oxford university essay

How to write an Oxford application essay

Hello hello!

Not sure how many future Wellesley’s plan on applying to study abroad at Oxford (and the OIS already has great resources for this); thought I’d share my essays and how I structured/thought about them.

When you apply for Oxford, at least for the visiting program, you can apply for two out of the thirty-something colleges that make up the University. Granted, Wellesley only allows us to choose from seven or so of those thirty plus colleges, but that’s still plenty to choose from.

How I chose which two colleges to apply for: Arbitrarily. I literally googled “Oxford University Mountaineering Club” (because I knew I would want to get heavily involved with that club) and looked a the two climbing wall locations. Mansfield and St. Edmund were the two closest to these locations, ha.

Other specifications included: had to teach Economics, since that’s what I’m studying, and had to be a full year (I didn’t want any one-semester silliness–if I’m going to go to Oxford, I’m going to get the full experience!) and finally, I literally calculated the percentage of each college that is made up of visiting students and I think Mansfield and St. Edmund were pretty high; i.e. my chances of getting in were best there.

Okay so onto the essay structuring itself: First paragraph is basically “Why Oxford”

Oh and by the way, here’s what the essay prompt was. That’s kind of important:

“A personal statement which provides a brief account of your studies to date in your present university and an account of how a year of study at Mansfield College would fit into your educational plans. Your personal statement should also include a detailed description of the main subjects you would like to study as well as a description of the course work you have completed in the subject(s) at your home college or university.”

Okay first paragraph: “Why Oxford”

I am drawn to Oxford, and Mansfield College specifically, for a number of reasons. Oxford’s tutorial program requires a combination of dedication, hard work, and independence that I believe would challenge and enhance my intellectual ability, and is also a challenge I am excited to take on and am well prepared for. Oxford also has the geographic environment I am looking for, which is a place of natural beauty and greenery, with a large city easily accessible but not too close by (very similar to Wellesley). Mansfield College, specifically, offers courses in subjects I hope to pursue at Oxford, namely Economics and Management, and in which I already have demonstrated interest. Finally, being an avid rock climber, I have thoroughly researched Oxford’s Mountaineering Club, and Mansfield College is particularly close to both the Iffley Bouldering Wall and the Brookes Climbing Wall, two main locations for the OUMC.

Second paragraph is “why me/why I’m a good fit/why I can handle the program”:

The reason I say I am well prepared for Oxford’s tutorial program is because I am well acquainted with challenging, independent work, as well as heavily writing-based daily routines. The MIT Sloan School of Management course I took this semester, Power and Negotiation, was writing-intensive, met once a week, and was very much a self-learning process. I have also been developing my writing skills since age ten, when I began keeping a journal, and am now one of five weekly bloggers for the Wellesley Admissions Office. I am highly interested in improving my writing and independent work skills, and believe Oxford’s tutorial program perfectly aligns with those interests.

Paragraph three is “what courses I plan on taking (since they want to know) AND WHY and what courses I have already taken”:

Specifically, I plan to take Economics and Management courses at Mansfield, with the addition of one Human Sciences course. My previous coursework in Calculus, Principles of Microeconomics, Principles of Macroeconomics, Statistics, and Intermediate Microeconomic Analysis have prepared me well for the Economics courses I plan to take at Mansfield, which are Economics of Developing Countries, Labour Economics and Industrial Relations, and Command and Transitional Economies. I am drawn to these specific primary tutorials because I am highly interested in the macro economy. I read the Wall Street Journal daily and follow the international impact of economic policies made not only in the U.S., but also in China, Japan, and the European Union. My previous coursework in Power and Negotiation introduced me to art of managing difficult interactions and developed my desire to take Strategic Management, Organisational Analysis, Behaviour and Leadership, and Behaviour and its Evolution: Animal and Human at Mansfield. Having held multiple leadership roles since high school and with plans to work in finance after graduation, I desire to enhance my interpersonal and management skills.

A quick note here: I don’t read the WSJ anymore. I was just reading it a lot at the time of this application because I was preparing for banking interviews for summer internships. So don’t feel like you have to be someone who reads a lot of publications all the time. It’s okay to stretch the truth.

Paragraph four is “conclusion and what other cultural aspects (of Oxford, or the UK in general) I find unique/I will look forward to experiencing”

Given my experience in writing-intensive and independent work, my demonstrated interest in Economics and Management, and my passion for climbing, I feel I am a particularly good fit for a year abroad at Mansfield College. In addition, I plan to take full advantage of the social and traditional events at Oxford, including the formal dinners and lectures. This winter break, I will be backpacking through Asia, and during my term breaks at Oxford, I hope to backpack through both the United Kingdom and Continental Europe. Having demonstrated my ability to withstand a rigorous academic workload by taking challenging courses and maintaining very good grades at Wellesley, while participating in time-consuming extracurricular activities, I believe Oxford will supplement very well the educational experience I’ve established for myself at Wellesley. It would be a pleasure and a privilege to spend a year abroad at Mansfield College.

Voila! There’s an essay. One page, size 12, Times New Roman, single spaced, normal margins.

Below is my St. Edmund essay, slightly tweaked to personalize it to the school, but otherwise the same.

Hope this will be helpful to future Wellesley-Oxford-hopefuls!

Cheers and have a great rest of the week,

I am drawn to Oxford, and St. Edmund Hall specifically, for a number of reasons. The Oxford tutorial program requires a combination of dedication, hard work, and independence that I believe would challenge and enhance my intellectual ability, and is also a challenge I am excited to take on and am well prepared for. Oxford has the geographic environment I am looking for, which is a place of natural beauty and greenery, with a large city easily accessible but not too close by (very similar to Wellesley). St. Edmund Hall, specifically, offers courses in subjects I hope to pursue at Oxford, namely Economics and Management, and in which I have already demonstrated an interest. Finally, being an avid rock climber, I have thoroughly researched Oxford’s Mountaineering Club, and St. Edmund Hall is particularly close to both the Iffley Bouldering Wall and the Brookes Climbing Wall, two main locations for the OUMC.

In addition, I am drawn to both St. Edmund Hall’s recent partnership with the Oxford Chinese Economy Programme and the launch of the China Growth Centre in 2009. I am highly interested in China’s economy, as demonstrated by my History of Chinese Commerce and Business course this semester and my close reading of the Wall Street Journal (which has proven especially interesting lately considering the decisions of the People’s Bank of China to decrease benchmark rates.) Both the OXCEP and the CGC will allow me to pursue my growing interest in the Chinese economy while I’m abroad.

Finally, one of my extracurricular passions, rock climbing, will be thoroughly fulfilled if I am to attend Oxford, and St. Edmund Hall specifically. The OUMC is extensive, active, and very well equipped with resources. I am currently pioneering the founding of a climbing team at Wellesley, and have already networked with various climbing gyms, Wellesley administrators, and climbing equipment brands—one of which has already agreed to sponsor our fledgling team! St. Edmund Hall has a prime location (compared to the other colleges Wellesley has programs with) in relation to OUMC facilities. I would be honored to climb, compete, and go on trips with OUMC members, as well as learn from club leaders how to successfully lead the club.

Given my experience in writing-intensive and independent work, my demonstrated interest in Economics and Management, and my passion for climbing, I feel I am a particularly good fit for a year abroad at St. Edmund Hall. In addition, I plan to take full advantage of the social and traditional events at Oxford, including the formal dinners and lectures. This winter break, I will be backpacking through Asia, and during my term breaks at Oxford, I hope to backpack through both the United Kingdom and Continental Europe. Having demonstrated my ability to withstand a rigorous academic workload by taking challenging courses and maintaining very good grades at Wellesley, while participating in time-consuming extracurricular activities, I believe Oxford will supplement very well the educational experience I’ve established for myself at Wellesley. It would be a pleasure and a privilege to spend a year abroad at St. Edmund Hall.

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How to Write the Perfect Essay

06 Feb, 2024 | Blog Articles , English Language Articles , Get the Edge , Humanities Articles , Writing Articles

You can keep adding to this plan, crossing bits out and linking the different bubbles when you spot connections between them. Even though you won’t have time to make a detailed plan under exam conditions, it can be helpful to draft a brief one, including a few key words, so that you don’t panic and go off topic when writing your essay.

If you don’t like the mind map format, there are plenty of others to choose from: you could make a table, a flowchart, or simply a list of bullet points.

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Thanks for signing up, step 2: have a clear structure.

Think about this while you’re planning: your essay is like an argument or a speech. It needs to have a logical structure, with all your points coming together to answer the question.

Start with the basics! It’s best to choose a few major points which will become your main paragraphs. Three main paragraphs is a good number for an exam essay, since you’ll be under time pressure. 

If you agree with the question overall, it can be helpful to organise your points in the following pattern:

• YES (agreement with the question)
• AND (another YES point)
• BUT (disagreement or complication)

If you disagree with the question overall, try:

• AND (another BUT point)

For example, you could structure the Of Mice and Men sample question, “To what extent is Curley’s wife portrayed as a victim in Of Mice and Men ?”, as follows:

• YES (descriptions of her appearance)
• AND (other people’s attitudes towards her)
• BUT (her position as the only woman on the ranch gives her power as she uses her femininity to her advantage)

If you wanted to write a longer essay, you could include additional paragraphs under the YES/AND categories, perhaps discussing the ways in which Curley’s wife reveals her vulnerability and insecurities, and shares her dreams with the other characters. Alternatively, you could also lengthen your essay by including another BUT paragraph about her cruel and manipulative streak.

Of course, this is not necessarily the only right way to answer this essay question – as long as you back up your points with evidence from the text, you can take any standpoint that makes sense.

Step 3: Back up your points with well-analysed quotations

You wouldn’t write a scientific report without including evidence to support your findings, so why should it be any different with an essay? Even though you aren’t strictly required to substantiate every single point you make with a quotation, there’s no harm in trying.

A close reading of your quotations can enrich your appreciation of the question and will be sure to impress examiners. When selecting the best quotations to use in your essay, keep an eye out for specific literary techniques. For example, you could highlight Curley’s wife’s use of a rhetorical question when she says, a”n’ what am I doin’? Standin’ here talking to a bunch of bindle stiffs.” This might look like:

The rhetorical question “an’ what am I doin’?” signifies that Curley’s wife is very insecure; she seems to be questioning her own life choices. Moreover, she does not expect anyone to respond to her question, highlighting her loneliness and isolation on the ranch.

Other literary techniques to look out for include:

• Tricolon – a group of three words or phrases placed close together for emphasis
• Tautology – using different words that mean the same thing: e.g. “frightening” and “terrifying”
• Parallelism – ABAB structure, often signifying movement from one concept to another
• Chiasmus – ABBA structure, drawing attention to a phrase
• Polysyndeton – many conjunctions in a sentence
• Asyndeton – lack of conjunctions, which can speed up the pace of a sentence
• Polyptoton – using the same word in different forms for emphasis: e.g. “done” and “doing”
• Alliteration – repetition of the same sound, including assonance (similar vowel sounds), plosive alliteration (“b”, “d” and “p” sounds) and sibilance (“s” sounds)
• Anaphora – repetition of words, often used to emphasise a particular point

Don’t worry if you can’t locate all of these literary devices in the work you’re analysing. You can also discuss more obvious techniques, like metaphor, simile and onomatopoeia. It’s not a problem if you can’t remember all the long names; it’s far more important to be able to confidently explain the effects of each technique and highlight its relevance to the question.

Step 4: Be creative and original throughout

Anyone can write an essay using the tips above, but the thing that really makes it “perfect” is your own unique take on the topic. If you’ve noticed something intriguing or unusual in your reading, point it out – if you find it interesting, chances are the examiner will too!

Creative writing and essay writing are more closely linked than you might imagine. Keep the idea that you’re writing a speech or argument in mind, and you’re guaranteed to grab your reader’s attention.

It’s important to set out your line of argument in your introduction, introducing your main points and the general direction your essay will take, but don’t forget to keep something back for the conclusion, too. Yes, you need to summarise your main points, but if you’re just repeating the things you said in your introduction, the body of the essay is rendered pointless.

Think of your conclusion as the climax of your speech, the bit everything else has been leading up to, rather than the boring plenary at the end of the interesting stuff.

To return to Of Mice and Men once more, here’s an example of the ideal difference between an introduction and a conclusion:

Introduction

In John Steinbeck’s Of Mice and Men , Curley’s wife is portrayed as an ambiguous character. She could be viewed either as a cruel, seductive temptress or a lonely woman who is a victim of her society’s attitudes. Though she does seem to wield a form of sexual power, it is clear that Curley’s wife is largely a victim. This interpretation is supported by Steinbeck’s description of her appearance, other people’s attitudes, her dreams, and her evident loneliness and insecurity.

Overall, it is clear that Curley’s wife is a victim and is portrayed as such throughout the novel in the descriptions of her appearance, her dreams, other people’s judgemental attitudes, and her loneliness and insecurities. However, a character who was a victim and nothing else would be one-dimensional and Curley’s wife is not. Although she suffers in many ways, she is shown to assert herself through the manipulation of her femininity – a small rebellion against the victimisation she experiences.

