At Christ Church we welcome candidates from all backgrounds. If you have the academic ability and potential to study at Oxford, we welcome you to apply. Read on to find out how. 

This page explains the application process for undergraduate study. If you're interested in applying for one of our graduate courses, see our graduate study pages.

The application process

The application process at the University of Oxford is the same whether you're applying to Christ Church or any other Oxford college. Your application must be made through UCAS (the Universities’ and Colleges’ Admissions Service), even if you already hold an undergraduate degree. 

The next round of applications will be for entry in October 2024. To apply you must submit your UCAS application by 6pm on 16 October 2023

Our tutors have to compare many excellent applicants, which means they take into account all the information available to them, including contextual information about your background. 

Applying to Christ Church
Applying to Christ Church

Here are the main elements that our tutors consider when reviewing your application. 

  • Your grades. This includes your GCSE results, and AS Level qualifications if you’re from Wales and Northern Ireland, as well as your predicted or actual A-Level grades (or equivalent qualifications). We also get a sense of your academic record from your teacher’s reference. 
  • Your personal statement. This is is your opportunity to tell us about your academic interests and the reading that you’ve done around your subject and beyond your school curriculum.
  • Your written work and admissions test score. After you’ve put in your UCAS application by the October deadline, for some subjects you’ll also need to submit an example of your written work and sit an admissions test.
  • Your interview at Oxford. This is the final stage of the application process. If you're called for interview, you should expect to be invited to Oxford in early December. See our interviews page for learn more about the interview process at Oxford and to read our top tips. 

Personal statement, interviews and tests

Personal statement

The personal statement is an opportunity to tell us about yourself and why you want to study your chosen course. It’s also a good way of checking you actually do want to study a particular subject – if you can’t think of anything to say about it, you might need to rethink your choice! 

At Oxford the personal statement is sometimes used as a starting point for discussion at interviews, like talking about a book you’ve mentioned, so it’s a chance to highlight your interests within the subject.

We realise that this is probably the first time you have written something like this and that many applicants find it tricky, so here are our top tips. Good luck!

Shortlisted candidates are invited to interview at Christ Church. Scroll down to learn more about the interview process. 

Personal statement
  • How do I plan the personal statement?

    The UCAS website has lots of advice on what you need to include, so is the best place to start. It is, by definition, your personal statement, so you’re free to write it as you wish, but there are a few ways of thinking through your ideas to get started. The first thing to do is to look up the selection criteria for our courses, and then write down things about you that meet the points. It’s also a good idea to show you know what’s in the courses you’re applying for. Obviously, that doesn’t mean list the modules, but if you’re applying for slightly different courses at different universities, say with just one joint course: you don’t have to give each equal space, but make sure you definitely talk about both subjects.

    Remember that a good personal statement is a simple one. We just want you to show us that you’ve reflected on what you’ve learned so far, and are curious to learn more. You don’t need to include quotes and it’s always best in any writing to avoid clichés.

  • Showing why you want to apply

    The beginning of your personal statement ought to focus on how the things you’ve learned have spurred your interest in your subject, and how you’ve reflected on them. For example, a good personal statement might include something like:

    I have been surprised by the breadth and potential of Biology while studying the subject at A-Level. I am particularly interested in developmental biology and look forward to studying it in greater depth at university.

    This shows that you have been inspired by engaging with your subject, and the ways in which you are intellectually curious about taking it further.

    Avoid statements like this:

    I once read that “those who do not remember the past are condemned to repeat it”. From that moment on, I wanted to study History and Politics.

    It might seem very grandiose, but it doesn’t really tell us much about how your engagement with the subject has made you curious enough to want to study it at university. It is bland and generic, while also quoting a cliché!

  • Adding depth

    Rather than listing all the things you’ve done, or telling us how brilliant a student you are, you can show you’ve thought about your experiences and learnt things from them, and in turn demonstrate the qualities we’re looking for without actually having to state that you have them.

    One of the best ways to do this is by reflecting on things you have read or engaged with in your subject beyond the school curriculum – these are known as super-curricular activities.

    Reflect on what you have learned from these activities, alongside your school learning, and identify themes and questions that interest you. What are the skills or insights you have gains? What do you want to explore further at university?

    A good example might be:

    I developed my interest in the relationship between ecology and public policy through my Global Perspective project which studied the impact of re-introducing wolves to Scotland on the ecosystem of the Highlands.

  • Taking your interests further

    Don’t just give a list of books or activities you’ve read and done, as impressive as those may be. Show us how your reading and relevant experiences have contributed to your academic interests and demonstrate your potential as a university student. (Also, don’t lie or exaggerate about what you’ve read or done – it will be awkward when you can’t back it up in an interview!)

    Think about how your reading or experience has enhanced your interest and understanding of the subject – go deeper than just telling us you like or agree with an author. For example, the following is a good first try, but could go further:

    I read philosophy in my spare time. I like Hegel and Marx, but my favourite philosopher is Rousseau because I agree with him that everyone should play a role in governing society.

