personal statement about english language

How to Write an English Personal Statement Worthy of Oxbridge!

Are you dreaming of pursuing English at Oxford, Cambridge or a top Russell Group University? This comprehensive guide equips you with top tips for crafting an English personal statement that truly stands out. Learn how to showcase your diverse literary interests, structure your personal statement or tailor your statement for Oxbridge. To bring these concepts to life, we provide an example Oxbridge English personal statement for your reference.

An Image of Text Stating English Literature Personal Statement Writing

When applying to university, your personal statement is your best opportunity to showcase what motivates you to study the subject you are applying for and why you are suited to study it. You can do this by providing evidence of your interest: how have you gone beyond the curriculum to satisfy questions which reach past the subject at A Level?

Interviewers for English at university will be looking for students who have an insatiable curiosity for learning and developed interests in various areas of the subject. They will also be looking for candidates who have the analytical skills and academic rigour required for success at university. And, of course, you’ll be expected to demonstrate evidence of substantial reading; a successful English personal statement will provide a starting point for an interview discussion, so gesture towards a range of different texts which you are prepared to discuss at length. Don’t shy away from making a provocative statement, as long as you are prepared to support any claim you make: independent, fresh responses to texts will generate a positive response.

Tips for your English Literature Personal Statement

The key tips to bear in mind when writing a personal statement are: be truthful, be ambitious and don’t undersell yourself. This is an opportunity to show off what you’re good at! Don’t hold back from writing about times when you have excelled (for example, winning an English essay competition) but don’t distort what you’ve done either.

Don’t mention books which you haven’t read all the way through . If you feel like your breadth of reading might be lacking, it’s a good idea to do some extension reading in the months leading up to applying for university, so that when it comes to writing your personal statement, you’ll have a wide variety of texts to choose from.

Showcase your literary diversity : Make your personal statement stand out by referencing a range of text forms, from classic novels to contemporary poetry, thought-provoking essays, iconic plays, and compelling prose. This demonstrates your passion for English literature across different mediums and eras.

Embrace the breadth of English literature: Convey your enthusiasm for the subject by including references to works from various eras. Showcase your appreciation for not only contemporary literature but also texts from older periods, like the Medieval age, the Renaissance, and beyond (whilst staying true to your interests). This illustrates your readiness to explore and engage with the rich tapestry of English literature throughout history. This is particularly important when applying for a course like Oxford English Language Literature as the course modules are chronological, spanning Old English (e.g. Beowulf) through to contemporary texts. An admissions tutor is likely to be impressed if you therefore have some appreciation for a range of literary eras.

Craft a narrative with a few (e.g. 3) focused areas of interest: Instead of providing a superficial overview of various topics that interest you, choose say three specific areas of English literature that genuinely intrigue you. These could be thematic, like postcolonial literature, feminist literature, or gothic literature. For each area, go in-depth by referencing a key book or text you've read, a relevant piece of literary criticism (this isn’t required, but can be good to include!), and your thoughtful analysis of the text or critic's perspective. Then, connect these three areas to create a compelling narrative thread that showcases your passion, analytical skills, and the trajectory of your literary exploration. This approach not only demonstrates your commitment but also provides a captivating structure for your personal statement (See the English personal statement posted below as an example of this!)

How to Structure Your English Personal Statement

The word count for personal statements is quite limited, so it’s important to use every sentence effectively. Don’t repeat yourself and don’t include information which isn’t relevant to your application. When applying for English, there are certain areas which should be addressed in your personal statement, so here is a guideline of how one might structure the personal statement to ensure that all of these areas are mentioned.

Introductory paragraph:

What is your motivation to study English? Be specific: what do you want to explore at university? What is distinctive about studying literature that makes it worthwhile? Ensure you talk about what motivates your study of the subject now, not a catalyst from your childhood as, even if it may be true, the interviewer will find it clichéd and less relevant.

Main body of the personal statement:

Devote at least a paragraph to talking about specific areas of interest within the subject. What excites you most? For example, do you have a particular fascination with performance studies or postcolonial theory? Indicate that you have opinions and preoccupations within the discipline.

Mention a range of texts which have interested you: ensure that you’ve mentioned at least one play, prose text and piece of poetry (ideally). It’s also a good idea to show that you’ve engaged with secondary texts, for example a work of literary criticism or a book covering the historical background of a period of literature you’ve studied.

Show that you have an active interest in the subject: Have you sought out performances of plays, special lectures or essay competitions? These will all reveal that you’ve gone out of your way to immerse yourself in your subject already, and this is a very appealing trait in a prospective university candidate.

Showcase your skills: Don’t just name-drop texts but say something incisive and persuasive about them. This could involve discussing what links together works by authors of the same period or what defines the work of a single author. Demonstrate your ability to analyse texts effectively, because this is the most important skill which you will use studying English at university level.

Concluding your personal statement:

The personal statement isn’t long enough to talk at length about extracurricular hobbies and activities, so don’t let these take up too much space (a few lines maximum). However, it is a good idea to mention what you do outside your subject to present yourself as a well-rounded candidate. Therefore:

You could mention one or two of your other A Level subjects, perhaps describing how they have enhanced your study of English. This will be particularly convincing if you have studied History or a foreign language at A Level.

Mention any extracurricular activities which make you stand out. Do you play a musical instrument, and if so, to what level? If you’re involved in sport, do you play in a team? Don’t write at length about this: try to contain this information within one sentence.

Mention any prizes or roles of responsibility which you have had at school, including any clubs that you might organise, such as the school newspaper or student council.

Conclude your personal statement by returning to your aptitude for studying the subject . Which core skills do you possess which will equip you to excel at degree level? It’s important to strike a balance between enthusiasm for the subject and evidence of skills.

Pile of books for English personal statement writing

Applying to Oxford or Cambridge (Oxbridge)? Here's What You Should Also Do

Difference Between Oxford English Language and Literature BA & Cambridge English BA

The University of Oxford and the University of Cambridge, collectively referred to as Oxbridge, are globally renowned for their exceptional academic courses. In the domain of English studies, both universities offer distinct programmes: Oxford's English Language and Literature and Cambridge's English course. In this section, we will precisely explore the key differences between these programmes, highlighting their unique approaches and focus, to ensure you cater your Oxbridge English personal statement to your Number 1 choice of university.

Writing an Oxford English Language and Literature Personal Statement

Oxford's English Language and Literature course is renowned for its extensive scope, offering a comprehensive exploration of English writing from its origins in Anglo-Saxon England to contemporary works. It provides the unique opportunity to examine literature in English on a global scale, encompassing texts from various parts of the world and originally penned in different languages. The course allows students to tailor their studies to match their interests through core papers, dissertation topics, and special options. Some past options include delving into Literature and revolution, Postcolonial literature, Writing lives, Old Norse, Tragedy, and Film criticism, fostering a dynamic and diverse learning experience.

At the University of Oxford, the course titled "English Language and Literature" is designed to provide students with a comprehensive understanding of both the language and literary aspects of the English discipline . It is therefore important that you ideally reference both aspects in your Oxford English personal statement. Even if the other courses you are applying for do not have the Language element, anything you include will still be relevant to the study of Literature (you can entwine the two).

1. Integration of Language and Literature:

Oxford's course integrates the study of the English language with a deep exploration of literary works. Students examine the language's structure, history, and linguistic components while also engaging with a wide array of literary genres and periods.

2. Language Analysis and Literary Critique:

The curriculum at Oxford hones students skills in language analysis, gives them exposure to linguistic theories, and literary critique. Students learn to analyse the nuances of language and its application in literature, fostering critical thinking and analytical skills.

3. Historical and Cultural Context:

Oxford places significant importance on studying literature within its historical and cultural contexts. Students gain insights into the societal influences that shaped literary works, providing a holistic understanding of the subject.

Writing a Cambridge English Personal Statement

Cambridge's English degree course offers a well-rounded curriculum that combines a strong foundation in English literary works with an opportunity to explore various art forms, including music and film in relation to literature . Furthermore, it delves into literature's connections with intellectual traditions such as philosophy, art history, and politics . In Year 1 (Part IA), students undertake compulsory papers in Practical Criticism and Critical Practice, along with an assessment of Shakespeare through a portfolio of essays. Year 2 (Part IB) introduces compulsory and optional papers spanning different literary periods from Early Medieval Literature to the 20th century. In Year 3 (Part II), students engage with compulsory papers in Practical Criticism and Critical Practice II, explore Tragedy across ages, and undertake a dissertation. Additionally, they can choose from a wide array of optional papers that evolve yearly, covering diverse topics such as Chaucer, American Literature, Visual Culture, and more.

Here’s how to tailor your personal statement to align with these features:

Interdisciplinary Approach : Cambridge's English course places a strong emphasis on interdisciplinary connections. In your personal statement, you could showcase your readiness to explore literature's intersections with other fields such as philosophy, art history, and politics. Mention any relevant experiences or readings that demonstrate your interest in these areas and how they relate to literature.

Exploration of Other Art Forms : Cambridge offers the opportunity to delve into other art forms, including music and film, in relation to literature. Highlight your passion for these art forms and their connections to literature. You could discuss a specific instance where you've analysed how music or film enhances the understanding of a literary work, for example, or how these art forms can provide fresh perspectives on literature.

Critical Thinking and Intellectual Traditions : Cambridge's English course encourages critical thinking and engagement with intellectual traditions. In your personal statement, you could emphasise your analytical abilities by discussing a piece of literature or a critical theory that challenged your thinking. Show how your engagement with intellectual traditions has shaped your approach to literature.

Broad Range of Literature : Mention your fascination with the diverse range of literary works in the Cambridge curriculum, spanning different eras and cultures. Highlight any books or authors that have particularly resonated with you, and explain how they have influenced your literary interests.

How is the Personal Statement Used in Oxbridge English Interviews?

Your personal statement offers admissions tutors a glimpse into your academic journey, showcasing your passion for English Literature or English Language. It acts as a crucial tool for them to assess your commitment to the subject and your ability to articulate your thoughts coherently and persuasively.

Through your personal statement, you have the opportunity to exhibit your enthusiasm for the subject. Your engagement with literary works, language theories, and academic experiences should shine through, portraying a genuine and dedicated interest in the field. Highlighting specific books, theories, or authors you admire and discussing how they have influenced your academic pursuits adds depth to your statement.

Admissions tutors use your personal statement to evaluate how well your academic goals align with the structure and ethos of the course you're applying for. Articulate why you believe the particular course at the university is the right fit for you. Demonstrating an understanding of the curriculum and emphasising how it will help you achieve your academic and career aspirations is key.

