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How to write a UCAS personal statement

Writing a great personal statement

Read our guide on what it is, what to include, how to start, length and what makes a good personal statement 

Once you've decided which universities and courses to apply for, completing your application is pretty simple – until it comes to how to write your UCAS personal statement.

This guide covers everything you need to know about how to write a personal statement for university. We look at what it is and how you can start your personal statement. We've also got questions to guide you and a suggested personal statement structure you can use so you know what to put in it.

If you'd like even more resources, support and UCAS personal statement examples, you can sign up to access our personal statement hub .

What is the UCAS personal statement?

How universities use your ucas personal statement, how to start a ucas personal statement.

• Get feedback on your UCAS personal statement

The personal statement is part of your UCAS application. It's how you show your chosen universities why you'll make a great student and why they should make you an offer.

Your personal statement also helps you think about your choice of course and your reasons for applying, so you know you’ve made the right decision.

Get feedback on your personal statement

Sign up to our personal statement hub to get feedback on your draft. You'll also get access to videos, help sheets and more tips.

Sign up now

UCAS personal statement word limit

Your personal statement length can be up to 4,000 characters long. 

This may sound a lot, but it's a word limit of around 550–1000 words with spaces and only about 1 side of typed A4 paper.

You need to keep it concise and make sure it's clear and easy to read.

Applying for multiple courses

Although you can apply for up to 5 courses on your UCAS application, you can only submit 1 personal statement. So it needs to cover all your course choices.

If you really want to show your commitment to applying for different courses, we will accept a second personal statement from you to reflect your application e.g. if you are applying for Law elsewhere, but Criminology and Criminal Justice with us.

Lots of students who apply to university have achieved the basic entry requirements and many more students apply than there are places available. Admissions teams can use your UCAS personal statement to get to know you and decide why you're more suitable than other applicants.

Some universities read every personal statement and score them. Then they use them alongside your qualifications and grades to decide whether to offer you a place or interview. Other universities put less emphasis on the personal statement and use it with students who have borderline entry requirements.

Universities might refer to your personal statement again on results day if you don't get the grades you need. So a good personal statement could clinch you a uni place even if your grades aren't what you hoped for.

Starting your personal statement can seem scary when you're staring at a blank screen. But, things will seem less daunting once you start.

• Set aside some time in a place where you're comfortable and won't be disturbed. Grab a notepad or computer.
• Write down anything and everything that's influenced your decision to go to university and study your chosen subject. Jot down your skills and experience too.
• Use the questions below to guide you. Don't worry about the personal statement length at this point – you can cut things out later.

When to start your UCAS personal statement

Ideally, you want to leave yourself plenty of time – a few weeks or even months – to plan and write your personal statement.

Try not to leave it to the last minute, as tempting as this may seem when you've got so many other things to think about.

Questions to guide you

Your motivation.

• Why do you want to study at university?
• Why do you want to study this subject?
• How did you become interested in this subject?
• What career do you have in mind after university?

Academic ability and potential

• How have your current studies affected your choice?
• What do you enjoy about your current studies?
• What skills have you gained from your current studies?
• How can you demonstrate you have the skills and qualities needed for the course?
• What qualities and attributes would you bring to the course and university?

Your experience

• What work experience (including part-time, charity and volunteer work) do you have and what have you learnt from it?
• What positions of responsibility have you held? (For example, prefect, captain of a team or member of a committee)
• What relevant hobbies or interests do you have and what skills have they helped you develop?
• What transferable skills do you have, such as self motivation, team working, public speaking, problem solving and analytical thinking?

Research and reading

• How do you keep up with current affairs or news in your chosen subject?
• What journals or publications relevant to your chosen subject do you read?
• Which people have influenced you, such as artists, authors, philosophers or scientists?

Now it's time to write your personal statement using your notes. It's best to draft it on a computer, and remember to save it regularly.

You can copy and paste it into your UCAS application when you're happy with it.

Personal statement structure

While there's no set template for a personal statement, you may find it useful to follow this personal statement structure when you decide what to put in your statement.

What to include in a personal statement

• Reasons for choosing this subject(s)
• Current studies and how these relate to your chosen subject(s)
• Experiences and how these relate to your chosen subject(s)
• Interests and responsibilities and how these relate to your chosen subject(s)
• Your future after university
• Summary including why you'll make a great student

Further tips for a good UCAS personal statement

• Use information on university websites and the UCAS website. This often includes the skills and qualities universities are looking for in applicants
• Ask friends, family and teachers to remind you of activities you've participated in. They might remember your successes better than you do
• Don’t include lists in your application, like a list of all your hobbies. Focus on 1 or 2 points and talk about them in depth to show their relevance to your application
• Explain and evidence everything. It’s easy to say you have a skill, but it's better to demonstrate it with an example of when and how you’ve used it
• Avoid clichéd lines such as ‘I've always wanted to be a teacher’ as it says nothing about your motivations or experiences
• If you’re applying for a joint degree or different subjects, give equal time to each area and try to find common aspects that show their similarities
• Never lie or plagiarise another statement – you'll be caught and it could result in your application being automatically rejected
• Proofread your personal statement by reading it out loud and ask friends, family or a teacher to check it for you

Sign up to our personal statement hub

Watch videos, get top tips and download our help sheets – that's what our personal statement hub is for. It's for you to write your story, so you can show your strengths, ideas and passion to your chosen universities.

You'll also be able send us your draft, so you can get feedback and feel confident about what you've written.

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How to write a great UCAS personal statement

What is a personal statement.

The personal statement is the most important part of the UCAS process. It is your opportunity to explain why you have picked the subject you want to study and demonstrate your personality, passion and knowledge about your chosen subject.

Although your personal statement is the most important part of your application, it can also be the most difficult to put together. Writing your personal statement requires you to think seriously about your goals and aspirations. You might even change your mind about these as you are putting together your statement. However, this is a key part of working out what you want to do in the future.

How long can my personal statement be?

Your personal statement can be up to 4,000 characters (including spaces) or 47 lines of text long – whichever comes first.

I'm applying in 2026 - what is changing with personal statements?

UCAS are changing the format of personal statements for students applying for 2026 entry onwards. For more information on the changes, visit the UCAS website .

These changes won't affect students applying for 2025 entry.

Seven tips for writing a great UCAS personal statement

1. Do your research

You can use websites such as the National Careers Service to research the sort of jobs you would enjoy and the recommended routes into those careers. The UCAS website features details about every UK university course. Use this to find out subject specifics such as minimum entry requirements, available additional funding, career prospects and more. 

Visit campus open days and take the opportunity to speak with lecturers and see university facilities in person.

2. Take your time to plan and draft

A good personal statement cannot be written the night before. Take your time to plan what you want to say, and use multiple drafts to make sure you say it in the right way.

As well as this, make sure you have enough time before the deadline to give yourself a break before rereading and sending off your statement. Taking a break can help you notice things you might not otherwise see and catch mistakes that might otherwise damage your chances of success.

3. Show off your personality

Hundred of thousands of students apply through UCAS every year – but only one of them is you. Your personal statement needs to reflect your personality and show universities what makes you unique.

Talk about specific personal experiences and interests that have led to you choosing your subject. What do you do outside the classroom that is interesting and related to your chosen course?

However, avoid using jokes or humour, even if it is a natural part of your personality.

4. Show off your passion

Above all else, university admissions staff want to see how enthusiastic, motivated and focused you are on your chosen subject. Devote over half of your personal statement to talking about the subject area you are applying for and why you are passionate about it.

Talk about specific areas of the course that interest you – but avoid mentioning anything that only one of your chosen universities offers. Keep in mind that you can only submit one personal statement, no matter how many places you are applying for.

5. Be specific and relevant

Everything in your personal statement should show universities that you have the skills and qualities they are looking for. This means you should talk about your experience and aspirations in relevant ways. For example, if you have experience working in a shop, talk about how it has helped you develop the strong communication skills needed for a business management degree.

Make sure you provide evidence for why you are the skilled, experienced person that your chosen universities are looking for.

6. Use your own language

Keep your writing simple and to the point. Avoid cliched words like ‘passionate’, as these can come across as inauthentic to the person reading your personal statement.

Stick to vocabulary that you are familiar with – if you do not use a word in your day-to-day life, then do not use it in your personal statement.

Make sure that you do not plagiarise other people’s work: UCAS has software to detect any writing that is copied or paraphrased from anywhere else, and some universities will reject you outright if your application is plagiarised.

7. Keep it brief

Admissions tutors have a lot of personal statements to read, so make sure you get to the point and do not take up more reading time than you need to. Use short paragraphs, straightforward language, and only include information that is relevant.

A good idea is to write your opening and closing sentences last, as writing the rest of your statement might help inspire you and help cut down unnecessary words.

How to structure your personal statement

1. explain the reasons for your choice of subject.

Do not just talk about the importance of your chosen subject: the person reading your statement already knows this.

2. Explain why you are suitable for the course

You can use this section to explain how certain aspects of your chosen degree will help you progress and succeed.

3. Discuss your career aspirations

Demonstrate your knowledge of your chosen sector and your ambitions within it.

4. Describe the person behind the application

This can be a relatively short section: a few lines of interesting, relevant information will do.

5. Conclude by linking back to your introduction

Be brief: your conclusion is necessary, but everything above it is more important.

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How to write your personal statement for University

Your ucas personal statement, what is a personal statement.

A personal statement is an important part of your UCAS application, which will need to be submitted to study in the UK. It will support your application to study at university or college, and is a great way to showcase your personal qualities, skills and passions. Crucially, it gives you a platform to demonstrate to admissions tutors and lecturers how you are the perfect candidate for your chosen course or subject.

How long should a personal statement be?

Your personal statement can be around 47 lines (there is no word limit but there is a character limit of 4,000 characters, which is roughly 1 side of A4). You will only write one statement for all of your choices, so it needs to be relevant/applicable for all.

Tips on what makes a good personal statement

• Think about what gets you excited about the course you are applying for and just start writing - you will be amazed at how effective it is to get all your thoughts on paper. • Be positive when you describe how you get motivated about the course you want to study, and what inspired your decision. • Talk about your transferable skills and knowledge - e.g. leadership, teamwork, problem solving, communication, organisation, that will help you on the course. • Talk about you and what makes you unique, exciting, interesting. What makes you stand out? • Back it up with evidence - use evidence from relevant work experience, extracurricular activities, outside reading, and all the other things you do. • Don’t overcomplicate things, leave out flowery language and stick to plain English.

In summary, strive to make your personal statement authentic, a good combination of head and heart that captures your enthusiasm. Take your time and you’ll produce something special that sums up what you are all about.

How to write your personal statement

Writing a personal statement for your university application can be daunting, but it shouldn’t be. We would suggest that you complete this section once you have selected your university course choices, as this will allow you to tailor your personal statement to your chosen subject or course(s). You should explain your motivation for applying to University. It is important to showcase your drive and passion for the subject area, and any skills or experience you may have which will help you become a successful student. Suggested plan : How to begin your personal statement - Start off with a great opening sentence that conveys how excited you are about the course and shows that you really understand what you’re getting into. Middle - Your middle paragraphs should emphasise your skills and knowledge, provide evidence that proves your interest in the course and your personal qualities. How to end your personal statement – this bit is about what makes you unique, what will make you fit into the course you are interested in?

DOs & DON’Ts

• Be authentic • Be positive • Be enthusiastic • Be clear and concise • Plan your statement like an essay • Make sure your statement is appropriate for all of your course choices • List your skills and qualities but avoid sounding big-headed • Draft, redraft and seek feedback • Be careful when using quotes – only use those which are relevant, and well thought out • Back it up with evidence • Allow plenty of time

DON'T 

• Copy someone else’s statement – there is software that will catch you out on this! • Waffle – it is better to be short and relevant • Use clichés • Rely on spell check – proofread • Rush or underestimate the time it takes to write an excellent statement

How to create a winning personal statement

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• The Ultimate UCAS Personal Statement Guide

Last Updated: 31st May 2022

Author: Rob Needleman

• Getting started

Table of Contents

When it comes to completing your UCAS application, the Personal Statement is one of the most important parts to consider.

While your grades show your academic ability and Admissions Tests assess your knowledge and capabilities, a Personal Statement is all about you. Tutors want to see the person behind the application and understand why you’re a suitable candidate for your chosen course. 

Although each university will have its own unique way of shortlisting applicants, your Personal Statement is your opportunity to demonstrate your strengths and let your personality shine through.

However, over 20,000 students apply for Oxbridge every year which is a lot to compete with. As such, you need to stand out from the crowd and really get across your reasons for wanting to study your topic, which can make the prospect of writing one and including all the right things pressurising. To help you, we have written this ultimate Personal Statement guide. Let’s get started.

How to write a Personal Statement

Your Personal Statement isn’t a long monologue of your life so far, nor a gigantic list of all your achievements. Think of yourself as a storyteller. Start at the beginning with how you developed an interest for your chosen subject and end with where you see yourself after university.

Before You Start

How to get started.

Before you sit down to write your UCAS Personal Statement, the first thing we recommend is to research the courses you want to apply for. This will help you prepare your statement as courses vary from university to university, and your content should reflect these. Bear in mind, you are only able to send one Personal Statement to all your chosen universities, so you can’t overly cater to one. Look at all of the details, including the structure, modules and examination methods, as well as what they’re looking for from a student. This will support your first draft, though bear in mind you’ll redraft a few times before it’s perfect.

For example, Oxford lists the personal characteristics that they look for in applicants to their Medicine degree:

How many words should a Personal Statement be?

Personal Statements can be up to 4,000 characters long (615-800), and no more. This might sound like a lot, but it’s just one side of A4 paper. There’s plenty of information to include, so make sure it’s concise, clear and easy to read.

When to start writing it

It’s never too early to start thinking about your Personal Statement and what you’re going to write about. But there is a deadline : October 15th for all Oxbridge courses including Medicine and Dentistry, and January 25th for other undergraduate subjects. We suggest you begin preparing at the start of the year, as this gives you plenty of time to plan, draft and rewrite until it’s perfect for submission.

Your Personal Statement is the first thing Oxbridge Admissions Tutors will see about you. It’s imperative you get it right.

Our Oxbridge Premium Programmes help you write a successful Personal Statment that ticks all the Admission Tutor’s boxes. Our proven support is implemented through various mediums including Personal Statment Intensive Courses, Personal Statment Marking and Personalised Reading Lists.

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What To Include

Your Personal Statement is a glimpse into your passion, how keen you are to learn and what you already know about your chosen subject. Express your interest by commenting on the areas that fascinate you most. For example, is it helping people that draws you into Medicine, or is it the fascinating human anatomy? 

Another great way to show your enthusiasm is through your previous experience in the subject. Demonstrate why you’re suitable for the course by providing evidence of any relevant skills and qualities that relate to this. What are you good at? What have you done that proves it? 

• Answering Your Personal Statement Questions

Mention any additional projects, work experience or extra-curricular activities you’ve got involved with that further demonstrate you’re an ideal candidate. Reflect on the skills you’ve gained from these (as long as they’re transferable to your studies). Admissions Tutors will be looking for such information, as well as your unique selling points — give examples of things you’ve done that show you have a wider interest in learning. 

You should also try to link your interests, skills and qualities to your university research. However, Oxbridge are not interested in sports, hobbies or if you play any musical instruments — keep it academic.

Show you’re an interesting person and have a true passion for your subject, and your Personal Statement should be a winning one. Your enthusiasm is what will make your statement stand out, so don’t shy away from expressing your love for your chosen subject, though you don’t need to say you’ve dreamed about doing the course your entire life.

Aim to include things like:

• Personal attributes, such as adaptability, problem-solving and organisation
• Employment experience and volunteering work
• Personal interests in your subject
• Relevant extracurricular activities, like any clubs or societies you belong to
• Your future after university

The Structure

The key to writing a good UCAS Personal Statement is getting the structure right, as this can have a huge effect on the message it delivers. Often, students get caught up in the content and forget that presenting information effectively is just as important as the words included.

Each section of your statement needs to be crafted correctly so that Admissions Tutors can digest the information easily. While there are no strict rules on how to structure it — since it’s personal to you — there are a few rules of thumb to use to find the right balance. In general, though, remember to consider the format, structure and content equally, and you’ll write a great Personal Statement.

• Personal Statement Cheat Sheet

Here is a breakdown of how we recommend students to split up their essay:

• Introduction - About six lines
• Academic abilities - 22 - 27 lines
• Extra-curricular information - 10 - 12 lines
• Conclusion - No more than four lines

Personal Statement Introduction

Rightly or wrongly, it is highly likely that your UCAS Personal Statement will be remembered by its opening sentence. It must be something short, sharp, insightful, and catch the reader’s attention. It sets the precedent for the rest of your statement and unfortunately, decides whether your statement is paid particular attention to when read.

