they may not have given too much thought to.

There is some good content here that discusses the applicant’s interest in philosophy and her own motivation for this subject, though there is a lack of academic content here.

Alongside this, taking IB Visual Arts HL has opened my artistic views through pushing me out of my comfort zone. Art being a very subjective course, I was forced to choose an opinion which only mattered to me, it had no analytical nor empirical rights or wrongs, it was just my taste in art. From studying the two subjects alongside each other, I found great value, acquiring a certain form of freedom in each individual with their dual focus on personalized opinion and taste in many areas, leading to self- improvement.

In this section, she uses her IB Visual Arts class to explore how her interest in philosophy bleeds into her appreciation of art. Again, we are still awaiting the academic content, but the reader will by now be convinced that the student has a deep level of motivation for this subject. When we consider how rare this combination is, with very few courses for this combination available, the approach to take slightly longer to establish can work.

For this reason, I find the work of Henry Moore fascinating. I am intrigued by his pieces, especially the essence of the ‘Reclining Nude’ model, as the empty holes inflicted on the abstract human body encouraged my enthusiasm for artistic interpretation. This has led me to contemplate the subtlety, complexity and merit of the role of an artist. Developing an art piece is just as complex and refined as writing a novel or developing a theory in Philosophy. For this reason, History of Art conjoins with Philosophy, as the philosophical approach towards an art piece is what adds context to the history as well as purpose behind it.

Finally, we’re given the academic content. Cleverly, the content links both the History of Art and Philosophy together through a discussion of the work of Henry Moore. Finding examples that conjoin the subjects that make up a joint-honours application is a great idea and works well here.

Studying Philosophy has allowed me to apply real life abstractions to my art, as well as to glean a deeper critical analysis of art in its various mediums. My IB Extended Essay examined the 1900s Fauve movement, which made a huge breakthrough in France and Hungary simultaneously. This was the first artistic movement which was truly daring and outgoing with its vivid colours and bold brush strokes. My interest expanded to learning about the Hungarian artists in this movement led by Henri Matisse. Bela Czobel was one of the few who travelled to France to study but returned to Hungary, more specifically Nagybanya, to bestow what he had learned.

Again in this paragraph, the author connects the subjects. Students who are able to undertake a research project in their high school studies (such as the IB Extended Essay here, or the A Level Extended Project or AP Capstone) can describe these in their UCAS personal statements, as this level of research in an area of academic study can enliven and add depth to the writing, as is the case here.

As an international student with a multicultural background, I believe I can adapt to challenging or unfamiliar surroundings with ease. I spent two summers working at a nursery in Hungary as a junior Assistant Teacher, where I demonstrated leadership and teamwork skills that I had previously developed through commitment to sports teams. I was a competitive swimmer for six years and have represented my school internationally as well as holding the school record for 100m backstroke. I was elected Deputy Head of my House, which further reflects my dedication, leadership, teamwork and diligence.

As in the previous examples, this statement gives a good overview of the applicant’s extracurricular activities, with a mention of skills that will be beneficial to her studies at university. She then concludes with a brief final sentence:

I hope to carry these skills with me into my university studies, allowing me to enrich my knowledge and combine my artistic and philosophical interests.

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

A good range of UK universities now offer courses called ‘Liberal Arts’ (or similar titles such as ‘Flexible Combined Honours’), which allows students to study a broader topic of study–perhaps combining three or four subjects–than is typically available in the UK system.

This presents a challenge in the personal statement, as within the 47 line / 4000 character limit, the applicant will have to show academic interest and knowledge in a range of subjects while also making the case to be admitted for this combined programme of study.

As a child I disliked reading; however, when I was 8, there was one particular book that caught my attention: The Little Prince. From that moment onwards, my love for literature was ignited and I had entered into a whirlwind of fictional worlds. While studying and analysing the classics from The Great Gatsby to Candide, this has exposed me to a variety of novels. My French bilingualism allowed me to study, in great depth, different texts in their original language. This sparked a new passion of mine for poetry, and introduced me to the works of Arthur Rimbaud, who has greatly influenced me. Through both reading and analysing poetry I was able to decipher its meaning. Liberal Arts gives me the opportunity to continue to study a range of texts and authors from different periods in history, as well as related aspects of culture, economy and society.

Here we have a slightly longer than usual opening paragraph, but given the nature of the course being applied for this works well. A personal story segueing from literature to modern languages to history and cultural studies shows that this student has a broad range of interests within the humanities and thus is well-suited to this course of study.