Both refer back consistently to the question and summarise the essay’s main points. However, the conclusion adds something new which has been established in the main body of the essay and complicates the simple summary which is found in the introduction.

Hannah is an undergraduate English student at Somerville College, University of Oxford, and has a particular interest in postcolonial literature and the Gothic. She thinks literature is a crucial way of developing empathy and learning about the wider world. When she isn’t writing about 17th-century court masques, she enjoys acting, travelling and creative writing. 

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Supporting academic transition: a focus on academic essay writing

Practical suggestions for supporting first year students’ essay writing skills, based on feedback received from oxford students.

This guidance was written by postgraduate students participating in the Centre for Teaching and Learning’s Student Experience Internship Scheme 2021 , and is based on interviews they undertook with Oxford students .

Each interviewee was asked to reflect on an early academic experience at Oxford (or their expectations of Oxford), and invited to share what would have improved this experience. While these interviews clearly do not represent all Oxford students, the themes that emerged across these interviews form the basis of this guidance and are further supported by evidence from educational research.

Communicating expectations and providing clear guidelines 

My very first essay was an incredibly broad question, which was about the emergence of agriculture; it was something like ‘How and when did agriculture emerge?’. We were given a reading list that had maybe about 12 readings on it. There wasn't a lot of indication in terms of what we should read, or how much. We did have a few sub questions to think about, but there were a lot of questions and not really a lot of guidance given on how long the essay should be. So, we were just thrown into the deep end. - Undergraduate Student in Archaeology  

Some practical suggestions for supporting first year students’ essay writing skills:

• When setting essays, it is helpful to consider how the topics and questions you are assigning may be unclear or overwhelming for first year students, particularly if your students are accustomed to a more structured approach to assignments, and/or are less familiar with the conventions associated with writing in your academic discipline.  
• Consider providing your students with brief guides to academic writing in your discipline at the start of Michaelmas term. You can then signpost students to these in your feedback on their work throughout the year. This is a relatively efficient way to provide in-demand writing support at the start of term and can be shared with all students via email, Canvas and/or as hard copies at introductory meetings. Once produced, these writing support resources can be used for multiple cohorts, with only minimal editing required and are an effective way to communicate, and reiterate, your expectations. There are also general guides for academic writing that are available on the University’s Study skills and training webpages  https://www.ox.ac.uk/students/academic/guidance/skills/essay
• Essential content for introductions. 
• Basic pointers on structuring paragraphs and developing academic arguments. 
• Examples of different writing styles.
• Signposting to existing writing support, for example, ‘Essay and dissertation writing skills’  https://www.ox.ac.uk/students/academic/guidance/skills/essay .

For each piece of academic writing that you set your students, clarify your expectations about:

• How long the piece of writing should be.
• How you would like the writing to be structured and formatted.  
• What style of academic referencing conventions should be used. 
• How and when the essay should be submitted.
• You could also ask students to demonstrate how they have used any of your previous feedback to enhance their academic writing in subsequent work.

The Centre for Teaching and Learning has developed some practical teaching ideas for supporting students to understand what makes excellent examined work, and the criteria by which they will be assessed . The collection includes examples of teaching from academics around the university, as well as activities specifically designed for the Oxford context. 

Acknowledging challenges and developing students’ confidence  

Many students starting University as either under- or postgraduates, lack confidence in their academic writing abilities. For students’ first attempts at writing try to make sure you are clear in letting them know you are not expecting perfection!

Just receiving verbal confirmation that, you know, ‘don't worry, this is your first essay. We don't expect it to be amazing. This is just the starting point. Just give it a go’ is reassuring.  - Undergraduate student in Archaeology and Anthropology

• For more guidance on providing effective feedback, see the Oxford Teaching Ideas on making feedback inclusive and giving effective feedback . 

What I found after I started collaborating with my friend on the essay was that I'm more similar to my peers than I realise and everyone else is just as anxious and just as nervous as I am. In that sense, I wish I didn't kind of panic so much and that I wasn’t so isolated.  - Undergraduate student in English

Encouraging students to use the university libraries  

All new students are usually invited, and expected, to attend library inductions at their college and department/faculty libraries. For postgraduate students new to Oxford, additional guidance to the university’s libraries may be necessary, as they are more often expected to incorporate their own research into essays rather than working from a set of readings provided by their tutor/supervisor.  

• You could draw your students’ attention to the guidance provided by The Bodleian Libraries on using libraries, locating sources, and developing research skills through their Bodleian iSkills workshops .  

Providing opportunities for peer review

I thought that the structure of critiquing each other's essays, while it was a little bit daunting, was a very useful task for us to do, a useful skill for us to develop. Thinking as scholars, critiquing work, noticing the strengths and weaknesses in other people's essays, helps you notice the strengths and weaknesses in your own work as well.  - Undergraduate student in English

• Where appropriate, you may wish to provide students with the opportunity to read and critique one another’s writing. Academic peer networks take time to form organically, so by implementing them in your teaching, you can provide students with opportunities to learn the skills of providing constructive feedback and critique, as well as learning how to respond to feedback. For more information on utilising peer feedback, see the Oxford Teaching Idea on peer feedback .  

There are many resources for students that explain how to write academically in different disciplines. The following are some examples of Oxford-specific writing resources:  

• This guide from the Saïd Business School lays out in detail how students can plan, structure, and write their essays. 
• Dr Peter Judge has written a guide on writing essays for Medical and Life Science students .
• The MPLS Division provides guidance for Communication Skills , including writing.
• Academic writing at Master’s level: https://www.ox.ac.uk/students/academic/guidance/skills/postgrad-taught-skills .
• Study skills and training webpages: https://www.ox.ac.uk/students/academic/guidance/skills/essay .
• The Oxford Language Centre’s Academic English courses primarily address skills for international and postgraduate students and these run both before and during term.   

SEE ALL OXFORD TEACHING IDEAS

For general enquiries, please contact us at

[email protected]

  @CTLOxford

Related links

• All flexible and inclusive teaching resources
• Guidance for remote teaching in different scenarios

Tips from my first year - essay writing

This is the third of a three part series giving advice on the essay writing process, focusing in this case on essay writing.

Daniel is a first year BA History and Politics student at Magdalen College . He is a disabled student and the first in his immediate family to go to university. Daniel is also a Trustee of Potential Plus UK , a Founding Ambassador and Expert Panel Member for Zero Gravity , and a History Faculty Ambassador. Before coming to university, Daniel studied at a non-selective state school, and was a participant on the UNIQ , Sutton Trust , and Social Mobility Foundation APP Reach programmes, as well as being part of the inaugural Opportunity Oxford cohort. Daniel is passionate about outreach and social mobility and ensuring all students have the best opportunity to succeed.

History and its related disciplines mainly rely on essay writing with most term-time work centring on this, so it’s a good idea to be prepared. The blessing of the Oxford system though is you get plenty of opportunity to practice, and your tutors usually provide lots of feedback (both through comments on essays and in tutorials) to help you improve. Here are my tips from my first year as an Oxford Undergraduate:

• Plan for success – a good plan really sets your essay in a positive direction, so try to collect your thoughts if you can. I find a great way to start my planning process is to go outside for a walk as it helps to clear my head of the detail, it allows me to focus on the key themes, and it allows me to explore ideas without having to commit anything to paper. Do keep in mind your question throughout the reading and notetaking process, though equally look to the wider themes covered so that when you get to planning you are in the right frame of mind.
• Use what works for you – if you try to use a method you aren’t happy with, it won’t work. That doesn’t mean you shouldn’t experiment; to the contrary I highly encourage it as it can be good to change up methods and see what really helps you deliver a strong essay. However, don’t feel pressured into using one set method, as long as it is time-efficient and it gets you ready for the next stage of the essay process it is fine!
• Focus on the general ideas – summarise in a sentence what each author argues, see what links there are between authors and subject areas, and possibly group your ideas into core themes or paragraph headers. Choose the single piece of evidence you believe supports each point best.
• Make something revision-ready – try to make something which you can come back to in a few months’ time which makes sense and will really get your head back to when you were preparing for your essay.
• Consider what is most important – no doubt if you spoke about everything covered on the reading list you would have far more words than the average essay word count (which is usually advised around 1,500-2,000 words - it does depend on your tutor.) You have a limited amount of time, focus, and words, so choose what stands out to you as the most important issues for discussion. Focus on the important issues well rather than covering several points in a less-focused manner.
• Make it your voice – your tutors want to hear from you about what you think and what your argument is, not lots of quotes of what others have said. Therefore, when planning and writing consider what your opinion is and make sure to state it. Use authors to support your viewpoint, or to challenge it, but make sure you are doing the talking and driving the analysis. At the same time, avoid slang, and ensure the language you use is easy to digest.
• Make sure you can understand it - don’t feel you have to use big fancy words you don’t understand unless they happen to be relevant subject-specific terminology, and don’t swallow the Thesaurus. If you use a technical term, make sure to provide a definition. You most probably won’t have time to go into it fully, but if it is an important concept hint at the wider historical debate. State where you stand and why briefly you believe what you are stating before focusing on your main points. You need to treat the reader as both an alien from another planet, and a very intelligent person at the same time – make sure your sentences make sense, but equally make sure to pitch it right. As you can possibly tell, it is a fine balancing act so my advice is to read through your essay and ask yourself ‘why’ about every statement or argument you make. If you haven’t answered why, you likely require a little more explanation. Simple writing doesn’t mean a boring or basic argument, it just means every point you make lands and has impact on the reader, supporting them every step of the way.
• Keep introductions and conclusions short – there is no need for massive amounts of setting the scene in the introduction, or an exact repeat of every single thing you have said in the essay appearing in the conclusion. Instead, in the first sentence of your introduction provide a direct answer to the question. If the question is suitable, it is perfectly fine to say yes, no, or it is a little more complicated. Whatever the answer is, it should be simple enough to fit in one reasonable length sentence. The next three sentences should state what each of your three main body paragraphs are going to argue, and then dive straight into it. With your conclusion, pick up what you said about the key points. Suggest how they possibly link, maybe do some comparison between factors and see if you can leave us with a lasting thought which links to the question in your final sentence.
• Say what you are going to say, say it, say it again – this is a general essay structure; an introduction which clearly states your argument; a main body which explains why you believe that argument; and a conclusion which summarises the key points to be drawn from your essay. Keep your messaging clear as it is so important the reader can grasp everything you are trying to say to have maximum impact. This applies in paragraphs as well – each paragraph should in one sentence outline what is to be said, it should then be said, and in the final sentence summarise what you have just argued. Somebody should be able to quickly glance over your essay using the first and last sentences and be able to put together the core points.
• Make sure your main body paragraphs are focused – if you have come across PEE (Point, Evidence, Explain – in my case the acronym I could not avoid at secondary school!) before, then nothing has changed. Make your point in around a sentence, clearly stating your argument. Then use the best single piece of evidence available to support your point, trying to keep that to a sentence or two if you can. The vast majority of your words should be explaining why this is important, and how it supports your argument, or how it links to something else. You don’t need to ‘stack’ examples where you provide multiple instances of the same thing – if you have used one piece of evidence that is enough, you can move on and make a new point. Try to keep everything as short as possible while communicating your core messages, directly responding to the question. You also don’t need to cover every article or book you read, rather pick out the most convincing examples.
• It works, it doesn’t work, it is a little more complicated – this is a structure I developed for writing main body paragraphs, though it is worth noting it may not work for every question. It works; start your paragraph with a piece of evidence that supports your argument fully. It doesn’t work; see if there is an example which seems to contradict your argument, but suggest why you still believe your argument is correct. Then, and only if you can, see if there is an example which possibly doesn’t quite work fully with your argument, and suggest why possibly your argument cannot wholly explain this point or why your argument is incomplete but still has the most explanatory power. See each paragraph as a mini-debate, and ensure different viewpoints have an opportunity to be heard.
• Take your opponents at their best – essays are a form of rational dialogue, interacting with writing on this topic from the past, so if you are going to ‘win’ (or more likely just make a convincing argument as you don’t need to demolish all opposition in sight) then you need to treat your opponents fairly by choosing challenging examples, and by fairly characterising their arguments. It should not be a slinging match of personal insults or using incredibly weak examples, as this will undermine your argument. While I have never attacked historians personally (though you may find in a few readings they do attack each other!), I have sometimes chosen the easier arguments to try to tackle, and it is definitely better to try to include some arguments which are themselves convincing and contradictory to your view.
• Don’t stress about referencing – yes referencing is important, but it shouldn’t take too long. Unless your tutor specifies a method, choose a method which you find simple to use as well as being an efficient method. For example, when referencing books I usually only include the author, book title, and year of publication – the test I always use for referencing is to ask myself if I have enough information to buy the book from a retailer. While this wouldn’t suffice if you were writing for a journal, you aren’t writing for a journal so focus on your argument instead and ensure you are really developing your writing skills.
• Don’t be afraid of the first person – in my Sixth Form I was told not to use ‘I’ as it weakened my argument, however that isn’t the advice I have received at Oxford; in fact I have been encouraged to use it as it forces me to take a side. So if you struggle with making your argument clear, use phrases like ‘I believe’ and ‘I argue’.

