writing ucas personal statements and references · ucas references, you need to ensure that your...

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Alan JonesProfessional Development Executive

Writing UCAS personal statements andreferences

Plan ahead: personal statementsAs early as possible, encourage students to keep a reflective thinking log or journal/write reflectively

Help them understand why the personal statement may be important, and how much time and effort may be involved in writing an effective one

When doing their research, encourage students to record what skills, experience and qualities they can infer providers are looking for

Weaker personalstatements tend to be

rushed, poorly researched, unfocussed, under-written,

unchecked, and fail to demonstrate a critical

engagement withthe subject

Encourage students to adopt good habits in respect of their writing

Ensure that you have a strong process, effective timeline and robust supportmechanisms in place, and promote this

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Plan ahead: references

Ensure all contributors know what parts they will play and when.

Set-up student/referee meetings for before and after the reference is written.

Have someone different approve the reference.

To support the writing of effective

UCAS references, you need to ensure that your

centre has a robust process in place.

For subject reports encourage tutors to keep observation logs through Year 12.

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Train, share good practice and provide relevant support resources .

Some things to consider…


Do referees know which universities and courses the student is applying for?

Do they know what skills and

qualities are being sought?

Have they seen the student’s research log?

Have they seen a strong or

final version of the personal statement?

Has the student been asked if there

is anything they would like the referee to write about?

Does the student see

their predicted grades or

reference?


Avoid discrepancies: you don’t want universities askingthings like… “Is this reference really about the same person

who wrote the personal statement?”

“How come they’re predicting an A atA level, when she never got better than a B at GCSE and a C at AS?”

“How much of what’s written here is aboutthis actual individual? – Just now he was a‘he’, now he’s a ‘she’!”

“Didn’t I just read exactly the same thing aboutanother applicant from this school?”


Remember…

• The reference and personal statement need to work closely together to give a unified portrait of the individual applicant.

• The reference should support and build upon other information provided in the application and be objective and insightful.

• You can start to populate the section as soon as the studentregisters.

• An applicant can request a copy of their full application (including reference) post-submission…and they no longer have to pay.

Concerns over accuracy

Predicted grades

Most overpredicted

Unis still want them


Some underpredicted

Have been getting increasingly less

accurate

Could lead to offers which can’t be met

Could lead to no offer

New guidance on ucas.com

https://www.ucas.com/advisers/managing-applications/predicted-grades-what-you-need-knowhttps://www.ucas.com/advisers/managing-applications/predicted-grades-what-you-need-know#risks

From a university perspective currently

‘With many highly qualified students applying to university,

the personal statement is crucial in helping us identify students

with the greatest merit and aptitude for our courses.’

University of Manchester



Just imagine…

You are an Admissions Tutor for a very competitive course.

You have 300 applications for just 12 available places. All of them meet your entry requirements and have appropriate predicted grades in appropriate qualifications.

You don’t ask applicants to take admissions tests or interviews.

How important do you think the personal statement would be in making your decisions?

What kinds of things might you not want to see in the personal statement?


How the UCAS reference can be used…

At a very competitive choice,

probably predominantly for differentiation, and to verify an applicant’s

ability and potentialas assessed by a

trusted fellow professional.

But the applicant’s personal statement

probably takes precedence

At the other end of the entry

requirements spectrum the reference may well lead the way convincing

a university that the applicant warrants a

chance.

• It is short – 47 lines or 4000 characters (whichever you get to first)

• For their statements to be effective, students have to:

Parameters of the personal statement

Work out what is most important

to include

Provide adequate detail to ensure

the reader understands why

it’s there

Communicate all of this

effectively

Will your process,

timeline and support

mechanisms empower

this?

What will add most value?

If this student was applying for a Law

degree, what wouldthe admissions team probably be most interested in, and perhaps appreciate more specific details about?

(Clue: think relevant skills)

I I enjoy watching football and play basketballfor Coventry schools. I am doing the Dukeof Edinburgh Award scheme, and I am amember of a debating society. In additionto being a member of the school choir, Ialso work in Tesco on Saturdays.


S

Following a process

WEAT

“Genius is one percent inspiration and ninety-nine percent perspiration” Thomas Edison

tart

rite

xamine

mend

est

Notes, mind maps, storyboards…just don’t try to start by writing the perfect opening!

Something you’re really keen to tell the unis, and that they will want to hear about.

Ask yourself if what you have written works? Is it clear why you have included it?

Ask yourself if it could work better, and if so, how? Try making some changes.