Liberal Arts is a clear choice for me. Coming from the IB International Baccalaureate Diploma programme I have studied a wide range of subjects which has provided me with a breadth of knowledge. In Theatre, I have adapted classics such as Othello by Shakespeare, and playing the role of moreover acting as Desdemona forced me to compartmentalise her complex emotions behind the early-modern English text. Studying History has taught me a number of skills; understanding the reasons behind changes in society, evaluating sources, and considering conflicting interpretations. From my interdisciplinary education I am able to critically analyse the world around me. Through studying Theory of Knowledge, I have developed high quality analysis using key questions and a critical mindset by questioning how and why we think and why. By going beyond the common use of reason, I have been able to deepen greaten my understanding and apply my ways of knowing in all subjects; for example in science I was creative in constructing my experiment (imagination) and used qualitative data (sense perception).

Students who are taking the IB Diploma, with its strictures to retain a broad curriculum, are well-suited to the UK’s Liberal Arts courses, as they have had practice seeing the links between subjects. In this paragraph, the applicant shows how she has done this, linking content from one subject to skills developed in another, and touching on the experience of IB Theory of Knowledge (an interdisciplinary class compulsory for all IB Diploma students) to show how she is able to see how different academic subjects overlap and share some common themes.

Languages have always played an important role in my life. I was immersed into a French nursery even though my parents are not French speakers. I have always cherished the ability to speak another language; it is something I have never taken for granted, and it is how I individualise myself. Being bilingual has allowed me to engage with a different culture. As a result, I am more open minded and have a global outlook. This has fuelled my desire to travel, learn new languages and experience new cultures. This course would provide me with the opportunity to fulfil these desires. Having written my Extended Essay in French on the use of manipulative language used by a particular character from the French classic Dangerous Liaisons I have had to apply my skills of close contextual reading and analysing to sculpt this essay. These skills are perfectly applicable to the critical thinking that is demanded for the course.

Within the humanities, this student has a particular background that makes her stand out, having become fluent in French while having no French background nor living in a French-speaking country. This is worth her exploring to develop her motivation for a broad course of study at university, which she does well here.

Studying the Liberal Arts will allow me to further my knowledge in a variety of fields whilst living independently and meeting people from different backgrounds. The flexible skills I would achieve from obtaining a liberal arts degree I believe would make me more desirable for future employment. I would thrive in this environment due to my self discipline and determination. During my school holidays I have undertaken working in a hotel as a chambermaid and this has made me appreciate the service sector in society and has taught me to work cohesively with others in an unfamiliar environment. I also took part in a creative writing course held at Keats House, where I learnt about romanticism. My commitment to extracurricular activities such as varsity football and basketball has shown me the importance of sportsmanship and camaraderie, while GIN (Global Issue Networking) has informed me of the values of community and the importance for charitable organisations.

The extracurricular paragraph here draws out a range of skills the student will apply to this course. Knowing that taking a broader range of subjects at a UK university requires excellent organizational skills, the student takes time to explain how she can meet these, perhaps going into slightly more detail than would be necessary for a single-honours application to spell out that she is capable of managing her time well. She then broadens this at the end by touching on some activities that have relevance for her studies.

My academic and personal preferences have always led me to the Liberal Arts; I feel as though the International Baccalaureate, my passion and self-discipline have prepared me for higher education. From the academics, extracurriculars and social aspects, I intend to embrace the entire experience of university.

In the final section, the candidate restates how she matches this course.

Overall, you can see how the key factor in a UCAS statement is the academic evidence, with students linking their engagement with a subject to the course of study that they are applying to. Using the courtroom exercise analogy, the judge here should be completely convinced that the case has been made, and will, therefore issue an offer of admittance to that university.

[email protected]

+44 (0) 7392 846307, useful links, privacy policy, services for.

Universities
Success Stories

Impartiality Statement
For Students
For Parents
For Schools
For Universities

Body shaming, IQ insults and cross talk: House committee meeting devolves into chaos amid personal insults

WASHINGTON — Criticism of a member's "fake eyelashes" and another's intelligence. A question about discussing a member's "bleach blond, bad-built butch body."

A House Oversight Committee meeting Thursday night devolved into chaos amid personal attacks and partisan bickering in a rare evening session that was supposed to center on a resolution recommending Attorney General Merrick Garland be held in contempt of Congress.