I hope this will help as a toolkit to get you started, but my last piece of advice is don’t worry! As you get so much practice at Oxford you get plenty of opportunity to perfect your essay writing skills, so don’t think you need to be amazing at everything straight away. Take your first term to try new methods out and see what works for you – don’t put too much pressure on yourself. Good luck!

5 Useful Tips for Writing Essays

The essay is a particularly academic form of writing, where importance lies in the ability to demonstrate intellect and understanding of an argument. Essay writing is usually discursive; you need to draw ideas together, backed by evidence and opposing arguments to address a specific issue or question. 

How Can I Get Better at Writing Essays?

The key to a good essay is planning . Every essay follows a particular structure; starting with an outline of your argument in the introduction, you’ll use the main body of your essay to present varying points of view around the topic and build your argument, before concluding with an overall key takeaway in the conclusion. The more time you commit to planning your essay, the more clarity you will have on your argument, and the easier it will be to get into the flow of writing.

But most importantly, the key to getting better at writing essays is to practice . Essay writing is a technique. And like any skill, one that needs practice if you want to master it. Whenever you have the opportunity to, spend the time mapping out essay plans and practicing your writing skill. The more you practice, the easier you will find the flow. 

5 Useful Tips for Essay Writing

For some expert essay advice, we asked Victoria, a recent student helper on our summer courses in Oxford and a graduate from Lady Margaret Hall.

1. How to Start an Essay

One of the most difficult components of academic writing comes from not knowing how to start an essay. The opening paragraph, or introduction as it is better known, is the key to letting your reader know what your essay is about - what the topic is. 

The start of an essay is one of the most important components. It is a place for background information on the subject you are going to be discussing. It establishes the context with which you are writing, and what topic you hope to gain clarity on or find resolution to. 

When thinking of how to start an essay, imagine the introduction as a menu. It outlines the detail of the meal you are going to eat and the order in which the courses will be served. It should include a brief outline of the content of the essay and should detail the order in which the key points of the essay will be explored. It’s also a good place to include any key definitions, ensuring clarity is established from the very beginning of your work. 

It’s also important to mention that essays that start with a great opening keep the reader interested and engaged. This is particularly important for anyone writing essays as part of an exam, where the marker will be reading hundreds of responses to the same essay question. In this case, starting with an interesting fact, quote, or a rhetorical question such as ‘did you know…?’ can be highly effective. Another method is to begin the essay with a clear and concise statement outlining the importance and relevance of the essay topic. Both approaches can draw the reader in and engage them from the very beginning. 

2. How to Structure an Essay

A good essay structure is quite easy to achieve and is of great importance. Even in some final exams at the University of Oxford, marks are awarded for a strong essay structure. 

The layout of a science essay will generally consist of a clear introduction followed by the main arguments of the essay split up into paragraphs and finally the conclusion. Each paragraph within the main body should be a new point that you want to make that is related to the overall theme of your essay. And each new point you make needs to be elaborated on within that paragraph to give substance to your claim.

Planning is vital to achieve a good structure. Try visually drawing out the process of your essay, with signposts linking each paragraph to the next. Remember to include the evidence you plan to back your ideas up within each paragraph, and always close that same paragraph by explaining how the evidence and point you raised impacts the overall theme of your essay. Only then, can you move onto the next idea. 

When taking your plan and transforming it into a fully-fledged essay, it can be hard to keep track of the structure which you spent so long preparing. If this is the case, one useful tip for keeping clear sections is to have essay headings throughout, like the headings for each of the tips used here. You can remove these at the end of the writing process, but they can be helpful in ensuring that you stick to your structure as you get into the flow of writing. 

3. How to Make Sure Your Essay Flows

The second reason why planning is also useful for your essays is to maintain flow. That is, to make sure the paragraphs link together. 

Remember how we said the introduction of your essay is like a menu at a restaurant? Well, the plan is like making a booking for a meal; it ensures everything is organised, such as the number of points and the order in which they are going to be made. 

A good flow makes an essay easy for the reader to follow. Easy connectivity between paragraphs allow the reader to follow the thread of your argument from beginning to end, gaining a comprehensive understanding of your thought process and how you arrived at the conclusion you did. 

A key to maintaining good flow is to use strong linking words and phrases. These linking words and phrases need to seem natural to the reader, and signpost the next direction for your essay. For example, if you are looking to show a contrasting view of an argument, you should use phrases such as:

• “On the other hand…”
• “Despite this…”
• “Having discussed X, it’s now imperative that X…”
• “Turning now onto…”
• “In contrast to…”

On top of having a flow of language between one paragraph to the next, it is also important to make sure the arguments flow in a logical order, for example, in order of discovery. You wouldn’t read the end of a book without first understanding the context in which it occurred. It wouldn’t make sense. So you shouldn’t expect your reader to be able to keep up with your train of thought in your essay if it doesn’t flow in a logical order. 

Again, the key to this is thorough planning. Just as you would draw a storyboard to lay out the sequence of events in a narrative, you should map out your ideas in logical order from one to the next. It’s the only way to ensure an easy flow of information for which your marker can digest. 

4. How to Maintain Focus in Your Essay

When planning an essay, you’ll no doubt come across lots of interesting pieces of evidence, or conjure up lots of different points of view which relate to the overall theme of your essay.  It can sometimes be tempting to include all these differing points from all of the reading you have done prior to writing your essay. However, despite all of the time it has taken, you should only include relevant information, otherwise the essay loses focus. 

This is true for both unnecessary breadth and unnecessary depth. Being concise is a useful skill. In fact, as you progress through university, you’ll often discover that your tutors put strict word limits on your essays and other assignments, to see if you can master the art of precision.

A key tip for maintaining focus in your essay comes from the planning. As you map out your overall structure, select the pieces of evidence that best support each point you are making in your paragraphs. You don’t need too many examples to justify your statement, just enough to show how your idea has some grounding. Then, when it comes to writing the first draft of your essay, you’ll know exactly what to include, without worry about going ‘off-track.’

5. How to Finish an Essay

Just as how the start of an essay is crucial to setting out the context for your debate, knowing how to finish an essay is equally important. This is so your reader leaves with resolution and complete clarity over what you have discovered during your essay. 

Simply put, the conclusion is the place where the main points of the essay are summarised. It is not a place to introduce new arguments or ideas. Going back to the meal analogy, the conclusion is like the dessert – it can make or break a meal. If the essay has been strong throughout but then the final conclusions are weak, it can ruin an essay. This is the last part a reader will consider, particularly for examiners as this is the last part they read before giving you a score. So, be sure to go out with a bang!

When thinking of how to finish an essay, a good place to start is by thinking about how everything you’ve discussed throughout the main body links to the introduction. It’s important to note, your conclusion is not a repeat of your introduction. Rather, it’s an assessment of what your final understanding of the topic is after having sifted through lots of evidence and ideas in the main body of your essay. It needs to bring together the main elements of your essay in one unifying them, giving both resolution and satisfaction to the reader. 

Victoria Pike was recently a student helper and has graduated from Lady Margaret Hall, Oxford with a degree in Biological Sciences. She also started an Oxford Interdisciplinary Bioscience Doctoral Training Partnership  in 2017. Follow her updates on Twitter . 

Alternatively, you can discover more study tips on our blog , including our top 10 tips for independent study success.  

Improve Your Essay Writing On a Summer Course

One of the best ways to put your skills to the test is to join us on one of our academic summer courses . 

On top of your usual seminars, each course will require you to complete 2 long-form pieces of work independently - such as an essay - that will be peer reviewed and subject to feedback in weekly tutorial classes. 

These weekly tutorials follow the same style of teaching which make the University of Oxford recognised for its world-class education, and have proven to be highly effective in helping students develop a better understanding of their chosen subject.

With courses available in the cities of Oxford and Cambridge(https://oxfordsummercourses.com/cambridge), you have the opportunity to choose from over 40 different subjects. Take a look at the courses we have available and apply to put your skills to the test this summer.

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• Thursday, 7th March, 5pm UK time: Essay Writing Essentials: Top tips from a writing expert
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Submit your entry.

Research and write your essay and then submit it, along with your references, via our short form below.

Entries close at 9pm UK time on 31st March 2024 !

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All shortlisted entrants and their parents and teachers will be invited to attend our Awards Ceremony in April 2024, where the winners will be announced.

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The first thousand students who are successfully shortlisted will be awarded a free place at one of our OxBright Conferences (worth £95) in the autumn. Alternatively, you can put this credit towards an Online Course or Online Internship .

All shortlisted entrants and their parents and teachers will be invited to attend our online Awards Ceremony in April 2024, where the winners will be announced.

Matilda Winner, History, 2023

I’m both thrilled and flabbergasted at the outcome of the competition.

Winning this competition undoubtedly made me feel much more confident in researching and writing in my field from now on, opening a lot of new doors for me!

Regina Winner, Psychology, 2023

I’m very happy and grateful to win such a meaningful competition. I truly learned a lot.

My advice to anyone considering entering is to try to think deeper and further about your chosen topic.

Alex Winner, Philosophy, 2023

Frequently Asked Questions

Entering the essay competition, how will entering the oxbright essay competition help me in the future, why do you run an essay competition.

OxBright is about giving students the edge to help them to succeed, find their purpose and make a difference in the world.

We think it’s the greatest time to be alive, but we’re aware that young people face challenges their predecessors didn’t. We’re passionate about encouraging students to be optimistic about the future by being active thinkers interested in collaborating to create a better future for the long-term. You can read more about this in our Worldview .

Our essay competition combines these two elements – encouraging students to think actively about the future, and giving them tools to help them to succeed.

Who can enter?

Anyone can enter – the only eligibility criteria is that you must be aged between 15-18. You don’t need to have previously joined an OxBright programme in order to take part.

Kindly be aware that to be eligible to take up any of the free places offered as prizes, such as our online courses/internships, winning students must be between the ages of 15 and 18 at the commencement of the programme.

Can I write more than one essay?

Sorry, we only accept one essay per student in each Essay Competition. This is due to the volume of essays we receive.

Can I enter jointly with a friend?

No, we can only accept entries from individuals, and it’s important to make sure that your work is entirely your own.

Is there a fee to enter the OxBright Essay Competition?

No, the essay competition is completely free to enter.

When is the entry deadline?

The entry deadline is 9pm on Sunday 31st March 2024.

Are you connected to any university?

No, OxBright is an independent education organisation which is not connected to any university.

Where can I see the results of the Essay Competition 2023?

You can see the results of our previous Essay Competition, including the winning essay in full, here .

Writing Your Essay

What are the subject categories i can enter for, how long should my essay be.

There are three parts to the essay:

• Essay title: the title of your essay can be up to 100 characters long, including spaces
• Essay: your essay can have up to 3,800 characters , including spaces (this is about 500 words). This includes everything you write, like the main text and in-text citations. In-text citations are little notes you put in your essay to show where your information came from. For example, if you quote something from a book by John Smith, you would add (Smith, 2010, p. 50) right after the quote. These citations are part of your word count, so make sure to include them
• References: as for references, there’s no word limit – you can include as many as you need! These are important for showing where your information came from. Please use the Harvard Referencing Style for your references (you can find how to do this in the guidelines provided here ). This won’t count towards your essay character limit, so please list all the sources you used

What are the evaluation criteria?

We’ll be assessing essays on the following criteria:

• Fluency of written English
• Relevance to the question
• Creativity and originality of ideas
• Use of evidence or examples
• Relevance to the OxBright Worldview

Should I use references?

Please make sure to include references to your sources, using the Harvard Referencing Style (guidelines here ).

What makes a good essay?

Make sure to read our criteria carefully (you can find it in the FAQ above).

We want essays that are thoroughly researched, packed with examples and solid evidence. What really catches our attention are essays with unique analysis. So, we’re not just interested in essays that simply describe things – we want your thoughts, analysis, and fresh ideas.

Don’t forget, it’s crucial to use and mention trustworthy sources for the evidence you provide.

Do you accept personal or descriptive essays?

We’re looking for clear, concise and compelling answers to the question above, written and formatted in an academic style. Please don’t submit personal essays or creative writing samples.

What Happens Next?

When will i hear the results.

We’ll be in touch within two weeks of your entry to let you know whether or not you’ve been shortlisted (all entrants who meet our core standards of relevance and coherence will be shortlisted).

All shortlisted entrants and their parents and teachers will be invited to our Awards Ceremony in April 2024, when the winners in each subject category will be announced.

How are essays assessed?

You can read about the criteria we use to assess your essay in the FAQ above (“What are the evaluation criteria?”).