During the interview, the personal statement often serves as a starting point for discussion . The interviewers may delve into topics you've mentioned in your statement, seeking deeper insights into your thought processes and motivations. Therefore, it is essential to be well-prepared to expand on the ideas presented in your personal statement, providing a more comprehensive understanding of your perspective.

Looking for ideas for English personal statement content?

We have built out an entire co-curricular platform, Minds Underground, for university applicants to use as evidence for their wider subject exploration. A few ideas:

Our English Literature Summer School allows students to broaden their horizons in literature, to consider authors and theorists from across the globe. classes are hosted by our Oxbridge-educated tutors, from a Fellow at all Soul’s College, Oxford, to published authors and Master’s and PhD researchers specialising in English Lang & Lit

Research Projects: E.g. ““Ways of Seeing": Exploring Word, Image and Ideology with a Cambridge Master's English Researcher and Multidisciplinary Artist” (Typically 1 month, 5 project tutorial sessions)

Exemplar Personal Statement for Oxford Language and Literature

Below is a sample English Language and Literature personal statement from U2 Tuition co-founder Camille, that was accepted for Oriel College, Oxford:

The importance of literature in society first became apparent to me when reading Milton’s polemical tract Areopagitica. I was intrigued by the way he used language’s potential not only to liberate, ‘give me the liberty to know, to utter, and to argue freely’, but also to manipulate. It is fascinating that this idea of a ‘Janus’ faced’ side to words could have been promoted over 300 years ago. Today, in our progressively plural world and with language’s increasing flexibility, I can see that Milton’s ideas have developed still further. In a culture where we are constantly bombarded with messages, it is all the more important to discern meaning. Here, Saussure’s theories in semiotics have particular resonance. I believe an in-depth study of literature will teach me to deconstruct and question these uses of language. It was for this reason I undertook work as a research assistant on an Oxford University project, Examining the OED. Tracing how language changed over time demonstrated its fluidity and the nuances of the way words are actually used. Considering how literary writers have shaped and influenced the lexicon also showed me how literature constantly interacts with everyday life. This capacity for narrative to be an active force both in the shaping of the lexicon and also upon the reader, became evident to me during my Gap Year travels on the professional tennis tour. During this period of intense training and competition I drew inspiration, both as a tennis player and aspiring novelist, from travel writing such as Robert McFarlane’s Mountains of the Mind and Old Ways and McDougall’s Born to Run. Upon my return I came across Robin Lydenberg’s essay Freud’s Uncanny Narratives. His discussion of the uncanny effect of Freud’s constant shift into autobiographical narrative and complex relation to Italy in The Uncanny, was particularly relevant to a study of a personal and travel narrative. I realised part of the attraction of these texts was their dealings with both the familiar and the foreign. I am also curious about the more typical territory of the uncanny in Gothic fiction, where terror is derived from something, at once strange and intrinsic, in the supernatural. I found the skeleton that reproaches Frederic for his lust in Walpole’s The Castle of Otranto horrific in the truest Gothic sense - an instrument of man’s own secret fears, denials and desires. In a less overt manner (and as a possible reaction to Lewis’s The Monk) Radcliffe interweaves supernatural ‘mysteries’ and human psychology in her rational explanations. I love how she shows the mind itself to almost be a supernatural entity. When reading Radcliffe’s work I was struck by her portrayal of her heroines as paradigms of innocence who cannot function in the active adult world. I recognised this as a recurring theme in Victorian texts like Gaskell’s Ruth, Rossetti’s Goblin Market and Wilde’s A Woman of No Importance. I thought it illuminating that despite Wilde’s feminist tendencies he sends Mrs. Arbuthnot into exile whilst Lord Illingworth is assimilated back into society. The conflict between the way writers depict the private ethics of their female protagonists and the realities of public life is also found in earlier works. In Shakespeare’s The Rape of Lucrece, Lucrece is only given some form of rhetorical political power by committing suicide. Likewise, in Titus Andronicus, Lavinia’s sacrifice and perhaps even her rape are necessary to reestablish purity in Rome, and in Medea, Medea only gains power over Jason by killing her own children. Her revenge is limited. The development of language, the influence of literature in everyday life and the way in which writers treat gender and the supernatural are just some of the literary ideas that intrigue me. I would relish the opportunity to deepen my understanding of these concepts and explore other periods and styles at University level.

Use this personal statement for inspiration and ideas, and to see how to structure an exemplar English personal statement for Oxford or Cambridge. We wish you all the best on your onward journey and encourage you to look at our Personal Statement page for more information, and the ways in which U2 can help.

Looking for an English Personal Statement Writing Tutor or Support For Your Wider Oxbridge English Application?

English Personal Statement Tutoring

U2 Tuition’s Oxbridge-educated tutors have a close insight into what admissions tutors like to see in an English personal statement, and can help students to convey their skills, motivations, and long term goals, in order to stand out from other applicants. The statement should be the candidates own work, but our mentors will provide direction and guide you through the process of content building and writing. We offer offline drafting as well as tuition sessions.

Oxbridge English Tutoring

We have a large team of Oxbridge-educated English mentors including 1st Class, Master’s and PhD level graduates, who support students through each stage of the application process, including personal statement, ELAT and interview preparation.

The Process:

1) We suggest an Oxbridge English graduate as a mentor and send their full CV for review. Our mentors are deeply familiar with the admissions process to study English at the University of Oxford, Cambridge, as well as top UK Universities such as UCL, and are well-placed to guide you through personal statement curation, the entrance exam and interview process. We may suggest a range of application tutors to choose from with slightly differing rates depending on qualifications and level of experience.

2) We typically suggest beginning with a 1.5 hour diagnostic session , where the mentor will informally assess the student’s current performance level for application, including test and interview. Following this, we issue a report with feedback, and structure a plan to best prepare.

3) U2’s approach for regular English application sessions: The main focus of tutorial sessions will be to explore material that can be discussed in the personal statement and at interview - this may sometimes stretch from A-Level standard to First Year Undergraduate. Mentors ensure each student refines their literary interests, and is exposed to a range of literary eras, approaches and new concepts, guiding students in their reading and wider subject exploration. Together, we build a case for the student, solidifying the stance and direction they will take during interview and honing skills for the ELAT if applicable.

Frequency of sessions can be decided between student and mentor. Students can take either ad hoc sessions, or we structure a full programme for preparation, which may include further co-curricular opportunities such as our research projects , English Literature summer school and Oxbridge mock interview days. Honing the skills necessary to succeed for Oxbridge ideally requires long-term preparation and mentoring presents a wonderful opportunity to learn from some of the very best Oxbridge has produced.

Sessions from £75/h + VAT.

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Personal statement advice: English

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What do English tutors look for in a personal statement?

If you're about to start drafting your personal statement, thinking about this question is a good place to kick off your thought process. Here's what a couple of admissions tutors we spoke to said...

‘A succinct and focused statement that:

specifies the kind of books you enjoy
details the specific aspects of literary study that appeal to you and, crucially, why
is written in good English (naturally), using correct punctuation and uncomplicated syntax.

‘You should be specific about the texts, contexts, and critical tendencies that really excite you. We read hundreds of statements each year, but genuine passion and detail will always catch our eye.

Which texts and authors should you cover?

Do use your statement as an opportunity to discuss one or two specific writers you're interested in – and preferably one who isn’t on the GCSE or A-Level English syllabus. It's a great way of demonstrating your interests and what inspires you about the study of literature.

Be genuine. Tutors want to hear an account in your own words of those books and features of literature that you found most enjoyable. But, while you might want to try and think outside the box by picking a more unusual novelist or poem, don't be obscure just for the sake of it. An insightful, imaginative, and critical response to literature is what will impress, not what's on your bookshelf.

As Keele University says, it’s fine to talk about your wider cultural insights too, such as plays you’ve seen or pieces of journalism you’ve liked.

What else should you include?

A strong opening – like the literary greats, you need to engage the reader from the very first line. Avoid gimmicks by keeping it specific. 'I don’t want a philosophical essay on the joys of reading, I want to know what turns you on about literature – start with that', one admissions tutor told us.
Evidence that demonstrates you're an analytical reader – not just someone who enjoys reading. For example, University of Bristol admissions tutors want to see some evidence of your analytical approach to the books you've read, and for you to express this in a way that shows clear thinking and understanding.
Your long-term career goals – if you have a profession in mind, do expand on this (warning: just saying you 'want to be a journalist' will make you sound like thousands of others). If you don't know what you want to do yet though, don't worry.
Your ambitions – according to Dr Emma Bainbridge, an English Admissions Officer at the University of Kent, expanding on what you hope to achieve while studying literature, not just what you already know, will impress.

English personal statement pitfalls to avoid

A boring opening – avoid 'I have always loved literature/reading' or 'I have always had a passion for literature…'.
Irrelevant context – talking about the Beatrix Potter book you were given when you were six probably won’t impress.
Overblown language – English applicants need a strong writing style, but don't go overboard. Cut lines like 'I was totally encapsulated by To Kill a Mockingbird' or 'my achievements at school were vast', and limit reaching for that 'synonyms' button.
Cut the cheese – the University of Southampton very sensibly suggests avoiding rhetorical phrases like 'So why English and philosophy, then?' You are applying to an English department, not The Apprentice.
Poor spelling and grammar – it is an English degree, after all!

Extracurricular interests

Most universities like to see some detail of this, but keep it interesting and brief – probably 20% maximum – and ask yourself why it’s relevant. For example, your experience listening to or coaching readers in your local primary school will probably make more impact than playing badminton.

How much you dedicate in your statement to outside interests will also depend on the kind of English degree you're applying for, or whether you're combining it with another subject.

Dr Antonella Castelvedere at University Campus Suffolk, whose degree course focuses on English language as well as literature, is looking for students to reflect on both elements, and mentions book group membership, theatre attendance, cultural projects or voluntary work in schools as examples of the kind of activities that would impress – along with anything that demonstrates inquisitiveness or critical thinking.

Put your personality into it

The English department at Royal Holloway reinforces Dr Thurston's point above about being turned off by ‘deep and meaningful philosophical statements’. The bottom line is, they would much rather read about you, your tastes in reading, your cultural activities, your aspirations, and some of your relevant personal experiences.

In summary, do try to give them a sense of your analytical approach and the breadth of your literary or cultural interests. But engage them with your passion and enthusiasm too.

Read more advice about writing your personal statement , and our English subject guide , covering courses, entry requirements, and careers.

Successful Personal Statement For English At Cambridge

Last Updated: 5th April 2022

Author: Rob Needleman

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it.

Today, we are looking through an English applicant’s Personal Statement that helped secure a place at Cambridge University. The English Course at Cambridge balances a strong grounding in literary works. Let’s see how the candidate addresses this in their Personal Statement.