    Let’s try expanding this a bit. How about:

    I enjoy reading philosophy at home, as I feel their different approaches and perspectives broaden my appreciation of how others experience the world. I find Rousseau’s arguments on the Social Contract particularly persuasive as I have seen how government by consent and compromise can work well during my time volunteering with my local councillor.

    This is much more concrete in terms of a critical engagement with your reading, with a solid explanation of some reasons why you have reached those conclusions. This would be a particularly good example for a PPE applicant, as it connects Philosophy and Politics directly, and provides a link to then go on and talk about what the applicant has learned through their own engagement with real-life politics.

    If you have participated in a programme with Oxford or any other university, don’t be afraid to use it as an example here. Those programmes exist to help develop your skills, confidence, and experience as a prospective candidate!

    I greatly enjoyed reading Ted Hughes’ poetry on Prometheus and his translations of Ovid’s Metamorphoses, as they bring out the more human side of the gods and heroes of the ancient world. I pursued my interest in Greek and Latin poetry at the Oxford UNIQ summer school, where I enjoyed discussing the context of Sappho’s poems.

  • Extra-curriculars

    It’s something of a myth about Oxford that we are looking for all-rounders: mathematicians who are also concert pianists and captain the school football team. That’s not at all the case: we are looking for applicants who have potential to be great students in their subjects. Extra-curriculars that aren’t related to your academic subject in any way are not considered particularly relevant for Oxford. We’d recommend you spend no more than 20% of your personal statement talking about them.

    Focus on super-curriculars where possible, as these will still be relevant to any university application! We’re not worried about how ‘unusual’ or ‘exotic’ your super-curriculars are, more whether or not you’ve engaged and learnt from your experiences regardless of how ordinary or different these might be. We absolutely encourage everyone to pursue the things they find fun and interesting, and certainly to talk a little about those on your application, but remember they’re not the main thing we’re interested in.

    Watch our videos on admissions interviews to get an idea about how super-curricular content from your personal statement may be discussed.

  • Things to remember

    • It’s your personal statement. Use it to showcase what makes you such a great candidate for your chosen course!
    • Avoid clichés and vague statements. Be specific about exactly what makes you so interested in your subject, and why.
    • Add depth to your reasoning by talking about specific things you’ve studied that have helped build your passion and interest in your subject, such as a project or aspect of your course. Is this similar to something covered in your degree course of choice?
    • Show how your interests support your studies. Don’t just say that you like learning about topic X or agree with the points in book Y, tell us how it has enhanced your understanding, or linked together things you’ve studied and thought about.
    • Use programmes you’ve participated in at Oxford or elsewhere as a good way of showing super-curricular engagement. What did you gain from them, and how does that connect to what you have already studied, and what you may wish to take further?
    • Don’t worry too much about extra-curricular activities that don’t directly relate to the course you’re applying for. It’s great to pursue your interests, but Oxford is less interested in hearing about them than the things that most closely relate to your subject area. Of course, they remain important for other universities who might not get the chance to meet you during the applications process, so don’t neglect to mention them altogether! 20% of your personal statement is plenty for this.
  • FAQs

    How important is work experience?

    Don’t worry about specific kinds of super-curricular activity; there is no hierarchy of them. We understand that not everybody will have had the same opportunities to access work experience, so the focus is not so much on what you have done, but how you have engaged with that activity and what you have learnt from it. This is regardless of whether the activity is reading a book, listening to a podcast, attending an academic taster, work experience, or something else entirely! Reflect on your experiences, draw connections, and you’ll end up with a great personal statement regardless of the nature of the super-curriculars.

     

    What if I’m applying for different courses at different universities?

    Try to think about the intersections of the different courses, so the personal statement can be as relevant as possible to all your course choices. Universities are aware that you are sending the same personal statement to all five choices, so there is some element of flexibility there as long as you are demonstrating relevant interest and critical engagement.

     

    How do I write an application for joint degrees?

    Each of Oxford’s joint courses is designed to combine complementary elements of each of the subjects studied. When writing your personal statement, we recommend that you think carefully about how and why these subjects complement each other. What might be the ways in which History and Politics overlap as academic disciplines? Where do Philosophy, Politics, and Economics intersect?

     

    Can I use quotations?

    Remember first and foremost the advice to make the statement personal and avoid clichés. We’d recommend only using one if it’s really meaningful to you and keeping it short – by definition, a quotation is something someone else has thought about. In your personal statement we want to hear about your thoughts!

     

    Will I be asked about my personal statement in the interviews?

    Your personal statement will definitely be read by admitting tutors and can be used in interviews. If that happens, it does not mean that tutors are trying to catch you out: it just means that they would like to talk to you about something you have said interests you. It may, however, be that you are not asked about your personal statement at all and you the interviewers go straight into discussing a particular problem, text, etc. You can learn more about interviews by watching the videos on our website.