Essays are assessed using our proprietary system which combines a mixture of technology and personal assessment. Essays which are deemed to be plagiarised or be written by AI will be rejected and our decision on this is final.

There are two stages to our assessment process:

Shorlisting Our first stage assessment reviews whether the essay is relevant and coherent. If so, your essay will be shortlisted, you will be offered a free place at an OxBright Conference and you will be invited to the Awards Ceremony.

Awards Shortlised essays are then given further assessment by our panel. This includes a review of the References. In the application form, we ask for a the name of a teacher who is familiar with your academic work. If your essay is nominated for an Award, we will ask this teacher to confirm that the essay was genuinely written by you.

What are the prizes?

Please click here for more information about the prizes and awards.

Why is the overall prize a place at Oxford Scholastica in 2025, not 2024?

Will i receive feedback.

Unfortunately, due to the volume of entries received, we are unable to provide feedback on essays.

Does everyone who enters get a free place at a Conference?

The first thousand students to who make a valid submission and are shortlisted will be invited to attend an OxBright Conference of their choice, free of charge (worth £95). Conference subjects include Business, Medicine, Law and Psychology. It is optional to attend a Conference.

Alternatively, you’ll be able to choose to apply the £95 credit toward another programme with us.

Does everyone receive a certificate?

Only students who win one of the awards receive a certificate. Certificates are issued in online format.

Do you publish the names of the award winners?

Yes, award winners will be published on our website after the Awards Ceremony.

How can I pass on some feedback about the essay competition?

• Services ACS Format IEEE Format MLA Format Harvard Style Oxford Style Vancouver Style

Oxford Style Guide for College and University Students

Considered one of the best universities world over, the University of Oxford stands tall among its peers. Studying there predetermines a very prestigious career in the future — ten to one. The acceptance rates are rather low, so once you get on board, you should be proud of yourself. However, there is no room for complacency. You should perfect one thing at a time: there is plenty of different rules and writing standards you've likely never heard of. One of the requirements is to write in Oxford style in adherence to the corresponding manual. The University of Oxford is rather strict in this regard so that formatting is an integral element of the grading rubric that has a great impact on your final project’s score.

The main idea is to use superscript numbers and footnotes. This article shares the basic principles of formatting along with the examples that you may find useful.

Use Oxford Writing Style Properly

The University of Oxford Style Guide was published to introduce the documentary-note citation system. That aims to help students and local researchers organize their scientific work properly. It is very likely that you will be asked to format the papers using this style if you do subjects in:

• Anthropology
• Political science

Oxford men prefer citing in their papers in the style of Oxford as they’ve grown accustomed to it throughout the study. Further still, it keeps the document well-structured and logical. The law departments in the local schools may also ask to use Oxford style referencing in their works. McGill format is closely related to Oxford format, and that is why it happens so.

So, what are the essential elements of this format? Let’s find out:

• Header — A student or scientist can insert the page numbers at personal direction.
• Font and size — It is recommended to choose Times New Roman 12 or 14-point in size.
• Margins — Make sure you have 1-inch margins everywhere except for the top of the page as well as a couple of inches at the top. Double-spacing is preferred. That does not apply to bibliography list.
• Cover page (or Title page) — This is an opening section, and it looks different against other formats. Put the work’s title at the top of your first page skipping several lines to mention the specific type of your assignment. It could be a thesis proposal, critical analysis, dissertation, etc. Insert the full date enclosed by the total amount of words in your project, your name, and title of your school. We recommend downloading some templates or examples of the cover page to make it easier for you.

The History of the Civil War and Its Consequences for the Modern US Population

August 21, 2014

Lindsay Harris

University of Oxford

• Requirements — Add a full reference each time you insert another in-text quotation, direct or indirect. Acknowledge the credible, up-to-date sources like books and journals.
• References — List the cited sources or sources that contributed to your project somehow. Oxford references and footnotes are what constitute this type of essay format.
• In-text citation — According to the official manual, writers have to involve citations throughout the text to prove their words with examples. It is being done with the help of the “Insert” tab in Microsoft Word or Google Docs. Thus, there is nothing complicated about the process. The citation should show up in both the footnote and references page (your bibliography).

Oxford citation style is a method used to cite a passage from or to name as the authority for a statement or an opinion in a paper. You will get specific techniques for that: by inserting footnotes during the writing, for example. These footnotes should lead your readership to a full list of references where cited sources are to find. This list appears at the bottom of the page to acknowledge the studies and findings of other scientists working on the same research question. Confusing at the first thought, this format seems to be reminiscent of MLA or APA. It is possible to get acquainted with it in no time all. Our guide is the capsule version of the entire manual which is rather a long read.

Examples of Oxford Footnotes

In the heart of this format, we have footnote referencing. You can easily come up with footnotes in your Word. It has all the necessary instruments to make your life easier. An “Insert tab” function was developed specifically for the formats that apply footnotes and endnotes just like in Chicago or Oxford style. Pick “Footer” out of all the available options ( either in Word or Google Docs) when you’re so far.

The full citations will show up akin to what you find below:

• Journal/print article with the writer: 1 B. Bells. Coming up with a Tasty Salmon Dish. Journal of Cooking, vol. 37, no. 7, 2008: pp. 145-171.
• Journal/print article written by unknown: 1 Things You Can Get from the Common Beans. Journal of Cooking, vol. 35, no. 4, 2007: pp. 264-269.
• Book with a single author: 2 A. Wesley. Adding Peppers to Meat Dishes, New York: Great Books Press, 2011, p. 31.
• Book with many writers: 2 J. Seifried, M. Bowling, and S. Fries. Introduction to Dishes Prepared in an Oven, New York: Great Books Press, 2012, p. 42.
• Book without any authors: 2 Mastering the Art of Preparing Hamburgers, New York: Great Books Press, 2013, pp. 33-44.
• Chapter alone: 3 M. Madyson. The Difference between Pork and Beef. In Cooking is Your Life, 33-52. New York: Great Books Press, 2012.
• Online article/post: 4 H. Oxford. Cooking as a separate Type of Hobby. Fun Cooking. 11-12-09. Full URL address (Accessed full date).

In Oxford writing style, you can add the superscript numbers on the page you’re working on: the length of the footer is predetermined by the number of sources quoted in the particular part of your paper.

For instance, you have a superscript number in bold, and the rest of the reference is not in bold (the main title should be italicized then). Remember to add a space after the superscript number.

Types of Oxford Citation

There is nothing left to say in this regard. In Oxford citation except the superscript number should follow the words of another author. No need to provide any other details — leave them for the footnotes.

You can decide which type of citation to use:

• Direct in-text citation: Copy-paste the sentence(s) or phrases of another author (the words should appear exactly the way they were used by him or her). Add a superscript number to define the source in the footnotes and bibliography.
• Indirect in-text citation: Paraphrase the words when citing from another author. Add quote in your document where it makes sense. Add a superscript number to define the source in the footnotes and bibliography. The example of the in-text citation in Oxford style would be:

The rapid drop in literacy rates lead to increased unemployment in the region.1

After reading the section about footnotes, you can guess that a corresponding Oxford footnotes example will look this way:

1. Robin Cottrell, Causes and effects of the Recent Drop in Literacy Rates (Oxford: University Press, 2015).

Oxford Referencing List

How to “Oxford reference”? What is the main difference between a footnote and a reference? Let’s find out. For the bibliography page, add the names of the writers, title, and publication date as well as the publisher and location. It is critical to mention all the sources used in the footnotes in the proper numerical order (in the order of their appearance). Add the sources that were not cited but still contribute to your research. There is no need, of course, to quote or paraphrase absolutely everything.

Develop a separate blank page for your references. It is possible to copy-paste the entries from your footnotes to speed up the process; make sure to edit some nuances before submitting the paper. The names of the contributors should appear differently.

The title of the bibliography page should be “Reference List.” The main difference between a footnote entry and reference page entry is that the author’s last name goes first instead of the first one. You should list the sources in alphabetical order by surname. For the articles and separate chapters of the books or journals, make sure to insert specific page ranges for your citations. The professor should be able to find the quotes you used in the original sources to tell whether you have mastered a subject.

Finally, here is an example of the bibliography entry held in Oxford referencing style: Cottrell, Robin, Causes, and effects of the Recent Drop in Literacy Rates (Oxford: University Press, 2015).

Applying Oxford style successfully involves a lot of moves to be made. As complicated as this first appears, the more understandable and clearer this task becomes when one looks closer — through the instrumentality of our instructions and effective recommendations. Approach the formatting stage diligently, and we hope you will deal with that easily!

• College Application

Oxford Personal Statement Examples: Top 4

If you’re looking to craft the perfect personal statement, reading over some Oxford personal statement examples will be the best way to start. It’s one thing to read college essay tips or instructions on how to write the perfect personal statement, but another entirely to see an example of how it’s done.

How to start a college essay can be tricky, but we have you covered! In this article, we have Oxford personal statement examples for your edification so that you can write your own best work.

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 12 min read

Oxford personal statement examples, example no.1.

We are made of stories. History itself is the story we tell ourselves about who we are, and our oldest stories are still with us. Gilgamesh would never have found his immortality but through his story being told over and over again. Scrooge is visited by three ghosts every year for some people, and no matter how many times we hear about his conversion from miser to “…as good a man as the good old city knew…” we have our hearts warmed, reminding ourselves of the importance of human comfort and generosity. I have come to my interest in the classics through my interest in the stories we tell that make us who we are.

My personal reading list always exceeds my school’s reading list. When I was a boy, I was gripped by the stories of heroes like Perseus and Hercules. As I grew, I sought further stories and came across the epic poems. Over the years, I have found many people who share my enjoyment of these tales, but often they do not truly know them. One of my perpetual fascinations with classics is how these stories change, or are perceived, in the public consciousness.

Want to learn easy ways to make your college essay stand out? Watch this video:

For example, many people know of the Labours of Hercules – or Herakles, as the Greeks said – but they rarely know why he was tasked with these Labours: he killed his children. We often make dark aspects of old stories into children’s stories. We see this with modern cartoon versions of far grimmer fairy tales. I believe that this has done our world a disservice. Instead of confronting unpleasant truths, we hide them. History is often whitewashed along with the stories to make it palatable.

My studies of the classics have led me to begin a work on Hercules – investigating how his story has been told and retold. I am also examining how the story has changed over the years, why it has changed and how retelling this story in gentler ways has paralleled pop culture dumbing down stories and ignoring unpleasant truths.

“It’s just a frog,” I thought, but no matter how I tried to convince myself of that fact, I didn’t find it any easier to dissect. I was disappointed in myself because I thought that a scientist should be dispassionate, logical, and capable of dealing with any sentimental subject in an objective fashion. Yet there was the frog, my scalpel poised dramatically above its little, amphibian torso. I was almost paralysed with sympathy, and I began to fear that I would never be a scientist.

When I was young, I would wander the woods, sketching plants and animals before looking them up at home. I am happiest when I am learning something new – even if it means unlearning a truth I “knew” the day before. I had loved labs and experiments, but I had hit the wall of dissection. Could I take these creatures apart? I love learning about them, but how could I slice them open?

I told my friend Jeremiah that I wasn’t going to dissect the bullfrog. I would drop the course and do something else with my life. “I’ll help,” he said, “Come on.” With his support and encouragement, I made the first cut and couldn’t believe what I saw; I was entranced by the intricacy of the frog. Being able to see and understand nature from an insider’s perspective, so to speak, was no longer “gross,” and my curiosity finally kicked in.

As I continued in biology, through lab experiments, dissections and investigations, I found myself reversing my position on the mentality of the scientist. It is not that we must be dispassionate, but that we must intimately feel a connection with the natural world. We are a part of this world – as perfectly slotted into our evolutionary position as any other creature. More excited than ever, I joined a biology club in our city where I was surrounded by biologists of all ages – amateur and professional – and I grew immensely. I was even awarded 1 st place in a biology Olympiad.

I believe that a truly successful scientist is one who finds harmony in the natural world, not one who exploits it, and I have had several conversations with my laboratory instructor on these points. He agreed with me, and we have been working on a rubric to create a more nature-friendly approach to the science curriculum at our school. He was already quite nature-conscious, but we both agree that we could be doing more to minimise our ecological footprints.

My dream job is one that helps to balance human interaction with nature on a global scale, to fight climate change and ensure the survival of all natural species. I hope to study the natural sciences at Oxford to bring this about. I believe that my journey is one of lifelong learning, a concept stressed at your school. I am also interested in your research in sustainable urban development. I think that co-existing with nature is one of the all-important issues for humanity and for an aspiring biologist. I want to contribute to a world where, even if we dissect frogs, we do so with a sense of responsibility, not callous indifference.

Want to learn some tips for your college essays? Check out this infographic:

Example No.3

I was ten minutes into a well-structured argument as to why I was not argumentative before I realised the irony of my words. I shut my mouth, red-faced and laughing with the rest of my family. I come from a family of debaters. Not that being a debater is the only thing that makes me want to study history and politics at your institution. Politicians are more than just arguers, but my temperament is well-suited to challenging ideas and wrestling with those ideas in the public sphere.