The already tense hearing was derailed when Rep. Marjorie Taylor Greene, R-Ga., responded to a question from Rep. Jasmine Crockett, D-Texas, by saying, “I think your fake eyelashes are messing up what you’re reading.”

Democrats, led by Rep. Alexandria Ocasio-Cortez of New York, immediately moved to strike Greene's words from the record and make her apologize to Crockett.

"That is absolutely unacceptable," Ocasio-Cortez said over cross talk. "How dare you attack the physical appearance of another person?"

Greene taunted Ocasio-Cortez, asking, "Are your feelings hurt?"

"Oh, girl? Baby girl," Ocasio-Cortez shot back. "Don't even play."

Greene attacked a second member just minutes after she criticized Crockett, asserting that Ocasio-Cortez did not have "enough intelligence" for a debate.

Greene had asked Ocasio-Cortez, "Why don't you debate me?"

Ocasio-Cortez responded that she thought "it's pretty self-evident."

"You don't have enough intelligence," Greene said as members of Congress audibly groaned at her attack.

Greene agreed to strike her comments toward Crockett but vehemently refused to apologize for the evening's attacks, declaring, “You will never get an apology out of me.”

Amid repeated demands from Democrats to strike Greene’s words from the record and force her to apologize, Comer eventually ruled that Greene’s insult of Crockett did not violate House rules against engaging in “personalities” during debate. When Democratic ranking member Jamie Raskin of Maryland sought to appeal the ruling, Republicans offered a motion to table, or kill, his appeal.

After the vote, Crockett asked Comer for clarification to understand his ruling about personal attacks on members of Congress.

"I'm just curious, just to better understand your ruling," Crockett said. "If someone on this committee then starts talking about somebody's bleach blond, bad-built butch body, that would not be engaging in personalities, correct?"

Chaos erupted again, with a member instructing Crockett to "calm down."

"I have two hearing aids. I'm very deaf," the committee’s chairman, Rep. James Comer, R-Ky., said after cross talk took over. "I'm not understanding — everybody's yelling. I'm doing the best I can."

After Comer agreed to strike Greene’s insult of Ocasio-Cortez, Democrats sought to enforce committee rules that would have prevented Greene from speaking for the rest of the hearing. Republicans voted to allow her to speak.

Comer ultimately called for a short recess amid debate over questions about a rule for members who have had comments struck from the record but wished to speak. Upon return, he reminded members to observe "the House's standard of decorum."

Greene was ultimately recognized to speak for more than four minutes, during which she reiterated that she would not apologize.

"I will not apologize for my words, and I will not change them," she said.

Nearly an hour after the hearing was derailed, the committee got back to debating whether Garland should be held in contempt of Congress for refusing to hand over audio recordings of President Joe Biden’s interview with special counsel Robert Hur over his handling of classified documents.

Tensions were already running high after a long day, with Republicans peppering Raskin's opening remarks with interruptions.

The meeting had originally been scheduled for 11 a.m., but it was moved to 8 p.m. after several committee members traveled to New York to attend the trial of former President Donald Trump .

The committee voted 24-20 along party lines to recommend holding Garland in contempt following the contentious meeting. House Speaker Mike Johnson’s office has not yet said when it would put the contempt resolution before the full House.

Rebecca is a producer and off-air reporter covering Congress for NBC News, managing coverage of the House.

Megan Lebowitz is a politics reporter for NBC News.

IMAGES

UCAS
How To Write The Ucas Personal Statement Ucas Persona
Ucas personal statement
The Ultimate UCAS Personal Statement Guide
Examples of UCAS Personal Statement
UCAS Personal Statement

VIDEO

My Unusual Cambridge Medicine Personal Statement! (What Made it Standout?)