Here’s a breakdown of the Personal Statement (the applicant came very close to the 4,000 character limit):

SUCCESSFUL?

The universities this candidate applied to were the following:

Enrolling on our Oxbridge English comprehensive Programme will give you access to Personal Statement redrafts.

Your tutor will give you actionable feedback with insider tips on how to improve and make your Personal Statement Oxbridge quality for the best chances of success.

English Personal Statement

Growing up in a house where books have replaced wallpaper, acquiring a love of literature was inevitable. I love the way in which writers explore, question, and critique aspects of human nature through the presentation of their worlds and characters. My favourite pieces of writing are ones such as Levi’s ‘Order on the Cheap’, Gogol’s ‘The Overcoat’ or Hartley’s ‘The Go Between’, where a particular human tendency is both beautifully presented and meticulously analysed. In his short story, Levi explores curiosity by invoking that of his audience: readers become distracted by the narrator’s descriptions of his experiments and overlook their morally problematic side. Hartley employs an opposite technique, allowing the reader to be often sharply aware of the innocence and naivety of the protagonist. Gogol manipulates the reader even more, invoking a painful sense of pathos around the main character whilst at the same time daring us to find Akaky’s concerns a little ridiculous.

I have to admit, however, that I am drawn to Levi’s short story not only because of its literary merits, but also because I sympathise with its main character: a man driven by his fascination with the process of creation. My favourite parts of my Chemistry A level were the ‘practicals’; I derived great excitement from the process of taking a simple substance, subjecting it to particular conditions, and thereby creating a completely different, and often much more complex, chemical. In ‘The Monkey’s Wrench’ Levi seems to emulate the same process in his development of the character of Tino. Starting from a simple first picture Tino is slowly developed, snippet by snippet, as the stories progress, until a fully evolved character finally emerges.

I find it fascinating how unexpected links can suddenly emerge between works: reading around a set text, Murakami’s ‘Blind Willow Sleeping Woman’, I read his ‘Kafka on the Shore’, which led me to read some of Kafka’s short stories, including ‘The Penal Colony’ and ‘A Country Doctor’. Whilst the works of the two writers are in many ways extremely different, I noticed some stylistic similarities. Both present protagonists whose apparently unexceptional lives are suddenly interrupted by a series of unexplained fantastical events. These events are often a metaphor for a wider-reaching process in the life of the narrator.

But without a doubt, poetry has always been my favourite form of literature: I like listening to poems or reading them aloud, appreciating their rhythm and sound, before going back and analysing them. Some of my favourite poems are those in which the sound is almost as important as the words themselves, for example, Lawrence’s ‘Ship of Death’ or Frost’s ‘After Apple Picking’. In this vein, I have a YouTube channel on which I post my readings of various poems, and have also earned at least several pence through poetry busking in the streets of Waterloo.

Eagleton’s ‘Literary Theory: an Introduction’ gave me another way in which to approach texts. As well as my visceral response and the various meanings extracted through analysis, the texts might exemplify the literary or political beliefs of a particular period. Further, members of different literary movements might approach them in very different ways – I enjoyed trying to put on the ‘mask’ of one movement or another and read a poem through it. Similarly, whilst studying ‘Othello’ I was interested by the hugely varying approaches of different critics, from Bradley who focused chiefly on character but seemed to forget the literary context, to Empson who concentrated almost solely on the changing meaning of the word ‘honest’ throughout time. Perhaps most significantly, Eagleton and the other critics reinforced the idea that engaging with a text is itself a creative process.

However, Eagleton’s book is just ‘an Introduction’: what draws me most to the study of English literature is not only that I love it, but that I want so much to learn more about it.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

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Download our Free Personal Statement Starter Guide

Good Points Of The Personal Statement

The candidate clearly demonstrates a keen and actioned interest in their chosen subject through the presentation of their reading and subsequent thoughts. They can articulate their present interests in their subject, as well as the sources of these interests, and their potential directions for further development. They indicate their ability to think laterally and creatively through their cohesive discussions of seemingly disparate texts, and are self-aware of their strengths and weaknesses as a reader. Their statement is fuelled by their evident personal enthusiasm for their subject, which makes it an engaging and urgent read.

Bad Points Of The Personal Statement

The candidate has acquired a relatively personal tone, which veers into the casual or confessional at times; their point might have been made more clearly or precisely had they adopted more strictly academic modes of communicating. Their consideration of various works is quite itemised, insofar as their statement reads like a series of ‘nuggets’ of information, rather than a clearly-focused piece with argument and direction. The candidate does reference another subject they study for A-Level, but beyond that, they have not included much information beyond their academic reading and interests. While this could certainly be justified as an approach, it does leave the statement suggesting that the writer is not particularly engaged in questions or activities beyond specific areas of literature.

UniAdmissions Overall Score:

The statement is at times quite chaotic in style, due to its familiar tone and slightly haphazard structure. However, it more than compensates for this since its familiarity is clearly a result of the candidate’s sheer enthusiasm for the subject. In addition, the range of material that they consider is very impressive — it includes both primary texts (of various forms) and secondary reading. The candidate has, moreover, articulated their own ideas on these works, and even if their exact communication of these are not particularly precise, the level of thought and consideration is still strong.

This Personal Statement for English is a great example of enthusiasm and passion. The candidate’s interest is clearly shown which is vital to Admissions Tutors.

Remember, at Cambridge, these Admissions Tutors are often the people who will be teaching you for the next few years so you need to appeal directly to them.

Go to our Free Personal Statement Resources page for even more successful personal statements and expert guides.

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English Personal Statement Guide

Your Personal Statement will be the first, and sometimes only, chance you get to introduce yourself as an individual to admissions tutors at your chosen universities. In a single page (or thereabouts), you have to give a good first impression of yourself, outline your key motivations for studying English, and prove that you've got both the skills and the passion to succeed on a challenging degree course. It's by no means a simple task!

Although a Personal Statement should be just that - personal - there are certain techniques, methods, and tips that you can learn to help you make your content shine! This guide will take you through our experts top advice on what to include or not include, how to begin, and how to end a successful English personal statement, as well as addressing some of the most common questions we are asked about personal statement writing.

This guide is split into the following sections:

Why are Personal Statements Important?
What Should I Include in an English Personal Statement?
What Should I Avoid in an English Personal Statement?

Advice on How to Start an English Personal Statement

Advice on how to finish an english personal statement .

personal statement about english language

What Should I Avoid in an English Personal Statement ?

Avoid Overly-Emotive or Clichéd Language, Especially the Word 'Passion'

The Oxbridge admissions process is a way of measuring your potential ability to make interesting contributions to a university's intellectual community. It's not a competition to simply prove how strongly you feel about literature .

By filling your personal statement with insightful reflections on your wider reading , you will offer admissions tutors a stronger sense of your enthusiasm for the subject than by writing something like 'literature has always been my passion'.

Don't Write an Autobiography

Some students begin their statements by noting that they have wanted to study English at Oxford since the age of nine. This is both a cliché of the genre and an inadvisable gambit.

The length of time during which you've harboured an ambition to study English isn't a useful measure of your potential suitability as a student at Oxbridge . Admissions tutors want to know that you are currently developing your understanding of the subject by reading widely and reflecting on what you have read.

We recommend that you refer exclusively to texts that you have read and achievements that you have accomplished during your time in sixth-form.

Prove that You're an Independent Thinker Rather Than Leaning on Others

If you've read a lot of literary criticism, it can be tempting to reiterate the views of critics in your statement, especially if you find yourself agreeing with them. This isn't a particularly creditable approach .

It's much more interesting – for you and the staff reading your statement – if you can mount a well reasoned challenge to the view of a particular literary critic . You are not obliged to do this, of course, but it can serve as proof that you can think independently.

Precision is Always Preferable to Pomposity

Writing a successful statement is not an exercise in showing off the breadth of your vocabulary. It's much more helpful to explain your literary interests using precisely chosen language than it is to try to demonstrate your erudition by including sophisticated vocabulary for its own sake.

Never Be Dishonest

Some students get caught out when called for interview because their personal statements contain exaggerations or elements of untruthfulness. Write only about texts which you have actually read and experiences that you have had yourself.

Your statement should begin with a very brief explanation of why you are excited by the prospect of studying English at university.

Resist the temptation to try and write something dazzlingly original, witty or epigrammatic. It's much better to keep your opening honest and succinct , thus allowing you time to explore the details of your interest in the subject in the main body of the statement.

Avoid the temptation to begin with a quotation : this is simply hiding behind someone else's words and gives the admissions tutors little idea of what excites you as an individual.

Above all, don't worry too much about how you phrase the opening sentence. As long as it is clear, and puts across your truthful feelings about your application, the main body of the statement can be relied upon for the finer details.

Personal statements are only 4000 characters long , so you need to make very efficient use of that space to demonstrate the scope of your intellect. You therefore don't have room to write a formal conclusion of the sort that you might include in a job application.

Provided that your statement is full of evidence of your ability to think subtly about a variety of texts and ideas, all the conclusion needs to do is offer a brief concluding sentence . Think about reiterating the main theme of your motivation or interests, and leaving the reader with the idea you most want them to remember once they have finished reading.

If you are going to include details of non-academic extra-curricular achievements in your statement – as valued by some universities, but not by Oxford or Cambridge – we recommend using the final couple of sentences of your statement for this purpose.

What are some Tips for Writing a Strong English Personal Statement?
How Long Should my English Personal Statement Be?
What Kind of Extracurricular Activities Should I Include in my English Personal Statement?
How Can I Tailor my English Personal Statement to the Oxford/Cambridge Course?

* Throughout your time in the sixth-form, keep a notebook of potential ideas to discuss in your statement. These can include your opinions on specific texts, your reactions to the views of critics, interesting points of connection between texts, and so on. Choosing what to put in your statement becomes much easier if you have a written record of your best ideas from the previous twelve months.

* Don't spread yourself too thinly; pick between four and six sub-topics that interest you and explore these in detail. There just isn't room within a personal statement to list all the books that you have read or all the ideas that you have about them. You need to select the ideas that fascinate you the most and explain what interests you about them. Draw up a list of these before you begin writing. Don't worry if you have to omit interesting ideas or impressive achievements: you can ask your teachers to refer to these in the references which they supply for you.

* Plan the structure of your statement to avoid exceeding the word-count. Some applicants begin by writing drafts which are much too long. They then face the challenge of trying to edit this document in order to meet the word-count, a time-consuming and often onerous task. Writing a brief plan of the five or six areas that your statement will cover eliminates the risk of this. It is much easier to develop a draft that is slightly too short than to abbreviate one that is far too long.

