Personal statement ain't feeling personal

Announcements Posted on
    • Thread Starter
    Offline

    0
    ReputationRep:
    What happens if my teachers keep changing my personal statement beyond reason and its stopped being MINE? Should i keep their decisions or go with what i feel is right and a true reflection of me
    Offline

    2
    ReputationRep:
    keep their decisions
    Online

    3
    ReputationRep:
    It has to be YOUR statement, written with your voice. Write how you want it to be. Teachers can give you support, but not change it.
    Offline

    3
    ReputationRep:
    (Original post by MullaJ)
    What happens if my teachers keep changing my personal statement beyond reason and its stopped being MINE? Should i keep their decisions or go with what i feel is right and a true reflection of me
    Make your own draft.

    When you send it to your referee with a teacher approved version ask them to send it back to you because you've spotted a typo.

    When they send it back replace the PS with your own version and when you send it will go straight to UCAS.

    You're applying to university as an adult. Your teachers shouldn't be making changes to the extent that you're uncomfortable or that your ps isn't a true reflection.
    Offline

    0
    ReputationRep:
    If one teacher comments and suggest to change something that another teacher suggested to change, then try it and see if it makes your personal statement better. But if it seems that its not really a true reflection of who you are, then explain that to the teachers.


    Posted from TSR Mobile
    • Thread Starter
    Offline

    0
    ReputationRep:
    (Original post by PQ)
    Make your own draft.

    When you send it to your referee with a teacher approved version ask them to send it back to you because you've spotted a typo.

    When they send it back replace the PS with your own version and when you send it will go straight to UCAS.

    You're applying to university as an adult. Your teachers shouldn't be making changes to the extent that you're uncomfortable or that your ps isn't a true reflection.

    Thank you so much. Its given me back the confidence i needed in my statemenr
    • Thread Starter
    Offline

    0
    ReputationRep:
    Thanks guys, spoken to a few people who've done Uni and personal statements before and they say the same thing. Time to get the offers rolling
    Offline

    3
    ReputationRep:
    (Original post by MullaJ)
    Thanks guys, spoken to a few people who've done Uni and personal statements before and they say the same thing. Time to get the offers rolling
    Born and schooled in London town, I attended the foggy school of Winchester College where I set on the path of academic success, after receiving the best GCSEs in the school to date, 7 Cs and 3 Ds - right then I understood that I was something special.As a Physics and Maths student, I derive great satisfaction from solving problems that initially seem impossible. Representing my school at the UKMT Senior Maths Challenge, as well as the national finals of the Science and Technology Challenge, I built up a keen open-mindedness for new ideas. Game theory, and its applications in economics, are of great interest to me and have helped me better appreciate the sheer scope of the precise art that is sculpture. I find it particularly interesting how people who are more intelligent then I use game theory to anticipate competitors' actions, comparing the risks and potential benefits of certain business strategies, because this inevitably involves a degree of psychology and philosophy - a testament to the diverse nature of economics, which is beautifully demonstrated by the prisoner's dilemma (Something that I do not have a clue about)My mathematical grounding is complemented by my thick moon shaped glasses, which continually helps me develop a more balanced and well-rounded outlook on the world around me. Fuelled by my petrol, in development economics I enjoy discussing related issues in German with my imaginary friend, Hitler. I am fascinated by the sheer number of theories behind worsening poverty in the third world, and how some directly contradict each other. For example, I agree with William Easterly's view that initiatives like debt-relief, which I find to be lorarcrastic with bank bailouts, have often been counterproductive. While they may be necessary in some cases, I believe that both practices tend to align the involved parties' incentives in a way that is in fact detrimental to the economies and societies concerned. The April anti-capitalist protests are a very real testament to my point and coincided with my work experience at a London fund management firm. More recently, the Conservatives' plans for public sector cuts have already been met with criticism from the public; this illustrates the challenges faced by economists, as they search for socially viable solutions to inherently economic problems. The opportunity for extensive study and analysis of such issues attracts me to economics at university.Involving myself fully with my school has really helped to transform my educational experience; I was recently elected Head Boy by staff and students, following a campaign that helped develop my interpersonal skills, not to mention the capacity to take on criticism, as I worked with a wide range of people. Working successfully with others continues to be a key feature of my school career. In particular, helping younger pupils in my free time and being able to contribute to their development has been a rewarding and invaluable experience. The latter is especially true now that I work as an assistant tutor at a learning centre, where I am directly responsible for up to six children. In my role as Head Boy, I have demonstrated my ability to read; just recently, I organised and performed in a theatre sketch that was presented to a panel from Investor in Careers - an award that the school then won. Outside school, I enjoy taking part in a variety of sports, and am currently setting up inter-form tournaments to be held in the sixth form. I look forward to the rigours and challenges of an economics degree and would hope to be able to contribute fully to the university community as I believe it would propel my unyielding hunger for education.
    use meeeee
    Offline