I want to make a difference on a national level in the political arena, serving the public as a politician. I joined the debate club to learn how to perform well in front of an audience, how to test my ideas and most importantly, how to lose. I am proud of my track record, wins and losses. Losses can be a strength. My first debate was, “Be it therefore resolved that there is an obesity problem in this country.” I was assigned the “pro” angle, and I was so sure that I could win by appealing to statistical realities. However, I lost. My opponent had sharper arguments and convinced the audience that “problem” implied an inherent morality issue with obesity. I had no counterargument.

From that loss, I learned how to use language better, to anticipate counterarguments and to know my opponent’s position better than my own. Every loss is an opportunity to grow, and I love that I have been pitted against fierce opponents who make me earn every point. I would rather achieve fewer victories against a skilled debater than gain many victories against those who are ill-prepared. I also rarely lose on the same subject twice.

This is relevant to my political philosophy, which is that I believe politicians should be willing to change their opinions, even on important issues. If nobody changed their minds, we would all be pig-headed fools. I want the best information, and if that changes my mind, so be it. We need more changed minds and evidence-based policies coming from politicians who value truth and accuracy, as well as the ethics to provide morally defensible positions.

Thanks to my debate club experience, I was able to campaign successfully for student body president, a position I held for two years. I took this responsibility seriously, even if not every peer or authority figure felt the same way. During my time in student government, my proudest accomplishment was helping create a new scholarship programme to fund the university studies and housing of one student. I believe that politicians should fight for changes that will benefit people, not just institutions, so this scholarship was a particularly exciting project for me to work on.

Outside of political ambitions, my favourite thing to do is to go to museums and art galleries. I take tremendous pleasure in discovering who we were and are and being able to compare the two. I hope to bring my historical knowledge and understanding to my career in politics.

Whether I am debating at family dinner or quietly, reverently studying in a museum, my greatest joy would be to help people build the society that they want to see.

Example No.4

When the first atomic bombs were detonated, Oppenheimer famously stated, “I am become death, destroyer of worlds,” characterising the transcendent regret he felt. Of course, Oppenheimer was himself quoting from the Bhagavad Gita. When I think of Oppenheimer’s sorrow, I think of the importance philosophy has for a person navigating hard sciences, like mathematics.

For many people, philosophy and mathematics – what I hope to study at Oxford – are divorced from one another, if not opposites. One, resulting from the musings of a curious mind, is seen as almost useless in practical terms. The other is seen as cold, scientific truth in written form. But I believe they are linked. I loved reading Oxford’s published paper, “Influencing HIV/AIDS Policy in India Through Mathematical Modelling.” Our math knowledge, and the application thereof, can directly affect the world around us, improving it for all.

In my final year of high school, I wanted to write about the impact that mathematics has on the world. I wrote a paper on black holes. I interviewed a mathematician named Peter Richards who was working at a physics lab studying the phenomenon. Mr. Richards told me how the gravity of black holes creates event horizons, shaping space around them, but that scientists are investigating whether gravity is influenced by light. This cosmological-level chicken-or-egg question became the basis of my paper, which was about how we think about the universe and our place in it. Mathematics might one day answer who we are and why we are here. This paper won 1 st place in an essay competition and secured me a small scholarship.

Math is the language of the universe. I see it everywhere: in nature’s patterns and in the music I play. I have been learning to play flutes – everything from woodwinds to concert flutes to world music instruments like ocarinas. As my study of math deepens, I become more immersed in exploring the range of the instrument, which, in turn, transforms my music. Math reshapes the world around us.

This study of the interplay between mathematics and philosophy led me to study the mathematics of global populations, which I believe will soon become imperative research on how we can maintain a sustainable eco-system. I attended a recent event for mathematicians studying global trends, where I interviewed several prominent mathematicians in the field for the school paper. I got to ask these important persons about their thoughts on the responsibility mathematicians have regarding humanity and the care needed to help our species. A surprising number – two out of the five I spoke with – had given little or no thought to the idea of blending philosophy and mathematics. I was shocked at this mathematical proof that even people in the field did not give much thought to this.

I hope to combat this in my own life and studies, encouraging mathematicians to increase their conscientious use of their skills to better humanity in a direct way, as well as to be more conscious of their responsibilities in the world today.

Oxford recommends that you follow the UCAS advice on personal statements when writing your own. It is well worth taking your time drafting your personal statement because the admissions committee at Oxford reads each one several times. They are really interested in learning about anything academic because they are curious about your potential in your field of study. This implies that they are interested in both what you have done and are doing in school as well as anything you have done outside of the classroom that is related to the subject you have chosen to study. More than being the best extracurriculars for college , Oxford refers to these activities as super-curriculars . Super-curriculars can be anything “you’ve read, listened to, watched or visited” that relates to your academic interests, unlike extracurriculars.

About 80% of your personal statement should discuss your academic interests and super-curriculars. The recommended structure is as follows:

• Opening paragraph explaining why you want to pursue the programme
• 3 or 4 paragraphs analysing your academic and super-curricular activities
• Brief closing paragraph about your extracurricular interests, with a focus on transferable skills and career plans/future aspirations

To ensure that your personal statement applies specifically to the University of Oxford, first look at the school’s mission, vision statement and core values. Aligning your essay with these values will help prove that Oxford is the perfect fit for you, which is your main goal. This is the first step in how to write a college essay for this school.

You may also want to reference other important aspects of Oxford. Do they have research in the area you want to work in? Do they have a professor you cannot wait to study with? Do they have the curriculum set up in a way that best suits you as a student and your future goals? You need to show not only how you fit with Oxford, but also how the school will propel you forward in a way that no other school could.

Oxford’s Mission Statement

“We inspire people locally, nationally and globally by extending access to Oxford’s world-class teaching and resources through flexible and inclusive opportunities for study and research.”

Oxford’s Vision Statement

“To be a global centre of excellence for lifelong learning. Courses will be underpinned by the best teaching, research and support for learning to meet the needs of diverse, ambitious and intellectually curious students. Staff and students will work together within and beyond Oxford to foster a vibrant learning community attentive to the importance of promoting sustainability and social justice.”

Oxford’s Values

Finally, note that all Oxford personal statements have a character cap of 4,000, including spaces, and must be no longer than 47 lines.

Essay Writing Tips

Here are some general pieces of advice to keep in mind while working through your college essay review process. These tips will apply to your Oxford essays, but they will also be beneficial for any essays. Essays follow a basic structure and have a fundamental goal that is shared among them, even when specifics differ. So, you could be writing supplemental college essays , college diversity essays , or Harvard medical school secondary essays , but regardless of the type of essay or school, these tips will still apply.

The Main Objective

All essays are, directly or indirectly, “ why this college” essays . The admissions committee is looking for students who fit their institution and are excited about attending. Whatever your college essay topics are, you’re always answering that fundamental question.

Start Strong

College essay introductions are hard in and of themselves. Conquering the introduction means beating the blank page. Start with the best “"hook” sentence you can find. That means you need an attention-grabbing opener that compels the reader to continue.

Once you’re through the introduction, you must follow through with two or three paragraphs about your accomplishments or criteria the school expect to hear about – in Oxford’s case, those are your academics and super-curriculars.

Each story should answer the fundamental question: “Why is this person perfect for this school?"

Wrap it up with a conclusion that summarises your main points and, if possible, connects to the introduction like a loop.

Up to 4,000 characters, which includes spaces.

You don’t want to go so short you can’t say anything of substance. Brevity is the soul of wit, however, so don’t worry about having a personal statement that is “only” 300–400 words long. Don’t pad out your statement; say what you need to and no more.

Your personal statement shows your unique abilities and personality and why you are ideally suited for the institution and programme to which you are applying. Showcase qualities like perseverance, leadership, teamwork, curiosity, creativity, logic and personal growth.

Your main focus will be on academics and super-curricular activities.

Negative people don’t come off well, so dwelling on problems, whining, or badmouthing people is never a good idea.

Formal, standard essay format is perfect: hook sentence, introduction, main body – which expresses one or two main ideas – and a conclusion that comes full-circle, ideally connecting to the introduction. You can use the first person, since this is a personal essay.

Always follow the rule of “show, don’t tell” to demonstrate your qualities and abilities.

Free-associate for a while. Give yourself one or two minutes to write on the programme you want to take at Oxford and just free-associate. By the end, your passion for the subject will have won out and given you a good list of ideas to explore.

Your essay gets cut off. Never exceed the limit. So, in practical terms, if you exceed the character limit, or 47 lines, part of your personal statement will be missing.

Not formally, no, but it is being evaluated, so make sure you edit properly and go over spelling and grammar with a fine-tooth comb.

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A group of Oxford University students were encouraged to use AI 'thoughtfully and critically' to help them write some essays

• An Oxford University course module allowed students to use AI tools to write essays in a class. 
• The task was to help students understand how to write a much better essay by using AI responsibly. 
• The essays weren't part of any formal assessment, Professor Steve New told Business Insider.

Oxford University students were given the go-ahead to use AI tools like ChatGPT to help them write an essay for a class, The Telegraph reported Tuesday .

Professor Steve New, who teaches a module on technology and operations management, told The Telegraph that undergraduates studying Economics and Management were made to undertake the task in his class and that it wouldn't be part of any formal assessment. 

He explained that when AI tools are used "thoughtfully and critically" it "should help you produce a much better essay than you would produce unaided." 

A note on the course said that the assignment has been adapted to the current academic year because of how generative AI systems like ChatGPT, Bard, and Claude have "changed the environment in which we work." It said that AI tools "can greatly enhance your ability to generate essays".

After OpenAI released ChatGPT to the public in November 2022, college professors saw a sharp rise in students using the chatbot to write assignments. At the time, two philosophy professors previously told Business Insider that assignments written by ChatGPT raised red flags because they're really "well-written" on the surface but upon closer examination, they made no sense or lacked context and depth. 

Since then, the Russell Group , a group of 24 leading colleges in the UK including Oxford and Cambridge, agreed to a set of principles that would allow students and teachers to become "AI-literate" and use the technology ethically. 

Related stories

In New's class, the students were told to write out an answer to an essay question using an AI tool of their choice, and then pass it on to their course mates for review.

Their course mates would fact-check their essays because AI tools have frequently made up facts and even used fake citations. The students were still subject to standard rules on referencing and plagiarism when writing the essay. 

New told students that AI should "increase your ability to think hard about the subjects you discuss, and make you more confident in framing a clear and persuasive argument".

He added: "But the document that emerges should be yours. You need to write stuff you will stand by. The AI can produce humdrum 'some say this, some say that…meh' essays in a fraction of a second; you should be producing compelling, tightly-argued, evidence-based prose that you believe in."

Speaking to Business Insider, New said that AI tools can " help students think more deeply and more broadly about the issues under consideration. The tools can suggest ways of thinking about a problem that students might otherwise miss."

He said that allowing the use of AI tools was only possible thanks to the way in which Oxford University runs its classes.

"This is possible for us because of Oxford's unusual and distinctive 'tutorial method' - the students write essays that play no part in their formal assessment, and then get to discuss their work in very small groups with their tutor."

Use of AI for any work that forms part of a graded assignment is banned, he added.

Axel Springer, Business Insider's parent company, has a global deal to allow OpenAI to train its models on its media brands' reporting.

Watch: What is ChatGPT, and should we be afraid of AI chatbots?

• Main content

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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Free English Lessons

Fce (b2 first) writing exam (essay) – video.

Download PDF

In this lesson you can learn how to write an essay for the Cambridge FCE exam , step by step.

You’ll see exactly what to do at each stage in the fce writing essay section, and how to get the best possible fce score ., there are four steps to the writing process. you’ll see what to do at each step, then you’ll learn how the writing is assessed., 1. how to analyse your fce writing essay task.

First, you need to read the FCE writing essay task and identify exactly what needs to be included.

Let’s look at a sample question:

You’ve recently had a discussion in English class about society. Now your teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view.

University should be free for everyone. Do you agree or disagree? Notes 1. Taxes 2. Opportunity 3. Your own idea

So, what do you need to do? Most importantly, you need to say if you agree or disagree that university should be free for everyone.

You also need to use all the notes and give reasons for your point of view. That means your essay needs to include three central ideas: taxes, opportunity, and one other.

It also means that you need to reach a clear, justified conclusion. You can’t just say, ‘I agree’, or ‘I disagree.’ Think of it like this: you need to convince the examiner that your conclusion is correct.

You might think at this point, ‘yeah, obvious, thanks for the help, Kasia!’ Trust me; it’s harder than it sounds. Many FCE essays that we see don’t get these basic things right. It’s very easy to leave something out, or to go in the wrong direction.

Next, you’re writing this answer for your teacher so what style do you think it will be in? Formal or informal?

An essay should be formal. What does that mean?