Interviews

Pick up some tips for your interview at Christ Church

A distinctive feature of the Oxford application process is the interview. That is because a lot of our teaching at Oxford takes place in small classes and tutorials, so your interviewers – who may become your future tutors – will be looking to see whether you would be suitable for this kind of learning and thinking, and for your chosen course.

Tutors will be looking to find out about your academic ability and potential, and your background or appearance will not matter.

While it’s perfectly natural to feel nervous, we’d like to encourage you to try to think of the interview as a mock tutorial, and – as much as possible – to be yourself.

Learn more about interviews at Oxford
Admissions tests

Our applicants often have various qualifications from all over the world, so the admissions test gives tutors a common set of data to compare all applicants. You can check whether a test is required for your choice of course on the University website

The test helps tutors to decide whether to shortlist you for interview (alongside the information on your UCAS form and any written work you've submitted). Here are some important points to remember:

  • Register for the test by the deadline: registration isn't automatic.
  • Check past/specimen papers, and the syllabus if available, found on the page for the particular test on the University website.
  • Practice is the best preparation, including practising under timed conditions.

We've provided information and advice relating to the various admissions tests below. 

Admissions tests
  • Thinking Skills Assessment (TSA)

    What is the TSA and how is the paper formatted?

    The TSA is an admissions test taken by candidates applying for a range of Oxford courses and is split into two parts. Part 1 is a 90-minute multiple choice section. You will answer 50 questions that will test your problem-solving, critical thinking and reasoning skills.

    Part 2, which will be the focus of this guide, is a 30-minute writing task. The written task will test your ability to organise and express your ideas with precision and clarity. You will choose one question outr of a possible four to answer, with each question being non-subject specific (meaning, irrespective of what you have learnt at school, you will be able to answer any of the questions).

    Past questions for the written task have included ‘Should children strike to demand action on a major issue such as climate change?’ and ‘Should the main objective of a business be to make money?’. 
     

    What is the assessment criteria for the written task?

    Markers are looking for:

    • serious attention to the question asked
    • good, well-argued content
    • objections to be anticipated, and met or at least acknowledged
    • all this to be done on two sides of A4 paper (or the equivalent word limit)  
       

    How to approach writing your essay

    Make sure you answer the question and spend some time making sure you understand exactly what the question is asking you. You should also consider other sides of the debate, depending on the stance you take. Remember: an essay should be argumentative and be supported with evidence, so don’t sit on the fence! So, argue your case, acknowledge other sides of the debate and tell the marker why your side of the debate is most convincing.

    Here is some guidance of how to answer the question ‘Should convicted criminals be allowed to vote?’ written by an Oxford tutor:

    ‘This is a nice, direct question, anticipating a conclusion of ‘yes’, ‘no’ or possibly ‘it all depends’. It’s very important for anyone wanting to argue for ‘it all depends’ that this isn’t a simple refusal to make your mind up between ‘yes’ and ‘no’! ‘Who am I to decide?’, you might think, but that’s exactly what the question is asking you to do.

    Start by thinking of an argument for ‘no’. One obvious answer would be that criminals should be punished, and one form of punishment would be removing permission to vote. That of course implies that being allowed to vote is a good thing, which may make us wonder why it is – what sort of punishment is it to be deprived of a chance to vote? Is it worse to be deprived of a vote where otherwise one is merely permitted to do so, or where as in some countries it is compulsory?

    One possible answer to the ‘Why is voting good?’ question is that it’s a chance to have a say in something – in who governs, in what policy is adopted, and so on. And criminals (one might suggest) ought not to have a say. We’ll come back to why that might be so in a bit.

    Then what might count for an answer ‘yes’? Obviously we need to be talking about a situation where voting happens – it would be odd if convicted criminals were the only ones who were allowed to vote (in an absolute monarchy, for example)! Assuming there is indeed voting, we could say that whilst depriving criminals of their liberty and the chance freely to associate with friends and family is a perfectly proper punishment, depriving them of the chance to vote cuts them off from society, and we may hope that one day they will re-enter that society, so that they should have some chance to continue to shape it.

    A thought that many people have about punishment is that it should ‘fit the crime’. If we think about depriving someone of a vote who has committed a serious assault against a neighbour, we may see no clear connection between a fitting punishment for the offence and losing their permission to vote. On the other hand, if the crime were a crime against the political system – murdering an MP or attempting to blow up Parliament as an extreme example, failing to pay Council Tax as a less extreme one – maybe it is indeed fitting to think of being deprived of a vote as a punishment. So that points us in the direction of an ‘it all depends’ answer, but one which has real content to it. It all depends on the crime committed – not so much its seriousness as the sort of crime it is.

