| This is a real personal statement written by a student for their university application. It might help you decide what to include in your own. There are lots more examples in our collection of sample personal statements. |
I'm aware its way, way, WAY over the word and line limit right now but any help and guidance would be greatly appreciated! :)
The world of the ancient Mediterranean has never ceased to enthral me. My dedication to the subject is undenyable and my range of interests knows no limits; from politics and society to art and architecture, to the intrigues and genius of the Caesars to the intellectual hub of the Hellenised East. I am a voracious reader on the subjet, having read ample amounts of Tacitus, Pliny, and Suetonius – not to mention the works and theories of modern contemporary scholars. My depth of enthusiasm and knowledge in Classics is such that it more than accounts for my want of an A Level in Classical Civilisation. Any University that grants me entry can expect of me what has only been typical of my life so far: a dedication to the pursuit of knowledge and understanding in the subject; the drive to be the best I can be and a willingness to go out of my way to achieve the qualifications I deserve.
My time spent at Cheslyn Hay, despite the lack of a specific Classics course, has been the time that most prepared me for a University lifestlye of independent academic research, free thought and informed interpretation. Indeed, the skills of critical interpretation I have procured from both my History and English courses have drilled into me the importance of clear, concise, analytical thinking. Taking a source, putting into context of time, place and circumstance and evaluating it for its intrinsic worth are processes that are now ingrained into my normal thinking habits and are valuable assets to transfer to use in the field of Classics
My willingness to dedicate time and considerable effort towards my goals is clearly evident in the fact that in the past year, I have volunteered at a variety of local museums and centres to broaden my horizons in terms of understanding and insight into the historical field of work. Prominent institutions being Museum of Cannock Chase and the Roman Museum at Wall (Letocetum), and I am very hopeful of a placement becoming available. However for two years I have been employed in local retail, which at least has given me the chance to learn to cooperate and form a cohesive team with new people. I do feel, however, that a career in retail is nowhere near as rigourous as befits me, and I have never demurred from my ultimate goal of entering the world of teaching and lecturing at a higher education level. A degree in Classics, which employs such rigourous methods of thinking, will make me highly employable. In fact, the prospect of being able to share ideas and enthusiasm for Classics as part of a rewarding career with like-minded individuals is a most exciting prospect for me.
My abilities to organise and take control of my own independent learning come to bear in many situations both inside and outside of the school environment. In school, I have proven myself in such areas as the exceptional personal study I researched and compiled for my History course. My study on the comparative land and naval strategies of the Napoleonic War was a quality piece of in-depth research and implementation that any institution may expect of me. Outside school I am a dedicated collector of silver denarii from the early-mid Principate and pride myself on the extent of my collection. I passionately believe such objects can advance one’s understanding of the ancient world – its attitudes and beliefs – tremendously. I never cease to be amazed at how much a coin of, say, Hadrian can tell you of his time, reign, and events therein. The Oxford Dictionary of the Classical World is akin to a handbook for me, and my appetite for reading and personal research is voracious. I read a myriad range of topics adressing various aspects of Classics – my personal favourites being the scandalous gossip of Suetonius in his description of the Caesars, the blunt Tacitus in his descriptions of the tumultuous times of 68-69, and Pliny the Younger’s delightful insights of an empire prospering in peace.
Rome, ‘the ultimate carnivore of the ancient world’, as Tom Holland put it, is my prime interest. How in the turncoat world of Roman power politcs; a small, sickly, yet cunning and shrewd boy from Veritrae could transform the chaotic Roman Republic into his own imperial autocracy, while founding a dynasty is a story that takes me aback even today. How Romans, passionate in their revulsion of kingship were willing to accept the founding of this new line of autocrats is a curious study in the socio/political climate of the day. How sincere was Tiberius’ mimicing of Augustus’ shrewd modesty in refusing the imperium maium and sole leadership? What would the consequences be when the most powerful man on the planet lost his mind? The almost 120 years from the beginning of the Julio-Claudians, their demise in 68, and the consolidation of the office of Princeps by the early adoptive emperors from 97 onwards is the period in all of Classics that most holds me; and is indeed a topic I should very much like to entwine with my University studies.
Becoming a student of Classics would have only positive effects on my life; what has become a lifelong devotion for me will be given the chance to flourish into an incredibly rewading career, enabling me to develop much more accurate and informed historical opinions. To devote myself to Classics would be to study the origins of our society, of our collective conscience, morals and culture as a continent. To understand today, we need to understand the past. Classics will do all that and more for me, opening the door onto a world of high employability, a hightened world view and most of all: success.