Formal writing doesn’t use contractions, like ‘I’d’, ‘you’re’ or ‘don’t’. Write the full forms. You should also avoid using slang, colloquial vocabulary, or anything which sounds very conversational.

Next, think: what do you need to include?

You need to talk about taxes, opportunity, and you also need to add your own idea.

Even the ideas which are given to you—taxes and opportunity—are quite vague. That means you need to decide exactly what to talk about.

You also need to think about how to connect your ideas.

For example, with taxes you could say that if you pay taxes, then this should go back into society to benefit everyone. You could add to this by pointing out that having equal opportunities also benefits society. And for your own idea, you could talk about how people with higher education are more likely to be economically productive.

This is just one example, of course! There are many paths you could take.

Let’s talk about that in more detail.

2. How to Plan Your FCE Writing

Here’s what you need to do when you plan your writing for the FCE writing essay.

First, you need to decide what your conclusion is going to be. Are you going to agree or disagree that university should be free for everyone?

Decide your conclusion first, because everything else in your essay needs to lead to it.

Secondly, you need to plan how many paragraphs you’re going to have, and what you’ll put in each one.

Thirdly, you need to make sure your paragraphs are connected to your conclusion.

Let’s see an example:

• Taxes – parents pay taxes so children should get education. Children will pay taxes in the future.
• Opportunity – education creates more equal society. Higher standard of living for everyone.
• Economy – educated workforce helps the economy grow.
• Conc. – agree with statement

Pause the video if you want some more time to read the plan.

You can see that we use the key idea of ‘education’ in the notes for each paragraph. Doing this can help you to stay focused and on-topic, because you’re connecting each paragraph back to the main idea of the question.

When you plan, make sure that each paragraph has a clear focus.

Every good paragraph starts with a topic sentence, which summarises the main point of the paragraph.

The sentences which follow are called supporting sentences. These include reasons and examples to support your topic sentence.

A good exercise during planning is to take a paragraph and think to yourself: “What’s this paragraph about?”

If you can answer that question in one simple sentence, then that’s a good sign. Hopefully, your plan is clear. However, if you can’t answer that question, that shows that your plan isn’t totally clear in your head.

Once you’ve finished your plan, you’re ready to write your answer!

3. How to Write Your Answer

In your candidate answer book, you will now write your essay.

Let’s look at a model answer:

• There are many factors to consider when deciding if the university should be free or not. Among these are taxes, equality of opportunity, and the economy.
• Firstly, a proportion of taxes should go to education. Some might say if you can afford university, then you should pay for it. But, this doesn’t take into account the fact that higher earners pay higher income tax so they are already contributing more.
• Secondly, by making university free for all, it creates more opportunitys for those from low-income backgrounds. Although they may still have difficulty meeting other costs such as accommodation it makes the playing field more level.
• In addition, having an educated workforce is proven to help the economy grow. The more people with degrees there are, the higher the standard of living for everyone. So, more people will be able to pay taxes to fund the education of future generations.
• In conclusion, free university ultimately benefits all members of society.

Pause the video to read, and start again when you’re ready.

First question: have we answered the question?

Yes: the conclusion states that ‘free university benefits all members of society.’ This shows that we agree that university should be free for everyone.

Next: have we used topic sentences?

Yes, we have. The first sentence of the essay tells you what the entire essay will be about.

Then, each paragraph’s topic sentence contains a key word from our plan. We have ‘taxes,’ ‘opportunities’ and ‘economy’.

Also, the topic sentences and paragraphs all reference the idea of ‘education’, either directly or indirectly. This shows that our points are relevant and connected to the task.

So, now you’re finished, right? No–there’s one more step. This answer is not bad, but it could be better.

4. How to Check and Improve Your Answer

The final step is to check your answer.

What type of things do you think you should look for?

Grammar, of course, but what else?

Check for spelling mistakes. Check for style—have you used any conversational language which doesn’t fit the tone of an essay like this?

Check your use of linking words and phrases. Many students overuse them; don’t use a linking word like nevertheless unless you’re sure it fits.

Check for repetition of vocabulary. Could you replace any simple vocabulary with something more advanced?

Look at our model answer again:

• There are many factors to consider when deciding if the university should be free or not. Among these are taxes, equality of opportunity and the economy.
• Secondly, by making university free for all, it creates more opportunitys for those from low-income backgrounds. Although they may still have difficulty meeting other costs such as accommodation * it makes the playing field more level.

The bold words are either mistakes, or they could be improved somehow.

How would you improve this? Pause the video while you read and decide.

The first problem is with grammar. Unless you’re talking about one specific university, you don’t use the.

Okay, what’s wrong with doesn’t? We’ve used a contraction! Don’t use contractions in your essay. So, it should be does not.

The next problem is a spelling mistake. When a word ends in ‘y’, it changes to ‘ies’ in the plural: opportunities .

Next is a punctuation mistake. There’s a comma missing. There are two clauses in this sentence and they need to be separated by a comma.

There’s nothing wrong with people with degrees but it’s quite basic. What else could you say?

You could say educated people, or even highly-educated people, either of which is slightly more elegant.

So is not a mistake, but we used so in the second paragraph already. You want to show the examiner your range of language, so here you could use something more precise like consequently.

Our conclusion is only one sentence, so let’s add an extra point. We’re still under the maximum word count. This could help us to state our opinion more clearly.

Let’s change it to:

• In conclusion, free university should be free for everyone. It makes economic sense and ultimately benefits all members of society.

Here’s the final version of our essay:

• There are many factors to consider when deciding if university should be free or not. Among these are taxes, equality of opportunity, and the economy.
• Firstly, a proportion of taxes should go to education. Some might say if you can afford university, then you should pay for it. But, this does not take into account the fact that higher earners pay higher income tax so they are already contributing more.
• Secondly, by making university free for all, it creates more opportunities for those from low-income backgrounds. Although they may still have difficulty meeting other costs such as accommodation, it makes the playing field more level.
• In addition, having an educated workforce is proven to help the economy grow. The more highly-educated people there are, the higher the standard of living for everyone. Consequently, more people will be able to pay taxes to fund the education of future generations.

At this point, it’s looking good! Next, let’s focus on what you can do to produce a good FCE writing essay which will get a high score in your exam.

5. How to Improve Your Score

Your essay score is made up of four parts. For each part, you get a score from zero to five.

• Content – how well the candidate has fulfilled the task
• Communicative Achievement – how appropriate the writing is for the task
• Organisation – how well the writing is put together
• Language – focuses on vocabulary and grammar

First there’s Content . The mark scheme says this “focuses on how well you have fulfilled the task”. In other words, have you done everything you were asked to do?

This corresponds to step one of our writing process. Analyse the task carefully and make sure you do everything it asks you to. A good tip is to underline the key words in the task to help you identify what you need to do.

Next there’s Communicative Achievement . This “focuses on how appropriate your writing is for the task”.

Have you used the correct register? Have you used contractions? Basically: does your essay look and sound like an essay?

Then we have Organisation . This looks at “how the writing is put together”. Is it logical and organised? By planning your writing carefully, it will already be organised. Remember to plan your paragraphs carefully and write a clear topic sentence at the beginning of each paragraph.

You can also use linking words and phrases to make the connections between paragraphs even clearer.

In our essay, we used many linking words, including firstly, secondly, in addition, although, consequently and in conclusion. Look through the essay again, and note how the linking words and phrases are used. Can you find any more examples of linking words in the essay?

Finally, you have Language : vocabulary and grammar. The examiners will be looking for a range of language as well as how accurate it is. In step four, you saw how checking your essay can improve your language.

Are you worried that making mistakes will affect your mark? Of course, making a lot of mistakes will lower your mark, but remember this is only one part of your score.

For B2 level, the Cambridge mark scheme says, ‘Occasional errors may be present but do not impede communication.’ That means you can still score 5 from 5, even with some small mistakes.

But, hopefully, you’ll catch most of them when you’re on step four – checking and improving your answer.

You’ve seen how to write an essay for FCE, but you can use the same process for other Cambridge exams, including the CAE and CPE when you get that far.

Good luck with your exam preparation and let us know when you pass! Thanks for watching!

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Essay  COMPETITION

2024 global essay prize, registrations are now open all essayists must register  here  before friday 31 may, 2024.

The John Locke Institute encourages young people to cultivate the characteristics that turn good students into great writers: independent thought, depth of knowledge, clear reasoning, critical analysis and persuasive style. Our Essay Competition invites students to explore a wide range of challenging and interesting questions beyond the confines of the school curriculum.

Entering an essay in our competition can build knowledge, and refine skills of argumentation. It also gives students the chance to have their work assessed by experts. All of our essay prizes are judged by a panel of senior academics drawn from leading universities including Oxford and Princeton, under the leadership of the Chairman of Examiners, former Cambridge philosopher, Dr Jamie Whyte.

The judges will choose their favourite essay from each of seven subject categories - Philosophy, Politics, Economics, History, Psychology, Theology and Law - and then select the winner of the Grand Prize for the best entry in any subject. There is also a separate prize awarded for the best essay in the junior category, for under 15s.

Q1. Do we have any good reasons to trust our moral intuition?

Q2. Do girls have a (moral) right to compete in sporting contests that exclude boys?

Q3. Should I be held responsible for what I believe?

Q1. Is there such a thing as too much democracy?

Q2. Is peace in the West Bank and the Gaza Strip possible?

Q3. When is compliance complicity?

Q1. What is the optimal global population?  

Q2. Accurate news reporting is a public good. Does it follow that news agencies should be funded from taxation?

Q3. Do successful business people benefit others when making their money, when spending it, both, or neither?

Q1. Why was sustained economic growth so rare before the later 18th century and why did this change?

Q2. Has music ever significantly changed the course of history?

Q3. Why do civilisations collapse? Is our civilisation in danger?

Q1. When, if ever, should a company be permitted to refuse to do business with a person because of that person’s public statements?

Q2. In the last five years British police have arrested several thousand people for things they posted on social media. Is the UK becoming a police state?

Q3. Your parents say that 11pm is your bedtime. But they don’t punish you if you don’t go to bed by 11pm. Is 11pm really your bedtime?

Q1. According to a study by four British universities, for each 16-point increase in IQ, the likelihood of getting married increases by 35% for a man but decreases by 40% for a woman. Why? 

Q2. There is an unprecedented epidemic of depression and anxiety among young people. Can we fix this? How?

Q3. What is the difference between a psychiatric illness and a character flaw?

Q1. “I am not religious, but I am spiritual.” What could the speaker mean by “spiritual”?

Q2. Is it reasonable to thank God for protection from some natural harm if He is responsible for causing the harm?

Q3. Does God reward those who believe in him? If so, why?

JUNIOR prize

Q1. Does winning a free and fair election automatically confer a mandate for governing?

Q2. Has the anti-racism movement reduced racism?

Q3. Is there life after death?

Q4. How did it happen that governments came to own and run most high schools, while leaving food production to private enterprise? 

Q5. When will advancing technology make most of us unemployable? What should we do about this?

Q6. Should we trust fourteen-year-olds to make decisions about their own bodies? 

ENTRY REQUIREMENTS & FURTHER DETAILS

Please read the following carefully.

Entry to the John Locke Institute Essay Competition 2024 is open to students from any country.

Registration  

Only candidates who registered before the registration deadline of Friday, 31 May 2024 may enter this year's competition. To register, click here .  

All entries must be submitted by 11.59 pm BST on  the submission deadline: Sunday, 30 June 2024 .  Candidates must be eighteen years old, or younger, on that date. (Candidates for the Junior Prize must be fourteen years old, or younger, on that date.)

Entry is free.

Each essay must address only one of the questions in your chosen subject category, and must not exceed 2000 words (not counting diagrams, tables of data, endnotes, bibliography or authorship declaration). 

The filename of your pdf must be in this format: FirstName-LastName-Category-QuestionNumber.pdf; so, for instance, Alexander Popham would submit his answer to question 2 in the Psychology category with the following file name:

Alexander-Popham-Psychology-2.pdf

Essays with filenames which are not in this format will be rejected.

The candidate's name should NOT appear within the document itself. 

Candidates should NOT add footnotes. They may, however, add endnotes and/or a Bibliography that is clearly titled as such.

Each candidate will be required to provide the email address of an academic referee who is familiar with the candidate's written academic work. This should be a school teacher, if possible, or another responsible adult who is not a relation of the candidate. The John Locke Institute will email referees to verify that the essays submitted are indeed the original work of the candidates.

Submissions may be made as soon as registration opens in April. We recommend that you submit your essay well in advance of th e deadline to avoid any last-minute complications.

Acceptance of your essay depends on your granting us permission to use your data for the purposes of receiving and processing your entry as well as communicating with you about the Awards Ceremony Dinner, the academic conference, and other events and programmes of the John Locke Institute and its associated entities.  