• Avoid using overused words like “passionate”, “deeply fascinating”, and “devotion”.
• Avoid using clichéd quotes like the infamous Coco Chanel’s “fashion is not something that exists in dresses only”.
• If you are going to use a quote, then put some effort into researching an obscure yet particularly powerful one – don’t forget to include a reference.
• Draw on your own personal experiences to produce something both original and eye-catching.

Once that’s out of the way, you need to answer the most important question:

The introduction does not need to be very long. It is generally a good idea to open the statement with something that sets the context of your application. For example, someone who is applying to study History may open: ‘History is all around us’, rather than ‘I have always been interested in History because…”

By the end of the introduction the reader should clearly know:

• What subject you are applying for
• What motivated you to apply for this subject

Make sure you keep it personal and honest! The exact phrase: “from a young age, I have always been interested in” was recently used more than 300 times in Personal Statements in a single year, and substituting “young” for “early” gave an additional 292 statements – these phrases can quickly become boring for Admissions Tutors to read!

Personal Statement Main Body

In the rest of your text, your aim should be to demonstrate your suitability for the course by exemplifying your knowledge of the course structure and its requirements through personal experience. Again, there are no rigorous guidelines on how to do this and it is very much down to your own writing style. Whereas some prefer a strict structure, others go for a more synoptic approach, but always remember to be consistent to achieve a flowing, easy to read Personal Statement.

Here’s the structure we recommend:

Paragraph #1: This should cover why you are suited for your subject. This will include your main academic interests, future ambitions (related to the chosen degree), and what makes the course right for you. This should be the academic side of why you want to study this subject.

Paragraph #2: This should still cover why you are suited for your subject. However, it can be less focused on academic topics. If you’ve had to overcome any significant challenges in life and wish to include these in your Personal Statement, this is normally the best place to do so. Similarly, any work experience or relevant prizes & competitions should be included here.

Paragraph #3: This is the smallest part of the main body and is all about extra-curricular activities. It is easy to get carried away in this section and make outrageous claims, e.g. claim to be a mountain climber if all you have ever climbed is a hill at the end of your street etc. Lying is not worth the risk, given that your interviewer may share the same hobby that you claim to be an expert in. So, don’t be caught out!

What you should include in your Personal Statement main body:

• Sports and other hobbies
• Musical instruments
• Work experience
• Personal interests in the field of study
• Personal attributes

What you shouldn’t include in your Personal Statement main body (or anywhere!):

• Negative connotations – always put a positive spin on everything
• Lack of reflection
• Controversy in whatever form it may come
• Generic/stereotypical statements
• Listing things

Personal Statement Conclusion

The conclusion of your Personal Statement should be more about leaving a good final impression rather than conferring any actual information. If you have something useful to say about your interest and desire to study your subject, you shouldn’t be waiting until the very end to say it!

A good conclusion should not include any new information, as this should be in the main body. However, you also need to avoid repeating what you have said earlier in your Personal Statement. This would be both a waste of characters and frustration for the tutor. Instead, it is better to put into context what you have already written and, therefore, make an effort to keep your conclusion relatively short – no more than four lines.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

Successful Personal Statement For Law At Cambridge

Successful personal statement for economics & management at oxford, successful personal statement for natural science (physical) at cambridge, successful personal statement for economics at cambridge, successful personal statement for land economy at cambridge, successful personal statement for chemistry at oxford, successful personal statement for geography at oxford, successful personal statement for classics at oxford, successful personal statement for law at oxford, successful personal statement for classics at cambridge, successful personal statement for engineering at cambridge, successful personal statement for philosophy at cambridge, successful personal statement for veterinary medicine at cambridge, successful personal statement for psychological and behavioural sciences at cambridge, successful personal statement for psychology at oxford, successful personal statement for history at oxford, successful personal statement for physics at oxford, successful personal statement for cambridge mathematics and physics, successful personal statement example for computer science at oxford, successful personal statement for english at cambridge, successful personal statement for oxford english language and literature, successful personal statement for modern languages at oxford, successful personal statement for engineering at oxford, successful personal statement for natural sciences (biological) at cambridge, successful personal statement for ppe at oxford, successful personal statement for dentistry at king’s college london, successful personal statement for medicine at cambridge, our personal statement do’s.

1. Show passion for your subject

Admissions Tutors aren’t going to pick a candidate who doesn’t seem particularly interested in their field. Show your passion and eagerness to learn and succeed. Why do you love your subject? Why have you chosen it? What do you find most interesting and why?

2. Talk about you

This is your chance to talk about you, your interests and skills. It’s no good saying you’re passionate if you don’t prove that you are. Write in a natural style to show off your personality, making sure it’s genuine, relevant and specific.

3. Use appropriate language

Re-read your Personal Statement multiple times and check that the content is academic, engaging and clear.

4. Provide evidence to back up your claims

It’s all well and good saying you love medical science, but this is going to fall flat if you can’t back it up. Talk about your school subjects and results, any wider reading and relevant work experience. Perhaps you attended a lecture on your subject — this would be good evidence.

5. Link your activities outside of education to your course

Tell tutors why these activities are relevant and what you have learned as a result. Focus on transferable skills gained too, such as time management or organisational abilities.

6. Spell check and look for grammatical mistakes

Poor spelling and grammar makes for a terrible first impression, so ensure you triple-check it’s written to the highest standard before submitting it.

Our Personal Statement dont’s

1. Write a clichéd beginning

Don’t waste time thinking of a catchy opening. The best Personal Statements get to the point quickly, so avoid starting with phrases like “From a young age”, “I am applying for this course because”, and “Throughout my life I have always enjoyed…”. Go straight into why you are interested in your course subject.

2. Use cringe-worthy language and cheap gags

This is not impressive and can indicate that you’re not a serious student. It’s essential you don’t come across as verbose or pretentious too, as Admissions Tutors will spot this immediately. They are well-versed in the ramblings of students who think this tone makes them seem more intellectual.

3. Overcomplicate things

Say what you need to, be specific and don’t waffle too much — you’ll run out of characters fast.

4. Go overboard with extra-curricular activities

Talking about these is good, but the truth is, Admissions Tutors have very little interest in what you do outside of education unless you can find a way to directly link them to your subject.

5. Plagiarise content

You can read Personal Statement examples online for inspiration but avoid copying and pasting them. During your interview, you’re likely to be asked about specific parts of your statement, and if you’re caught off-guard, you’re going to look silly. This could ruin your chances of being accepted. Use a plagiarism detector to ensure your essay is unique.

6. Mention universities or specific courses by name

You can only write one Personal Statement, so it’s the same for each course you apply for. Avoid mentioning specific unis by name or detailing exact specifics of a module, for example. Keep it general.

Now you know what to include in your Personal Statement and the best practices for doing so, we hope you feel more confident writing it. We have plenty of guides and successful personal statement examples to go through in our Free Personal Statement Resources page. Good luck submitting your UCAS application!

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UCAS Personal Statement Length Checker

Please note: The line count may differ than the number of lines in the textbox above but when copy and pasted will match the line count on the UCAS application.

UCAS Personal Statement Requirements

• No longer than 4000 characters.
• No longer than 47 lines.
• Each line can be no longer than 94 characters. (Our character counter above already has a max line length of 94 characters unless otherwise noted.)
• Characters include spaces, carriage returns, and punctuation.

To see additional features including word count, paragraph count, space count and more use the character counter on our home page.

How to write your UCAS personal statement

The UCAS personal statement scares most high school students. Writing a perfect personal statement is a strenuous and unavoidable process. With roughly about 6 million university applications each year, officials need a method for filtering stronger applicants from everyone else.

As challenging as this task may appear, it is also your only chance to share your personality and eligibility for the degree program you have chosen. Follow our practices given, and you can absolutely make your personal statement up to the mark.

Start with a plan

Each year thousands of applications are received for the best degrees in the world and are best focused on the goal of making their application stand out from the rest.

Thus, planning out what you want to say prior to writing your UCAS statement makes it easy to write a convincing personal statement. Start off by making a rough draft, answering some questions like

• What subjects do you want to study?
• Why have you particularly chosen this path for yourself?
• What makes you think that you are best suited to study this degree program at the college?

Some of these points will form the backbone of your personal statement, so write them in a manner that makes sense to you.

Sometimes you want to create simple bullet points or use mind maps. No matter what you decide; your goal is the same. You want to clarify why the university should provide you with a spot.

Bigger Picture of the Degree

Talk about the course that you have applied to. How did you learn about it in the first place? What means did you use to deepen your interest and knowledge in this area?

It would be a huge plus to list the books you read and the meetings you have attended regarding the subject.

Please elaborate on your academic attitude towards the degree. What are your goals after graduating? What role will it play in helping you achieve your greatest ambitions? What sort of vocation plans do you have after graduation?

Write about your work experience and achievements

Your previous achievements are an essential part of your personal statement. Think about all the accolades you have received and the contests you have participated in. These can be in-school, national or international. Both academic and sports awards can greatly help emphasize your commitment.

Write about the important skills and experiences acquired elsewhere (such as hobbies) that can be chained to the degree of your choice.

Remember, you are searching for experience that shows why you need to study the subject that you have chosen. You are not just writing an essay about what you are doing in your high school syllabus.

Extracurricular Activities

Your extracurriculars ought to likewise be included in the personal statement. Whether it be a MUN or a cross country race, they pass on the message that you love participating in different events.

Likewise, it is really smart to discuss any expertise you have acquired through extracurriculars.

Discuss any leadership roles you could have held, as they improve your capacity to appreciate people on a profound level and put you across as a pioneer.

Community service is a plus in the UCAS statement as it shows a promise to a reason bigger than oneself.

You can link all these activities to your selected course in the best case. Be careful not to elaborate too much on extracurricular activities.

UCAS Character Count

There are some specific instructions for your personal statement that you can never ignore.

First, it must not exceed 4,000 characters or 47 lines of text (including blank lines), whichever comes first. If you do exceed this, the university will not get your entire statement.

So make sure your personal statement has a solid and decisive ending. It will look bad if you cut it off in the middle of a sentence after realizing that you have exceeded the text limit.

Instead, give each section proper attention, time, and character to plan your essay thoroughly.

However, while you are getting everything rolling, you ought to overlook these restrictions.

Tips for reducing the character count

From the get-go, you simply need to jot down all that you feel is significant. You will probably wind up with something very lengthy, but that is okay.

This is where you get to do some polishing and trimming. Maintain the focal point of your piece on the course you are applying for, why you want to do it and for what reason you are impeccably fit for it.

Glance through what you have composed until now - do you have the right balance? Cut off whatever continues a little to far, as you want to keep each point crisp and concise.

It is a difficult process to try to keep as much content as possible while keeping the character count low, so here are some simple ways to make it easier for you.

Avoid quotes

Read your personal statement and eliminate platitudes if there are any - for instance, 'I've wanted to study psychology since I was young'…The same goes for the quotations: except if they increase the value of your statement (which they don't most of the time!), it is really the best practice to remove them.

Make sure everything is concise

For each sentence in your piece, use the "so what?" rule. Does this sentence appear to be more reasonable for the course? If not, cutting it is best. This frequently happens when individuals write too much about their extracurriculars in a frantic endeavour to fit everything in. For extra analysis, feel free to use our sentence counter to calculate the average length of your sentences.

Colleges, notwithstanding, need to see a reflection and what you have extracted from your encounters; this implies it is normally better to simply discuss a few extracurriculars than to list many things that the reader is likely to skim.

Also, note that you don't have to use hospital or volunteer location names. This further allows you to remove the last few characters from the count.

Use colour coding

An easy way to see where you are losing most of your characters is to highlight the sections of your statement with different colours.

Check your language

We frequently invest a great deal of energy looking up big words with the expectation that it will make our work impressive. However, this isn't generally the best practice. It is, in many cases, best to cut these words for fundamental and engaging sentences.

I hope the process will now be transparent, and it will be more exciting for you as you embark on your writing.

How to use our UCAS personal statement checker

To use our tool simply copy and paste your personal statement into the text-box above.

At the top, you will see two metrics displayed. The first metric on the left is the total characters you've typed out of the limit of 4,000 characters.

The second metric on the right is the number of lines your text contains out of the max of 47 lines. The UCAS allows a maximum of 94 characters per line, which our line count feature already takes into consideration.

To make it easier you can click the green "copy text" button to copy the text in the text box. You can also click the red "clear text" button to delete all the text in the text-box.

Why use an online UCAS personal statement checker?

Reason number one: The character count feature in Microsoft Word will not give you an accurate reading. The reason is that Word does not count the carriage return (also known as the enter key) as a character while UCAS does count it as a character.

The problem is that this will cause Word to underestimate the character count. This could cause your essay not to be able to submit when you try to upload it. If anything it would be better to overestimate the word count on Word that way it will fit.

Our personal statement checker however will give you the same character count as UCAS unlike the Microsoft Word character count.

It can be helpful to see the character count in real-time as you are typing your personal statement. This way you are constantly reminded of how long your essay is.

If you are not paying attention it can be easy to lose track of how long your essay is and go over the limit.

Our tool makes it easier to be aware of the length and easy to cut back if necessary.

How many characters in a personal statement?

UCAS requires 4,000 characters in their personal statement. Use our personal statement checker above to see if your essay meets the requirements.

How many words in a UCAS personal statement

UCAS has a character limit of 4,000 characters. This equates to about 615 to 800 words.

How many words is 4000 characters?

4,000 characters is about 615 to 800 words. For more Characters to Words conversions, check out our Characters To Words Converter .

Does the personal statement character limit include spaces?

Yes, it does include spaces as well as carriage returns. Check your statement with our personal statement checker above.

Thanks for using our UCAS personal statement checker!

We appreciate you taking the time to check your personal statement using our webpage. As you know, this is a very important college application essay to get into British universities. UCAS stands for Universities and Colleges Admissions Service and is what the UK uses for the college application process. Good luck on your personal statement!

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Make sure your personal statement is your own work

We'll carry out checks to verify your personal statement is your own work.

Provided it is your own work, you can use your personal statement from your application last year. If it appears to have been copied from another source, we'll inform the universities and colleges to which you have applied. They will then take the action they consider appropriate. We'll also contact you by email to tell you this has happened.

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Writing a UCAS Personal Statement

How to write a ucas personal statement.

A personal statement is part of your application to study at a UK university . In a personal statement, the student writes about what they hope to achieve on a UK university course , what they hope to do after it, and why they are applying to this particular university. It is your first chance to show a demonstrable passion and understanding of your chosen subject away from exam results.

If you wish to begin studying in the UK in 2025, you must complete a personal statement. If you plan on studying in the UK from 2026, a new format of personal statement is being introduced by UCAS. See below for more details.

SI-UK will edit your personal statement and ensure the English is clear and grammatically correct. Arrange a free consultation with SI-UK London  to learn more.

What do I include in my Personal Statement?

• Your career aspirations
• How did you become interested in studying the subject
• What, if any, relevant work experience you have undertaken that is related to the course or subject
• What aspects of your previous education you have found the most interesting
• What attracted you to the particular university
• Other relevant academic interests and passions which display positive character and personality

Genuine experiences of extracurricular clubs, work experience, or knowledge around a subject are much more likely to make your personal statement stand out. Admissions officers are also looking for positive evidence of your character, which will make you a productive member of the university.

How long should my Personal Statement be?

The length of a personal statement varies depending on the university, but generally, the average length for an undergraduate application is between 400 and 600 words, around one side of A4 paper or a maximum of 47 lines. Certain postgraduate programmes may require a 1000-word personal statement, but this will be specified.

Try not to exceed the given character limit. Admissions officers have many personal statements to review, and a clearly written and concise personal statement is more likely to stand out.

What are common Personal Statement errors?

• The personal statement is too short/long
• The personal statement does not include important information/includes negative information
• The personal statement has a confusing structure

It is also important not to lie about any aspect of your personal life and education history or even exaggerate. Admissions officers will question you about almost all aspects of your application and will be able to see through any lies.

Tips for writing a Personal Statement

• Express a passion for your subject
• Start the statement strongly to grab attention
• Link outside interests and passions to your course
• Be honest, but don’t include negative information
• Don’t attempt to sound too clever
• Don’t leave it until the last minute; prepare ahead of the deadline
• Have friends and family proofread it
• Don’t duplicate material from your  CV/resume

In terms of presentation, attempt to create five clear paragraphs of text in a clear font such as Arial or Times New Roman, with a maximum size of 12.

Personal Statement Changes

Starting from September 2025, the traditional UCAS personal statement will be replaced by three mandatory questions. The new questions will be:

• Why do you want to study this course or subject?
• How have your qualifications and studies prepared you for this course or subject?
• What else have you done to prepare outside of education, and why are these experiences helpful?

If you have any questions about how the changes may affect your application to study in the UK, do not hesitate to contact the SI-UK team today.

Personal Statement Editing with SI-UK

Once you have completed your personal statement, arrange a free consultation with SI-UK London. We can edit your personal statement and ensure the English is clear and grammatically correct. Once this process is complete, we will return it within 1-3 working days.

Contact SI-UK about your application

Personal Statement FAQ

What should you avoid in a ucas personal statement.