COMMENTS

Personal statement dos and don'ts
Don'ts. Don't be modest or shy. You want your passions to come across. Don't exaggerate - if you do, you may get caught out in an interview when asked to elaborate on an interesting achievement. Don't use quotes from someone else, or cliches. Don't leave it to the last minute - your statement will seem rushed and important ...
4 Common UCAS Personal Statement Issues and How to Resolve Them
3. Explaining a bad grade (or many) Whether it's a below-par GCSE grade, or many, or a less-than-brilliant predicted A-level grade, or many, the ease with which you'll be able to explain this shortfall on your personal statement depends very much on the circumstances surrounding it. Nevertheless, easy or not, it's definitely worth ...
How To Write Your Undergraduate Personal Statement
Just start by showing your enthusiasm for the subject, showcasing your knowledge and understanding, and sharing your ambitions of what you want to achieve. Avoid cliches! Remember, this opening part is simply about introducing yourself, so let the admissions tutor reading your personal statement get to know you. Keep it relevant and simple.
Personal statement FAQs
Personal statement FAQs. We've gone through some of the most commonly asked personal statement questions and put all the answers in one place. Your personal statement is a big part of your uni application. It's where you can show universities why they should give you a place on your chosen course. Read on for quick tips on writing your personal ...
How to Write a UCAS Personal Statement [With Examples]
The character limit which UCAS sets for the personal statement is very strict - up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it's also important that they don't feel the need to fill the available space needlessly. Planning and redrafting of a personal statement is essential.
Choose & Send
2020 Undergraduate Application. Your personal ID is: 153-354-8461. Your personal statement is too long to be saved. Click 'save' within 19 minutes so that your work is not lost. Your statement is 1 line (s) over the 47 limit, based on the preview. Your completed statement must be between 1,000 and 4,000 characters (maximum 47 lines ...
How to write a UCAS personal statement
UCAS personal statement word limit. Your personal statement length can be up to 4,000 characters long. This may sound a lot, but it's a word limit of around 550-1000 words with spaces and only about 1 side of typed A4 paper. You need to keep it concise and make sure it's clear and easy to read.
UCAS personal statements: 20 things to put and 20 things not to put
Article 4: 10 more things NOT to put in your personal statement. My original 10 personal statement don'ts article was so popular that they asked me to come back with this follow-up. So here's a fresh set of things you really shouldn't include in your statement. 1. Incorrect spelling and bad grammar. Don't forget poor punctuation either.
Why can't I save my personal statement?
In this short video, we explain why you may not be able to save your personal statement. In this short video, we explain why you may not be able to save your personal statement Video. Home. Live. Reels. Shows. Explore. More. Home ... UCAS posted a video to playlist UCAS FAQs.
Once you save your personal statement on UCAS, can you edit it?
Reply 1. 8 years ago. A. ife2. 1. Hey, if i remember correctly you can save it and edit it at any time just as long as you don't submit your application :-) (edited 8 years ago)
UCAS Personal Statements Are Changing in 2025
Since 1993, UCAS has required university applicants in the UK to submit a 4,000-character Personal Statement during the application process, which would then be accessed by university admissions teams to assist in the shortlisting process. However, it has been confirmed by UCAS that this process will be changing as soon as 2025.
How to help your students write their personal statement
The waffle detector activity. Create some long-winded personal statements. Read out each statement and get students to raise their hand when their 'waffle detector gland' is set off. Then discuss how it could be improved. Let them practise how to cut things down to be more precise by challenging them to remove words that add no value.
How to write a personal statement for university
If you start waffling to fill out the 4,000 characters, unis will notice. Your personal statement should be filled with interesting points that present you as a well-rounded and capable applicant. The best way to do this is to write concisely. Again, back up every point and explain why it's relevant.
UCAS Personal Statement and Examples
The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay. You'll only write one personal statement, which will be sent to all the universities you're applying to, and it's ...
UCAS personal statement format looks weird after 'save & preview', help
Ignore it. As long as it fit the word/character count, you're fine. If this happens, go back to the section where you actually type your personal statement in and zoom out (cmd - /ctrl - ). It should fix itself. Beep beep, we noticed this is a UCAS post.
problem with personal statement formatting : r/6thForm
problem with personal statement formatting. 🎓 UNI / UCAS. I even wrote out my personal statement word by word onto the ucas website, but it still has this weird formatting that skips lines. Example: The cat sat on hat but then. saw dog on tree and. thought about man. Have no idea what the problem is, and I keep having to shorten everything ...
I applied last year and I want to use my old statement
It's OK to reuse your previous statement if you have applied before. However, if you are now applying in a different name, make sure you fill in the 'Previous Name' box when completing your application. We will then know it's you when we process your personal statement.
House committee meeting devolves into chaos amid personal insults
The hearing was derailed when Rep. Marjorie Taylor Greene, R-Ga., responded to a question from Rep. Jasmine Crockett, D-Texas, by saying, "I think your fake eyelashes are messing up what you ...
UCAS announces new initiatives to encourage students from low-income
Whilst the application fee is not a barrier for most, with 90% saying they did not need any financial help to cover the cost, those receiving free school meals are among the most likely to struggle to pay the cost. From September 2024, UCAS is waiving the £28.50 application fee for students in receipt of free school meals.