    One might also want to ask whether for a long sentence (20 years, say) one should be deprived of a vote at first but then – maybe 5 years before release, when returning to the community is no longer a distant prospect – voting is restored as part of rehabilitation.

    All of this is quite abstract, but there is also a practical question. For a national referendum it may not matter where one votes. For a constituency-based democracy like that in the UK, prisoners would need to vote in a place. Should that place be where they are held prisoner? (Imagine a constituency with a very large prison in it, and a very close contest between two political parties.) Should it be where they last lived, even if that is miles from where they now are, and as part of their punishment they are banned, even when released, from ever returning there?’

    Practically speaking, you should spend some time thinking about which parts of the question need to be addressed and formulating a simple and precise argument that directly answers the question. In the planning process, logically organise the points you are going to make in order to support your overall argument, for example starting with the broadest point or starting with the most important point, in your view. You want to make your essay easy for examiners to follow, so spend a bit of time thinking about how to best structure your essay. The planning process should take 5-10 minutes. This seems like a long time, but good planning will make the writing process much easier.

    Answer the question in the opening line of your introduction. A top tip is to literally use the wording in the question to formulate your answer. So, for the question ‘Should convicted criminals be allowed to vote?’, a good opening sentence would be ‘Criminals should be allowed to vote’ or ‘Criminals should not be allowed to vote’. Use the introduction as a place where you define your terms, to show the examiner your interpretation of key terms. 

    With regards to the bulk of your essay, you will probably only have time to make two major points, with a third paragraph dedicated to what critics of your argument might say and why you are not convinced by them. In these arguments, make your point, offer some evidence and then explain. In terms of evidence, think about real world evidence or a thought experiment (which is a hypothetical situation) that can make your argument more tangible and possibly easier to understand. You should try and reiterate your overall argument throughout the essay, where appropriate, so the examiner can see you are answering the question.

    Finally, your conclusion should tie your essay together, by reiterating your argument and the points you have made.  
     

    Advice on how to prepare

    There are lots of great resources to help you prepare for the TSA. Here are a few you can consult:

    Introduction to the TSA: https://www.admissionstesting.org/for-test-takers/thinking-skills-assessment/tsa-oxford/about-tsa-oxford/

    Read the specimen papers and explained answers available on the ‘how to prepare’ tab here: TSA (Thinking Skills Assessment) | University of Oxford

    Jesus College resource on how to write a TSA essay: https://www.youtube.com/watch?v=Buxa40ahGV4

    Past Papers: https://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/tests/tsa

    TSA workshop video with advice from a tutor and current students: https://youtu.be/62Vq2MTFegA

  • Biomedical Admissions Test (BMAT) writing task (Section 3)

    What is the BMAT and how is the paper formatted?

    The BMAT is a two-hour test (unless you have specific requirements that mean you need extra time) taken by those applying to Biomedical Sciences or Medicine courses. The test is split into three sections:

    • Section 1 tests your problem-solving skills, as well as your ability to analyse data and understand arguments (in other words, it will test your thinking skills). There are 32 multiple choice questions and this should take you one hour.
    • Section 2 is based on non-specialist knowledge from your GCSE science and mathematics courses. You will be asked to apply this knowledge, sometimes in unfamiliar contexts. There are 27 multiple choice questions and this should take you 30 minutes.
    • Section 3 tests your ability to develop your own ideas, organise these ideas and communicate them in writing, concisely and effectively. You will be provided with three choices for the written task, from which you will choose one to answer. You will be given a statement and you will be asked whether you agree or disagree and why. Crucially, this is not a test of your knowledge (see below for more information about the assessment criteria).   
       

    We will be focussing on Part 3 in particular, given that writing essays may be a somewhat unfamiliar process for students taking the BMAT (Biomedical Admissions Test) | University of Oxford, including an overview of the scientific and mathematical knowledge which BMAT Section 2 questions can draw on.   
     

    What is the assessment criteria for the written task?

    You are asked to do the written task so that you can demonstrate your communication skills and highlight your ability to think logically and rationally. Your essay will be marked by two examiners and each examiner gives two scores – one for quality of content (on a scale of 0–5), and one for quality of written English (on the scale A, C, E).

    The examiners will think through these three questions when giving you a mark for the quality of your content:

    • Has the candidate addressed the question in the way demanded?
    • Have they organised their thoughts clearly?
    • Have they used their general knowledge and opinions appropriately?   
       