* Don't shy away from writing about lesser-known authors or topics if they excite you. It's always refreshing for admissions tutors to read the statements of applicants whose programme of wider reading has led them towards lesser-known texts or authors. Don't assume that you have to write about the most famous canonical texts. If you have interesting thoughts on the work of, for example, Denise Riley or Julian of Norwich, feel free to develop these in your statement.

You have 4000 characters or 47 lines to use in your personal statement. We recommend utilising as much of this space as possible to convey a thorough sense of your academic interests. If your first draft falls significantly short of this upper limit, it's likely that you need to include some extra details or develop your existing points.

Refer only to those extracurricular activities that have helped developed your understanding of English. For example, if you directed a school production of Othello and it inspired you to have specific thoughts on how Shakespeare's presentation of tragic heroes changed across his literary career, feel free to explain how these thoughts developed. If you have attended a lecture from an academic which caused you to re-consider the usefulness of the idea of literary canons, this might also merit inclusion.

Before you begin writing, it's useful to listen to some interviews with academics who teach English at Oxbridge. This will give you an idea of the way that they present their arguments, as well as some of the ideas and critical vocabulary that you will be using during your degree. Doing this often eases applicants' nerves: you will find that Oxbridge tutors usually present sophisticated ideas in clear, accessible language.

Unlike some English degrees, the courses at both Oxford and Cambridge oblige students to analyse a broad range of literary genres dating back to the earliest recorded texts in the language. It is therefore useful – although not essential – if your statement can demonstrate that you are interested in studying the literature of previous eras (beyond the obligatory Shakespeare text on the A-Level syllabus).

However, resist any sense of obligation to write about the research interests of the tutors at your chosen college. Tutors are looking to offer places to independent thinkers with a variety of literary tastes and critical opinions which differ from their own. In any case, your personal statement will be sent to all the universities to which you are applying, so you should not be specific about any one course or lecturer, since it risks turning the other universities off.

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English Literature Personal Statement Example

As an avid reader and student of English Literature, I have developed a strong interest in exploring the depths of literary analysis and critical theory. My studies at A level have provided me with a firm foundation in independent research and critical thinking, which I believe are essential skills for success in the field of English Literature.

During my studies, I have delved into Shakespeare’s works, particularly “Romeo and Juliet” and “The Merchant of Venice”, using Leach Scragg’s “Discovering Shakespeare’s Meaning” to gain a more thorough understanding of the plays. Additionally, Anthony Holden’s biography of Shakespeare has helped me to appreciate the context and historical significance of his work. I have also recently begun exploring critical theory through “Literary Theory: An Anthology”, edited by Rivkin and Ryan, which has piqued my interest in further exploring the theoretical underpinnings of literature.

While my studies thus far have focused largely on modern literature, I have developed a newfound interest in the Victorian novel as a precursor to modernism. I have been particularly intrigued by the didactic, omniscient narrator and how Victorian authors grappled with issues of contemporary social change. Reading Dickens’s “Great Expectations” and Eliot’s “Middlemarch” has allowed me to explore these themes in greater depth. I am also fascinated by the expression of religious faith and doubt in Victorian post-romantic poetry, such as Arnold’s “Dover Beach” and Clough’s “The Latest Decalogue”.

In addition to my studies, I have broadened my knowledge of literature through art and French classes. In my art class, I am currently writing a critical and analytical study on the Stuckism movement, while last year I completed a project based on Chaucer’s “Canterbury Tales”. My French studies have allowed me to explore foreign literature, including Pagnol’s “Jean de Florette” and “Manon des Sources”, and have given me the valuable skill of revising my thinking before speaking or writing.

My A level in Media Production and Communication has furthered my interest in linguistics, and reading Phillip Howard’s “The State of the Language” has opened my eyes to the richness and complexity of the English language. I have had the opportunity to write and edit for campus publications, and am excited about the possibility of being involved in future publications.

My love of theatre has allowed me to experience literature in a different medium. I have seen productions by the RSC and our local TOADs theatre company, and have even had a role in a university student play. Witnessing the power of live performance has inspired me to think more deeply about how literature can be brought to life.

My experiences as an English Literature student have fueled my passion for literary analysis, critical theory, and linguistic exploration. I look forward to continuing my studies and pursuing a career in the field of English Literature.

English Literature Personal Statement Example for UCAS

As a student of history and French, I have always been fascinated by the power of language and how it shapes our understanding of the world. My studies have given me a deep appreciation for the nuances of language and how different linguistic structures can convey complex ideas and emotions. This enthusiasm has led me to explore the English language and literature in greater depth, and to seek out opportunities to engage with the works of some of the most influential writers of the past century.

One of the most inspiring experiences I have had in this regard was my invitation to attend the Global Young Leaders Conference in Seattle. This event brought together young people from around the world to explore the challenges and opportunities facing our global community. Through a series of lectures, workshops, and interactive sessions, we were able to engage with a wide range of topics, from environmental sustainability and social justice to entrepreneurship and leadership. For me, the most memorable aspect of the conference was the opportunity to discuss the role of literature in shaping our understanding of these issues. Through these conversations, I came to appreciate the power of literature not only as a tool for self-expression and personal growth but also as a means of fostering empathy and understanding across cultures and communities.

Two writers who have had a particularly profound impact on my thinking in this regard are George Orwell and Mark Twain. Orwell’s life and work, in particular, have greatly interested me. His experiences in the Spanish Civil War and his reflections on the nature of power and authority in modern society have helped to shape my own political and social beliefs. Likewise, Twain’s irreverent wit and his keen observations of human behaviour have challenged me to think critically about the world around me. Through these writers, I have come to appreciate how literature can help us to navigate the complexities of our own lives and the world at large.

My academic background also reflects my passion for English literature. I have A-levels in English literature, history, and biology, which have given me a broad range of skills and knowledge that I believe will be useful in pursuing further studies in this field. In particular, my studies in biology have given me an appreciation for how scientific thinking can inform our understanding of literature, from how we interpret and analyze language to the psychological and neurological processes that underpin our reading experiences.

As I look to the future, I am excited by the prospect of further exploring the intersections between language, literature, and society. I believe that studying English literature will not only deepen my understanding of the world around me but also equip me with the skills and insights needed to make meaningful contributions to my community and beyond. I am eager to engage with the works of writers both past and present, to explore how language and literature can help us to grapple with the most pressing issues of our time, and to contribute to the ongoing conversation about the role of the humanities in shaping our collective future.

Personal Statement For English Literature

I always had a passion for literature, and pursuing an English Literature degree seemed like a natural choice for me. From a young age, I have been fascinated by the way words can be woven together to create complex narratives and powerful emotions. Through my studies in A-level English Literature and Media, I have developed my analytical thinking and gained a deeper understanding of classic works of literature as well as diverse media forums.

One of the things that set me apart from other students is my ability to communicate effectively through my writing skills. I have always been drawn to the written word and have a talent for expressing my thoughts and ideas clearly and concisely. Whether it’s through essays, creative writing, or journalism, I am confident in my ability to use language to convey my message.

Throughout my academic journey, I have also been involved in various extra-curricular activities. One of my proudest achievements was organizing an entire show for 19th Century History Month, which required me to draw on my creativity and organizational skills. This experience taught me the value of teamwork, communication, and dedication, which are all essential skills that I will carry with me throughout my future endeavours.

In addition to my extra-curricular activities, I was also selected as head girl in my primary school, where I was responsible for maintaining discipline and providing leadership to my peers. This experience allowed me to develop my interpersonal skills and learn the importance of empathy and understanding when working with others.

I had the opportunity to intern with a secondary school newspaper for two years, where I honed my journalism skills and gained valuable experience in the field. I learned the importance of accurate research, effective communication, and engaging storytelling, which are all essential skills that will serve me well in my future career.

My passion for English Literature, combined with my skills in communication, organization, and leadership, make me a strong candidate for a degree in English Literature. I am excited about the opportunity to continue my academic journey and explore the endless possibilities that the world of literature has to offer.

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Department of English Language and Literature, The University of Chicago

Admissions Overview

2025-26 admissions theme: environmental humanities.

The Department of English currently has a themed admissions process. This means that the cohort of students admitted each year shares a particular area of research or methodology. Previous themes have included Black studies, Pre-1900 literature, and Poetry and poetics. This year’s theme is described below. Such a themed approach to PhD admissions has pluses and minuses: it allows the department to focus course offerings and programming, but strong applicants may be excluded by the particularity of a given year’s theme. We have nonetheless decided to continue with themed admissions at present. Note that the department anticipates that each theme is broadly salient and will be realized in varied ways. All themes are conceived as inclusive of multiple time periods and subfields.

For the 2025-2026 graduate admissions cycle, the University of Chicago English Department is prioritizing applications focusing on literature and culture in relation to environment, ecology, and space. Possible areas of interest include (but are not limited to) the environmental humanities; built environments and literature; geography and urbanization; the atmosphere and setting of literary and artistic works and circles; ecopoetics; the poetics and politics of space. We encourage applications from students wishing to work in all historical periods, and on texts from and about any region of the world. We welcome hybrid scholars working in creative and critical modes or across media, or doing public humanities and public-facing work that foregrounds environmental and spatial concerns. For more information on faculty and current graduate students in this area, please visit the department website .

You may indicate up to five Areas of Study in which you are interested, in ranked order.

Admissions Themes

Year 2 (2025–26): Environmental, ecological, and/or spatial matters, including eco-aesthetics, built environments and literature, geography and urbanization, and environmental e/affects. Prospective students might also consider connections to the Committee on Environment, Geography and Urbanization.

Year 3 (2026–27): Transnational literature, migration, and movement, including decolonial literatures, speculative fictions, the movement of cultural meaning, and translation.

Request More Information Here

Request More Information

Students applying to the PhD program in English Language and Literature at the University of Chicago must complete an online application and upload the following to that application:

Scanned transcripts from all college-level, degree-track programs. [Note: For Spring 2020 transcripts, ‘Pass’ grades and letter grades will be regarded as equivalent as we evaluate applications for admission to our PhD program.]
3-4 confidential letters of recommendation (recommenders may upload directly or you may use a service like Interfolio).
A 15-20 page writing sample (double-spaced; page count does not include bibliography)
A statement of academic purpose, 1-3 pages, single-spaced

The online application for the 2024-25 academic year will open in October.

The application deadline for Autumn 2024 will be: December 14, 2023

Learn more here

English Proficiency

Applicants for whom English is not a primary language may be required to submit current scores from the Test of English as a Foreign Language ( TOEFL ) or the International English Language Testing System ( IELTS ). Current scores are no more than two years old at the time of application submission. A complete description of the English proficiency policy may be found at this website , and questions about the English proficiency requirement should be directed to [email protected] .