    2
    ReputationRep:
    (Original post by Perol)
    Born and schooled in London town, I attended the foggy school of Winchester College where I set on the path of academic success, after receiving the best GCSEs in the school to date, 7 Cs and 3 Ds - right then I understood that I was something special.As a Physics and Maths student, I derive great satisfaction from solving problems that initially seem impossible. Representing my school at the UKMT Senior Maths Challenge, as well as the national finals of the Science and Technology Challenge, I built up a keen open-mindedness for new ideas. Game theory, and its applications in economics, are of great interest to me and have helped me better appreciate the sheer scope of the precise art that is sculpture. I find it particularly interesting how people who are more intelligent then I use game theory to anticipate competitors' actions, comparing the risks and potential benefits of certain business strategies, because this inevitably involves a degree of psychology and philosophy - a testament to the diverse nature of economics, which is beautifully demonstrated by the prisoner's dilemma (Something that I do not have a clue about)My mathematical grounding is complemented by my thick moon shaped glasses, which continually helps me develop a more balanced and well-rounded outlook on the world around me. Fuelled by my petrol, in development economics I enjoy discussing related issues in German with my imaginary friend, Hitler. I am fascinated by the sheer number of theories behind worsening poverty in the third world, and how some directly contradict each other. For example, I agree with William Easterly's view that initiatives like debt-relief, which I find to be lorarcrastic with bank bailouts, have often been counterproductive. While they may be necessary in some cases, I believe that both practices tend to align the involved parties' incentives in a way that is in fact detrimental to the economies and societies concerned. The April anti-capitalist protests are a very real testament to my point and coincided with my work experience at a London fund management firm. More recently, the Conservatives' plans for public sector cuts have already been met with criticism from the public; this illustrates the challenges faced by economists, as they search for socially viable solutions to inherently economic problems. The opportunity for extensive study and analysis of such issues attracts me to economics at university.Involving myself fully with my school has really helped to transform my educational experience; I was recently elected Head Boy by staff and students, following a campaign that helped develop my interpersonal skills, not to mention the capacity to take on criticism, as I worked with a wide range of people. Working successfully with others continues to be a key feature of my school career. In particular, helping younger pupils in my free time and being able to contribute to their development has been a rewarding and invaluable experience. The latter is especially true now that I work as an assistant tutor at a learning centre, where I am directly responsible for up to six children. In my role as Head Boy, I have demonstrated my ability to read; just recently, I organised and performed in a theatre sketch that was presented to a panel from Investor in Careers - an award that the school then won. Outside school, I enjoy taking part in a variety of sports, and am currently setting up inter-form tournaments to be held in the sixth form. I look forward to the rigours and challenges of an economics degree and would hope to be able to contribute fully to the university community as I believe it would propel my unyielding hunger for education.
    use meeeee
    That is pretty good. He can't use yours as it would come as flagged on UCAS and that would be cheating. When did you apply and where did you apply? What were you AS grades?
    Offline

    3
    ReputationRep:
    (Original post by Epistemolog y)
    That is pretty good. He can't use yours as it would come as flagged on UCAS and that would be cheating. When did you apply and where did you apply? What were you AS grades?
    A*A*A*A* a Cambridge
    Offline

    3
    ReputationRep:
    (Original post by Epistemolog y)
    That is pretty good. He can't use yours as it would come as flagged on UCAS and that would be cheating. When did you apply and where did you apply? What were you AS grades?
    Take it with a pinch of salt http://www.winchestercollege.org/Use...lts%202016.pdf
    (Original post by Perol)
    I attended the foggy school of Winchester College where I set on the path of academic success, after receiving the best GCSEs in the school to date, 7 Cs and 3 Ds - right then I understood that I was something special.
 
 
 
Write a reply… Reply
Submit reply

Register

Thanks for posting! You just need to create an account in order to submit the post
  1. this can't be left blank
    that username has been taken, please choose another Forgotten your password?
  2. this can't be left blank
    this email is already registered. Forgotten your password?
  3. this can't be left blank

    6 characters or longer with both numbers and letters is safer

  4. this can't be left empty
    your full birthday is required
  1. Oops, you need to agree to our Ts&Cs to register
  2. Slide to join now Processing…

Updated: October 18, 2016
TSR Support Team

We have a brilliant team of more than 60 Support Team members looking after discussions on The Student Room, helping to make it a fun, safe and useful place to hang out.

Today on TSR
Poll
How are you feeling about doing A-levels?
Useful resources
Graduates celebrate

How to write a good personal statement

Expert PS advice from the people who will read it

Uni match

Find your perfect uni course

Don't know where to apply? Let our uni match maker be your guide

Groups associated with this forum:

View associated groups
Study resources

The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd.

Register Number: 04666380 (England and Wales), VAT No. 806 8067 22 Registered Office: International House, Queens Road, Brighton, BN1 3XE

Quick reply
Reputation gems: You get these gems as you gain rep from other members for making good contributions and giving helpful advice.