    Here is a breakdown of this marking scale:

    •  Score 1: An answer that is somewhat relevant to the question, but which does not address the question in the way they have been asked, is difficult to understand or unfocussed.
    • Score 2: An answer that addresses most of the components of the question and is arranged in a reasonably logical way. There may be lots of confusion in the argument. The candidate may misinterpret some important parts of the main argument or its or may provide a weak counter argument.
    • Score 3: A reasonably well-argued answer that addresses ALL aspects of the question, making reasonable use of the material provided and makes a reasonable counterargument or argument. The argument is quite rational. Some parts of the argument may be difficult to understand, or some aspect of the argument may have been overlooked.
    • Score 4: A good answer with few weaknesses. ALL aspects of the question are addressed, making good use of the material and making good counter arguments or argument. The argument makes sense. Ideas are expressed and arranged in an understandable way, with a balanced consideration of the argument and counter counterargument.
    • Score 5: An excellent answer with no significant weaknesses. ALL aspects of the question are addressed, making excellent use of the material and making an excellent counter argument or argument. The argument is convincing. Ideas are expressed in a clear and logical way, considering a range of relevant points and leading to a convincing conclusion.   
       

    For the quality of your English, the examiner will ask this question when arriving at a score:

    • Have they expressed themselves clearly using concise, compelling and correct English?  
       

    Here is a breakdown of the marking scale:

    • Band A: Good use of English; fluent; good sentence structure; good use of vocabulary; sound use of grammar; good spelling and punctuation; few slips or errors
    • Band C: Reasonably clear use of English. There may be some weakness in the effectiveness of the English; reasonably fluent/not difficult to read; simple/unambiguous sentence structure; fair range and appropriate use of vocabulary; acceptable grammar; reasonable spelling and punctuation; some slips/errors
    • Band E: Rather weak use of English; hesitant fluency/not easy to follow at times; some flawed sentence structure/paragraphing; limited range of vocabulary; faulty grammar; regular spelling/punctuation errors; regular and frequent slips or errors 
       

    How to approach writing your essay

    Often, the question will ask you to complete the following steps:

    Firstly, explain what you think the statement in the question means. This will allow the examiner to understand how you are thinking about the statement and the scope of your answer.  More likely than not, you will be asked to present a counter argument or an opposite perspective. Then you will be asked to make a judgement about the extent to which you agree or disagree with the statement in the question.

    Your answer should clearly demonstrate how you are thinking about the statement. It is always best to plan, so that you can organise your thoughts into different sections before you write the essay itself.

    It is best to organise your essay in relation to the various parts of the question you have been asked. Take this question as an example: 
     

    There is no such thing as dangerous speech; it is up to people to choose how they react.

    Explain the reasoning behind this statement. Argue to the contrary that there can be instances of dangerous speech. To what extent should a society put limitations on speech or text that it considers threatening

    For this question, you should have three paragraphs, answering the three parts of the question. Start by explaining your understanding of the reasoning behind this statement- why would someone make this statement, and can people say whatever they choose to?

    Then make your counter argument, by explaining and giving an example of how speech can be dangerous. One student, for example, argued that there are times when, practically speaking, saying what you want can have dangerous consequences, using the example of patient-doctor confidentiality to explain why.

    Finally, finish with a paragraph explaining the extent to which threatening speech or texts should be limited. For example, you could make the distinction between silencing a community, which should not be condoned, and monitoring speech which can incite prejudice or hate that makes some members of society feel unsafe.  
     

    Advice on how to prepare

    Here is some advice offered by relevant faculties to help you prepare for the BMAT:

    1. Review the practice and past papers for the BMAT. This will help you to feel familiar with the test paper and know what to expect.
    2. Sit at least one past paper in test conditions. This is really important as it will help you get used to how much time to allocate to each of the three sections.
    3. We strongly recommend that you check the test specification and ensure that you have covered the relevant material.
    4. CAAT have lots of resources to help you prepare of the BMAT on their website
    5. You may also find the BMAT videos, preparation guide (to the right at the top of the page) and webinar on the CAAT website useful.   
       

    Don't worry if you find the past or specimen papers very difficult - they're supposed to be! All the tests are designed to stretch you further than you have been stretched before – most candidates will find them really hard.

  • Philosophy Admissions Test

    What is the Philosophy test and how is the paper formatted?

    The Philosophy test is a 60-minute paper (or more for students with special requirements who need extra time) sat by all candidates applying for Philosophy and Theology. It is used to test your philosophical reasoning skills by asking candidates to write an essay to a question as well as answer some comprehension questions. You do not need any prior knowledge or a background in philosophy in order to complete the test.

    When you open the paper, you will see two parts- part A and part B. Part A is a comprehension exercise where you will read an extract and then answer a couple of questions about the text. You must answer all the questions in part A. In part B, you will be given a list of different questions, from which you need to choose on. You will be asked to write an essay that answers the question. Past questions include ‘is direct action a form of terrorism?’ and ‘could there by religion without ritual?’ You will be asked to spend about half an hour on each part.

    The writing task for the Philosophy test is identical to Section 2 of the TSA. 
     

    What is the assessment criteria?

    Tutors want to see students write an argumentative essay supported by evidence. You’ll be tested on precision and careful reasoning.