Applicants should avoid misspellings and grammar errors and discuss topics unrelated to their application and character.

Do universities read personal statements?

Yes, universities read UCAS personal statements, and they play a major factor when shortlisting candidates.

What happens if you lie in your personal statement?

If you lie on your UCAS personal statement, your application will be rejected, and any offers will be revoked.

What happens if UCAS detects similarities in your personal statement?

If UCAS detects similarities in your personal statement, it will be flagged for review, and your university choices will be notified while it is under review.

Does UCAS tell you if you've been rejected?

UCAS will notify you if your UCAS application has been rejected. You may also receive an email from the university stating why your application has been rejected.

What happens if you make a mistake on your UCAS application?

Once your UCAS application has been submitted, it cannot be changed. So, before submitting, make sure you proofread your application or get it proofread by someone else to make it error-free.

Personal Statement Example

Please see below for an example of a personal statement to a Development Studies course.

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UCAS Personal Statement and Examples

What is the ucas personal statement .

The Universities and Colleges Admissions Service (UCAS) Personal Statement is the main essay for your application to colleges and universities in Great Britain. UCAS gives a nice explanation here , but in short, this is your chance to stand out against the crowd and show your knowledge and enthusiasm for your chosen area of study.

You’ve got 4,000 characters and 47 line limit to show colleges what (ideally) gets you out of bed in the morning. How long is that, really? Use your “word count” tool in Google or Word docs to check as you go along, but 4,000 characters is roughly 500 words or one page.

HOW IS THE UCAS PERSONAL STATEMENT DIFFERENT FROM THE US PERSONAL STATEMENT?

Think they’re the same? Think again. Here are some key differences between the UCAS and the US Personal Statement:

When you apply to UK schools, you’re applying to one particular degree program, which you’ll study for all, or almost all, your time at university. Your UCAS personal statement should focus less on cool/fun/quirky aspects of yourself and more on how you’ve prepared for your particular area of study.

The UCAS Personal Statement will be read by someone looking for proof that you are academically capable of studying that subject for your entire degree. In some cases, it might be an actual professor reading your essay.

You’ll only write one personal statement, which will be sent to all the universities you’re applying to, and it’s unlikely you’ll be sending any additional (supplemental) essays. Your essay needs to explain why you enjoy and are good at this subject, without reference to any particular university or type of university.

Any extracurricular activities that are NOT connected to the subject you’re applying for are mostly irrelevant, unless they illustrate relevant points about your study skills or attributes: for example, having a job outside of school shows time-management and people skills, or leading a sports team shows leadership and responsibility.

Your personal statement will mostly focus on what you’ve done at high school, in class, and often in preparation for external exams. 80-90% of the content will be academic in nature.

A QUICK STEP-BY-STEP GUIDE TO WRITING THE UCAS PERSONAL STATEMENT

This may be obvious, but the first step to a great UCAS Personal Statement is to choose the subject you’re applying for. This choice will be consistent across the (up to) five course choices you have. Often, when students struggle with a UCAS personal statement, it’s because they are trying to make the statement work for a couple of different subjects. With a clear focus on one subject, the essay can do the job it is supposed to do. Keep in mind you’re limited to 47 lines or 4000 characters, so this has to be concise and make efficient use of words.

To work out what information to include, my favourite brainstorming activity is the ‘Courtroom Exercise’. Here’s how it works:

The Courtroom Exercise

Imagine you’re prosecuting a case in court, and the case is that should be admitted to a university to study the subject you’ve chosen. You have to present your case to the judge, in a 47 line or 4,000 character statement. The judge won’t accept platitudes or points made without evidence–she needs to see evidence. What examples will you present in your statement?

In a good statement, you’ll make an opening and a closing point.

To open your argument, can you sum up in one sentence why you wish to study this subject? Can you remember where your interest in that subject began? Do you have a story to tell that will engage the reader about your interest in that subject?

Next, you’ll present a number of pieces of evidence, laying out in detail why you’re a good match for this subject. What activities have you done that prove you can study this subject at university?

Most likely, you’ll start with a class you took, a project you worked on, an internship you had, or a relevant extra-curricular activity you enjoyed. For each activity you discuss, structure a paragraph on each using the ABC approach:

A: What is the A ctivity?

B: How did it B enefit you as a potential student for this degree course?

C: Link the benefit to the skills needed to be successful on this C ourse.

With three or four paragraphs like these, each of about 9 or 10 lines, and you should have the bulk of your statement done. Typically two of these will be about classes you have taken at school, and two about relevant activities outside of school.

In the last paragraph, you need to demonstrate wider skills that you have, which you can probably do from your extracurricular activities. How could you demonstrate your time management, your ability to collaborate, or your creativity? Briefly list a few extracurricular activities you’ve taken part in and identify the relevant skills that are transferable to university study.

Finally, close your argument in a way that doesn’t repeat what you’ve already shared. Case closed!

FREQUENTLY ASKED QUESTIONS

What if I’m not sure what I want to study? Should I still apply? 

There are a number of broader programs available at UK universities (sometimes called Liberal Arts or Flexible Combined Honours). However,  you should still showcase two or three academic areas of interest. If you are looking for a broader range of subjects to study and can’t choose one, then the UK might not be the best fit for you.

What if I haven’t done much, academically or via extracurriculars, to demonstrate that I’ll be able to complete the coursework for my degree? Should I still apply?

You certainly can, but you will need to be realistic about the strength of your application as a result. The most selective universities will want to see this evidence, but less selective ones will be more willing to account for your potential to grow in addition to what you’ve already achieved. You could also consider applying for a Foundation course or a ‘Year 0’ course, where you have an additional year pre-university to enable you to develop this range of evidence.

If I’m not accepted into a particular major, can I be accepted into a different major?

It’s important to understand that we are not talking about a ‘major,’ as what you are accepted into is one entire course of study. Some universities may make you an ‘alternative offer’ for a similar but perhaps less popular course (for example you applied for Business but instead they offer you a place for Business with a Language).At others, you can indicate post-application that you would like to be considered for related courses. However, it’s not going to be possible to switch between two completely unrelated academic areas.

What other information is included in my application? Will they see my extracurricular activities, for example? Is there an Additional Information section where I can include more context on what I’ve done in high school?

The application is very brief: the personal statement is where you put all the information. UCAS does not include an activities section or space for any other writing. The 47 lines are all you have. Some universities might accept information if there are particularly important extenuating circumstances that must be conveyed. This can be done via email, but typically, they don’t want to see more than the UCAS statement and your school’s reference provides.

Now, let’s take a look at some of my favourite UCAS personal statement examples with some analysis of why I think these are great.

UCAS PERSONAL STATEMENT EXAMPLE FOR CHEMISTRY

When I was ten, I saw a documentary on Chemistry that really fascinated me. Narrated by British theoretical physicist Jim Al-Khalili, it explained how the first elements were discovered and how Chemistry was born out of alchemy. I became fascinated with Chemistry and have remained so ever since. I love the subject because it has very theoretical components, for example quantum Chemistry, while also having huge practical applications.

In this introduction, the student shows where his interest in Chemistry comes from. Adding some additional academic detail (in this case, the name of the scientist) helps guide the reader into more specific information on why this subject is interesting to him.

This aspect of Chemistry is important to me. I have, for example, used machine learning to differentiate between approved and experimental drugs. On the first run, using drug molecules from the website Drug Bank, I calculated some molecular descriptors for them. I started with a simple logistic regression model and was shocked to find that it had apparently classified almost all molecules correctly. This result couldn’t be right; it took me nearly a month to find the error. I accidentally normalized the molecular-descriptor data individually, rather than as a combined data set, thereby encoding the label into the input. On a second run, after fixing the error, I used real machine learning libraries. Here I actually got some performance with my new algorithm, which I could compare to professional researchers’ papers. The highest accuracy I ever saw on my screen was 86 percent. The researchers’ result was 85 percent; thanks to more modern machine learning methods, I narrowly beat them. I have also studied Mathematics and Physics at A Level and have been able to dive into areas beyond the A Level syllabus such as complex integration in math and the Schrödinger equation in Physics.

This paragraph outlines a clear case for this student’s aptitude for and interest in Chemistry. He explains in detail how he has explored his intended major, using academic terminology to show us he has studied the subject deeply. Knowing an admissions reader is looking for evidence that this student has a talent for Chemistry, this paragraph gives them the evidence they need to admit him.

Additionally, I have worked on an undergraduate computer science course on MIT Opencourseware, but found that the content followed fixed rules and did not require creativity. At the time I was interested in neural networks and listened to lectures by professor Geoffrey Hinton who serendipitously mentioned his students testing his techniques on ‘Kaggle Competitions’. I quickly got interested and decided to compete on this platform. Kaggle allowed me to measure my machine learning skills against competitors with PhDs or who are professional data scientists at large corporations. With this kind of competition naturally I did not win any prizes, but I worked with the same tools and saw how others gradually perfected a script, something which has helped my A Level studies immensely.

Introducing a new topic, the student again uses academic terminology to show how he has gone beyond the confines of his curriculum to explore the subject at a higher level. In this paragraph, he demonstrates that he has studied university-level Chemistry. Again, this helps the reader to see that this student is capable of studying for a Chemistry degree.

I have been keen to engage in activities beyond the classroom. For example, I have taken part in a range of extracurricular activities, including ballroom dancing, public speaking, trumpet, spoken Mandarin, and tennis, achieving a LAMDA distinction at level four for my public speaking. I have also participated in Kaggle competitions, as I’m extremely interested in machine learning. For example, I have used neural networks to determine the causes of Amazon deforestation from satellite pictures in the ‘Planet: Understanding the Amazon from Space’ competition. I believe that having worked on projects spanning several weeks or even months has allowed me to build a stamina that will be extremely useful when studying at university.

This penultimate paragraph introduces the student’s extracurricular interests, summing them up in a sentence. Those activities that can demonstrate skills that are transferable to the study of Chemistry are given a bit more explanation. The student’s descriptions in each paragraph are very detailed, with lots of specific information about awards, classes and teachers.

What I hope to gain from an undergraduate (and perhaps post-graduate) education in Chemistry is to deepen my knowledge of the subject and potentially have the ability to successfully launch a startup after university. I’m particularly interested in areas such as computational Chemistry and cheminformatics. However, I’m  open to studying other areas in Chemistry, as it is a subject that truly captivates me.

In the conclusion, the student touches on his future plans, using specific terminology that shows his knowledge of Chemistry. This also reveals that he aims to have a career in this field, which many admission readers find appealing as it demonstrates a level of commitment to the subject.

UCAS PERSONAL STATEMENT EXAMPLE FOR VETERINARY MEDICINE

This next statement has to accomplish a number of tasks, given the subject the student is applying for. As a vocational degree, applicants for veterinary medicine are committing to a career as well as a subject to study, so they need to give information demonstrating they understand the reality of a career in this area. It also needs to explain their motivation for this interest, which quite often is demonstrated through work experience (something which is often a condition for entry into these programs). Finally, as this is a highly academic subject to study at university, the author should include a good level of academic terminology and experiences in the statement.

There is nothing more fascinating to me than experiencing animals in the wild, in their natural habitat where their behaviour is about the survival of their species. I was lucky enough to experience this when in Tanzania. While observing animals hunting, I became intrigued by their musculature and inspired to work alongside these animals to help them when they are sick, as a veterinarian.

In an efficient way, the applicant explains her motivation to become a vet, then squeezes in a bit of information about her experience with animals.

As a horse rider and owner for nearly ten years, I have sought opportunities to learn as much as I can about caring for the animal. I helped around the yard with grooming and exercise, bringing horses in and out from the fields, putting on rugs, and mucking out. I have also been working at a small animal vet clinic every other Saturday for over 2.5 years. There, my responsibilities include restocking and sterilising equipment, watching procedures, and helping in consultations. Exposure to different cases has expanded my knowledge of various aspects, such as assisting with an emergency caesarean procedure. Due to a lack of staff on a Saturday, I was put in charge of anaesthesia while the puppies were being revived. I took on this task without hesitation and recorded heart and respiration rate, capillary refill time, and gum colour every five minutes. Other placements following an equine vet, working on a polo farm, and volunteering at a swan sanctuary have also broadened my experience with different species and how each possesses various requirements. During pre-vet summer courses, I was also introduced to farm animals such as pigs, cows, sheep and chicken. I spend some time milking dairy cows and removing clustered dust from chicken feet, as well as tipping sheep in order to inspect their teats.

In this paragraph, she synthesizes personal experience with an academic understanding of vet medicine. She demonstrates that she is committed to animals (helping in the yard, regular Saturday work, assistance with procedures), that she has gained a variety of experiences, and that she understands some of the conditions (caesareans, clustered dust) that vets have to deal with. Note that she also briefly discusses ‘pre-vet summer courses,’ adding credibility to her level of experience.

I have focused on HL Biology and HL Chemistry for my IB Diploma. I was particularly excited to study cell biology and body systems because these subjects allowed me to comprehend how the body works and are applicable to animal body functions. Topics like DNA replication as well as cell transcription and translation have helped me form a fundamental understanding of genetics and protein synthesis, both important topics when looking into hereditary diseases in animals. Learning about chemical reactions made me consider the importance of pharmaceutical aspects of veterinary medicine, such as the production of effective medicine. Vaccines are essential and by learning about the chemical reactions, I f developed a more nuanced understanding about how they are made and work.

Now, the statement turns to academic matters, linking her IB subjects to the university studies she aspires to. She draws out one particular example that makes a clear link between school and university-level study.

I have also written my Extended Essay discussing the consequences of breeding laws in the UK and South Australia in relation to the development of genetic abnormalities in pugs and German shepherds. This topic is important, as the growing brachycephalic aesthetic of pugs is causing them to suffer throughout their lifetime. Pedigree dogs, such as the German shepherd, have a very small gene pool and as a result, hereditary diseases can develop. This becomes an ethical discussion, because allowing German shepherds to suffer is not moral; however, as a breed, they aid the police and thus serve society.

The IB Extended Essay (like an A Level EPQ or a Capstone project) is a great topic to discuss in a personal statement, as these activities are designed to allow students to explore subjects in greater detail.

The first sentence here is a great example of what getting more specific looks like because it engages more directly with what the student is actually writing about in this particular paragraph then it extrapolates a more general point of advice from those specificities.

By choosing to write her Extended Essay on a topic of relevance to veterinary medicine, she has given herself the opportunity to show the varied aspects of veterinary science. This paragraph proves to the reader that this student is capable and motivated to study veterinary medicine.

I have learned that being a veterinarian requires diagnostic skills as well as excellent communication and leadership skills. I understand the importance and ethics of euthanasia decisions, and the sensitivity around discussing it withanimal owners. I have developed teamwork and leadership skills when playing varsity football and basketball for four years. My communication skills have expanded through being a Model U.N. and Global Issues Network member.

This small paragraph on her extracurricular activities links them clearly to her intended area of study, both in terms of related content and necessary skills. From this, the reader gains the impression that this student has a wide range of relevant interests.

When I attend university, I not only hope to become a veterinarian, but also a leader in the field. I would like to research different aspects of veterinary medicine, such as diseases. As a vet, I would like to help work towards the One Health goal; allowing the maintenance of public health security. This affects vets because we are the ones working closely with animals every day.

In the conclusion, she ties things together and looks ahead to her career. By introducing the concept of ‘One Health’, she also shows once again her knowledge of the field she is applying to.

UCAS PERSONAL STATEMENT EXAMPLE FOR AERONAUTICAL ENGINEERING

Standing inside a wind tunnel is not something every 17 year old aspires to, but for me the opportunity to do so last year confirmed my long-held desire to become a mechanical engineer.

This introduction is efficient and provides a clear direction for the personal statement. Though it might seem that it should be more detailed, for a student applying to study a course that requires limited extended writing, being this matter-of-fact works fine.

I enjoy the challenge of using the laws of Physics, complemented with Mathematical backing, in the context of everyday life, which helps me to visualise and understand where different topics can be applied. I explored the field of aeronautics, specifically in my work experience with Emirates Aviation University. I explored how engineers apply basic concepts of air resistance and drag when I had the opportunity to experiment with the wind tunnel, which allowed me to identify how different wing shapes behave at diverse air pressures. My interest with robotics has led me to take up a year-long internship with MakersBuilders, where I had the chance to explore physics and maths on a different plane. During my internship I educated young teenagers on a more fundamental stage of building and programming, in particular when we worked on building a small robot and programmed the infra-red sensor in order to create self-sufficient movement. This exposure allowed me to improve my communication and interpersonal skills.

In this paragraph, the student adds evidence to the initial assertion that he enjoys seeing how Physics relates to everyday life. The descriptions of the work experiences he has had not only show his commitment to the subject, but also enable him to bring in some academic content to demonstrate his understanding of engineering and aeronautics.