For more information on English proficiency requirements refer to the UChicagoGRAD webpage .

Frequently Asked Questions

Information for applicants impacted by covid-19.

The English Department as well as other Graduate programs at the University of Chicago share a desire to identify the most promising students for admission, and assess a wide variety of factors on a holistic basis. Faculty and admissions committees are aware of the disruptions impacting not just academic coursework and grading systems, but also research, travel, internships, employment, and many other activities. In light of the unprecedented challenges associated with COVID-19 facing individuals, institutions, and organizations, UChicago will evaluate applicants with these significant impacts in mind.

The University fully expects that admissions committees will evaluate all applicants with this in mind during future admissions cycles, including respecting decisions, whether made by institutions or individual students, to grade courses in Spring 2020 on a Pass/No Pass or other basis.

Does the Department of English accept applications by mail? No. The department, with the rest of the Humanities Division graduate programs, only accepts online applications .

GRE & GPA

Does the Department of English require the GRE exam? No. The department does not require any GRE exam scores.

Does the Department of English Admissions Committee have cutoff levels for GPAs? No. The Admissions Committee does not have specific cutoff levels for GPAs, nor does the Department report average GPAs. Please note that the Admissions Committee generally considers your writing sample, statement of purpose, and recommendation letters to be of most relevance.

Questions about Application Materials

My writing sample is over 20 pages long. Will my application still be considered?

Your application will still be considered if your writing sample is over the recommended upper limit of 20 pages. This recommended limit is not absolutely fixed, but we strongly suggest that applicants try to adhere to it as closely as possible. If you are unable to reduce the paper you want to use as a writing sample in your PhD application to 20 pages, please consider providing an 20-page excerpt from that paper and supplying a brief (one-page or less) abstract that contextualizes the function and place of the excerpted section within the paper as a whole. Place the explanation and writing on one pdf.

What is the deadline for uploading all application materials?

All application materials must be uploaded on the application by the application deadline to guarantee inclusion with your application. We cannot guarantee that materials uploaded after the deadline will be included in the review process as your application may have already been reviewed by the committee. We strongly prefer that faculty recommendations be uploaded by the application deadline. If this is impossible, recommenders should contact Humanities Admissions at [email protected] .

Do page counts refer to single- or double-spaced pages?

The writing sample should be 15-20 pages double-spaced. The statement of academic purpose (also referred to as the Candidate or Personal Statement, or the "Statement of Intent") should be 1-3 pages single-spaced. Additional PhD application information can be found on the Division of Humanities Admissions webpage.

Master's Degree

Does the Department of English offer a master's degree? No. The Department of English does not offer a terminal MA degree. We recommend that students interested in master's-level work consider applying to the Master of Arts Program in the Humanities (MAPH). MAPH provides students with strong pedagogical support, including writing colloquia, a core course, and master's thesis workshops.

Department of English students can earn an MA while on the PhD track, providing they do not already hold an MA in English.

Does the PhD program have different requirements for students who already hold a master's degree in English? The admissions committee will review the transcripts of students entering the program with an MA in English to evaluate if any of their previous graduate course work will be counted as fulfilling requirements in our program. Typically, students who enter the program with an MA in English must take at least one year of course work, plus an additional two courses in their second year of the program. (By contrast, students who enter the program with a BA degree are required to take two full years of courses.)

University of Chicago Admissions FAQ
Division of the Humanities Admissions

Miscellaneous

Should I contact faculty with whom I would like to study before applying?

It is not necessary or advantageous to contact individual faculty regarding your application.

Once I've submitted my application, how can I check that my materials were received?

Once your application is submitted, you can log in to the submission site to track the receipt of your application. As the Admissions Office receives your application materials, they will update your checklist.

Does the Department of English fund all admitted students?

All incoming doctoral students receive a comprehensive funding package to support them in their scholarly and pedagogical training and are eligible to be registered for up to 9 years. The funding package includes:

An academic year stipend (and teaching remuneration)
Full tuition aid
Health insurance premium aid

How many applicants does the PhD program receive per year and how many of these applicants are admitted? In recent years, we have received around 500 applications a year and have admitted anywhere from 2% to 5% of those applicants into our PhD program.

I would like to apply for a joint degree program at the University of Chicago. How can I go about doing this? Please refer to the Division of the Humanities page regarding joint degree information.

I am currently enrolled in a PhD program at another University and would like to transfer to the University of Chicago. How can I do this? The PhD program in English does not accept transfer students. For admission, you must apply as would any other prospective student, regardless of your academic background. The admission committee will assess your academic progress and see what graduate courses, if any, may be counted toward your PhD course work at University of Chicago.

How many times a year do you accept PhD applicants? We only accept new PhD students in the fall. The application portal opens in early October and closes mid-December. We recommend that you check the Division of the Humanities page .

I am an international applicant. Where can I find more information about resources available for international students at the University of Chicago? For more information about international student resources at UChicago see the Division of the Humanities Resources for International Students .

How can I fulfill the Foreign Language Requirement? Graduate students must prove they are proficient in one language other than English to meet the Department's requirement. There are a number of ways in which students can fulfill the Foreign Language Requirement:

For students who want to study a new language: Taking (a) two quarters of classes in a language here (100 level or above) or (b) six weeks in an intensive summer course in a language here (100 level or above) and receiving grades of A or A- in those courses.
For students who want to continue training in a language they’ve already begun studying: Taking (a) two quarters of classes in that language at the level the placement exam indicates) or (b) six weeks in an intensive summer course in a language here, also at the level where the placement exam indicates) and receiving grades of A or A- in those courses.
Subject to review by Director of Graduate Studies: Taking (or getting credit for) two years of a language in an undergraduate or another graduate program.
Receiving at least a B grade in a one-quarter graduate literature course, or a 200-level undergraduate literature course, in the literature of one language, taken at this University. Texts must be read in the language, and the student must have taken classes in this language previously.
Receiving an A or A- grade in the one-quarter graduate course, German 33300: German for Research Purposes (or similar courses in other languages, should those be developed), providing that the student selects a set of literary and critical texts (as described in no. 4, above) to use as “sources from their own field of study” in fulfilling the course requirements. It is the student’s responsibility to see that the course instructor understands this requirement and communicates to the Director of Graduate Studies that the student has met it.
Subject to review by Director of Graduate Studies: Taking other intensive summer language courses elsewhere funded by a FLAS grant.
Taking one of the following course sequences in Computer Sciences (either during the year or in the summer) and receiving at least a B grade in both quarters: (1) CS 10100 and 10200, Introduction to the World Wide Web 1 & 2; (2) CS 10500 and 10600, Fundamentals of Computer Programming 1 & 2; (3) CS 12100 and 12200 Computer Science with Applications 1 & 2; or (4) CS 15100/16100 and 15200/16200 (Honors) Introduction to Computer Science 1 & 2.

Can prospective students schedule campus visits? For information about campus tours, please visit UChicagoGRAD . The Department of English hosts an Open House each year, solely for prospective students who have already been admitted to the PhD program. If other prospective students have questions about the program, they should e-mail department staff at [email protected] .

Humanities Division Financial Aid
Humanities Division Financial Aid For Prospective Students

Application requirements

Before you apply, you need to consider whether higher education is right for you and then find a course to study that meets your career aspirations. We have programmes at both undergraduate and postgraduate level across our seven Schools of Study.

Make sure you have checked the entry requirements and supporting documents before you begin your application. You will need to meet both the academic and English language requirements for entry onto the programme.

Academic requirements

The entry requirements for each programme are listed on each course webpage. Many pages will mention A Level results, however we understand many of our international applicants will not have studied A Levels, so we will be looking for equivalent qualifications. Some courses may have specific requirements, such as studying Mathematics to a certain grade.

The normal entry requirements for undergraduate degrees are completion of 12 years of school education and successful completion of a school leaving certificate equivalent to UK 'A' Levels.

Please see our course pages for the A Level requirements for your course of interest.

International Baccalaureate (IB) Diploma

IBO Level 3 Certificate in Higher Level (HL) subjects
IBO Level 3 Certificate in Standard Level (SL) subjects
IBO Level 3 Certificate in Extended Essay
IBO Level 3 Certificate in Theory of Knowledge

Subject areas

The subjects available for study are divided into six groups:

Group 1: a literature course or a language & literature course in the student’s best language
Group 2: second language course (a modern or classical language)
Group 3: individuals and societies, including history, geography and economics
Group 4: experimental sciences, including biology, chemistry and physics
Group 5: mathematics and computer sciences, including two Standard Level courses (mathematical studies and mathematics standard) and two Higher Level courses (mathematics Higher Level and further mathematics Higher Level)
Group 6: the arts, including visual arts, music and theatre.

Students must study one subject from each of groups 1 to 5. Their sixth subject may come from Group 6, or be a second choice from one of the other groups, or be an authorised school-devised syllabus. The wider UCAS tariff table can be found on the UCAS website .

IBO Certificate in Higher Level

Grade	UCAS Points
H7	56
H6	48
H5	32
H4	24
H3	12
H2	0
H1	0

Before you apply you should check whether you meet the entry requirements for the degree course you are interested in. The normal entry requirements for postgraduate degrees are completion of a Bachelor degree in a relevant subject area at a level equivalent to a UK second class honours degree.

We accept qualifications from a range of countries. Check out our regional webpages for further information about the results we will accept for entry from various countries.

If the type of qualification you have is not listed, please send in details about your academic achievements when you apply as our admissions team will review each application on a case by case basis.

English language requirements

We require you to demonstrate your English language proficiency before an unconditional offer will be made to you.

For the majority of our courses, we accept the following tests;

GCSE English Language: Grade C or above.
IGCSE English: Grade C or above.
International English Language Testing System (IELTS): Score of 6.0 (with no less than 5.5 in any band) for undergraduate or 6.5 (with no less than 5.5 in any band) for postgraduate.
Cambridge English Qualifications: B2 First (FCE) and C1 Advanced (CAE) score of 169 (with no less than 162 in any band) for undergraduate or 176 (with no less than 162 in any band) for postgraduate. C2 Proficiency (CPE) score of 180 (with no less than 162 in any band) for both undergraduate and postgraduate.
Pearson Test of English (PTE): 59 (with no less than 59 in any band) for undergraduate or postgraduate.
Test of English as a Foreign Language (TOEFL): 72 with band scores of reading 18, writing 17, listening 17, speaking 20 for undergraduate or a score of 79 with band scores of reading 18, writing 17, listening 17, speaking 20 for postgraduate.
LanguageCert International ESOL: B2 (Listening, Reading, Writing, Speaking) Listening: 33/50; Reading: 33/50: Writing: 33/50; Speaking: 33/50
LanguageCert Academic: Score of 65 (with no less than 60 in any band) for undergraduate, or 70 (with no less than 60 in any band) for postgraduate
Skills for English: SELT and Skills for English: Global: Minimum B2 Pass in all four components (equivalent to IELTS 6.0), minimum B2 Pass with Merit in all four components (equivalent to IELTS 6.5).
Oxford International English Test Centre (OIETC): Overall grade B2+ with B2 in each skill (equivalent to IELTS 6.0), overall grade C1 with B2 in each skill (equivalent to IELTS 6.5).
Duolingo English Test : 120 overall with no less than 95 in each band (to meet an IELTS equivalent of 6.5 with 5.5 in each band), and 105 overall with no less than 95 in each band (to meet an IELTS equivalent of 6.0)
Country specific English language qualifications such as Indian Standard XII English Language (65% undergraduate/70% to 75% postgraduate).