Ask someone you trust to read it and give feedback.

• Independent study skills

• Research skills

• Motivation and commitment

• An understanding of the course

• Good numeracy and literacy

• Analytical skills

• Writing skills

• Enthusiasm (going beyond the norm)

• Time management skills

• Team working skills

• Critical engagement with the chosen

subject

What is being looked for?


Remember the audience and purpose

M

CA

K

Who are you writing it for? What do they want to see?

aturity

bility

ommitment

nowledge

“Show me that you’re ready for higher learning and university life.”

“Show me you understand and can handle the course content and challenges.”

“Tell me why this particular subject, and convince me you’ll see it through.”

“Convince me that you have done your research and not only know what to expect, but that you are prepared; that you are likely not

just to survive, but to thrive!”


Get into the habit of being very critical

with the number or choice of words

that you use in each sentence. Once

you have written something, go back

and decide if each and every word you

have written needs to be there. If you

subsequently decide that something

doesn’t add value to your personal

statement, then you should probably

remove it, rephrase it, or replace it.

Get into the habit of being very critical

with the number or choice of words

that you use in each sentence. Once

you have written something, go back

and decide if each and every word you

have written needs to be there. If you

subsequently decide that something

doesn’t add value to your personal

statement, then you should probably

remove it, rephrase it, or replace it.

UCASOMETER

Effective, efficient, and economical


Be critical with the words you use.

Decide if every word needs to be there.

If something doesn’t add value, you

should rephrase it.

Effective, efficient, and economical

UCASOMETER


The ‘ABC’ rule… and ‘so what’ test

Activity – what have you done?

Benefit – what skills have you gained?

Course – how will this prepare you for the course?


First draft

I have achieved my Bronze Duke of Edinburgh Award, I am currently working towards my Silver, and I am hoping to gain Gold level at university. I love planning and undertaking expeditions as they are physically demanding.

I also enjoy working for the ‘service’ element of the award. At the moment, I visit the elderly residents at the local sheltered housing association once a week. I am hoping to be involved in promoting the award scheme to young people in the future, as I have really benefitted from it and would like to be able to share my experience with others.


Second draft

Through participation in the Silver Duke of Edinburgh Award, I have learnt the importance of planning, collaboration, and commitment, particularly in physically and emotionally demanding situations, such as the expeditions. I believe these skills will help me have the courage and competence to deal with the challenging circumstances a career in nursing could present.

My volunteer work at the local sheltered housing association, for the ‘service’ element of the award, can be emotionally draining, but is incredibly rewarding. It has allowed me to develop compassion and empathy for those in different circumstances to my own, and improved my care and communication skills.


Be wary of spellcheck!

‘It was a catch 12

situation.’

‘I think of myself as a

worm hearted individual.’

‘English is like a second

language to I.’‘Twice a week, I attend marital

arts classes.’



Avoid non-sequiturs!

For instance:“I have always wanted to be a Midwife because I enjoy looking after babies.”

“I am going on a gap year to Brazil

to practice my spoken Spanish.”

What’s wrong with this?

…And this one?

And DON’T be a clever-Dick!

DO NOT:


Write a poem

instead of prose.

Mention a particular

university as a preference.

And also…

think very carefully

before using humour or

quotes.

Come across as

boastful or bragging.

Write something that reads like a list.

Be negativeor critical

(always keep it positive).

Use slangor text

language.

Start every sentence with “I…”

Using quotes

An Admissions Tutor: “What wise man? When? Where? How did you come across it? What does it mean? Why is it relevant?...By the time I finished worrying about all this, I had missed the first paragraph.!”

A wise man once said, “Howdreadful the knowledge of truth can be when there’s no help in truth.”

Many more applicants use quotes than you might think. (Especially to opentheir personal statements).

If you do choose to use quotes, ensure they are:

• Relevant

• Pithy

• Not commonplace/trite

• Sourced


Some key points to remember

• There’s no one perfect statement: yours is for you.

• Have a strong opening paragraph, and closing.

• Research into your choices can help.

• 80% academic, 20% extracurricular.

• Be honest.


Some ideas for what to include


Relevant personal

qualities (e.g. commitment, adaptability,

tenacity).

Relevant achievements and obstacles

faced/overcome.

Why you’ve chosen theparticular

course.

What is it about the subject that really interests

you?

Relevant information from your

current studies.

Relevanttransferable skills,

knowledge, understanding

and insight from other sources.