I’m interested in the mechanics side of Maths such as circular motion and projectiles; even Pure Maths has allowed me to easily see patterns when working and solving problems in Computer Science. During my A Level Maths and Further Maths, I have particularly enjoyed working with partial fractions as they show how reverse methodology can be used to solve addition of fractions, which ranges from simple addition to complex kinematics. ­­­Pure Maths has also enabled me to better understand how 3D modelling works with ­­­the use of volumes of revolution, especially when I learned how to apply the calculations to basic objects like calculating the amount of water in a bottle or the volume of a pencil.

This paragraph brings in the academic content at school, which is important when applying for a subject such as engineering. This is because the admissions reader needs to be reassured that the student has covered the necessary foundational content to be able to cope with Year 1 of this course.

In my Drone Club I have been able to apply several methods of wing formation, such as the number of blades used during a UAS flight. Drones can be used for purposes such as in Air-sea Rescue or transporting food to low income countries. I have taken on the responsibility of leading and sharing my skills with others, particularly in the Drone Club where I gained the certification to fly drones. In coding club, I participated in the global Google Code competition related to complex, real-life coding, such as a program that allows phones to send commands to another device using Bluetooth. My Cambridge summer course on math and engineering included the origins of a few of the most important equations and ideologies from many mathematicians such as, E=mc2 from Einstein, I also got a head start at understanding matrices and their importance in kinematics. Last summer, I completed a course at UT Dallas on Artificial Intelligence and Machine Learning. The course was intuitive and allowed me to understand a different perspective of how robots and AI will replace humans to do complex and labour-intensive activities, customer service, driverless cars and technical support.

In this section, he demonstrates his commitment to the subject through a detailed list of extracurricular activities, all linked to engineering and aeronautics. The detail he gives about each one links to the knowledge and skills needed to succeed in these subjects at university.

I have represented Model UN as a delegate and enjoyed working with others to solve problems. For my Duke of Edinburgh Award, I partook in several activities such as trekking and playing the drums. I enjoy music and I have reached grade 3 for percussion. I have also participated in a range of charitable activities, which include assisting during Ramadan and undertaking fun-runs to raise money for cancer research.

As with the introduction, this is an efficient use of language, sharing a range of activities, each of which has taught him useful skills. The conclusion that follows is similarly efficient and to the point.

I believe that engineering is a discipline that will offer me a chance to make a tangible difference in the world, and I am certain I will enjoy the process of integrating technology with our everyday life.

UCAS PERSONAL STATEMENT EXAMPLE FOR ECONOMICS AND SOCIAL POLICY

Applying for a joint honours course presents a particular challenge of making the case that you are interested in the first subject, the second subject and (often overlooked) the combination of the two. In this example, the applicant uses her own academic studies and personal experiences to make her case.

I usually spend my summer breaks in Uttar Pradesh, India working at my grandparents’ NGO which produces bio-fertilizers for the poor. While working, I speak to many of the villagers in the nearby villages like Barokhar and Dharampur and have found out about the various initiatives the Government has taken to improve the production of wheat and rice. I understand the hardships they undergo and speaking to them has shown me the importance of Social Policy and the role the government plays in improving the lives of people and inspired me to pursue my university studies in this field.

In the introduction, this applicant explains where her interlinking experiences come from: she has personal experiences demonstrating how economics impacts the most vulnerable in society. In doing so, she shows the admissions reader that she has a deep interest in this combination and can move on to discussing each subject in turn.

My interest in these areas has been driven by the experiences I had at high school and beyond. I started attending Model United Nations in the 9th grade and have been to many conferences, discussing problems like the water crisis and a lack of sustainability in underdeveloped countries. These topics overlapped with my study of economics and exciting classroom discussions on what was going on how different events would impact economies, for instance how fluctuations in oil prices will affect standards of living. Studying Economics has expanded  my knowledge about how countries are run and how macroeconomic policies shape the everyday experiences of individuals.

Unusually, this applicant does not go straight into her classroom experiences but instead uses one of her extracurricular activities (Model United Nations) in her first paragraph. For students applying for subjects that are not often taught at school (Social Policy in this example), this can be a good idea, as it allows you to bring in material that you have self-studied to explain why you are capable of studying each subject at university. Here, she uses MUN discussions to show she understands some topics in social policy that are impacting the world.

By taking up history as a subject in Grade 11 and 12, I have seen the challenges that people went through in the past, and how different ideas gained momentum in different parts of the world such as the growth of communism in Russia and China and how it spread to different countries during the Cold War. I learned about the different roles that governments played in times of hardships such as that which President Roosevelt’s New Deal played during the Great Depression. From this, I gained analytical skills by scrutinizing how different social, political and economic forces have moulded societies in the past.

In this paragraph, she then takes the nearest possible class to her interest in Social Policy and draws elements from it to add to her case for Social Policy. Taking some elements from her history classes enables her to add some content to this statement, before linking to the topic of economics.

To explore my interest in Economics, I interned at Emirates National Bank of Dubai, one of the largest banks in the Middle East, and also at IBM. At Emirates NBD, I undertook a research project on Cash Management methods in competitor banks and had to present my findings at the end of the internship. I also interned at IBM where I had to analyze market trends and fluctuations in market opportunity in countries in the Middle East and Africa. I had to find relations between GDP and market opportunity and had to analyze how market opportunity could change over the next 5 years with changing geo-political situations. I have also attended Harvard University’s Youth Lead the Change leadership conference where I was taught how to apply leadership skills to solve global problems such as gender inequality and poverty.

Economics is explored again through extracurriculars, with some detail added to the general statement about the activities undertaken during this work experience. Though the level of academics here is a little thin because this student’s high school did not offer any classes in Economics, she does as well as she can to bring in academic content.

I have partaken in many extra-curricular activities which have helped me develop the skills necessary for this course. Being a part of the Press Club at school gave me an opportunity to hone my talent for the written word and gave me a platform to talk about global issues. Volunteering at a local library taught me how to be organized. I developed research and analytical skills by undertaking various research projects at school such as the sector-wide contribution of the Indian economy to the GDP in the previous year. As a member of the Business and Economic Awareness Council at school, I was instrumental in organizing many economics-based events such as the Business Fair and Innovation Mela. Being part of various Face to Faith conferences has provided me with an opportunity to interact with students in Sierra Leone, India and Korea and understand global perspectives on issues like malaria and human trafficking.

The extracurricular activities are revisited here, with the first half of this paragraph showing how the applicant has some transferable skills from her activities that will help her with this course. She then revisits her interest in the course studies, before following up with a closing section that touches on her career goals:

The prospect of pursuing these two subjects is one that I eagerly anticipate and I look forward to meeting the challenge of university. In the future, I wish to become an economist and work at a think tank where I will be able to apply what I have learnt in studying such an exciting course.

UCAS PERSONAL STATEMENT EXAMPLE FOR HISTORY OF ART & PHILOSOPHY

This applicant is also a joint-honours applicant, and again is applying for a subject that she has not been able to study at school. Thus, bringing in her own interest and knowledge of both subjects is crucial here.

At the age of four, I remember an argument with my mother: I wanted to wear a pink ballerina dress with heels, made for eight-year-olds, which despite my difficulty in staying upright I was determined to wear. My mother persistently engaged in debate with me about why it was not ok to wear this ensemble in winter. After two hours of patiently explaining to me and listening to my responses she convinced me that I should wear something different, the first time I remember listening to reason. It has always been a natural instinct for me to discuss everything, since in the course of my upbringing I was never given a simple yes or no answer. Thus, when I began studying philosophy, I understood fully my passion for argument and dialogue.

This is an unusual approach to start a UCAS Personal Statement, but it does serve to show how this student approaches the world and why this combination of subjects might work for her. Though it could perhaps be drawn out more explicitly, here she is combining an artistic issue (her clothes) with a philosophical concern (her debate with her mother) to lead the reader into the case she is making for admission into this program.

This was first sparked academically when I was introduced to religious ethics; having a fairly Christian background my view on religion was immature. I never thought too much of the subject as I believed it was just something my grandparents did. However, when opened up to the arguments about god and religion, I was inclined to argue every side. After research and discussion, I was able to form my own view on religion without having to pick a distinctive side to which theory I would support. This is what makes me want to study philosophy: it gives an individual personal revelation towards matters into which they may not have given too much thought to.

There is some good content here that discusses the applicant’s interest in philosophy and her own motivation for this subject, though there is a lack of academic content here.

Alongside this, taking IB Visual Arts HL has opened my artistic views through pushing me out of my comfort zone. Art being a very subjective course, I was forced to choose an opinion which only mattered to me, it had no analytical nor empirical rights or wrongs, it was just my taste in art. From studying the two subjects alongside each other, I found great value, acquiring a certain form of freedom in each individual with their dual focus on personalized opinion and taste in many areas, leading to self- improvement.

In this section, she uses her IB Visual Arts class to explore how her interest in philosophy bleeds into her appreciation of art. Again, we are still awaiting the academic content, but the reader will by now be convinced that the student has a deep level of motivation for this subject. When we consider how rare this combination is, with very few courses for this combination available, the approach to take slightly longer to establish can work.

For this reason, I find the work of Henry Moore fascinating. I am intrigued by his pieces, especially the essence of the ‘Reclining Nude’ model, as the empty holes inflicted on the abstract human body encouraged my enthusiasm for artistic interpretation. This has led me to contemplate the subtlety, complexity and merit of the role of an artist. Developing an art piece is just as complex and refined as writing a novel or developing a theory in Philosophy. For this reason, History of Art conjoins with Philosophy, as the philosophical approach towards an art piece is what adds context to the history as well as purpose behind it.

Finally, we’re given the academic content. Cleverly, the content links both the History of Art and Philosophy together through a discussion of the work of Henry Moore. Finding examples that conjoin the subjects that make up a joint-honours application is a great idea and works well here.

Studying Philosophy has allowed me to apply real life abstractions to my art, as well as to glean a deeper critical analysis of art in its various mediums. My IB Extended Essay examined the 1900s Fauve movement, which made a huge breakthrough in France and Hungary simultaneously. This was the first artistic movement which was truly daring and outgoing with its vivid colours and bold brush strokes. My interest expanded to learning about the Hungarian artists in this movement led by Henri Matisse. Bela Czobel was one of the few who travelled to France to study but returned to Hungary, more specifically Nagybanya, to bestow what he had learned.

Again in this paragraph, the author connects the subjects. Students who are able to undertake a research project in their high school studies (such as the IB Extended Essay here, or the A Level Extended Project or AP Capstone) can describe these in their UCAS personal statements, as this level of research in an area of academic study can enliven and add depth to the writing, as is the case here.

As an international student with a multicultural background, I believe I can adapt to challenging or unfamiliar surroundings with ease. I spent two summers working at a nursery in Hungary as a junior Assistant Teacher, where I demonstrated leadership and teamwork skills that I had previously developed through commitment to sports teams. I was a competitive swimmer for six years and have represented my school internationally as well as holding the school record for 100m backstroke. I was elected Deputy Head of my House, which further reflects my dedication, leadership, teamwork and diligence.

As in the previous examples, this statement gives a good overview of the applicant’s extracurricular activities, with a mention of skills that will be beneficial to her studies at university. She then concludes with a brief final sentence:

I hope to carry these skills with me into my university studies, allowing me to enrich my knowledge and combine my artistic and philosophical interests.

UCAS PERSONAL STATEMENT EXAMPLE FOR LIBERAL ARTS

A good range of UK universities now offer courses called ‘Liberal Arts’ (or similar titles such as ‘Flexible Combined Honours’), which allows students to study a broader topic of study–perhaps combining three or four subjects–than is typically available in the UK system.

This presents a challenge in the personal statement, as within the 47 line / 4000 character limit, the applicant will have to show academic interest and knowledge in a range of subjects while also making the case to be admitted for this combined programme of study.

As a child I disliked reading; however, when I was 8, there was one particular book that caught my attention: The Little Prince. From that moment onwards, my love for literature was ignited and I had entered into a whirlwind of fictional worlds. While studying and analysing the classics from The Great Gatsby to Candide, this has exposed me to a variety of novels. My French bilingualism allowed me to study, in great depth, different texts in their original language. This sparked a new passion of mine for poetry, and introduced me to the works of Arthur Rimbaud, who has greatly influenced me. Through both reading and analysing poetry I was able to decipher its meaning. Liberal Arts gives me the opportunity to continue to study a range of texts and authors from different periods in history, as well as related aspects of culture, economy and society.

Here we have a slightly longer than usual opening paragraph, but given the nature of the course being applied for this works well. A personal story segueing from literature to modern languages to history and cultural studies shows that this student has a broad range of interests within the humanities and thus is well-suited to this course of study.

Liberal Arts is a clear choice for me. Coming from the IB International Baccalaureate Diploma programme I have studied a wide range of subjects which has provided me with a breadth of knowledge. In Theatre, I have adapted classics such as Othello by Shakespeare, and playing the role of moreover acting as Desdemona forced me to compartmentalise her complex emotions behind the early-modern English text. Studying History has taught me a number of skills; understanding the reasons behind changes in society, evaluating sources, and considering conflicting interpretations. From my interdisciplinary education I am able to critically analyse the world around me. Through studying Theory of Knowledge, I have developed high quality analysis using key questions and a critical mindset by questioning how and why we think and why. By going beyond the common use of reason, I have been able to deepen greaten my understanding and apply my ways of knowing in all subjects; for example in science I was creative in constructing my experiment (imagination) and used qualitative data (sense perception).

Students who are taking the IB Diploma, with its strictures to retain a broad curriculum, are well-suited to the UK’s Liberal Arts courses, as they have had practice seeing the links between subjects. In this paragraph, the applicant shows how she has done this, linking content from one subject to skills developed in another, and touching on the experience of IB Theory of Knowledge (an interdisciplinary class compulsory for all IB Diploma students) to show how she is able to see how different academic subjects overlap and share some common themes.

Languages have always played an important role in my life. I was immersed into a French nursery even though my parents are not French speakers. I have always cherished the ability to speak another language; it is something I have never taken for granted, and it is how I individualise myself. Being bilingual has allowed me to engage with a different culture. As a result, I am more open minded and have a global outlook. This has fuelled my desire to travel, learn new languages and experience new cultures. This course would provide me with the opportunity to fulfil these desires. Having written my Extended Essay in French on the use of manipulative language used by a particular character from the French classic Dangerous Liaisons I have had to apply my skills of close contextual reading and analysing to sculpt this essay. These skills are perfectly applicable to the critical thinking that is demanded for the course.

Within the humanities, this student has a particular background that makes her stand out, having become fluent in French while having no French background nor living in a French-speaking country. This is worth her exploring to develop her motivation for a broad course of study at university, which she does well here.

Studying the Liberal Arts will allow me to further my knowledge in a variety of fields whilst living independently and meeting people from different backgrounds. The flexible skills I would achieve from obtaining a liberal arts degree I believe would make me more desirable for future employment. I would thrive in this environment due to my self discipline and determination. During my school holidays I have undertaken working in a hotel as a chambermaid and this has made me appreciate the service sector in society and has taught me to work cohesively with others in an unfamiliar environment. I also took part in a creative writing course held at Keats House, where I learnt about romanticism. My commitment to extracurricular activities such as varsity football and basketball has shown me the importance of sportsmanship and camaraderie, while GIN (Global Issue Networking) has informed me of the values of community and the importance for charitable organisations.

The extracurricular paragraph here draws out a range of skills the student will apply to this course. Knowing that taking a broader range of subjects at a UK university requires excellent organizational skills, the student takes time to explain how she can meet these, perhaps going into slightly more detail than would be necessary for a single-honours application to spell out that she is capable of managing her time well. She then broadens this at the end by touching on some activities that have relevance for her studies.

My academic and personal preferences have always led me to the Liberal Arts; I feel as though the International Baccalaureate, my passion and self-discipline have prepared me for higher education. From the academics, extracurriculars and social aspects, I intend to embrace the entire experience of university.

In the final section, the candidate restates how she matches this course.

Overall, you can see how the key factor in a UCAS statement is the academic evidence, with students linking their engagement with a subject to the course of study that they are applying to. Using the courtroom exercise analogy, the judge here should be completely convinced that the case has been made, and will, therefore issue an offer of admittance to that university.

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Writing a personal statement for your UCAS application

It’s likely that writing a personal statement will be a new experience – we share our advice on what we look for.

What is a personal statement?

When I read your personal statement, the first thing I look for is enthusiasm about the subject. Your statement should paint a picture of why you want to study your degree. If you know what you want to do after the course, that is great but it is not essential.

Your outside interests and work experience can show more about you – which topics have already engaged you and which books have you read? Have you been a trusted person at work? Have you volunteered to help others learn at school? Have you trained people in a sport? Any of these things makes you a stronger applicant.

Dr Martin Lavelle, Associate Head of School and Admissions Tutor (School of Engineering, Computing and Mathematics)

You can only write 47 lines and a maximum of 4,000 characters

The form does not have spell check, remember to be honest, map out your ideas, 75% of your statement should cover your academic strengths, motivation and interests, the remaining 25% should cover skills not directly related to your course .