IELTS , PTE and TOEFL tests are valid for 2 years and must be valid up to the date the CAS (Certificate of Acceptance for Studies) is issued.

This is not an exhaustive list. Please refer to the UKVI for a full list of approved English language tests. UKVI minimum requirements differ from the University's overall English entry criteria.

Course webpages will specify the English language requirement for each programme. Some courses require a higher level of English language for entry.

IELTS 6.5 (minimum band scores also apply)

All postgraduate Business courses
All undergraduate and postgraduate Humanities courses
All postgraduate Art, Design, Film, Music and Media courses
All undergraduate and postgraduate Nursing courses
All undergraduate and postgraduate Social Work courses
Most courses in the School of Health and Emergency professions
BSc Nutrition
BSc Pharmaceutical Science
MSc Biotechnology
MSc Pharmacology
MSc Molecular Biology
MSc Environmental Management
MSc Business Psychology
MSc Psychology
All postgraduate education programmes

IELTS 7.0 (minimum band scores also apply)

BSc Physiotherapy
BSc Dietetics
MSc Social Work
MSc Advancing Pharmacy Practice
MSc Organisational Psychology
Clinical MD (General Internal Medicine) - Pathway 1

IELTS 7.5 (minimum band scores also apply)

Clinical MD (General Internal Medicine) - Pathway 2

For ease of reference please see below the UK Visa and immigration agency (UKVI) minimum equivalences of B1, B2 and C1 English language levels. *where available, this refers to listening, reading, writing and speaking 7.0 in all four components.

Equivalence to Common European Framework level score
Test	B1	B2	C1	Test validity
IELTS (Academic and General Training)	4.0 in all four components	5.5 in all four components	6.5 in all four components	2 years
Pearson Test of English Academic (PTE Academic)	43 in all four components	59 in all four components	76 in all four components	2 years
Cambridge English (Advanced level)	N/A	B2 in all skills; Reading, Listening, Speaking, Writing	Grades A,B,C in all skills; Reading, Listening, Speaking, Writing	2 years
Trinity College London, ESOL Skills for Life and Integrated skills in English	Entry Level Certificate in ESOL Skills for Life (pass in all components) ISEI (pass in all components)	Level 1 Certificate in ESOL Skills for Life (pass in all components) ISEII (pass in all components)	Level 2 Certificate in ESOL Skills for Life (pass in all components ISEIII (pass in all components)	2 years

If you have not already demonstrated that you have the required English language proficiency for your course, you will need to take a secure English language test. Please note, if your offer has an English language condition included, this is expressed as an IELTS requirement. We do accept other English language test providers for more programmes, however some courses will only accept IELTS. If this applies to your programme, this will be noted on your offer.

Find out more about booking and taking an IELTS:

IELTS Academic
Home Office

The University accepts the following online English languages tests and will use their approval equivalencies to compare against our entry tariff.

Oxford International English Language Test
Password Online English Test
IELTS Indicator

If you have not achieved the required English language level for entry to your chosen degree course, we offer pre-sessional English short courses or a HIC pathway .

To gain entry onto our pre-sessional English programmes, you need to have an offer for a degree course at Hertfordshire, and must undertake a UKVI Secure English Language Test (SELT), Academic IELTS or Trinity College Tests of English (UK only) in order to be eligible for a Student visa for a preparatory course.

We will be unable to accept any other English test providers in light of recent changes made by the Home Office to English language provision. Please visit the Home Office website for details of approved test centres where you may undertake one of the new style SELT IELTS.

Supporting documents

To speed up the application process, please supply your completed application form plus your supporting documents outlined below. Applying without all the required documents will delay your application and any potential offers. Once you have submitted your application, any additional files/evidence can be uploaded via our document upload form .

The following documents are required on applications for all courses. Please submit clear copies of your documents with your application:

English language qualifications
Academic transcripts and certificates (front and back)
For undergraduate programmes you must provide one signed academic reference on headed paper.
For postgraduate programmes you must provide two signed academic references on headed paper.
Your reason for applying for the course
Your reason for applying to the University of Hertfordshire
Your reasons for applying to a UK university
Your career aspirations and how the course fits in with this
Passport photo page
Immigration History Evidence (include any visa refusals, previous Student visa held etc)
Disclosure and Barring Service Check (certain courses only)

Who needs an ATAS?

Certain programmes will require you to obtain an Academic Technology Approval Scheme (ATAS) certificate before you apply for your visa.

You do not need an ATAS certificate if you are a national of the UK, EU or EEA (including Switzerland), Australia, Canada, Japan, New Zealand, Singapore, South Korea or United States of America.

All students on a time-limited visa who wish to study at Hertfordshire must obtain ATAS if their course requires it – this includes students on the following leave types: Standard Visitor Visa, Skilled Worker (including dependents), Spouse, Refugee, Discretionary Leave, Ancestry, Family member of EEA National, Diplomat, Asylum etc. Holders of ILTR do not need to apply for ATAS.

When to apply for an ATAS?

You can apply for an ATAS clearance certificate after you have received an offer letter from the University.

If an ATAS is required for your chosen programme, our admissions team will add it as a condition and provide you with the CAH code you need. We do not expect you to have an ATAS certificate at the point of application, but you will need to submit it to us before you reach CAS stage, so we recommend you complete your ATAS application as soon as possible once you receive your offer.

How to check if a course needs an ATAS before applying?

If you want to find out if your chosen course may require an ATAS before you apply, you can check the UK Government website.

How to apply for an ATAS?

To apply for an ATAS clearance certificate, you need to complete and submit an online application form on the Foreign & Commonwealth Office website. There is no charge for the application.

You must use the details provided in your offer letter to complete your application.

Please see the Government website for full details on how to make your ATAS application .

Some programmes may also require you to undergo DBS checks. The DBS check will be carried out in the UK during the registration process. Therefore, the only set deadline is for you to have your DBS documents with you when you travel to the UK.

You will need to bring a certificate of good conduct when you travel to the UK. The certificate of good conduct will need to be from your home country in order to comply with national guidance and can be obtained from your Local Law Enforcement body prior to entry to the UK.

If you are already residing in the UK you can find additional advice (for a limited number of countries) on the DBS website .

Some programmes may also require you to undergo occupational health checks. The checks will be carried out in the UK during the registration process. Therefore, the only set deadline is for you to have your occupational health check is when you begin your course.

For the occupational health check, you will need to bring your full history of vaccinations plus a certificate of good conduct when you travel to the UK.

Some Creative Arts programmes may also require you to submit a portfolio for review. If a portfolio is required for your programme, it will mention this in the entry requirements section of the course page. Some course pages will include a portfolio guidance video specific to that programme.

Please also read the general portfolio guidance and recommended resources for what to include, where to host and how best to demonstrate your work.

Course specific requirements

Some of our courses have additional requirements for entry. When you apply to one of these courses, you will be asked to provide the additional information during the application form. Please prepare this before you begin your application.

If you are applying to a course within the School of Health and Social Work, you will need to demonstrate your understanding of the healthcare system during your application. You must also familiarise yourself with the additional costs that come with placements, to ensure you can commit to these programmes.

Personal statement topics to consider

Understanding the profession.

The University will want to know that a student understands the various avenues available to them as a health practitioner. We advise that prospective students of our health courses visit their online professional body. The University must stress how important it is that students of this area are fully aware of the work ahead of them, and that means doing thorough online research.

Interests and hobbies

In addition to a focus on health studies, our course tutors want to get to know the students who come to study. Personal statements are also a place for applicants to get across the kinds of people they are in their free time, and applicants might want to mention hobbies and interests like playing sports or a musical instrument.

The NHS need not be complicated for new students, but it is important that they understand how it works. We advise that students look to the NHS website and search online to consolidate their knowledge.

Once students are familiar with how it works, we advise that they research the Constitution and the Values of the NHS by visiting the UK Government’s website at: www.gov.uk/government/publications/the-nhs-constitution-for-england

When examining applicant personal statements, the university will want to know that a prospective student understands the Values of the NHS. Therefore, we advise that applicants devote a portion of their personal statement to make clear their understanding – perhaps by including examples of the Values that relate to their own experiences.

Why health?

The University wants to know that its applicants are willing and eager to become health practitioners. We advise that applicants make clear their reasons (both personal and professional) for wanting to study and work in this field.

Your experience

Work experience is often a vital way to improve studies with practical work – especially for upcoming health practitioners. We advise that students look to local hospitals and clinics for opportunities where you might observe practitioners as they work.

This may prove difficult with larger hospitals, so students may look to community-based clinics, hospices, charities, and other settings that may offer experience to studying health practitioners.

Whilst the University does not expect students to complete a set period of work experience (anything from a few days to a few weeks is acceptable), we strongly advise that they seek it out, as it can be invaluable to informing and shaping the development of health practitioners.

When looking at personal statements, the University wants to know what experience an applicant has, how long for, and where/with whom it was completed. It’s also important to describe just how this experience influenced their decision to pursue the health sector.

Programme specific personal statement guidance

The following personal statement guidance documents have been put together by our Admissions Tutors within the School of Health and Social Work. These will enable you to write and develop your personal statement to support your application.

BSc (Hons) Nursing (Adult)
BSc (Hons) Nursing (Child)
BSc (Hons) Nursing (Mental Health)
BSc (Hons) Nursing (Learning Disability)
BSc (Hons) Therapeutic Radiography
BSc (Hons) Diagnostic Radiography and Imaging
BSc (Hons) Midwifery
BSc (Hons) Paramedic Science
BSc (Hons) Physiotherapy
MSc Social Work and BSc (Hons) Social Work

Offer holder guidance - funding, placements, travel and accommodation

The following guidance document provides information on frequently asked questions about placements and transport. Please ensure you understand the additional costs and travel commitments that will be required for placements.