    Markers are looking for:

    • serious attention to the question asked
    • good, well-argued content
    • objections to be anticipated, and met or at least acknowledged
    • all this to be done on two sides of A4 paper 
       

    How to approach writing your essay

    The most important criteria is to answer the question and spend some time making sure you understand exactly what the question is asking you. You should also consider other sides of the debate, depending on the stance you take. Remember: an essay should be argumentative and be supported with evidence, so don’t sit on the fence! So, argue your case, acknowledge other sides of the debate and tell the marker why your side of the debate is most convincing.

    Here is some guidance of how to answer the question ‘Should convicted criminals be allowed to vote?’ written by an Oxford tutor:

    This is a nice, direct question, anticipating a conclusion of ‘yes’, ‘no’ or possibly ‘it all depends’. It’s very important for anyone wanting to argue for ‘it all depends’ that this isn’t a simple refusal to make your mind up between ‘yes’ and ‘no’! ‘Who am I to decide?’, you might think, but that’s exactly what the question is asking you to do.

    Start by thinking of an argument for ‘no’. One obvious answer would be that criminals should be punished, and one form of punishment would be removing permission to vote. That of course implies that being allowed to vote is a good thing, which may make us wonder why it is – what sort of punishment is it to be deprived of a chance to vote? Is it worse to be deprived of a vote where otherwise one is merely permitted to do so, or where as in some countries it is compulsory?

    One possible answer to the ‘Why is voting good?’ question is that it’s a chance to have a say in something – in who governs, in what policy is adopted, and so on. And criminals (one might suggest) ought not to have a say. We’ll come back to why that might be so in a bit.

    Then what might count for an answer ‘yes’? Obviously we need to be talking about a situation where voting happens – it would be odd if convicted criminals were the only ones who were allowed to vote (in an absolute monarchy, for example)! Assuming there is indeed voting, we could say that whilst depriving criminals of their liberty and the chance freely to associate with friends and family is a perfectly proper punishment, depriving them of the chance to vote cuts them off from society, and we may hope that one day they will re-enter that society, so that they should have some chance to continue to shape it.

    A thought that many people have about punishment is that it should ‘fit the crime’. If we think about depriving someone of a vote who has committed a serious assault against a neighbour, we may see no clear connection between a fitting punishment for the offence and losing their permission to vote. On the other hand, if the crime were a crime against the political system – murdering an MP or attempting to blow up Parliament as an extreme example, failing to pay Council Tax as a less extreme one – maybe it is indeed fitting to think of being deprived of a vote as a punishment. So that points us in the direction of an ‘it all depends’ answer, but one which has real content to it. It all depends on the crime committed – not so much its seriousness as the sort of crime it is.

    One might also want to ask whether for a long sentence (20 years, say) one should be deprived of a vote at first but then – maybe 5 years before release, when returning to the community is no longer a distant prospect – voting is restored as part of rehabilitation.

    All of this is quite abstract, but there is also a practical question. For a national referendum it may not matter where one votes. For a constituency-based democracy like that in the UK, prisoners would need to vote in a place. Should that place be where they are held prisoner? (Imagine a constituency with a very large prison in it, and a very close contest between two political parties.) Should it be where they last lived, even if that is miles from where they now are, and as part of their punishment they are banned, even when released, from ever returning there?’

    Practically speaking, you should spend some time thinking about which parts of the question need to be addressed and formulating a simple and precise argument that directly answers the question. In the planning process, logically organise the points you are going to make in order to support your overall argument, for example starting with the broadest point or starting with the most important point, in your view. You want to make your essay easy for examiners to follow, so spend a bit of time thinking about how to best structure your essay. The planning process should take 5-10 minutes. This seems like a long time, but good planning will make the writing process much easier.

    Answer the question in the opening line of your introduction. A top tip is to literally use the wording in the question to formulate your answer. So, for the question ‘Should convicted criminals be allowed to vote?’, a good opening sentence would be ‘Criminals should be allowed to vote’ or ‘Criminals should not be allowed to vote’. Use the introduction as a place where you define your terms, to show the examiner your interpretation of key terms. 

    With regards to the bulk of your essay, you will probably only have time to make two major points, with a third paragraph dedicated to what critics of your argument might say and why you are not convinced by them. In these arguments, make your point, offer some evidence and then explain. In terms of evidence, think about real world evidence or a thought experiment (which is a hypothetical situation) that can make your argument more tangible and possibly easier to understand. You should try and reiterate your overall argument throughout the essay, where appropriate, so the examiner can see you are answering the question.

    Finally, your conclusion should tie your essay together, by reiterating your argument and the points you have made. 
     

    Advice on how to prepare

    There are some resources to help you with the written task of the Philosophy test. A top tip is to look for resources about section 2 of the TSA, since there are a lot more students who take the TSA and, therefore, there are more resources dedicated to this admissions test:

    Philosophy test past papers and guidance on how to write the essay (under 'How Do I Prepare' > ‘Preparation advice’): https://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/philosophy-test

    Jesus College resource on how to write a TSA essay: https://www.youtube.com/watch?v=Buxa40ahGV4

  • History Aptitude Test (HAT)

    What is the HAT?