Your personal statement checklist

J Look at course descriptions and identify the qualities, skills and experience required – you can use these to help you decide what to write about.

J Tell the reader why you’re applying – include your ambitions, as well as what interests you about the subject, the course provider and higher education.

J Think about what makes you suitable – this could be relevant experience, skills or achievements you’ve gained from education, work or other activities.

J Include any clubs or societies you belong to – sporting, creative, or musical.

J Mention any relevant employment experience or volunteering you’ve done.

J If you’ve developed skills through the Duke of Edinburgh’s Award, ASDAN, National Citizen Service, the CREST Awards or Young Enterprise, include them in your statement.

J If you took part in a higher education taster course, placement, summer school or something similar, include it.

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By Nik Taylor (Editor, The Uni Guide) | 13 September 2023 | 9 min read

Personal statement FAQs

We've gone through some of the most commonly asked personal statement questions and put all the answers in one place

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Your personal statement is a big part of your uni application. It's where you can show universities why they should give you a place on your chosen course. Read on for quick tips on writing your personal statement. We'll cover what sort of things to include, along with answers to some of the most commonly asked questions that crop up over on our sister site The Student Room .  If you can't find an answer to your question here, try posting it to the personal statements forum on The Student Room .

When should I start writing my personal statement?

It’s never too early to start thinking about it! However, you'll need a good idea of what course you’re going to apply for before you launch into writing it. On the other hand, don’t leave it too late as it's quite a long process and you're likely to have a few drafts before reaching your finished product.

Remember:  your referee will need to see your personal statement before they can write your reference. If you get yourself organised over the summer, you can start by jotting down a few ideas over those few weeks - ready to start writing it when you arrive back to school or college in September.

The Ucas application deadline for most undergraduate uni courses starting in September 2024 is 31 January 2024. If you're applying to Oxbridge or for medicine, dentistry or veterinary science courses to start in 2024 there's an earlier deadline – 16 October 2023. You can find all the key Ucas deadlines and application dates for 2024 entry in this article . 

• Read more: universities reveal all about personal statements

How long can the personal statement be?

Statements are limited to whichever is shorter of either:

• 4,000 characters (including spaces)  OR

Be aware that software such as Microsoft Word may not give a character or line count that completely matches what the Ucas form says. The character count should be reasonably accurate, but the line limit is more difficult because lines may wrap at different points depending on the software you're using.

The only way to be 100% sure what the character and line counts are is to copy your draft statement into your online Ucas form (but be careful not to submit it unless you're sure it's the final version). You can edit and save your personal statement without submitting it as many times as you like, and you'll only be able to mark the section as complete when you're on the preview screen. 

If testing out your personal statement draft on your Ucas form still feels too risky, you can get a good indication of where you're at by using the Courier New font, size 10, with the default margins, to get a reasonable estimate how many lines your personal statement will be. If you've left a line between paragraphs, then you will probably reach the line limit before the character limit.

• Read more: how to write an excellent personal statement in ten steps

Where do I start?

Most people won’t be able to just start writing the statement off the top of their head – so it’s a good idea to jot down a few notes first. The main things to think about are:

• What do I want to study? (if you can't answer this, you should probably concentrate on working it out before writing your personal statement).
• Why do I want to study it?
• What personal qualities, interests and experience do I have which show I am suited to this subject, and to study at university?

Many people have trouble writing about themselves and their personal qualities. If you’re struggling with this step, it can be helpful to look up some information on writing a CV - there are a lot of parallels in how to put yourself forward effectively.

• Read more: five practical tips to help with your personal statement

What sort of structure should I use?

Most people write their personal statement in an essay style, starting off with the course, and why they want to do it, then talking about their relevant work experience and skills and finishing off with extracurricular activities.

As a guide, spend around two thirds of the space talking about your course and how you’re suited to it, and one third on your work experience and other activities. Exactly how you write your statement depends on your subject – generally people write more about work experience for vocational subjects like medicine and law than they would for subjects like maths or English where work experience is less important.

• Read more: avoid these ten biggest personal statement mistakes

No formatting of any type is allowed in your personal statement (except using capital letters), so any bold, italic, or underlined words will disappear in the preview.

Tabs and multiple spaces will be condensed to a single space, so it is not possible to indent lines. Single spaces at the beginning of lines will also be removed.

You have a very limited set of special characters. Common symbols that aren't allowed are € and the special quote characters “ ‘ ’ ” which will simply be removed from your statement, so remember to replace quotes with " and '.

Backslashes (\) are also not allowed, but will be replaced with forward slashes (/) and curly brackets will be replaced with normal ones.

What’s the most important part of the personal statement?

Write about your aspirations in a meaningful way. The crucial bit about a personal statement is where you talk about the subject you are applying for and why you want to do this at uni. Admissions tutors will always focus on this bit – so make this interesting and not just a list of books. Your personality should emerge here – they should be able to understand what is driving you to apply for this course, as well as getting a sense of your energy and enthusiasm.

• Read more: how to write your university application

Should I talk about what I want to do after university?

You could, but only if you have a good idea of what you want to do. If you sound sure about what you want to do after uni it gives the impression that you’ve thought carefully about your course and what you want to do with it. It's also a nice way to round off your statement, rather than finishing on less important stuff like extra curricular activities. If you don’t have any future plans, then leave this bit out – you don’t want to be asked about them at interviews.

Should I talk about my qualifications?

No. There’s already a section on the Ucas form for this, so don’t waste the space on your personal statement. If you have something important which doesn’t go in the qualifications section, ask your referee to put it down in your reference – it will sound better if it comes from them than from you. This goes for module marks as well. Some people are told they should try to link each A-level to the course they are applying for. It can be far more effective to focus your time and space on talking about the subject you are applying for – that is what matters.

How do I write it for two different courses?

There’s no easy way to write a personal statement for two totally unrelated courses. If the courses are similar you may find you can write a statement relevant to both, without mentioning either subject by name. If the courses are completely unrelated, it may be impossible to write for both subjects without your personal statement sounding vague and unfocused. Instead you will need to concentrate on just one subject and just ignore the other – it sometimes works!

What are admissions tutors looking for?

Different admissions tutors are looking for different things, but in general they will be thinking things like:  “Do we want this student on this course?” , and  “Do we want this student at this university?”  And most will be looking for an interest in the subject you are applying for that goes beyond simply your A-level syllabus/reading list. 

Remember, most universities and departments now publish information on applications and writing personal statements, so reading the subject section of their website might list more specific information on exactly what they’re looking for. If in doubt, google the name of the university along with the subject/course and admissions statement.

• Read more: 6 steps you need to take to apply to university

Is it worth doing loads of extracurricular stuff to make it sound good?

There’s no point doing extra things just to try and make yourself look good to universities – you won’t enjoy it and it probably won’t help much either. An interest and aptitude for the course is likely to be more important to admissions tutors than lots of extracurricular activities. If you do want to do something to boost your application, read relevant books or do work experience related to the subject instead. 

What happens if I lie on the personal statement?

If you aren't confident that the universities will accept you based on your predicted grades or something else, you might reconsider applying. 

It's best not to write anything which you can't back up in interview if necessary. Interviewers can and do bring up nearly anything in a personal statement as a basis for questions. 

Any last tips?

What have you done that's relevant to your subject, that is unique, and that it's likely no one else is going to write about in their personal statement? Many people have similar interests and work experience, so you need something to separate you from the crowd. For example, everyone who applies for economics seems to read The Economist, The Financial Times, and The Guardian. So if you put down those, don't expect them to be amazed by your reading around the subject. Have a deeper think – what makes you special? 

• Read more: how to write your personal statement in an evening

And the most important thing?

Finally, remember that it’s your personal statement, and you can write  whatever you want  on it. If everything in this guide conflicts with what you’ve got already, but you think you still have a killer personal statement, then use that. A personal statement is about  you , and you shouldn’t let anyone tell you what to put – sticking blindly to a formula will just stop your true personality showing through.

Tricks to squeeze more in

• Remember it's a personal statement, and leave out anything unnecessary.
• Don't repeat yourself.
• Cut out the waffle – be concise!
• Get rid of pointless words, such as very specific details or unecessary adjectives
• Ask your referee to mention some stuff that you cannot
• Get some structure to your statement
• If you can't get it under the line/character limit, you may just have to chop whole sentences

What should I do once I’ve written it?

Get people's opinions on it! Show it to your friends, parents, teachers, career advisors and so on and note down their comments. The most useful comments are likely to come from your teachers in the subject and the people at your school or college who handle Ucas applications. If you have enough time, leave your personal statement for a couple of weeks to a month and come back to it – if you’re not still happy with what you wrote, it’s time to start redrafting.

Definitely do not post it on an internet forum or discussion board. If your personal statement is published online before your application is complete, it may get picked up by Ucas' plagiarism detection .

You may want to look at these...

The ucas personal statement is changing in 2025.

A question-based personal statement will be required as part of university applications from autumn 2025 onwards

Teacher secrets for writing a great personal statement

Writing a personal statement is one of the most important things you will do when applying to university. Here is some useful advice and insider knowledge from Mrs Kinetta, who has more than 25 years of experience as a sixth form tutor.

How to write an excellent personal statement in 10 steps

Help and advice on putting your application together

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Writing a Personal Statement for UCAS: The 10 Big Mistakes Students Should Avoid

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

• Writing a UCAS Personal Statement for a subject that isn’t the right fit
• Spelling & grammar mistakes
• Avoid pointless cliches
• Endlessly listing extracurriculars
• Over-using quotes or taking them out of context
• Telling the reader something they already know 
• Ignoring word limits
• Unnecessary origin stories
• Making things up
• Controversy

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Writing a UCAS Personal Statement requires a student to convey a lot of information in a short space of time. Mistakes are easy to make. Read our run down of the most common ones and how to avoid them

Writing a Personal Statement for UCAS is, in many ways, like asking a student to tell the story of their life in 4,000 characters or less. 

And if that sounds hard, it’s because it is. 

The UCAS Personal Statement is the  cornerstone of a UK university application . Students need to write a genuine, authoritative and compelling account of who they are and what they want from a UK university degree. They need to quickly grab the attention of the university admissions officer reading their Personal Statement, and they need to make sure they stand out from the hundreds of other applications that will be crossing that admission officer’s desk. 

In order to do this, the Personal Statement will require a student to master form, structure and content in such a way that makes their writing stand out. 

Understandably, students might feel an inordinate amount of pressure to get their Personal Statement right first time. 

Indeed, more often than not, it’s not a case of students being lazy when writing their UCAS Personal Statements. The problem is often that students will have a lot to say and will have put a lot of thought into their Statement, but may make some simple stylistic mistakes that could cost them when they finally submit their application. 

But if these mistakes are easy to make, they’re also easy to avoid. 

So we’re going to take you through the 10 most common (and potentially costly) mistakes that a student might make in their UCAS Personal Statement, and give you some tips on how to help your students avoid them. 

Bonus Resource –  To help your students avoid any major mistakes before they begin, our Personal Statement worksheet helps them to plan and write a truly compelling account of themselves.  Click here to download

1. Writing a UCAS Personal Statement for a subject that isn’t the right fit 

If students have done their research carefully and considerately, then this shouldn’t be a problem. Ideally, in the year leading up to the submission of the Personal Statement, your students will have shortlisted their university and course preferences to the point where they’re applying for a subject area they’re truly passionate about. 

But this first, major mistake is the natural conclusion of a student being pressured into a subject or career path by family, parents or even school peers. Hopefully this won’t happen – but if a student is writing their UCAS Personal Statement for a subject they’re not truly passionate about, then this should set off alarm bells. It will ultimately affect the quality of the Personal Statement. 

And, most importantly, admissions staff will easily spot a Personal Statement where the student’s heart isn’t in it. 

Top tip:  We at BridgeU are big fans of students finding their best-fit universities and courses (after all, it’s why we built our platform!). Students need to put a lot of time into making sure the UK course they are applying for is right for them. Starting a Personal Statement without having thoroughly researched university and course options is one of the most fundamental mistakes a student could make. 

2. Spelling & Grammar Mistakes 

This may seem like a rather obvious mistake, and one your students hopefully shouldn’t be making. 

But the tight time frames associated with a UCAS Personal Statement will make spelling and grammar mistakes more likely, especially if your students aren’t taking the time to proof-read their personal statement before submitting it. 

Spelling and grammar mistakes can really count against students, and can make their writing appear sloppy or poorly thought through. It’s an especially bad look if your students are applying for humanities or social sciences courses, or indeed any degree that requires a lot of extended writing! 

Top tip:  Encourage your students to print out their Personal Statement. Whilst we know that a lot of students do more things digitally these days (and BridgeU is an online platform after all!), reading a UCAS Personal Statement back as a living, printed document can really help students hone their eye for detail! 

3. Avoid exuberant language and pointless cliches 

“My love of Physics began when I used to look up at the night sky as a child, and found it simultaneously breath-taking and awe-inspiring.” 

“I’ve been passionate about the works of William Shakespeare since seeing my first production on stage. I’m fascinated by how Shakespeare remains relevant for today.” 

Can you see what’s wrong with these two examples? 

Whilst they are very positive and well-worded statements about why a student might want to study astrophysics, or Shakespearian literature, both these Personal Statement examples tip very quickly into cliche and generalisation. 

We’re not suggesting you shouldn’t encourage your students to use positive language when writing a UCAS Personal Statement, but this positive language needs to be backed up with clear, specific examples and rigorous analysis. 

Remember – the key to an excellent Personal Statement is showing, not telling. 

So why is Shakespeare still relevant to today? What specific examples could a student writing about a 16th century author use to demonstrate their relevance to the 21st century? 

Likewise, proclaiming a love for the wonders of the night sky is all well and good, but why did it make our example student want to study Physics? 

Top tip:  Encourage students to set a limit on the number of adjectives or descriptive phrases they use in their writing. It’s important to remember a Personal Statement has to accomplish a lot in a relatively short number of words. If students over-use words like ‘passionate’, ‘breathtaking’ and ‘awe-inspiring’ they’re just going to end up repeating themselves. 

4. Endlessly listing extracurricular activities

Extracurricular activities are a vital part of any Personal Statement. If used in the right way, they can help a student to stand out, and seem like a more well-rounded person. Extracurriculars can also help to showcase valuable soft skills that universities value in their students. 

But there’s no point using extracurriculars like a grocery list. Students endlessly describing their extracurriculars will mean nothing if they don’t link them back to the overall narrative of the Personal Statement. 

Again, it’s about showing, not telling. Saying ‘I have captained my school football team for three years’ means nothing if the writer doesn’t explain this activity within the context of the Personal Statement. 

Top tip:  When planning their Personal Statement, students need to think about the extracurricular activities that can demonstrate soft skills. What did they learn from doing this particular extracurricular activity? Do they think it will set them apart in their overall application? If the answer is no, then it’s best not putting it in. 

5. Over-using quotes or taking them out of context

Remember what we said about exuberant language and cliches? 

It’s the same with the use of quotes. 

Quotes can be a powerful tool to back up any argument, be it in a UCAS Personal Statement or any other kind of essay. 

But quotes used clumsily can often have the opposite effect, and make the writer of a Personal Statement seem pretentious or just quoting for the sake of it. 

Many students may feel tempted to open their Personal Statement with a quote from Mahatma Gandhi, or Martin Luther King. A student who is submitting an application for psychology may feel it necessary to begin their Personal Statement with a quote from Sigmund Freud. 

The trouble is that many UK university admissions tutors have probably seen the same quotes again and again. Again, if quotes aren’t used in context, or don’t serve the overall narrative of the Personal Statement, then it may be worth not putting them in. 

It’s also important to remember that universities want to hear from the student, not Sigmund Freud! If in doubt, a student writing a Personal Statement should use their own thoughts and insights, not someone else’s. 

Top tip:  Encourage students to use less well-known quotes in their Personal Statement. Quotes from less well-known, specialist thinkers within a subject discipline are more likely to show that a student is widely read and has a deep and rich knowledge of the subject they’re applying for. 

6. Telling the reader something they already know 

Demonstrating subject knowledge and background reading is vital for a UCAS Personal Statement. But this must fit in with the student’s overall story of  why  they want to study that particular degree. 

What students shouldn’t do is explain academic or scientific theories at length, or regurgitate existing arguments that have already been made by other writers in their chosen field of study. 

Students writing a UCAS Personal Statement need to operate from the assumption that the person reading it is probably an expert in their field. It’s only worth students talking about their wider reading, or their take on another piece of academic writing, if they can demonstrate its relevance to them. 

Top tip:  Students should avoid going into depth about other academic or scientific theories unless they have a bearing on the student’s own worldview, and can tell the reader something about why they want to study for that particular course. 

Video: Tips from UCAS on starting a Personal Statement

7. not paying attention to word/character limits .

It’s pretty hard to literally ignore the word/character limit for the UCAS Personal Statement, as there will come a point where students will simply run out of space. 

But some students can fail to pay attention to word/character limits to the extent that they don’t plan the form and structure of their UCAS Personal Statement properly. 