Advice and Guidance for International Offer Holders of Health and Social Work

During the application form, you will be asked to provide;

A selection of images of significant works/designs (maximum of 20)
Images of sketchbook work (maximum of 20)
Images that show your development process and research (maximum of 20)

The portfolio should be clearly annotated with an indication of media used and size. Please visit our website for further information and guidance on how you may present your portfolio .

You can attach your portfolio on the application form by providing us with a URL to a digital drive or online portfolio.

Applicants to the MA Art Therapy programme must have completed approx.1,000 hours of relevant work experience. This can be one year full-time or the equivalent in part-time employment in a clinical setting, working with people in psychological, emotional and/or physical need.

This includes mental health, special education or youth and community work, as well as work in general health care settings with adults or children. Voluntary work is acceptable but it needs to be consistent, over a period of time and meet the required hours.

You can download the Professional Practice Log and upload your completed document with your application.

As part of your application you need to present at least two short film scripts or one feature length script of your own writing. Episodic television scripts are also accepted.

You can attach this document with your application.

As part of your application you need to present at least two short film projects - documentary or scripted fiction - on which you have participated in a lead role of director, producer, or head of the department.

Please note, corporate or promotional videos will not be accepted, such as videos made for a local group or church.

You can provide the URL link for this with your application.

As part of your application you will be asked to provide the following information during the application form:

1. Describe a patient’s skin disease that you have personally been involved in diagnosing and treating that has proved clinically challenging.

2. summarise your clinical experience since qualifying as a doctor (you will be asked to provide this in a table format):.

Type of Experience	Start/Finish (Month/Year)	Name of Hospital/Health Centre

3. Please reflect on your career to date and provide a short account (250 words) to include:

What are your main achievements to date?
What specific areas of dermatology practice do you feel you need to improve on?
What do you hope to gain from this masters?

1. Describe a patient’s skin disease that you have personally been involved in diagnosing and treating that has proved clinically challenging:

Outline in no more than 500 words why this patient case was difficult and what you learnt from managing them.

2. In the box below please summarise your clinical experience since qualifying as a doctor. For each example, please include the following:

Details of your clinical experience with patients
Include the type of experience
Details of the clinical setting e.g. Dermatology Clinic/ Communication Clinic
Start and finish dates for each experience (MM/YY - MM/YY)
Name of the Hospital/Health Centre
What are your main achievements in dermatology to date?
How will you use learning from this masters to improve your clinical practice?
Evidence of practice experience in an educational setting, or having studied education for the bachelor degree.
A personal statement which reflects on past experience of educational practice or study, and explains future career aspirations (250 words)

Please be aware that these awards are not teaching qualifications, and do not cover teaching strategies.

To be considered for this programme, you must have;

Substantial work experience as a teacher/practitioner in early childhood settings (children under five years old) or
You need to have studied early childhood education for bachelor degree.

For each example, please include the following:

Include the Type of Experience
Start and Finish Dates (MM/YY - MM/YY)
Name of the School/College

This award is not for applicants who have experience of teaching and practice in other settings such as primary and secondary schools.

As part of your application you will be asked to provide the following during the application form:

Submit a video for advocacy assessment. This advocacy exercise assesses your ability to:

Formulate an argument
Support your argument with evidence
Be persuasive
Use English appropriately (including grammar, vocabulary, tone)
Structure an argument
Use clear delivery

Choose from one of the following topics to discuss for your advocacy assessment video:

Persuade someone to move to another country
Select a hobby of yours and persuade someone to try it
Persuade someone of the advantages and disadvantages of working from home

Rules for the video:

The video should be one take and not edited together.
The video should be a maximum of 5 minutes long.
Upload the file with your application form.
Name the file with "Bar Practice Video Application" and your full name.
The maximum file size is 5GB.
You can only submit 1 video.

The following courses require additional content:

BSc (Hons) Sport Studies
BSc (Hons) Sports Coaching
BSc (Hons) Sports Business Management
What athletic sport experience do you have?
What is your highest level of representation/ participation/ achievement?
What sport coaching experience do you have?
What is the highest level role/ achievement in sport coaching?
Do you have any coaching qualifications? (If yes, please provide details)
Are you currently in a paid coaching or athletic performance position?

As part of your application you will be asked to upload a completed NHS declaration form. Download the NHS declaration form and upload your signed and completed document with your application.

We are committed to providing a safe and secure environment to study in, and are required by law to take additional steps to meet the needs of our students who are under the age of 18.

If you are under 18, there are some additional things that you need to complete prior to being admitted to the University.

When completing our application form, there will be a section asking you to confirm your age. You must inform that you will be under the age of 18 at the start of your programme.

If you fail to declare this on your initial form it will delay your application and may result in your application being withdrawn.

The majority of University facilities are intended for use by adults (aged 18 and over). As such, parents/legal guardians are required to accept responsibility for this and ensure that students under the age of 18 years understand and comply with arrangements for younger students.

Before a student under the age of 18 joins their course, their parent or legal guardian must complete the consent form . This can be submitted during your application form, or using the document upload form following application submission.

We also recommend reading the under 18 policy .

If you have any further queries please email [email protected] .

Students who are under the age of 18 but do not have a parent or legal guardian based in the UK are required to inform the University of a UK based guardian. If you are unable to provide information about a UK based guardian, this may delay and prevent enrolment.

The UK based guardian will be their point of contact in the UK should an emergency situation arise. This guardian can be a nominated relative or friend living in the UK. Alternatively, a guardian can be appointed through an organisation offering legal guardianship services.

If you would like contact details for organisations that are able to act as a legal guardian for you within the UK, please see below for some examples. These guardianship organisations have been accredited by the Association of Educational Guardians for International Students (AEGIS) who inspect guardians to ensure they meet the required standards.

For further queries, please contact the International Office at [email protected] .

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The U.S. Embassy notes several airlines have suspended or cancelled flights, and many flights have sold out; however, commercial transportation options to leave Lebanon remain available.  Please see available flight options at  Beirut–Rafic Hariri International Airport  . We encourage those who wish to depart Lebanon to book any ticket available to them, even if that flight does not depart immediately or does not follow their first-choice route . U.S. citizens who lack funds to return to the United States may contact the embassy for financial assistance via repatriation loans. We recommend that U.S. citizens who choose not to depart Lebanon prepare contingency plans for emergency situations and be prepared to shelter in place for an extended period of time.

U.S. military-assisted evacuations of civilians from a foreign country are rare.  U.S. Citizens should not rely on the U.S. government for assisted departure or evacuation in a crisis.  In the case of an evacuation, you may not be able to leave with your extended family, cannot take pets, and will be expected to reimburse the U.S. government for your transportation to a safe location.  You will be responsible for the costs of onward travel from that safe location to the United States.

Actions To Take:

Make plans to depart that do not rely on the U.S. government.

Ensure you and your family have your travel documents (passport) in order and are prepared to travel.

Review your personal security plans.

Keep your cell phone charged in case of emergency.

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Have a contingency plan for emergencies and review the  Traveler’s Checklist  .

Assistance:

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Main Street Beirut, Lebanon

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Writing a personal statement for languages

Written by a member of The Student Room community

Introduction

Some of the advice here will be mirrored in the general PS writing guidance as well, particularly in the extra curricular section and the style advice.

Start writing your personal statement early as many people will get through a huge number of drafts before they are happy with their PS. This is the general format for a PS and some good advice (you don't have to use this format, just make sure you include all the sections).

Languages statements can be tricky to write, for several reasons. It can be easy to get lost trying to include two or even three languages, while demonstrating your enthusiasm for their corresponding cultures - without lapsing into clichés about your passion for French baguettes or German efficiency. It can also be difficult to express exactly what it is you love about studying languages: it might be that you have a genuine burning desire to unite the world by crossing the boundaries of communication, but it’s very difficult to write that down without sounding ridiculous. The following guide is written to help you find a way through the confusion and avoid some common pitfalls.

As for all personal statements, structure is extremely important – especially for languages statements where you may feel like you’ve got too many elements to juggle. This makes it all the more important that your structure is clear, and that you know what you are aiming to achieve with each paragraph. If you want, you can stick to the general advice given on the PS Help wiki article, but an example of a structure tailored to a languages PS might be as follows:

Here you need to sum up concisely why you want to study your language(s). It’s here you might be tempted to start talking about how you want to study languages to break down all the barriers in the world, or to say extremely general things about how without language none of us would be able to communicate. Avoid this! It sounds really cheesy and everyone will say it. Instead, use a specific example of something that sums up your interest which will make you stand out - a book, a film, a festival which got you hooked. Make it recent and serious, though - don’t tell a cute story about how you got interested in languages when you were six and saw the word ‘bonjour’ on a sign in Calais. If you’re doing two languages, make sure you mention them both from the beginning and keep this up.

Paragraph 2: Reading/Culture

You want to get straight into showing your interest in your languages and the culture of their countries. Use this paragraph to show off what you’ve read, seen and listened to. Look at the syllabuses of the places you want to apply to: if lots of the modules include literature – which will be the case for Oxbridge and other Russell Group universities - you’ll need to show evidence of ‘serious’ reading in the foreign language (novels, plays or poetry beyond your A-level or IB syllabus). If you haven’t applied to courses with a big literature component, you can put more of an emphasis on films, music or even festivals here. Whatever you discuss, you’ll need to show that you can understand and respond to it, and show the reader what you got from it. Be analytical: don’t just give plot details. And remember it’s much better to mention a few authors/works and discuss them well than name-drop hundreds without analysing them.

Paragraph 3: Language Skills

You should demonstrate what you do to keep up your proficiency in speaking, reading, writing and listening. Do you listen to the French/German/Spanish/Italian news online? (If not, you should!). Do you have a pen-pal or read foreign language magazines? Here would also be a good place to mention any time you spent in the country, such as school exchanges – make sure you’re specific about what you got from the experience. Showing the effort you go to to polish your language skills is important for all languages, but particularly if you’re applying for languages like Japanese or Mandarin which aren’t commonly taught in schools and which have particular challenges (like foreign character systems).

Paragraph 4: Relevant Extracurriculars/Other A-Level or IB Subjects

If you help out at your school French club/run the Italian society/helped organise a trip to Tokyo, here is the place to put it. You can also put here how your other A-level or IB subjects relate to your degree choice, if they do. Good ones here would be English language or literature, history, or other essay subjects (maybe you have an interest in German history or Spanish politics which you could mention?). Don’t bother trying to link things like maths – lots of people try and make a link from maths via analytical thinking to grammar, but this comes across as very tenuous.

Paragraph 5: Other Extracurriculars + Conclusion

Here you can include any extracurricular activities not related to languages, and then round off with a snappy conclusion which tells the reader why you’d make an excellent languages candidate. Again – make sure you avoid cheese related to transcending boundaries of communication.