    The History Aptitude test is a one-hour exam (unless you have specific requirements that mean you need extra time) where you will be asked to answer a question in essay form based on an extract from an unseen primary source. There is only one question and one source, so you will have the full hour to read, plan and write.

    Given how important primary sources are to history, the HAT is an opportunity for you to show off how you have interpreted the source. This isn’t a test of grammar or how much you already know. What the examiners want to hear is your ideas and what you think the source is telling you and why.  
     

    How is the paper formatted?

    You will get a question, which is always formatted in the same way. The question will always be ‘what does this source say about x’. For example, the 2019 question, which was based on a letter sent to the King of Sri Lanka to the King of Portugal, asked ‘What does this document tell us about how power relationships worked, within Sri Lanka and between Sri Lanka and Portugal?’ You will also get a paragraph that gives you context about the source, such as who wrote the source and when. 
     

    How to approach writing your essay

    Here are some suggestions on how to approach writing the HAT. Given you have an hour, spend about 10 to 15 minutes reading and planning. Take some time to break down the question and context so you understand it really well and then move onto analysing your source. Think about exactly what the source is telling you and highlight any examples that can help you answer the question directly. Also think about the limits of the source, what it doesn’t tell you and whose perspective is being highlighted. Then write a plan. In your plan, organise your quotes from the source into a few themes. A thematic approach is really important because you can then use quotes from different parts of the source rather than focussing on a small part of it.

    In terms of structure, it is recommended that you have a small introduction, about three paragraphs and a small conclusion. The introduction should reference the question and give your reader a bit of an idea about what points you’re going to make. This only needs to be a few sentences long. It is a good idea to use the introduction to tell the reader a bit of context about the source that seem important to you, such as who wrote the source. Then move into the main part of your essay. Each paragraph should be for a different theme or point you’ve written up in your plan. Pick out key quotes from the source and start unpacking them, suggesting what the quote is telling you and how this supports the argument you are making to answer the question. Finally, your conclusion should tie everything together, making reference back to the question and highlighting that the source can tell us a lot but has its limitations. Give yourself five minutes at the end to quickly read through what you have written. You only have an hour, so the examiners will not expect a long essay.  
     

    Advice on how to prepare

    Look at the past papers on the History Faculty website and sit at least a paper under timed conditions. Check your answer by using the mark schemes that are also on the website. Since the source is unseen, it can be helpful to practise your source analysis on any primary source you can get your hand on, including those collated by the faculty. Here are some resources you can access:

    •    Click here to look at the faculty website for past HAT papers and mark schemes

    •    Click here for a bank of primary sources to practice your analysis skills

    •    Click here for a video resource going through the HAT

  • National Admissions Test for Law (LNAT) Section B essay task

    What is the LNAT and how is the paper formatted?

    The LNAT is a 2-hour 15-minute test (unless you have specific requirements that mean you need extra time) divided into two sections.

    Section A is a computer-based, multiple-choice exam consisting of 42 questions. The questions are based on 12 passages, with 3 or 4 multiple-choice questions on each. You are given 95 minutes to answer all of the questions.

    In Section B, which will be the focus of this guide, you will be given 40 minutes to write an essay from a list of three subjects. This section is marked by the tutors at the college you are applying to, and this mark is taken into account as part of the selection process. The essay is your opportunity to show your ability to construct a compelling argument and reach a conclusion.

    The LNAT isn’t designed to test your knowledge of Law or any other subject. Instead, it helps the examiners to assess your aptitude for studying Law.  
     

    What is the assessment criteria for the essay?

    The purpose of the essay is to see whether you can build a strong case, using evidence and analysis, so avoid sitting on the fence! 
     

    How to approach writing your essay

    The first thing you should do, before writing any essay, is write a plan. You should firstly take some time to figure out your overall argument before starting. Write this as the heading of your essay plan- this will help ensure you always have the main argument in mind when you are planning which key points will support your essay. It might also be worth spending two minutes of your planning time writing down all the possible points and evidence you could use to support your overall argument. That will make it easier to pinpoint the three strongest and most convincing points. Spend about five minutes coming up with a plan.

    Given you have 40 minutes, you should aim to have an introduction, about three paragraphs (one for each point) and a conclusion. Remember: your essay should be analytical, not descriptive! That means you should make a clear judgement and persuasively convince your reader that your argument makes sense, by using evidence.  According to the Lawyer Portal, here is an example of how you can structure your essay, so that you can clearly express your ideas:

    1. Introduction

    • Definition of key terms;
    • Explanation of assumptions;
    • Framing of the question;
    • Signposting your approach.
    • An introduction should be used as a way to clearly highlight your argument and introduce the points you are going to use to illustrate it.  
       