Planning the overall structure and flow of the Personal Statement before writing it is absolutely essential if students are to make the most of the space that UCAS allocates. Half finished thoughts and hastily written conclusions will do more harm than good when someone reads the Personal Statement. 

Top tip:  Run one class/workshop with students where they brainstorm and plan the overall structure of their UCAS Personal Statement. Break the components of a good personal statement down into chunks, and get students thinking about the optimal structure for making their Personal Statements as good as they can be! 

8. Unnecessary origin stories 

Everyone loves an origin story (why else would film studios keep remaking Spiderman?). But origin stories in UCAS Personal Statements can sometimes be a waste of time (this is in sharp contrast to an application like the Common App in the USA), where they love to hear a student’s origin story)

Remember our physics student from Tip no.3 who loved to gaze at the night sky? Childhood anecdotes are great, and can certainly add character to a student’s application. But they’re not always necessary to showcase a student’s devotion to their chosen subject. 

In fact, it’s fair to say that admissions tutors at UK universities are more interested in an applicant’s more recent contributions or achievements in their chosen field of study than snippets of their biography. 

Yet it remains the case that students sometimes feel the need to profess their lifelong devotion to a subject they’re hoping to study at university. It’s really not necessary. 

In fact UCAS themselves once published a list of the  most commonly used opening lines in a Personal Statement . Three of the most frequent openings were 

“I have always been interested in…” (used 927 times)

“For as long as I can remember I have…” (used 1,451 times) 

“From a young age I have always been interested in/fascinated by…” (used 1,779 times) 

Not only does drawing on childhood memories risk losing sight of more relevant information, it’s also something that lots of universities have seen before. 

9. Making things up 

We hope that none of your students would ever lie in their Personal Statement. But if someone feels the pressure to stand out from the crowd and really impress a university, then it could happen. 

Even small, believable exaggerations could come back to haunt a student if they were hypothetically invited to an interview further down the road. It could be as small as pretending to have read a particular book, or quoting/discussing a piece of research in their chosen subject field and not having fully engaged with it. 

Top tip:  When it comes to putting anything untruthful in a Personal Statement, we can only offer you one piece of advice to give to your students. 

Don’t do it! It’s not worth it, students will probably get found out and there’s likely plenty of achievements and skills that students can talk about in their Personal Statement. They just need to think long and hard about what it is! 

10. Being controversial or contrarian for the sake of it 

Being controversial or argumentative can seem like a good way to sit up and get the reader’s attention – but it’s not worth a student doing it unless they’ve really got the evidence and the argument to back it up. 

For example, arguing against a famous essay or piece of research in a student’s chosen subject might seem like a good way to score some brownie points. But why does a student take issue with this particular piece of research? And is it really wise to try and tackle it in the space of a 4,000 character Personal Statement. 

Top tip:  Students should definitely be independent and analytical when discussing their degree subject in their Personal Statement – after all, it’s the most surefire way to stand out. But taking a contrarian position, or trying to make an explosive new contribution to academic discourse in the course of one Personal Statement probably isn’t a good idea. 

Writing a Personal Statement for UCAS – final tips to avoid mistakes

What do these mistakes all have in common? 

The answer is they are the natural consequence of students forgetting some of the core principles of UCAS Personal Statement writing. 

• Students need to ensure their Personal Statements are well-structured and well-planned – so as to avoid spelling mistakes and/or falling foul of the character limit. 
• Students need to keep their Personal Statements as unique to them as possible – this means staying truthful to their own ambitions and worldview, and avoiding generalisations or cliches. 
• A good Personal Statement needs to be rooted in strong analysis and writing that makes good use of evidence and specific examples to back up an argument. 
• A standout Personal Statement needs to be compelling account of a student’s suitability for a course with a good story at the heart of it – it needs to show, not tell. 

Our Personal Statement template is a great resource if you want to help your students plan and write a truly individual Personal Statement, and avoid some of the mistakes we’ve listed here. Download it below! 

Bonus Resource!

How to write a Personal Statement Worksheet & Template

See what BridgeU can do for you

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162 lies and distortions in a news conference. NPR fact-checks former President Trump

Domenico Montanaro

Former President Donald Trump, the Republican presidential nominee, speaks during a news conference at his Mar-a-Lago estate in Florida on Aug. 8. Joe Raedle/Getty Images hide caption

There were a host of false things that Donald Trump said during his hour-long news conference Thursday that have gotten attention.

A glaring example is his helicopter emergency landing story, which has not stood up to scrutiny .

But there was so much more. A team of NPR reporters and editors reviewed the transcript of his news conference and found at least 162 misstatements, exaggerations and outright lies in 64 minutes. That’s more than two a minute. It’s a stunning number for anyone – and even more problematic for a person running to lead the free world.

Politicians spin. They fib. They misspeak. They make honest mistakes like the rest of us. And, yes, they even sometimes exaggerate their biographies .

The expectation, though, is that they will treat the truth as something important and correct any errors.

But what former President Trump did this past Thursday went well beyond the bounds of what most politicians would do.

Here’s what we found, going chronologically from the beginning of Trump’s remarks to the end:

1. “I think our country right now is in the most dangerous position it’s ever been in from an economic standpoint…” 

The U.S. economy has rebounded from the pandemic downturn more rapidly than most other countries around the world. Growth has slowed in recent months, but gross domestic product still grew at a relatively healthy annual clip of 2.8% in April, May and June – which is faster than the pace in three of the four years when Trump was president. — Scott Horsley, NPR chief economics correspondent

2. “…from a safety standpoint, both gangs on the street…”

We don’t have great, up-to-date data on gang activity in the U.S., but violent crime trends offer a good glimpse into safety in the country. Nationally, violent crime – that includes murder, rape, robbery and aggravated assault – has been trending way down after a surge in 2020, according to the most recent data from the FBI . That data is preliminary and incomplete, covering around three-quarters of the country, but other crime analysts have found similar trends. Crime levels, of course, vary locally : murders are down in Philadelphia, for instance, but up in Charlotte, N.C. — Meg Anderson, NPR National Desk reporter covering criminal justice

3. “...and frankly, gangs outside of our country in the form of other countries that are, frankly, very powerful. They’re very powerful countries.”

The U.S. is not in the “most dangerous position” from a foreign-policy standpoint than ever before. Biden pulled troops out of Afghanistan in his first year in office — though the withdrawal itself was chaotic and a target of much criticism — and since then, U.S. troops have not been actively engaged in a war for the first time in 20 years. The U.S. is supporting Ukraine and Israel, of course, and has troops in Iraq and Syria, but they’re not fighting on any regular basis.

What’s more, however, FBI Director Christopher Wray has said the greatest threat to the country is domestic extremism . And beyond organized groups the very definition of extremism is changing, as fringe ideologies move into the mainstream, and radicalization takes hold amongst parts of the populace. Consider: the Jan. 6 riot at the U.S. Capitol and the assassination attempt on Trump’s life, even with a motive that remains murky at best. Regardless, the call is coming from inside the house, domestic extremism experts warn. Many polls show a sobering degree of support for political violence to drive change. — Andrew Sussman, NPR supervising editor for national security

4-5. “ We have a lot of bad things coming up. You could end up in a Depression of the 1929 variety, which would be a devastating thing, took many years– took many decades to recover from it, and we’re very close to that.”

There is nothing to suggest that a 1930s style Depression is on the horizon for the United States. And the Depression did not take “many decades to recover from.” It ended during World War Two , in 1941. — Scott Horsley

6. “And we’re very close to a world war. In my opinion, we’re very close to a world war.”

No serious person thinks that the U.S., Russia and China are about to start a world war. Right now, Russia appears to be having a hard time defending Russia, given Ukraine’s recent incursions. While there are concerns about things like the potential for regional conflagrations in the Middle East, only Trump is talking about world war. — Andrew Sussman

7. “ Kamala's record is horrible. She's a radical left person at a level that nobody's seen.” 

It’s debatable how liberal Harris is. Some in California didn’t like her record on criminal justice and thought she was not progressive enough. She’s clearly liked by progressives and her voting scores as a senator are on the liberal end of the spectrum, but is she “radical left” and “at a level that nobody’s seen”? There are plenty of people alive and in history who would be considered far more liberal and more radical.

8. “She picked a radical left man.”

Few, if any, reasonable people would say Walz is a “radical left man.” He had a progressive record as governor with a Democratic legislature, but the things passed are hardly radical – free school lunch, protecting abortion rights, legalizing marijuana, restricting access to certain types of guns. All of these things have majority support from voters. What’s more, that “progressive” record ignores Walz’s first term as governor when he worked with Republicans because Democrats didn’t control the legislature. And it ignores Walz’s time as a congressman when he was considered a more moderate member given that he was from a district that had been previously held by a Republican.

9. “He's going for things that nobody's ever even heard of. Heavy into the transgender world.” 

Last year, Walz championed and signed a bill that prevented state courts of officials from complying with child-removal requests, extraditions, arrests or subpoenas related to gender-affirming health care that a person receives or provides in Minnesota. “Heavy into the transgender world” is vague and misleading.

10. “He doesn't want to have borders. He doesn't want to have walls.”

Walz has never called for having no borders. He has voiced opposition to a wall because he doesn't think it will stop illegal immigration. He told Anderson Cooper on CNN , for example, that a wall "is not how you stop" illegal immigration He called for more border-control agents, electronics and more legal ways to immigrate.

11. “He doesn't want to have any form of safety for our country.”

Trump himself praised Walz’s handling of the aftermath of the George Floyd murder at the hands of a police officer. And it’s certainly hyperbole to say he “doesn’t want any form of safety for our country.” Walz served in the U.S. National Guard for 24 years, so clearly, he’s interested in the country having national security. And domestically, he’s never been a “defund the police” advocate. Walz opposed a ballot measure that would have gotten rid of minimum police staffing levels, for example. That angered advocates. He signed police reforms into law , but that does not prove wanting no safety.

12. “He doesn't mind people coming in from prisons.”

Walz has not said he wants people coming in from prisons. Trump is trying to tie his claim that other countries are sending prisoners to the United States to Democrats’ immigration policies.

13. “And neither does she, I guess. Because she's not, she couldn't care less.”

Harris has said a lot to the contrary of not caring about the levels of migrants coming across the border, let alone people coming in from prisons. In fact, when in Guatemala, she said her message for people thinking of immigrating to the United States was: " Do not come. Do not come ."

14. “She's the border czar. By the way, she was the border czar, 100%. And all of a sudden, for the last few weeks, she's not the border czar anymore, like nobody ever said it.”

Harris was never appointed “border czar.” That’s a phrase that was used incorrectly by some media outlets. Biden tasked Harris with leading the “ diplomatic effort ” with leaders in Central American countries, where many migrants are coming from.

Biden said he wants Harris “to lead our efforts with Mexico and the Northern Triangle and the countries that help — are going to need help in stemming the movement of so many folks, stemming the migration to our southern border.” He added that Harris “agreed to lead our diplomatic effort and work with those nations to accept — the returnees, and enhance migration enforcement at their borders — at their borders.”

Harris herself that day spoke of “the need to address root causes for the migration that we’ve been seeing.”

15. “We have a very, very sick country right now. You saw the other day with the stock market crashing. That was just the beginning. That was just the beginning.”

The stock market did not “crash.” The stock market fell sharply at the end of last week as investors fretted about a softening job market. This was amplified on Monday when Japan’s stock market tumbled 12%, sparking a selloff around the world. Stocks in Japan and elsewhere have since regained much of this ground, however. The Dow Jones Industrial Average jumped 683 points on the day of Trump’s news conference. — Scott Horsley

16. “Fortunately, we've had some very good polls over the last fairly short period of time.”

Most good polls have shown Harris gaining not just nationally, but also in the swing states, though these same polls show a very close race.

17. “Rasmussen came out today. We're substantially leading.” 

Trump is not substantially leading, and Rasmussen is viewed as one of the least credible pollsters in the country.

18. “And others came out today that we're leading, and in some cases, substantially, I guess, MSNBC came out, or CNBC came out also, with a poll that was, you know, has us leading.” 

Polls have not shown substantial leads. CNBC had Trump leading by 2, unchanged from his 2-point lead in July.

19. “And leading fairly big in swing states. In some polls, I'm leading very big in swing states… .”

Again, polls in swing states have shown a tightened race.

20. “But as a border czar, she's been the worst border czar in history, in the world history.”

Vice President Harris was never asked to lead immigration policy. That’s the job of Homeland Security Secretary Alejandro Mayorkas. Again, the term “border czar” was used inaccurately by some media outlets, and it’s a term conservatives have been using to attack her, in part, because she has only visited the Southern U.S. border a few times since 2021. But in reality, Harris was tapped by President Biden to address the root causes of migration . Her approach has focused on deterrence. She’s told migrants to not come to the U.S., and she has been able to secure more than $5 billion in commitments from private companies to help boost the economy in Central American countries. — Sergio Martínez-Beltrán, NPR immigration correspondent based in Texas 

21. “I think the number is 20 million, but whether it's 15 or 20, it's numbers that nobody's ever heard before. 20 million people came over the border in the last– during the Biden-Harris administration. Twenty-million people. And it could be very much higher than that. Nobody really knows what the number is.”

It’s unclear where Trump is getting this number from. According to U.S. Customs and Border Protection , since 2021 agents have had more than 7.3 million encounters nationwide with migrants trying to cross into the country illegally. Under Biden, unlawful crossings hit an all-time high last year, but that number has decreased significantly, in part, due to Biden’s asylum restrictions at the Southern U.S. border. An April report from the Office of Homeland Security Statistics found there’s nearly 11 million unauthorized migrants in the country. — Sergio Martínez-Beltrán

22. “Just like far more people were killed in the Ukraine-Russia war than you have reported.”

Neither Russia nor Ukraine is revealing its own casualty figures, so there are only very broad estimates. — Andrew Sussman 

23. “A lot of great things would have happened, but now you have millions and millions of dead people. And you have people dying financially, because they can't buy bacon; they can't buy food; they can't buy groceries; they can't do anything. And they're living horribly in our country right now.”

Grocery prices actually jumped sharply during Trump’s last year in office, as pandemic lockdowns disrupted the food supply chain and Americans were suddenly forced to eat more of their meals at home. Grocery inflation in June 2020 hit 5.6%. This was masked, however, by a plunge in other prices, as the global economy fell into pandemic recession.

As the economy rebounded, prices did, too. Inflation began to rise in 2021, and spiked in 2022 after Russia’s invasion of Ukraine sent food and energy prices soaring. Inflation has since moderated, falling from a peak of 9.1% in June 2022 to 3% in June 2024 . (July’s inflation figures will be released next week.) Grocery prices have largely leveled off in the last year, although they remain higher than they were before the pandemic – a potent reminder of the rising cost of living.

Economists have warned that Trump’s proposed import tariffs and immigration restrictions could result in higher inflation in the years to come. Researchers from the Peterson Institute for International Economics estimate the tariffs alone would cost the typical family about $1,700 a year . — Scott Horsley

24. “We've agreed with NBC, fairly full agreement, subject to them, on Sept. 10th.”

This is ABC, not NBC.

25. “She can't do an interview. She's barely competent and she can't do an interview.” 

Harris hasn’t done interviews since getting into the campaign, but she has done them in the past, so saying “she can’t do” one or that she is “barely competent” are just insults. Trump tends to revert to questioning the intelligence of Black women who challenge him. In fact, Trump did it nine times in this news conference, saying either Harris is not that “smart” (five times) "incompetent” (three times) or “barely competent,” as he did here.

26-27. “Why is it that millions of people were allowed to come into our country from prisons, from jails, from mental institutions, insane asylums, even insane asylums, that's a– it's a mental institution on steroids. That's what it is.”

Immigration experts have said they have not been able to find any evidence of this. Adam Isacson, director for defense oversight at the Washington Office on Latin America, told FactCheck.org : “It’s hard to prove a negative — nobody’s writing a report saying, ‘Ecuador is not opening its mental institutions’ — but what I can say is that I work full-time on migration, am on many coalition mailing lists, correspond constantly with partners in the region, and scan 300+ RSS feeds and Twitter lists of press outlets and activists region wide, and I have not seen a single report indicating that this is happening. … As far as I can tell, it’s a total fabrication.”

Notably, a version of this did happen in 1980 during the Mariel boatlift from Cuba . The Washington Post noted three years later: “Back in 1980, it seemed to be a humanitarian and patriotic gesture to accept provisionally, without papers or visas, all those fleeing from the port of Mariel. More than 125,000 came. Most were true refugees, many had families here, and the great majority has settled into American communities without mishap. But the Cuban dictator played a cruel joke. He opened his jails and mental hospitals and put their inmates on the boats too.”

Without a question, some migrants who have come into the U.S. have committed crimes, but the data show the vast majority do not. According to Northwestern University , immigrants are less likely to commit a crime than U.S.-born people and certainly at no higher rates that the population writ large. (Trump goes on to repeat this claim minutes later in the news conference as well, so it is included in our count here.)