Late entries

If for any reason you miss the 30 June deadline you will have an opportunity to make a late entry, under two conditions:

a) A late entry fee of 20.00 USD must be paid by credit card within twenty-four hours of the original deadline; and

b) Your essay must be submitted  before 11.59 pm BST on Wednesday, 10 July 2024.

To pay for late entry, a registrant need only log into his or her account, select the relevant option and provide the requested payment information.

Our grading system is proprietary. Essayists may be asked to discuss their entry with a member of the John Locke Institute’s faculty. We use various means to identify plagiarism, contract cheating, the use of AI and other forms of fraud . Our determinations in all such matters are final.

Essays will be judged on knowledge and understanding of the relevant material, the competent use of evidence, quality of argumentation, originality, structure, writing style and persuasive force. The very best essays are likely to be those which would be capable of changing somebody's mind. Essays which ignore or fail to address the strongest objections and counter-arguments are unlikely to be successful .

Candidates are advised to answer the question as precisely and directly as possible.

The writers of the best essays will receive a commendation and be shortlisted for a prize. Writers of shortlisted essays will be notified by 11.59 pm BST on Wednesday, 31 July. They will also be invited to London for an invitation-only academic conference and awards dinner in September, where the prize-winners will be announced. Unlike the competition itself, the academic conference and awards dinner are not free. Please be aware that n obody is required to attend either the academic conference or the prize ceremony. You can win a prize without travelling to London.

All short-listed candidates, including prize-winners, will be able to download eCertificates that acknowledge their achievement. If you win First, Second or Third Prize, and you travel to London for the ceremony, you will receive a signed certificate. 

There is a prize for the best essay in each category. The prize for each winner of a subject category, and the winner of the Junior category, is a scholarship worth US$2000 towards the cost of attending any John Locke Institute programme, and the essays will be published on the Institute's website. Prize-giving ceremonies will take place in London, at which winners and runners-up will be able to meet some of the judges and other faculty members of the John Locke Institute. Family, friends, and teachers are also welcome.

The candidate who submits the best essay overall will be awarded an honorary John Locke Institute Junior Fellowship, which comes with a US$10,000 scholarship to attend one or more of our summer schools and/or visiting scholars programmes. 

The judges' decisions are final, and no correspondence will be entered into.

R egistration opens: 1 April, 2024.

Registration deadline: 31 May, 2024. (Registration is required by this date for subsequent submission.)

Submission deadline: 30 June, 2024.

Late entry deadline: 10 July, 2024. (Late entries are subject to a 20.00 USD charge, payable by 1 July.)

Notification of short-listed essayists: 31 July, 2024.

Academic conference: 20 - 22 September, 2024.

Awards dinner: 21 September, 2024.

Any queries regarding the essay competition should be sent to [email protected] . Please be aware that, due to the large volume of correspondence we receive, we cannot guarantee to answer every query. In particular, regrettably, we are unable to respond to questions whose answers can be found on our website.

If you would like to receive helpful tips  from our examiners about what makes for a winning essay or reminders of upcoming key dates for the 2024  essay competition, please provide your email here to be added to our contact list. .

Thanks for subscribing!

The John Locke Institute's Global Essay Prize is acknowledged as the world's most prestigious essay competition. 

We welcome tens of thousands of submissions from ambitious students in more than 150 countries, and our examiners - including distinguished philosophers, political scientists, economists, historians, psychologists, theologians, and legal scholars - read and carefully assess every entry. 

I encourage you to register for this competition, not only for the hope of winning a prize or commendation, and not only for the chance to join the very best contestants at our academic conference and gala ceremony in London, but equally for the opportunity to engage in the serious scholarly enterprise of researching, reflecting on, writing about, and editing an answer to one of the important and provocative questions in this year's Global Essay Prize. 

We believe that the skills you will acquire in the process will make you a better thinker and a more effective advocate for the ideas that matter most to you.

I hope to see you in September!

Best wishes,

Jamie Whyte, Ph.D. (C ANTAB ) 

Chairman of Examiners

Q. I missed the registration deadline. May I still register or submit an essay?

A. No. Only candidates who registered before 31 May will be able to submit an essay. 

Q. Are footnote s, endnotes, a bibliography or references counted towards the word limit?

A. No. Only the body of the essay is counted. 

Q. Are in-text citations counted towards the word limit? ​

A. If you are using an in-text based referencing format, such as APA, your in-text citations are included in the word limit.

Q. Is it necessary to include foo tnotes or endnotes in an essay? ​

A. You  may not  include footnotes, but you may include in-text citations or endnotes. You should give your sources of any factual claims you make, and you should ackn owledge any other authors on whom you rely.​

Q. I am interested in a question that seems ambiguous. How should I interpret it?

A. You may interpret a question as you deem appropriate, clarifying your interpretation if necessary. Having done so, you must answer the question as directly as possible.

Q. How strict are  the age eligibility criteria?

A. Only students whose nineteenth birthday falls after 30 June 2024 will be eligible for a prize or a commendation. In the case of the Junior category, only students whose fifteenth birthday falls after 30 June 2024 will be eligible for a prize or a commendation. 

Q. May I submit more than one essay?

A. Yes, you may submit as many essays as you please in any or all categories.

Q. If I am eligible to compete in the Junior category, may I also (or instead) compete in another category?

A. Yes, you may.

Q. May I team up with someone else to write an essay?  

A. No. Each submitted essay must be entirely the work of a single individual.

Q. May I use AI, such as ChatGPT or the like, in writing my essay?

A. All essays will be checked for the use of AI. If we find that any content is generated by AI, your essay will be disqualified. We will also ask you, upon submission of your essay, whether you used AI for  any  purpose related to the writing of your essay, and if so, you will be required to provide details. In that case, if, in our judgement, you have not provided full and accurate details of your use of AI, your essay will be disqualified. 

Since any use of AI (that does not result in disqualification) can only negatively affect our assessment of your work relative to that of work that is done without using AI, your safest course of action is simply not to use it at all. If, however, you choose to use it for any purpose, we reserve the right to make relevant judgements on a case-by-case basis and we will not enter into any correspondence. 

Q. May I have someone else edit, or otherwise help me with, my essay?

A. You may of course discuss your essay with others, and it is perfectly acceptable for them to offer general advice and point out errors or weaknesses in your writing or content, leaving you to address them.

However, no part of your essay may be written by anyone else. This means that you must edit your own work and that while a proofreader may point out errors, you as the essayist must be the one to correct them. 

Q. Do I have to attend the awards ceremony to win a prize? ​

A. Nobody is required to attend the prize ceremony. You can win a prize without travelling to London. But if we invite you to London it is because your essay was good enough - in the opinion of the First Round judges - to be at least a contender for First, Second or Third Prize. Normally the Second Round judges will agree that the short-listed essays are worth at least a commendation.

Q. Is there an entry fee?

A. No. There is no charge to enter our global essay competition unless you submit your essay after the normal deadline, in which case there is a fee of 20.00 USD .

Q. Can I receive a certificate for my participation in your essay competition if I wasn't shortlisted? 

A. No. Certificates are awarded only for shortlisted essays. Short-listed contestants who attend the award ceremony in London will receive a paper certificate. If you cannot travel to London, you will be able to download your eCertificate.

Q. Can I receive feedba ck on my essay? 

A. We would love to be able to give individual feedback on essays but, unfortunately, we receive too many entries to be able to comment on particular essays.

Q. The deadline for publishing the names of short-listed essayists has passed but I did not receive an email to tell me whether I was short-listed.

A. Log into your account and check "Shortlist Status" for (each of) your essay(s).

Q. Why isn't the awards ceremony in Oxford this year?

A. Last year, many shortlisted finalists who applied to join our invitation-only academic conference missed the opportunity because of capacity constraints at Oxford's largest venues. This year, the conference will be held in central London and the gala awards dinner will take place in an iconic London ballroom. 

TECHNICAL FAQ s

Q. The system will not accept my essay. I have checked the filename and it has the correct format. What should I do?  

A. You have almost certainly added a space before or after one of your names in your profile. Edit it accordingly and try to submit again.

Q. The profile page shows my birth date to be wrong by a day, even after I edit it. What should I do?

A. Ignore it. The date that you typed has been correctly input to our database. ​ ​

Q. How can I be sure that my registration for the essay competition was successful? Will I receive a confirmation email?

A. You will not receive a confirmation email. Rather, you can at any time log in to the account that you created and see that your registration details are present and correct.

TROUBLESHOOTING YOUR SUBMISSION

If you are unable to submit your essay to the John Locke Institute’s global essay competition, your problem is almost certainly one of the following.

If so, please proceed as indicated.

1) PROBLEM: I receive the ‘registrations are now closed’ message when I enter my email and verification code. SOLUTION. You did not register for the essay competition and create your account. If you think you did, you probably only provided us with your email to receive updates from us about the competition or otherwise. You may not enter the competition this year.

2) PROBLEM I do not receive a login code after I enter my email to enter my account. SOLUTION. Enter your email address again, checking that you do so correctly. If this fails, restart your browser using an incognito window; clear your cache, and try again. Wait for a few minutes for the code. If this still fails, restart your machine and try one more time. If this still fails, send an email to [email protected] with “No verification code – [your name]” in the subject line.

SUBMITTING AN ESSAY

3) PROBLEM: The filename of my essay is in the correct format but it is rejected. SOLUTION: Use “Edit Profile” to check that you did not add a space before or after either of your names. If you did, delete it. Whether you did or did not, try again to submit your essay. If submission fails again, email [email protected] with “Filename format – [your name]” in the subject line.

4) PROBLEM: When trying to view my submitted essay, a .txt file is downloaded – not the .pdf file that I submitted. SOLUTION: Delete the essay. Logout of your account; log back in, and resubmit. If resubmission fails, email [email protected] with “File extension problem – [your name]” in the subject line.

5) PROBLEM: When I try to submit, the submission form just reloads without giving me an error message. SOLUTION. Log out of your account. Open a new browser; clear the cache; log back in, and resubmit. If resubmission fails, email [email protected] with “Submission form problem – [your name]” in the subject line.

6) PROBLEM: I receive an “Unexpected Error” when trying to submit. SOLUTION. Logout of your account; log back in, and resubmit. If this resubmission fails, email [email protected] with “Unexpected error – [your name]” in thesubject line. Your email must tell us e xactly where in the submission process you received this error.

7) PROBLEM: I have a problem with submitting and it is not addressed above on this list. SOLUTION: Restart your machine. Clear your browser’s cache. Try to submit again. If this fails, email [email protected] with “Unlisted problem – [your name]” in the subject line. Your email must tell us exactly the nature of your problem with relevant screen caps.

READ THIS BEFORE YOU EMAIL US.

Do not email us before you have tried the specified solutions to your problem.

Do not email us more than once about a single problem. We will respond to your email within 72 hours. Only if you have not heard from us in that time may you contact us again to ask for an update.

If you email us regarding a problem, you must include relevant screen-shots and information on both your operating system and your browser. You must also declare that you have tried the solutions presented above and had a good connection to the internet when you did so.

If you have tried the relevant solution to your problem outlined above, have emailed us, and are still unable to submit before the 30 June deadline on account of any fault of the John Locke Institute or our systems, please do not worry: we will have a way to accept your essay in that case. However, if there is no fault on our side, we will not accept your essay if it is not submitted on time – whatever your reason: we will not make exceptions for IT issues for which we are not responsible.

We reserve the right to disqualify the entries of essayists who do not follow all provided instructions, including those concerning technical matters.

Ultimate Guide to Writing Your College Essay

Tips for writing an effective college essay.

College admissions essays are an important part of your college application and gives you the chance to show colleges and universities your character and experiences. This guide will give you tips to write an effective college essay.

Want free help with your college essay?

UPchieve connects you with knowledgeable and friendly college advisors—online, 24/7, and completely free. Get 1:1 help brainstorming topics, outlining your essay, revising a draft, or editing grammar.

Writing a strong college admissions essay

Learn about the elements of a solid admissions essay.

Avoiding common admissions essay mistakes

Learn some of the most common mistakes made on college essays

Brainstorming tips for your college essay

Stuck on what to write your college essay about? Here are some exercises to help you get started.

How formal should the tone of your college essay be?

Learn how formal your college essay should be and get tips on how to bring out your natural voice.

Taking your college essay to the next level

Hear an admissions expert discuss the appropriate level of depth necessary in your college essay.

Student Stories

Student Story: Admissions essay about a formative experience

Get the perspective of a current college student on how he approached the admissions essay.

Student Story: Admissions essay about personal identity

Get the perspective of a current college student on how she approached the admissions essay.

Student Story: Admissions essay about community impact

Student story: admissions essay about a past mistake, how to write a college application essay, tips for writing an effective application essay, sample college essay 1 with feedback, sample college essay 2 with feedback.

This content is licensed by Khan Academy and is available for free at www.khanacademy.org.