    2. Next section: Arguments in Favour of Your Position

    • Reasons why you agree/disagree with the topic.
    • Three clear, well-defined arguments with examples.  
       

    3. Arguments to the Contrary

    • Identifying arguments against your position.
    • An attempt to undermine these.  
       

    4. Conclusion

    • What you believe and why.
    • conclusion, on the other hand, should be used as a final emphasis of your presented argument as the right one and should leave the reader feeling persuaded of your argument even if their personal response would be different. 
       

    Advice on how to prepare

    Read some past papers so you feel more familiar with the paper. You can find these here: https://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/tests/lnat

    It may be useful to sit a few mock exams, so you can get used to the timings of the paper, which can be quite intimidating for those unfamiliar with the test!

    To learn more about how to prepare, take a look at the official LNAT website: https://lnat.ac.uk/how-to-prepare/

  • English Literature Admissions Test (ELAT)

    What is the ELAT?

    The ELAT is a 90-minute exam (unless you have special requirements that mean you need extra time) for those applying to English undergraduate courses at the University of Oxford. You will be asked to write one essay, where you will compare two extracts of the same theme.

    The ELAT will test your ability to closely read a text and write an articulate response to texts you have not seen before. 
     

    How is the paper formatted?

    You will always be asked the same question:

    Select two of the passages (a) to (f) and compare and contrast them in any ways that seem interesting to you, paying particular attention to distinctive features of structure, language and style. 

    When you open your paper, you will be presented with a list of six different extracts ordered chronologically, ranging from fiction, non-fiction, poetry, prose and drama although you won’t get examples of each type of text every year. The texts are all related to each other by theme. The theme will be made clear to you on the page listing the texts in your booklet. The following pages will have the text extract themselves. You will write your answer in a separate booklet.

    For example, the theme in the 2019 paper was ‘parting’. The candidates were given a range of unseen texts linked to this theme, including a poem written in 1663 and a non-fiction memoir written in 1931. These texts have been chosen because they are unfamiliar to most candidates but still accessible and thought-provoking, so don’t worry if you don’t recognise an author or their work. 
     

    What is the assessment criteria?

    Generally, here is what the examiners are looking for:

    • understanding of the passages
    • analytical skills and responsiveness to the literary quality of the writing
    • ability to structure your comparison clearly and effectively.

    In other words, the examiners will be looking at how well you analyse the text, the quality of your quotes and how you move between one passage and the next. They also want to see a well-structured essay. It is crucial that you reference the ways in the writer has used structure, language and style to express their ideas. 
     

    How to approach writing your essay

    This is a comparative essay, so the purpose is to closely compare and contrast your two chosen extracts throughout your writing. You are advised to spend about half an hour reading the texts, planning which two texts you want to write about and planning your answer. That will leave one hour to write your essay.

    Your essay should be organised so that key similarities and differences between the texts are apparent. The purpose is to be comparative, so avoid spending the first half of your essay discussing one extract and the second half discussing the other text. Instead, you should decide on where connections lie and structure your answer around that. Given that the questions asks you to think about structure, language and style, it is also important that you think about how the author expresses their ideas using these features.

    In terms of structure, to start with, think about the ‘big idea’ tying together your essay. In other words, what do these extracts tell you about the theme? Explain this idea in your introduction. Break this idea down into around three sup-topics: these sub-topics will form the basis of each paragraph in your essay. For each paragraph, it can be useful to use a ‘point, evidence, exploration’ model, so that essay is easy for the examiner to follow and also so that you sustain your analysis throughout the essay. For each paragraph, provide evidence from both texts side by side and weave your exploration of each extract together, so that you are always comparing the texts rather than discussing them separately. Make sure your quotes are verbatim (i.e., copy quotes from the text exactly how they are). By far, the most important part of your essay is the exploration, as this is where you can offer your own ideas!

    Start with the most important point as your first paragraph, and then taper down in importance. This is a good way to express your response to the theme but it also ensures that, if you run out of time, your most important points are covered!

    Spend roughly the same amount of time on each extract in your answer and choose quotes from the text that you think illustrate the point you are making well. Avoid referencing any other reading in your comparison of the two texts- you will not be awarded more marks if you make reference to texts you have read in school. 
     

    Advice on how to prepare

    You don’t need to do any specific preparation for the ELAT, however here are some helpful resources:

    For an overview of ELAT, please visit this website: https://www.admissionstesting.org/for-test-takers/elat/about-elat/. You can also watch this video: (2) ELAT Overview - YouTube.

    There are lots of past papers and examiners comments on the ELAT website: https://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/tests/elat Remember, the structure of the test changed in 2018!

    For a detailed walk-through of the ELAT, watch this video of current students discussing an ELAT paper: (2) ELAT Workshop - YouTube

    Here are some recollections and advice from students and a tutor: https://www.english.ox.ac.uk/advice-taking-english-literature-admissions-test-elat#collapse2043011