How should I begin planning my personal statement?

Your personal statement should be an expression of both your academic and personal interests and achievements. After having experienced going through the personal statement writing process, I understand that this can feel like a daunting prospect. However, the main thing to keep in mind is that admissions tutors at university are looking for you to demonstrate genuine enthusiasm and interest in the subject you are applying to study. This should show naturally in your writing if you love the subject you are applying for. The tutors are looking to build up a picture of what you would be like as a student and therefore you don't need to worry about impressing with big achievements, because they are looking for genuine engagement with the subject. It matters less what you have done, and more how you demonstrate what you have learnt from it. For example, an applicant for a History course can demonstrate engagement with the subject as much through commenting critically on books they have read on a particular historical topic, as much as an applicant who has completed an internship in a museum. In the initial stages of planning, I would recommend that you start pinpointing what exactly it is that fascinates you about the subject. It is necessary to explain why you are interested in studying it, not just to state your interest. When writing my own personal statement, I found it particularly useful to pick what I call a 'mini topic' or 'mini specialism' that you are interested within your subject,• and write about why you are interested in it, some of the questions that have arisen from your interest in it and what you have done to explore the interest. Showing that you have explored your interests demonstrates that you are a motivated and independent student who is enthusiastic about your subject because you have gone beyond school requirements without writing this in words. The key is to SHOW your attributes through what you write and demonstrate intellectual curiosity.

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