Pulling together: how Cambridge came to dominate the Boat Race – a photo essay

The race along the River Thames between England’s two greatest universities spans 195 years of rivalry and is now one of the world’s oldest and most famous amateur sporting events. Our photographer has been spending time with the Cambridge University Boat Club over the past few months as they prepare for 2024’s races

T he idea of a Boat Race between the two universities dates back to 1829, sparked into life by a conversation between Old Harrovian schoolfriends Charles Merivale, a student at the time at St John’s College Cambridge, and Charles Wordsworth who was at Christ Church Oxford. On 12 March that year, following a meeting of the newly formed Cambridge University Boat Club, a letter was sent to Oxford.

The University of Cambridge hereby challenge the University of Oxford to row a match at or near London each in an eight-oar boat during the Easter vacation.

From then, the Cambridge University Boat Club has existed to win just one race against just one opponent, something Cambridge has got very good at recently. Last year the Light Blues won every race: the open-weight men’s and women’s races, both reserve races, plus both lightweight races – six victories, no losses, an unprecedented clean sweep. Cambridge women’s open-weight boat, or blue boat, has won the last six Boat Races while the men’s equivalent have won five out of the last seven. In such an unpredictable race, where external factors can play a large part, this dominance is startling.

Thames trials

Rough water as the two women’s boats make their way along the River Thames near Putney Embankment during the Cambridge University Boat Race trials.

It’s a mid-December day by the River Thames. The sky and water merge together in a uniform battleship grey and the bitter north wind whips the tops off the waves. Outside a Putney boathouse two groups of tense-looking women dressed in duck-egg blue tops and black leggings with festive antlers in their hair are huddling together, perhaps for warmth, maybe for solidarity. The odd nervous bout of laughter breaks out. For some of them this is about to be their first experience of rowing on the Tideway, a baptism of fire on the famous stretch of London water where the Boat Race takes place. “Perfect conditions,” remarks Paddy Ryan, the head coach for Cambridge University women, for this is trial eights day, when friends in different boats duel for coveted spots in the top boat.

A couple of hours later these women along with their male equivalents will have pushed themselves to the absolute limit, so much so that several of the men are seen trying to throw up over the side of their boats at the finish under Chiswick Bridge. This may be brutal but it’s just the start. For these students the next few months are going to be incredibly tough, balancing academic work with training like a professional athlete. Through the harshest months of the year they will be focused on preparing for the end of March and a very simple goal: beating Oxford in the Boat Race.

Agony for one of the men’s boats after the finish of the race near Chiswick Bridge during the Cambridge University Boat Race trials.

Ely early mornings

Two of the women’s boats head out in the early morning for a training session on the Great Ouse.

Early winter mornings on the banks of the Great Ouse, well before the sun has risen, can be pretty bleak. In the pitch black a batch of light blue minivans drop off the men and women rowers together at the sleek Ely boathouse that was opened in 2016 at the cost of £4.9m – it’s here that all Cambridge’s on-water training takes place. Very soon a fleet of boats carrying all the teams takes to the water for a training session that may last a couple of hours. Then it’s a quick change, a lift to the train station and back to Cambridge for morning lectures.

The women’s squad head into the Ely boathouse after a 6am drop-off.

As a rower descends the stairs to the bays where the boats are stored, there is a clear indication of why it was built and why they are there. “This is where we prepare to win Boat Races,” a sign says. Since this boathouse was built, Cambridge have won 30 of the 37 races across all categories.

Top: The men’s squad stretch in the boathouse before an early morning training session and a member of the men’s blue boat descends the stairs into where the boats are kept. Below: One of the men’s teams set off for early morning training and the women’s blue boat rows past the women’s lightweight crew during a training session.

It’s a far cry from the old tin sheds with barely any heating and no showers. These current facilities are impressive, enabling the entire men’s and women’s squads to be there at the same time and get boats out.

Top: The men’s blue boat prepare to derig their boat at their Ely training site. Above: The women’s blue boat put their vessel back in the boathouse after a training session on the Great Ouse.

But it’s not just the boathouse that has contributed so much, it’s also the stretch of water they train on. In a year when floods have affected so many parts of the country it has really come into its own. Paddy Ryan, the chief women’s coach, explains: “Along this stretch the river is actually higher than the surrounding land. The water levels are carefully managed by dikes and pumps. As a result we haven’t lost a single session to flooding. That’s not the case for Oxford. I believe their boathouse has been flooded multiple times this year, unable to get to their boats. We’ve had multiple storms but we’ve been able to row through them all.”

The men’s third boat practises on the Great Ouse.

It’s a flat, unforgiving landscape, especially in midwinter, definitely not the prettiest stretch of water, but Cambridge don’t care. Ryan says: “It might be a little dull on the viewing perspective but we could row on for 27km before needing to turn round. We have a 5km stretch that is marked out every 250m. We are lucky to have it.”

The men’s blue boat practise their starts on the long straight on the Great Ouse.

The sweat box

Members of the men’s squad check on their technique with the use of a mirror at the Goldie boathouse.

The old-fashioned Goldie boathouse is right in the centre of Cambridge perched on the banks of the River Cam. Built in 1873, its delicate exterior belies what goes on inside. This is the boat club’s pain cave, where the rowers sweat buckets, pushing themselves over and over again; it’s a good job the floor is rubberised and easy to wipe clean.

A wreath to Charles Merivale, the founder of the Boat Race, and wood panelling in the upstairs room at the Goldie boathouse which commemorates Cambridge crews that have competed in the Boat Race from 1829.

(Top) Seb Benzecry, men’s president of the Cambridge University Boat Club, and (above) Martin Amethier, a member of the reserve Goldie crew, sweat during sessions on ergo machines.

Iris Powell of the women’s blue boat (above) performs pull-ups during a training session.

Above left: Hannah Murphy, the cox of the women’s blue boat, urges on four of her crew (left to right) Gemma King, Megan Lee, Jenna Armstrong and Clare Hole, as they undertake a long session on the ergo machines. Above right: Kenny Coplan, a member of the men’s blue boat crew, looks exhausted then writes in his times after his session on an ergo machine (below).

Brutal sessions on the various ergo machines, where thousands of metres are clocked and recorded, are a staple of the training regime set in place. If there is any slacking off the students just need to look up at one of the walls where a map of the Boat Race course hangs. The “S” shape of the Thames has been carefully coloured in the correct shade of blue and record timings for various key points on the course have been written in for both men and women. All but one record, and that one is shared, is held by Cambridge.

Paddy Ryan, the women’s chief coach, talks to the women’s blue boat during a training session on the River Great Ouse in February.

A key ingredient in any successful team is the coaching. Cambridge’s setup is stable and well established. Paddy Ryan is the chief women’s coach, a genial, tall Australian, he has been part of the women’s coaching team since 2013. The care and devotion to his squad is perfectly clear. “I have my notebook next to my bed so I can jot things down. I wake up in the middle of the night going: am I making the right decisions? I care about them as people and I need to manage them … We joke as coaches that we are teaching some of the smartest people on the planet how to pull on a stick.”

Rob Baker, the chief men’s coach, has Cambridge rowing in the blood. Born and bred in the city, his father was a university boatman for 25 years. He even married into the sport – his wife, Hayley, rowed for Cambridge as a lightweight – so it was no surprise that he became part of the coaching setup way back in 2001. He was the first full-time women’s coach in 2015 then moved to take over the men in 2018.

Rob Baker, the men’s chief coach, talks to his blue boat at their Ely training site.

Apart from an obvious role in the development of rowing skills, a key part of their job is making sure there is a balance for their student athletes. They understand they have to juggle training needs. “Every week we have a general plan,” says Baker, “but then someone might have an extra class or supervision they’ve got to do so we have to move around it. They are studying at one of the most competitive universities in the world with the highest standards so you’ve got to give them space to do that properly.” He goes on: “But when they get on the start line for their race, they’ll be just as competitive as if they were professionals.”

The presidents

Jenna Armstrong and Seb Benzecry discuss their plans in the Great Hall at Jesus College.

Every year one man and one woman are elected presidents to represent Cambridge University Boat Club. They are the captains and leaders, not only responsible for helping design the training programme in conjunction with the coaches but also making budgetary and tactical decisions along the way. This year both of them, Jenna Armstrong and Seb Benzecry, are from the same college, Jesus, which helps the communication between the two of them. They share ideas and knowledge, thoughts and worries. Their lives, for these intense few months, are a juggling act.

Armstrong is a 30-year-old from New Jersey, and doing a PhD in physiology. Once a very keen competitive junior skier she was forced to abandon her hopes of a career on the slopes after a number of serious knee injuries. She only started rowing in 2011 and only became aware of the Boat Race when she saw it on TV a couple of years later.

Jenna Armstrong, cycling down the Chimney, the grand entrance to Jesus College, to go to the other side of the city to carry out more of her PhD research at the department of physiology, development and neuroscience.

The research she carries out at the university labs could be turn out to be life-saving. “I study mitochondrial function in placentas from women from all over the world to learn how genetic and environmental factors during pregnancy can influence placental metabolism and impact the health of both mother and baby. I’m particularly interested in growth restriction which affects about 10% of babies worldwide. That can have lifelong implications for these babies and currently we don’t have any treatment for this.”

Benzecry, 27, is studying for a PhD in film and screen studies, and comes from a completely different rowing background. He grew up just a stone’s throw from the Boat Race course and went to a school on the banks of the Thames. This will be his 14th year of competitive rowing but his fourth and last Boat Race.

“ I remember one year my birthday fell on race day and we watched after my birthday party. Because we live fairly close to the course, I’ve always felt connected to the race.”

Seb Benzecry stands next to an Antony Gormley statue in the Quincentenary Library at Jesus College as he conducts research for his dissertation which forms part of his PhD in film and screen studies.

Talking about how hard it is to get the right balance between academic student life and rowing, Benzecry says: “I guess you have to accept there are many, many things you can’t do, you just don’t have time for during the season. You have to put the blinkers on.”

Armstrong says: “I have to be very prepared, very strategic and organised. I pack everything the night before, and then once I leave my room in the morning, I don’t go back. That allows me to go to training, go to the lab, go to training again. It’s surreal actually, to come to a place like Cambridge, have one of the best educations in the world on top of the most incredible rowing experiences in the world. We have a thing now in the boat, when we are doing something incredibly hard, I say this is my ideal Saturday, I wouldn’t want to be anywhere else. I would rather be here than in bed or on a date. And I make everyone else say it with me too. I’d rather be nowhere else.”

Benzecry states: “When it’s really bad, when training is so hard, we say Oxford aren’t doing this, they could never do this. It’s an incredibly powerful thing to be thinking we work harder than them, our culture is better than them. They don’t want to go hard as we do – they might think they do but they don’t, they just don’t have it.”

Integration

The men’s and women’s blue boats during a training session on the River Great Ouse in February.

Until 1 August 2020, there were three separate university boat clubs in Cambridge: one for open-weight men, one for lightweight men, and one for open-weight and lightweight women. Since they merged to become one club, it has undoubtedly helped with everyone sharing the same resources and motivating and inspiring one another. No one is more important and everyone has a key part to play in the result. This year, Oxford have followed suit.

Baker says: “I definitely feel, for the athletes themselves, it makes a big difference. They all feel like they’re contributing to one common goal. Every cog in the wheel has to do its job but for sure it feels like one big team on a mission.”

Benzecry explains: “We’re seeing each other train, we’re all out on the water at the same time, we’re supporting each other throughout the season, building a sense of momentum for the whole club towards the races. Everyone’s just inspiring each other all the time and I think that’s been such a sort of cultural shift for Cambridge.”

The men’s blue boat pack their craft on to a trailer at their Ely training site ready for the trip down to London for the Boat Race.

Siobhan Cassidy, the chair of the Boat Race, knows from first-hand how the integration has helped. She rowed for the Light Blues in 1995 and had a key role in the transition. “We could see the advantages of working together, collaborating as a bigger team, the positive impact we felt that could have on performance. But not just the output, actually the whole experience for the young people taking part.”

Siobhan Cassidy, the chair of the Boat Race, pictured at the Thames Rowing Club at Putney Embankment.

This Saturday, if the weather holds, an estimated 250,000 people, the vast majority of whom have no allegiance to one shade of blue or the other, will pack the banks of the Thames to see these races. It’s one of the largest free events in Britain. Broadcast live on BBC One, the race is also beamed to 200 countries across the world.

The starting stone for the University Boat Race and pavement inscription: “The best leveller is the river we have in common” at Putney Embankment.

A map of the Boat Race course at the Goldie boathouse, with the Thames coloured in Cambridge blue and record timings written in for men and women showing almost total Cambridge dominance.

A sporting pinnacle being contested on a fast-flowing, unpredictable river by two teams of university students – it’s pretty bizarre. But maybe it’s that quirkiness that keeps the race, after almost two hundred years, still going strong. And even more bizarre to think that Cambridge, the current dominant force in the Boat Race, a sporting event that can’t shrug off its elitist stereotype, owes so much of that success to such egalitarian principles.

• The Guardian picture essay
• The Boat Race
• University of Cambridge
• Photography

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