Note: This structure can be amended depending on your particular interests, and depending on the type of languages courses you’re applying to. If you’re applying to literature-heavy courses, you may want to talk more about literature at the expense of extracurriculars. If you’re applying to courses where the focus is more on practical communication methods, you can talk more about your experiences with language. If you’re applying to a mix of both, or courses which seem to be in the middle of those two, this structure will provide a good balance.

General Hints/Tips

The following are important to take into consideration:

Proofread carefully and be sure to spell all foreign-language terms, such as book titles, correctly. BUT bear in mind that UCAS will not support foreign characters (even fairly common ones such as é). For German terms, you can use alternative spellings to avoid them (so replace ö, ü, and ä with oe, ue and ae respectively).
Don’t make sweeping generalisations about whole cultures. You can say that the German film Goodbye Lenin is an example of German film attempting to tackle Germany’s difficult political past with humour, but you shouldn’t say that all German films do this, or try and infer anything about the whole of the German psyche.
In general, and especially for universities which interview, don’t mention books that you haven’t read, or say that you ‘intend’ to read them. If you absolutely have to do this, make sure you actually read the book you say you’ve read before the interview!
If you’ve spent time abroad in the relevant countries, brilliant – but make sure you discuss it intelligently, the admissions tutors don’t want to hear about how great your holiday was. Talk about how your linguistic competency improved and what you learnt specifically from your experience about the country (i.e. the French school system or how a German company operates) – you didn’t go to Italy and come back knowing everything about Italian culture.
If you haven’t spent much (or any) time in the relevant countries, don’t panic. Admissions tutors will understand that not everyone has the finances or the opportunity to go abroad, particularly to more far-flung countries. If there are specific reasons why you haven’t been abroad and you want your admissions tutors to know about these (e.g. family circumstances, illness or finances), you could ask your referee to put them in your reference, but this isn’t necessary. Whatever you do, don’t dwell on it on your PS, or start sentences with ‘Although I haven’t been to Spain…’. Just focus on what you have done and be positive!
The year abroad is a really important part of a languages degree, and for many people it’s the highlight. However, you shouldn’t go on too much about your enthusiasm for it or mention plans for it in your statement. Firstly, it’s way too early for that, and you’ll probably change your mind a hundred times, and secondly you don’t want to look as if you’re just in it for the holiday. Similarly, you might want to live abroad after your degree, but don’t make it sound as if your only reason for learning French is so that you can go and set up a bakery on the banks of the Seine.
Don’t go on about how rubbish British culture is compared to another country’s, and how you want to study other countries because you’re bored of your own. You may think this makes you sound exceptionally passionate, but it’s actually a really common thing to do and won’t make you stand out. Admissions tutors aren't looking for you to prove to them how good French culture is – they already know. You need to prove to them how good you are.
Many people get told by their schools to include quotes to be ‘eye-catching’. The truth is that so many people now use quotes that it’s not eye-catching at all, so there’s no need for it. Following on from this, especially don’t quote in the language you’re applying for. If you made a grammatical mistake it’d look really bad, and our PS help reviewers (and anyone else checking your statement) won’t necessarily speak that language to be able to check it properly.
Finally, most of all, do not use the quote ‘The limits of my language are the limits of my world’ by Wittgenstein. If I had a euro for every time I’ve seen this quote in a personal statement I’d be able to solve the Eurozone debt crisis. Don’t do it. Not only is it used by absolutely everyone , it’s also really not a very useful quote to discuss. Can you actually prove that the limits of language are the limits of the world? Are you an expert in theories of linguistic determinism? No, me neither, so it’s best just to avoid that quote.
In general, be careful with all grandiose statements about what language ‘is’. Sure, language is extremely important and we’d be pretty stuffed without it, but this is a pretty obvious observation. Instead, concentrate on selling yourself as a candidate!

Writing Style

Keep your sentences varied - don't start all your paragraphs/sentences with the same format (e.g. 'I did X/I did Y' or 'My A Level in...'/'My studies of...'), as it doesn't flow very well and sounds very boring. Also, one sentence (or even two) do not make a paragraph!

Don't have any sentences that put yourself down. Even if you try to turn it round, it's better not to say anything negative to start with.

You are writing formally. “Can’t” should be “cannot”, “Doesn’t” should be “does not”, etc. Do not include digit numbers, write them out unless they're three digits or more. "I did two weeks..." not "I did 2 weeks". Do not include brackets- (...), they are too informal. Be careful not to miss out words like "have", "I", and "that", like most people do in spoken language. It is safer not to use exclamation marks at all. Look up 'how to use commas and semi-colons'. Spelling and grammar can make or break a PS.

Some words and phrases are extremely cliché: Passion, fascination, love, aspiration, intrigued by, broadened my knowledge, enhanced my skill, affirmed/confirmed my decision. Use these words with caution. If you're using alternatives, be careful not to sound like a thesaurus.

Using phrases such as "quenched my thirst for" or "sparked up my interest" also don't read anywhere near as well as you think they do.

There's a tendency to use "also" all the time, when it's not needed. Be concise! Unnecessary linking words like "Futhermore" and "As a result" get used too often. A few of them are OK, but only a few. Remember to use commas after these linking words and phrases.

Don't use complex words in extremely long and convoluted sentences. People lose interest (and it makes you look somewhat pompous). Keep it short and make it flow.

Capital letters: NOT needed for subject names, economist, secondary school, etc. Be careful where you use them.

Good luck/Bonne chance/Viel Glück!

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19 Facts About Tim Walz, Harris’s Pick for Vice President

Mr. Walz, the governor of Minnesota, worked as a high school social studies teacher and football coach, served in the Army National Guard and chooses Diet Mountain Dew over alcohol.

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Gov. Tim Walz of Minnesota, in a gray T-shirt and baseball cap, speaks at a Kamala Harris event in St. Paul, Minn., last month.

By Simon J. Levien and Maggie Astor

Published Aug. 6, 2024 Updated Aug. 8, 2024

Follow live updates on the 2024 election .

Until recently, Gov. Tim Walz of Minnesota was a virtual unknown outside of the Midwest, even among Democrats. But his stock rose fast in the days after President Biden withdrew from the race, clearing a path for Ms. Harris to replace him and pick Mr. Walz as her No. 2.

Here’s a closer look at the Democrats’ new choice for vice president.

1. He is a (very recent) social media darling . Mr. Walz has enjoyed a groundswell of support online from users commenting on his Midwestern “dad vibes” and appealing ordinariness.

2. He started the whole “weird” thing. It was Mr. Walz who labeled former President Donald J. Trump and his running mate, Senator JD Vance of Ohio, “weird” on cable television just a couple of weeks ago. The description soon became a Democratic talking point.

3. He named a highway after Prince and signed the bill in purple ink. “I think we can lay to rest that this is the coolest bill signing we’ll ever do,” he said as he put his name on legislation declaring a stretch of Highway 5 the “Prince Rogers Nelson Memorial Highway” after the musician who had lived in Minnesota.

4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before entering politics.

5. He taught in China in 1989 and speaks some Mandarin. He went to China for a year after graduating from college and taught English there through a program affiliated with Harvard University.

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During this time I gathered valuable analytical and representation skills which supplemented my English Language coursework. In addition, I acquired journalistic practice by writing reviews for a student magazine. My proudest academic achievement came at key stage 4, where I attained a diploma for attending a ‘Gifted and Talented Workshop’.

Responsible for my own group I designated roles for each, guiding them to victory and winning the holiday we had created.

So far in the world of work, I have had several positions in several different sectors. Some unchallenging and most unrewarding. Searching for the perfect post has been disheartening, making me more determined to spend my life in the right career. Lightening the mood, I have accumulated precious skills and discovered strengths in communication and team-work.

Working solely on commission as a party organiser, my enthusiasm for the role enabled me to build a creditable client base and gain recognition through the company. My demonstrations incorporated both oral and visual promotion.

Thus, public speaking, once an alien trait, is now my second nature; whether it be voicing my opinion or demonstrating a product. This attribute can only aid my capability of becoming a successful teacher of the English Language.

Pursuing a teenage trend of fame, fortune and footballers, I began glamour modelling simply on a whim.

Far from cocksure, I was able to build my self-confidence and explore an industry masked in glamour. Being crowned ‘Miss South Yorkshire 2008’ opened many doors and I subsequently graced the covers of celebrated magazines including ‘Nuts’ and ‘Exposed’.

I soon established that underneath the glamour is a trivial world of demands and deadlines. A world, which enabled me to mature and question what it is exactly that I wish to achieve from life. Modelling, alongside media studies, spurred my ever increasing passion for photography, a hobby I find therapeutic at times.

Nevertheless, I prefer reading and writing a thousand words than trying to capture them in a pixel. Being family oriented is primarily the reason I wish to remain in Sheffield to obtain a degree. Many of my friends have graduated via Hallam University and have recommended you with gratitude.

“We can’t plan life. All we can do is be available for it.” I agree entirely with Lauryn Hill, so much so, I have this quotation tattooed down my spine. For I am available and eager to begin my next adventure through life at your university.

Profile info

This personal statement was written by louster for application in 2010.

Related Personal Statements

Brilliant - only statement i.

Sun, 26/09/2010 - 17:01

Brilliant - only statement I've read where the writer has preserved their integrity - your wit and grace will take you far!!

wow this is good

Wed, 10/11/2010 - 16:57

Thu, 09/12/2010 - 16:36

Awestruck!!

This is one of the bests!

Thu, 13/01/2011 - 12:51

This is one of the bests! However, that tatoo thing ruined the ending... (it's just a personal opinion, though)

I would have never thought

Thu, 13/01/2011 - 13:00

I would have never thought that modelling can be related to this, but you succeded. In any other way of phrasing it would have sounded self-praising. My only problem is that the commitee will remember you as the tatoo-girl...However, the point is that they will remember.

A very good review overall,

Wed, 04/01/2012 - 15:17

A very good review overall, but I think that as you are applying for English Literature, it might be useful to talk about your Wider Reading

Wish this was me..... (sad

Wed, 27/06/2012 - 14:19

Wish this was me..... (sad face/admiration face)

Fri, 28/09/2012 - 22:05

I'm a few paragraphs in and the grammar's not great. Surely it should be up to scratch for an English degree...?

Thu, 17/10/2013 - 15:13

I genuinely cannot believe that somebody wrote in their PERSONAL STATEMENT FOR UNIVERSITY that they 'graced the covers of celebrated magazines such as 'Nuts' and 'Exposed'!!!!

The fact that you modelled for a magazine bordering on pornography is completely irrelevant from an English degree. Superficial, false and downright stupid.

Thu, 17/10/2013 - 15:14

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