Try to ensure that your applicationstands out for positive reasons

e.g. by demonstrating subject-specific knowledge/understanding

During work experience

observing a dentist

I saw her calm a distressed patient

and realised just how important effective communication skills

are for a career in dentistry.


Try to ensure that your applicationstands out for positive reasons

e.g. by demonstrating critical thinking and analytical capability

During a history debate

I had to critique the argument of the opposition

So I had to listen carefully to identify flaws in their argument. Then I took the lead in prioritising the points we wished to make in support of our case

And as a result, our team won the debate.

UCAS’ similarity detection service

EVERY personal statement is put through similarity detection checks.

Personal statements are checked against:

Each personal statement received at UCAS is added to the library of statements after it has been processed.

Matched statements are checked against the match sourceand a decision made whether to alert providers.


a library of previously submitted personal

statements

sample statements

from a variety of websites

other sources, including

paper publications

+ +


Try to have a strong conclusion

• Use the ending of your personal statement as an opportunity to tie things together round everything off.

• Don’t just let it tail-off or stop because you run out of space.

• Try to end on a positive note.

Remember:It’s your final chance toimpress the reader!

“I am looking forward to becoming a Psychologist when I finish my degree.”

“ I am passionate about working with young

children in the future, and therefore determined to

make the most of my degree and achieve my long held ambition to

become a Developmental Psychologist.”

Personal statement resources on ucas.com


https://www.ucas.com/undergraduate/applying-university/how-write-ucas-undergraduate-personal-statement

• It is short – 47 lines or 4000 characters (whichever you get to first)

• Same as the personal statement, but no minimum or similarity checks

Parameters of the UCAS reference

Must work together with the personal statement.

Must work for the most

demanding choice

Provide insightful

information that adds value and

enables differentiation

Will your process,

timeline and support

mechanisms empower

this?


Reference resources on ucas.com


https://www.ucas.com/advisers/references

A common format

In the changing qualification landscape, the reference will play an increasingly important role.

To help you, SPA’s National Expert Think Tank (NETT) on curriculum and qualification reform has created guidance for school and college references – what HEPs would like to know.

Information on the school/college

Subject-by-subject report

Special circumstances (if applicable)

Suitability for chosen course

Concluding endorsement


https://www.ucas.com/sites/default/files/quals-reform-reference-guidance.pdf?beta=1

What to include in a UCAS reference

• Academic performance, including predicted grades.

• Contextual information.

• Factors that might affect performance.• Extenuating circumstances.• Commitments.

• Suitability for the course.

• Skills and qualities, such as aptitude and enthusiasm.• Achievements in particular subject areas.• Relevant extracurricular activities.

• Avoid unnecessary repetition.


Subject reports

Often an area of concern for both admissions staff in universities and schools/colleges.

• Remember the audience and purpose.

• Admissions staff need some ‘meat on the bones’ –insightful detail:

• For competitive courses/providers: to help facilitate positive differentiation among students who might otherwise appear very similar on paper.

• For applicants who are not high academic achievers: to help admissions staff understand context, potential, and what support might be required to empower the student and enable achievement.


Clear, concise, precise plain language is preferred.

Use language carefully

“In addition to her A level subjects, XXXXX passed the RSA Integrated Business Technology stage II examination, and also the Young Enterprise examination. She was an active member of the school’s Young Enterprise

group last year, an experience she found challenging.”

“Some ambiguity – ‘an experience she found challenging’- this could be taken to mean that she struggled to cope with the demands of the experience. Alternatively, it could mean that the experience was a positive one which stretched the student”.

What do you think might have some

caused concern for an admissions

tutor?


Be as positive as possible…but be honestRewrite these more positively (but without being untruthful)?:

Admissions staff do appreciate a little ‘shading’ where possible.


“Rebecca is not a naturally gifted student, but she

sticks at it.”

“After a dismal and depressed start,

Gavin has rescued a good deal from what

could easily have been left as mere

wreckage.”

“Raxa has had issues with attendance and punctuality that affected the standard of her

work in the past, but she has been addressing these of late and her work has shown a commendable

improvement as a result.”

Is what you’ve written…

rue?

elpful?

nsightful?

ecessary?

ind?

T

H

I

N

K

If it isn’t (for the individual), it shouldn’t be there!

Remember audience and purpose! Will it help differentiate or convince?

Does it give a real feel for the individual student? Their skills, commitment etc.

What des it add? ( E.G. “Her honesty has never been questioned.” )

It is meant to support the application and help the applicant!



Questions

Thank you


Alan JonesProfessional Development Executive

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