28. “We have a president that's the worst president in the history of our country.”

Trump may have this opinion, but he says it as if it’s fact, and a 2022 survey of historians ranked Biden in the top half of presidents. Trump, on the other hand, was No. 43. The two below Trump were James Buchanan, who did little to stop the impending U.S. Civil War, and the impeached and nearly convicted Andrew Johnson.

29. “We have a vice president who is the least admired, least respected, and the worst vice president in the history of our country.” 

A recent rating of vice presidents did not show this. Harris was in the bottom half of vice presidents, but Spiro Agnew, Dan Quayle, Henry A. Wallace and were toward the bottom of the list.

30. “The most unpopular vice president.”

This might have been true about a year ago or so, but not anymore. An NBC poll then showed Harris had the lowest favorability rating of any modern VP they’d tested. But her numbers have turned around. The NPR poll had Harris with a 46%/48% favorable to unfavorable rating, which was higher than Trump’s and his running mate, JD Vance, who is among the least popular running mates in recent history .

31. “Don't forget, she was the first one defeated. As I remember it, because I watched it very closely, but she was the first one.”

Harris was not “defeated,” because she dropped out of the Democratic presidential race before Iowa. But even if one considers her dropping out on Dec. 3, 2019, a defeat, she was not the first of the Democratic candidates in that primary campaign to do so. At least 10 others dropped out sooner .

32-34. “And I'm no Biden fan, but I'll tell you what, from a constitutional standpoint, from any standpoint you're looking at, they took the presidency away. … And they took it away.” 

There’s nothing in the U.S. Constitution about picking presidential candidates. This is a party process, and everything has been done within party rules. And, again, the presidency wasn’t taken away: Biden is still president.

35. “They said they're going to use the 25th Amendment.”

This was never floated as a possibility to get Biden to withdraw from the race. Biden’s Cabinet members are all people he appointed and who are loyal to him. In addition, the 25th Amendment outlines a procedure for removing a sitting president from office, not from running for a second term.

36-39. "They're going to hit you hard. ‘Either we can do it the nice way. I heard, I know exactly, because I know a lot of people on the other side, believe it or not. And, they said, ‘We'll do it the nice way, or we'll do it the hard way.’ And he said, ‘All right.”

This was not said; he did not hear; no Democrats in the know are talking to Trump; and this dialogue is made up.

40. “We're leading, we're leading.”

The race is statistically tied in national polls and in the states. In some national polls, Harris leads. In some, Trump does.

41-42. “I'm saying it's a–, for a country with a Constitution that we cherish, we cherish this Constitution to have done it this way is pretty severe, pretty horrible. … But to just take it away from him, like he was a child.”

Again, this is Trump talking about how Biden stepped aside, and there’s nothing in the Constitution about how the political parties should pick candidates. And nothing was taken away.

43-46. “And he's a very angry man right now, I can tell you that. He's not happy with Obama, and he's not happy with Nancy Pelosi. Crazy Nancy, she is crazy, too. She's not happy with any of the people that told him that you've gotta leave. He's very unhappy, very angry, and I think he, He also blames her. He's trying to put up a good face, but it's a very bad thing in terms of a country when you do that. I'm not a fan of his, as you probably have noticed, and he had a rough debate, but that doesn't mean that you just take it away like that.” 

Trump can’t speak to Biden’s state of mind; all evidence is that Nancy Pelosi is perfectly sane – see her recent multiple rounds of interviews about her book, including with NPR ; again, Trump doesn’t know Biden’s state of mind; and again, nobody took it away.

47-51. “She's trying to say she had nothing to do with the border. She had everything. She was appointed to head the border. And then they said border czar. Oh, she loved that name. She loved that name. But she never went there. She went to a location once along the border, but that was a location that you would love to go and have dinner with your husband or whoever. That was a location that was not part of the problem. That was not really going to the border. So I– essentially she never went to the border.”

(1) As previously noted, she was not put in charge of the border and certainly did not have “everything” to do with it; (2) she was not appointed to head the border; (3) if “they” is the White House, then “they” did not call her “border czar”; (4) Trump doesn’t know what Harris might have thought about the term; (5) Harris did not go to a place at the border “you would love to go and have dinner with your husband or whoever.”

In 2021, Harris toured border patrol facilities in El Paso, Texas, visited an area where asylum seekers were screened, and met with migrants. Republicans criticized her at the time for not going to the Rio Grande Valley.

52. “Now we have the worst border in the history of the world.” 

World history is filled with cases where one country has crossed a border and invaded a neighboring country.

53. “She destroyed San Francisco. She destroyed California as the A.G. But as the D.A. She destroyed it. She– San Francisco. … She destroyed– no cash bail, weak on crime, uh, she's terrible.”

As San Francisco’s district attorney from 2004 to 2011, and then California’s attorney general until 2017, it’s true that Kamala Harris was deeply connected to how crime was prosecuted during that particular period. However, no single person is responsible for destroying any city or state, not to mention that both are not destroyed.

There are just too many factors that contribute to why crime rises and falls. What’s more, according to the FBI , both violent and property crime rates in California more or less mirrored national trends during her tenures. As a prosecutor, Harris was largely seen as aligning more with law-and-order tendencies, though she has supported some progressive reforms, like offering certain criminal defendants drug treatment instead of going to trial. She also tweeted support for a Minnesota bail fund after the 2020 protests of George Floyd’s murder. — Meg Anderson

During her campaign for the 2020 nomination, she rolled out a plan that would have phased out cash bail , and she pledged to eliminate it as president because “no one should have to sit in jail for days or even years because they don’t have the money to pay bail.” But in the same campaign, during a debate, former Hawaii Rep. Tulsi Gabbard criticized Harris for keeping cash bail in place as district attorney.

54. “And yet they weaponized the system against me.” 

The justice system was not weaponized against Trump. Biden went through pains to not show any interference with the Justice Department. And Trump was found guilty by a jury of his peers in New York in a state case.

55-58. “I won the big case in Florida. I won the big case. … Nobody even wrote about it. The big case.” 

(1) Trump did not “win” the classified documents case against him in Florida; (2) this was not “the big case” against him; (3) there was plenty of coverage of it; and (4) he goes on to repeat that he won the case later.

For context: the judge in the case controversially dismissed it, claiming the special counsel was unconstitutionally appointed despite Supreme Court decisions upholding independent counsels. The Justice Department has signaled it will appeal by the end of August but by the time the decision comes back, the election will be over.

Trump had four criminal cases against him including the classified documents case – the fraudulent business practices case in New York, for which he was convicted on 34 felony counts; an election interference case in Georgia; and the other federal case dealing with Jan. 6. If there was a biggest case, it was the last one.

59. “The judge was a brilliant judge, and all they do is they play the ref with the judges. But this judge was a fair but brilliant judge.”

There has been lots of criticism of the judge in the case, Aileen Cannon, who Trump appointed. She had very little experience as a trial judge, made several decisions that were questioned by legal experts and early in this case, had a ruling, in which she called for a special master to review classified documents first, overturned by the 11th Circuit.

60. “Now Biden lost it because he didn't have presidential immunity. He didn't have the Presidential Records Act. He lost it.”

This was not “Biden’s case.” It was to be tried by special counsel Jack Smith, who was appointed by Attorney General Merrick Garland. The Biden White House has made efforts to keep an arms-length distance from the investigation. Biden often declined to comment on the Justice Department’s and state investigations into Trump when it would likely have been politically advantageous for him to talk about it on the campaign trail.

61. “But the– I call it prosecutors, special counsel, special prosecutor to me. He–, appointed by him and appointed by Garland. He said the man's incompetent. He can't stand trial, but he can run for president.” 

This appears to be a misrepresentation of what special counsel Robert Hur said of Biden in a report he released investigating the president’s handling of classified documents. Hur said he wouldn’t be charging Biden, called the president “an elderly man with a poor memory" and said a jury might find sympathy with him because of it. He did not say Biden was incompetent and could not stand trial.

62. “She couldn't pass her bar exam.”

This is false. Harris passed her bar exam on the second try . She failed on first attempt, which is not unusual for California’s bar exam given its difficulty.

63. “I was doing very well with Black voters, and I still am. I seem to be doing very well with Black males. This is according to polls, as you know. 

Trump was not doing “very well” with Black voters. Biden was not doing as well with Black voters as he did in 2020, according to most surveys, but that didn’t mean Black voters were moving heavily toward Trump. Many seemed more likely not to vote. There were signs that Trump was doing better with Black men, but there wasn’t much good evidence to support this in polling, considering most national polls have such high margins of error with voter groups. A typical national survey might have 1,000 voters and 100 or so Black voters, give or take. That’s typically a margin of error upward of +/- 10 percentage points, meaning results could be a whopping 10 points higher or lower.

64. “Extremely well with Hispanic.”

Like with Black voters, it’s difficult to tell in most national surveys exactly how well a candidate is doing with Latino voters because of high margins of error. “Extremely well” depends on how it’s defined, but this is an exaggeration.

65. “Jewish voters, way up.”

Jewish voters traditionally vote roughly 2-to-1 for Democrats in presidential elections, so this seems more like a hope than reality.

66. “White males, way up. White males have gone through the roof. White males, way up.” 

It’s just not the case that Trump is “way up.” NPR polling finds that while Trump is doing as well as ever with white men without college degrees, Harris – and Biden before her – is actually leading with white men with college degrees, a group Trump won in 2020, according to exit polls .

67. “It could be that I'll be affected somewhat with Black females. Well, we're doing pretty well. And I think ultimately they'll like me better, because I'm gonna give them security, safety and jobs.”

Trump is not doing well with Black females. Black women are a key pillar Democratic voting group, and Black voters have moved more in Harris’ favor since she’s gotten in.

69. “We have a very bad economy right now. We could, we could literally be on the throes of a depression. Not recession, a Depression. And they can't have that. They can't have that.”

This is not the case. See earlier fact check. (He repeats this again later in the press conference, so it is included here in the count.)

70. “I know Josh Shapiro. He's a terrible guy. And he's not very popular with anybody.” 

A Fox News poll last month showed Pennsylvania Gov. Josh Shapiro, a finalist to be Harris’ running mate, had a 61% approval rating in the state. Other polls also found him with a net-positive rating, though, not quite as high.

71. “Listen, I had 107,000 people in New Jersey. You didn't report it.”

It was reported that the numbers come from faulty information about the size of a crowd at Trump’s rally. More accurate estimates appear to be anywhere from 30,000 to 60,000 . Still, a very large crowd, but Trump is exaggerating here.

72-77. “What did she have yesterday? 2,000 people? If I ever had 2,000 people, you'd say my campaign is finished. It's so dishonest, the press. … When she gets 1,500 people, and I saw it yesterday on ABC, which they said, ‘Oh, the crowd was so big.’ … I have 10 times, 20 times, 30 times the crowd size. And no, they never say the crowd was big. … I think it's so terrible when you say, ‘Well she has 1,500 people, 1,000 people,’ and they talk about, oh, the enthusiasm.” 

(1-3) Trump gave at least three incorrect estimates here, downplaying Harris’ crowd sizes (2,000, 1,500 and 1,000); (4) He also far overestimated how big his crowd sizes are compared to Harris’; (5-6) He twice said the press is dishonest about her crowd size and about his.

For context, the Harris campaign’s estimate was 10,000 or more at each rally. What the exact number is might be unclear — as is often the case with crowd-size estimates — but they were bigger than 2,000 and 1,500. Reporters have often commented on the size of Trump’s crowds. Frequently, they are very large, certainly larger than ones that Hillary Clinton drew in 2016 or Joe Biden this year, but Trump also regularly exaggerates their sizes.

78. “If I were president, you wouldn't have Russia and Ukraine, where it never happened. Zero chance. You wouldn't have had Oct. 7th of Israel.”

This is speculation, and that there is simply no way to know what would have happened in either case if he'd been reelected.

79. “You wouldn't have had inflation. You wouldn't have had any inflation because inflation was caused by their bad energy problems.” 

Again, this is speculative. Energy and food prices jumped sharply around the world following Russia’s invasion of Ukraine and the resulting sanctions on Russian energy. Gasoline prices in the U.S. hit a record high topping $5 a gallon. But domestic energy production has not suffered during the Biden administration. In fact, U.S. oil and natural gas production hit record highs last year. AAA reports the average price of gasoline today is $3.45/gallon. — Scott Horsley

80. "I don't know if you know, they're drilling now because they had to go back because gasoline was going up to $7, $8, $9 a barrel."

Oil and gas production has largely been determined by energy companies. They were disciplined about not expanding production when prices were low but have become more aggressive as prices climbed. While Kamala Harris opposed “fracking” for oil and gas during her 2019 presidential campaign, she now says she would not try to outlaw the practice – which is important in battleground states such as Pennsylvania. — Scott Horsley

81. “Everybody's going to be forced to buy an electric car, which they're not going to do because they don't want that. It's got a great market. It's got a market. It's really a sub market.”

The Biden administration has set a goal of having 50% of new vehicle sales be electric by 2030 . It has primarily tried to achieve this through carrots rather than sticks, offering incentives to make electric cars more affordable, encouraging the development of electric charging stations and using the federal government’s own purchasing power to create demand. — Scott Horsley

82. “We don't have enough electricity. We couldn't make enough electricity for that.”

A shift to electric vehicles will require a rapid updating and expansion of the U.S. power grid, according to the Electric Power Research Institute . However, as EVs become more efficient, the increased demand could be reduced by as much as 50% per mile traveled over the next three decades. — Scott Horsley

83. “The weight of a car, the weight of a truck, they want all trucks to be electric. Little things that a lot of people don't talk about. The weight of a truck is two-and-a-half times, two-and-a- half times heavier.” 

Electric vehicles are typically heavier than gasoline-powered vehicles, because of the batteries. But the weight difference is about 30% , not 250% as Trump said. What’s more, American vehicles have been getting heavier for decades, long before the move to EVs, thanks to the popularity of pickup trucks and SUVs.

84. “You would have to rebuild every bridge in this country, if you were going to do this ridiculous policy.”

While many bridges and other transportation infrastructure need improvement , the additional weight of EVs is just one of many factors that will need to be considered. Another challenge is that bridges and highways are typically funded through gasoline taxes. The shift to EVs, which don’t use gasoline, will require an alternate source of highway funding.

85-90. “So, but on crowd size in history, for any country, nobody's had crowds like I have, and you know that. And when she gets 1,000 people and everybody starts jumping, you know that if I had a thousand people would say, people would say, that's the end of his campaign. I have hundreds of thousands of people in, uh, South Carolina. I had 88,000 people in Alabama. I had 68,000 people. Nobody says about crowd size with me, but she has 1,000 people or 1,500 people, and they say, oh, the enthusiasm's back.”

There were at least six different misstatements here – (1) Trump has had large crowds, but “in history,” there certainly there have been people with larger crowds, from Barack Obama and others; (2, 3) her crowds have been larger than 1,000, which he repeats twice; (4) no serious analysts have said this is the end of Trump’s campaign. This race is very close; (5) there’s no evidence for crowds of the size Trump notes in South Carolina and Alabama; (6) people do talk about Trump’s crowd sizes.

91. “They wanna stop people from pouring into our country, from places unknown and from countries unknown from countries that nobody ever heard of.”

Someone has likely heard of whatever the unnamed country is.

92-93. “We're leading in Georgia by a lot. We're leading in Pennsylvania by a lot.”

The races in Georgia and Pennsylvania are within the margin of error, according to an average of the polls.

94. “So I won Alabama by a record. Nobody's ever gotten that many votes. I won South Carolina by a record. You don't win Alabama and South Carolina by records and lose Georgia. It doesn't happen.”

It does, and here’s why. Demographically, Georgia has become very different from South Carolina and Alabama. Georgia’s population is now majority-minority, according to the U.S. Census Bureau. Alabama and South Carolina are 64% and 63% white, respectively.

Georgia’s Black population is also significant politically — 33% of the state’s population is Black. By comparison, Alabama is 27% Black, South Carolina 26%. Latinos also make up 11% of Georgia’s population and Asian Americans are 5%, both of which are higher than Alabama and South Carolina. And Georgia’s population is marginally younger — 15% of Georgia’s population is older than 65% compared to 18% in Alabama and 19% in South Carolina.

95. “If we have honest elections in Georgia, if we have honest elections in Pennsylvania, We're gonna win them by a lot.”

Winning them by a lot is highly unlikely, considering how close the states have been in recent elections, but perhaps more pressing is Trump’s insinuation that there were voting problems in the two states, which there were not. That’s why Trump is upset with Republican Georgia Gov. Brian Kemp, for example, because he upheld the valid 2020 election results even in the face of pressure from Trump.

96. “Of course there'll be a peaceful transfer. And there was last time.”

This wholly ignores the Jan. 6 siege on the Capitol, which took place because of Trump’s election lies.

97. “Because I'm leading by a lot.”

Again, this is a very close race.

98. “We have commercials that are at a level I don't think that anybody's ever done before.”

This is false. Since Super Tuesday, Democrats have outspent Trump’s campaign and outside groups supporting him by more than double, according to data provided by AdImpact and analyzed by NPR — $373.5 million to $150.6 million.

99. “She's not smart enough to do a news conference.”

There is plenty of evidence that Harris is “smart enough to do a news conference,” as she has done in the past.

100. "We're in great danger of being in World War III. That could happen." 

Again, no serious analyst believes this.

101. “I think those people were treated very harshly, when you compare them to other things that took place in this country where a lot of people were killed.”

The Justice Department investigation into the events of Jan. 6, 2021, is the largest and most complex federal criminal probe in U.S. history, the attorney general has said. More than 140 law enforcement officers were injured that day, in what U.S. Attorney Matthew Graves has described as the biggest mass casualty event involving police. It’s hard to find any comparable event in recent American history.

As of Aug. 6, 2024, according to Graves’s office, prosecutors have charged more than 160 people with using a deadly or dangerous weapon or causing serious bodily injury to an officer. Prosecutors have also secured convictions on the rarely-deployed charge of seditious conspiracy, or attempting to overthrow the government by use of force, against top leaders of the Oath Keepers and the Proud Boys.

Even so, only a small number of Jan. 6 defendants have been held in federal custody while they await trial. Mostly, these are the rioters who allegedly used the most violence on that day more than three years ago. Republican members of Congress have toured the jail facilities and decried conditions there, expressions of support that defendants facing ordinary charges in D.C. have not received. — Carrie Johnson, NPR national justice correspondent

102. “Nobody was killed on Jan. 6th.” 

Conservatives were upset at the time that one of the rioters, Ashli Babbitt, was killed when she was shot by police, as she was trying to force her way into the Speaker’s Lobby of the Capitol, which leads to the House chamber, with a crowd of others. Many officers were injured that day; one died of a stroke as a result of Jan. 6; and others later died by suicide that their families say was also a result of Jan. 6.

103-105. “And, you know, it's very interesting, the biggest crowd I've ever spoken to. … The biggest crowd I've ever spoken before was that day. … The biggest crowd I've ever spoken. … I've spoken to the biggest crowds. Nobody's spoken to crowds bigger than me.” 

It was not the biggest crowd he’s ever spoken to. His inauguration would have topped that. And others have had bigger crowds, as noted earlier.

106. “I said peacefully and patriotically.”

While Trump did utter those words, it is misleading. Trump also said the word “fight” multiple times , and he told the already angry crowd because of the election lies he fed them: “We fight like Hell and if you don’t fight like Hell, you’re not going to have a country anymore.” Trump aides testified that he “refused” to tweet the word “peaceful” in the days leading up to the rally because he thought it might discourage people from being there, and he was concerned about his crowd size.

107-108. “If you look at Martin Luther King, when he did his speech, his great speech, and you look at ours, same real estate, same, everything, same number of people. If not, we had more. …You look at the picture of his crowd, my crowd, uh, we actually had more people.”

First, the speeches did not take place at the “same real estate.” Trump spoke from a position just south of the Ellipse. Martin Luther King Jr. spoke from the steps of the Lincoln Memorial

Second, the crowds were not the same size and Trump’s was certainly not larger. It is an extraordinary claim and shows just how much Trump cares about crowd size.

109. “We have a Constitution. It's a very important document, and we live by it. She has no votes.” 

Again, there’s nothing in the Constitution about how parties should pick their presidents.

110-111. “They said, ‘You're not going to win, you can't win, you're out.’ And at first they said it nicely, and he wasn't leaving, and then you, you know, the, you know it better than anybody. … At first, they were going to go out to another vote, they were going to go through a primary system, a quick primary system, which it would have to be. And then it all disappeared, and they just picked a person.”

As explained earlier, this is not how Biden wound up stepping aside. The story is yet another Trump invention. He also lies here in saying that “they were going to go through a primary system” and “it would have to be” a quick primary system.” There’s no requirement that a primary is held. In fact, for many years, candidates’ selection as party nominees had nothing to do with primaries, and they were not as prevalent as today.

112-113. “That was the first out. She was the first loser, OK? So, we call her the first loser. She was the first loser when– during the primary system, during the Democrat primary system, she was the first one to quit. And she quit.”

As explained earlier, Harris was not the first one out in the 2020 Democratic primary race. And “first loser” appears to be a name Trump made up at this news conference, as Harris has not been referred to that way as a result of her run for the 2020 nomination.

114. “She did, obviously, a bad job. She never made it to Iowa. Then for some reason, and I'm, I know he regrets it, you do too, uh, he picked her, and she turned on him too. She was working with the people that wanted him out."

Once again, this is a false conspiracy invented by Trump.

115. “She was the first one out.” 

Trump repeats this false line again.

116. “I think the abortion issue is written very much tempered down, and I've answered I think very well in the debate, and it seems to be much less of an issue, especially for those where they have the exceptions.”

Abortion rights as a political and social issue has certainly not “tempered down.” There are millions of women, especially across the South, who do not have access to abortion and women who have experienced pregnancy losses with the inability to access medications for those necessary procedures.

117. “As you know, and I think it's when I look for 52 years, they wanted to bring abortion back to the states. They wanted to get rid of Roe v. Wade and that's Democrats, Republicans, and Independents, and everybody. Liberals, conservatives, everybody wanted it back in the states. And I did that.”

Everybody absolutely did not want that. It was actually quite unpopular for the Supreme Court to overturn Roe . And he again repeats that it has become less of an issue.

118-119. “I think that abortion has become much less of an issue. It's a very small.” 

“I think it's actually going to be a very small issue. What I've done is I've done what every Democrat and every Every Republican wanted to have done.” 

“I think the abortion issue has been taken down many notches. I don't think it's of– I don't think it's a big factor anymore, really.”

Minutes apart from each other, he repeats these three false claims. Abortion rights is not a “very small” issue for millions of voters. Democrats are organizing around it, and it has been seminal to Biden and Harris’ campaigns.

120. “Previous to [Virginia Gov.] Glenn [Youngkin], the governor, he said the baby will be born, we will put the baby aside, and we will decide with the mother what we're going to do. In other words, whether or not we're going to kill the baby.”

This is a distortion Republicans continue to push about what former Virginia Gov. Ralph Northam said. This has been fact-checked by others multiple times .

121-122. “I think the abortion issue has been, uh, taken down many notches. I don't think it's of, uh, I don't think it's a big factor anymore, really.”

“Everybody wanted it in the states.”

“But that issue has is very much subdued.”

He once again returns to the issue of abortions, which remains a “factor,” not everybody wanted it in the states, the issue is not “very much subdued.”

123-124. “ She wants to take away everyone's gun.” 

Harris has not proposed taking away all guns. She has proposed banning assault-style weapons, something that was in place for a decade. Some surveys had shown majority support for this. Others show a split. (Trump makes this case later, as well, so that is also included in the count.)

125. “Some countries have actually gone the opposite way. They had very strong gun laws and now they have gone the opposite way, where they allowed people to have guns, where in one case they encouraged people to go out and get guns, and crime is down 29%.”

It’s difficult to compare gun violence and gun laws in the United States to other countries, simply because of the staggering amount of guns we have here. Although the U.S. has less than 5% of the world’s population, it holds almost 40% or more of the world’s civilian-owned guns. And it has “the highest homicide-by-firearm rate of the world’s most developed nations,” per the Council on Foreign Relations . Norway, Canada and Australia all tightened their gun restrictions after shootings. — Meg Anderson

126. “On July 4th, 117 people were shot and 17 died. The toughest gun laws in the United States are in the city of Chicago. You know that. They had 117 people shot. Afghanistan does not have that.” 

Though Trump didn’t get the numbers exactly right, Chicago did have an incredibly violent July 4th holiday weekend this year. According to Mayor Brandon Johnson, more than 100 people were shot and 19 of those people died. Chicago does have strict gun laws, in part because its state does: Everytown For Gun Safety, a nonprofit that advocates for gun control, ranks Illinois third in the nation for the strength of its gun-control laws. However, no state or city exists within a bubble, and Illinois is surrounded by states with much weaker laws, including Indiana, which is just a short drive from Chicago. — Meg Anderson

127. “For 18 months, not one American soldier was shot at or killed, but not even shot at.” 

This is, to put it charitably, misleading. It appears that he’s actually referencing the period when the Trump administration signed the deal with the Taliban, in advance of U.S. troops leaving. The deal said the U.S. would be out in 14 months, and in exchange the Taliban wouldn’t harbor terrorists and would stop attacking U.S. service members. Needless to say, the deal didn’t hold. But as the AP notes , “There was an 18-month stretch that saw no combat, or ‘hostile,’ deaths in Afghanistan: from early February 2020 to August 2021.” – Andrew Sussman

128. “Kamala is in favor of not giving Israel weapons. That's what I hear.”

Harris does not support an Israel weapons embargo. A Biden administration official posted on social media that Harris "has been clear: she will always ensure Israel is able to defend itself against Iran and Iran-backed terrorist groups.” A leader of the uncommitted movement said Harris “expressed an openness” to a meeting about an embargo, but the Biden administration official said Harris "will continue to work to protect civilians in Gaza and to uphold international humanitarian law,” not that she would support an embargo.

129. “She's been very, very bad to Israel, and she's been very bad and disrespectful to Jewish people.”

Harris’ husband, Doug Emhoff, is Jewish. The couple has hosted Passover Seders.

130. “Well, I know Willie Brown very well. In fact, I went down in a helicopter with him. We thought maybe this is the end. We were in a helicopter going to a certain location together and there was an emergency landing.”

This claim has not held up to scrutiny. Politico reported that Trump did have to make an emergency landing in a helicopter with a Black California politician decades ago, but it wasn’t Willie Brown, the former San Francisco mayor and state assembly speaker. It was Nate Holden, a former Los Angeles city councilman and state senator.

131-132. “This was not a pleasant landing, and Willie was— he was a little concerned. So I know him. I know him pretty well. I mean, I haven't seen him in years. But he told me terrible things about her.”

“He was not a fan of hers very much at that point.”

This is something Trump repeated twice, minutes apart from each other. Brown strongly denies having been on a helicopter with Trump or telling Trump negative things about Harris, whom he dated in the mid-1990s and supports now for president. The relationship ended in 1995.

133. “Our tax cuts, which are the biggest in history… .”

The 2017 tax cuts were not the biggest in history. As a share of the economy, they barely make the top 10 . They were big enough, however, to blow a big hole in the federal budget, which is why Trump was overseeing a nearly $1 trillion dollar annual deficit before the pandemic. — Scott Horsley

134. “It'll destroy the economy.”

This is what Trump said will happen if his tax cuts are not renewed. But The 2017 tax cut did not deliver the economic boom that its supporters promised, and there’s no reason to think reversing a portion of the cut would cause economic destruction. — Scott Horsley

135. “I've never seen people get elected by saying, 'We're going to give you a tax increase.'”

Vice President Harris has echoed President Biden’s pledge not to raise taxes on anyone making less than $400,000. However, Biden has called for raising taxes on wealthy individuals and raising the corporate tax rate from 21% to 28% – halfway back to where it was before the 2017 cut. — Scott Horsley

136. “These guys get up, think of it. ‘We're going to give you no security.’ …”

No Democratic presidential candidate has advocated “no security.”

137. “We're going to give you a weak military… .’ ”

An analysis by the American Enterprise Institute, a conservative think tank, showed a “review of historical defense budget trends shows there is more at play in determining overall investments in defense than just which party is in the White House.” Indeed, since the year 2000, U.S.-led wars overseas have resulted in a surge of spending by both Democratic and Republican administrations.

138-139. “…We're going to give you no walls, no borders, no anything.”

Harris, Walz and the Democratic Party have never said they want “no borders.” They certainly oppose Trump’s wall/fence along the entire U.S.-Mexico border, citing the exorbitant cost and its relative ineffectiveness, they say, compared to using other methods. (Trump later says that Harris wants “open borders,” so that’s included in the count here.)

140. “...We're going to give you a tax increase.”

Again, this is misleading and suggests Harris wants to increase taxes across the board when they have consistently talked about increasing taxes only on the wealthy. In Harris’ view, those making more than $400,000 a year .

141. “They're gonna destroy Social Security.”

Democrats have consistently advocated for keeping Social Security and making it solvent.

142. “They've weaponized government against me. Look at the Florida case. It was a totally weaponized case. All of these cases, by the way, the New York cases are totally controlled out of the Department of Justice. They sent their top person to the various places. They went to the A.G.'s office, got that one going, then he went to the D.A.'s office, got that one going, ran through it. No, no, this is all politics, and it's a disgrace.”

In congressional testimony this year, Attorney General Merrick Garland told lawmakers that President Biden had never called him to discuss any of the cases against Trump. Garland also had aides review Justice Department leaders’ email for any correspondence with Manhattan District Attorney Alvin Bragg. In a letter to Congress in June 2024, the Justice Department said it had found no such contacts.

In that same letter, Justice Department legislative affairs chief Carlos Uriarte said the department did not “dispatch” former acting Associate Attorney General Matthew Colangelo to New York to join Bragg’s team prosecuting Trump. “Department leadership was unaware of his work on the investigation and prosecution involving the former president until it was reported in the news,” Uriarte wrote. — Carrie Johnson

143. “Any time you have mail-in ballots, you're gonna have problems. ... We should have one-day voting; we should have paper ballots; we should have voter ID; and we should have proof of citizenship.” 

Trump continues to spread baseless claims about mail ballots. There’s no proof of widespread fraud with the voting method. When it comes to paper ballots, they're standard. One estimate found that in the 2024 general election, "nearly 99% of all registered voters will live in jurisdictions where they can cast a ballot with a paper record of the vote."

The proof of citizenship comment echoes a Republican push on the issue , though studies have shown voting by non-U.S. citizens in federal elections to be exceedingly rare. The GOP-led House has passed a bill to require such documentary proof, but it’s likely to go no further in a Senate led by Democrats who are opposed to adding new voting restrictions. — Ben Swasey, voting editor

144. “The polls have suggested, there are some polls that say we're going to win in a landslide.” 

There are no polls that suggest Trump will win in a landslide. By all accounts, this is a very close race.

145. “...they're paying 50, 60, 70 percent more for food than they did just a couple of years ago.”

The rise in grocery prices is a common complaint , but Trump exaggerates the scale of the increase. According to the Consumer Price Index, grocery prices have risen 25% since before the pandemic and 21% since President Biden took office. (At the same time, average wages have risen 23% since before the pandemic and 17% since President Biden took office.)

146-149. The Strategic National Reserve is “virtually empty now. We've never had it this low.”

“He's sucked all of the oil out.”

“Essentially the gasoline to keep the, to keep the price down a little bit. … But you know what? We have no strategic national reserves now. He's emptied it. It's almost empty. It's never been this low.”

“They've just, for the sake of getting some votes, for the sake of having gasoline–. You know, that's meant for wars. It's meant for, like, tragedy. It's not meant to keep a gasoline price down, so that somebody can vote for Biden or, in this case, Kamala.” 

The strategic oil reserve is actually up in the past year . Biden has since repurchased about 32 million barrels of oil for the Strategic Petroleum Reserve. As of this month, the reserve held about 376 million barrels of oil. The reserve was lower when Trump left office than when he got in.

150. “I see it right now, I see her going way down on the polls now.”

The opposite is true. Harris has continued her momentum since getting into the race.

151-152. “...now that people are finding out that she destroyed San Francisco, she destroyed the state of California.” 

As addressed earlier, Harris is not entirely responsible for San Francisco or the state of California. Crime trends there were similar to national crime trends during her time as district attorney in San Francisco and as the state’s attorney general. What’s more, preliminary data for this year indicates that many cities in California, including San Francisco, are seeing murder rates falling. (Trump repeats the claim one more time later in the news conference, so it is included in the count here.) — Meg Anderson

153. “She was early, I mean, she was the first of the prosecutors, really, you know, now you see Philadelphia, you see Los Angeles, you see New York, you see various people that are very bad, but she was the first of the bad prosecutors, she was early.”

Although Harris did refer to herself in her 2019 memoir as a “progressive prosecutor,” her legacy has largely been seen as tougher on crime. She has supported some progressive reforms, such as pretrial diversion, which offers certain criminal defendants things like drug treatment instead of going to trial. — Meg Anderson

154. “You know, with Hillary Clinton, I could have done things to her that would have made your head spin. I thought it was a very bad thing – take the wife of a president of the United States, and put her in jail. And then I see the way they treat me. That's the way it goes. But I was very protective of her. Nobody would understand that. But I was. I think my people understand it. They used to say, lock her up, lock her up. And I'd say, just relax, please.”

Trump called for Clinton’s imprisonment multiple times , including going along with crowd chants of “lock her up.”

155. “Don't forget, she got a subpoena from the United States Congress, and then after getting the subpoena, she destroyed everything that she was supposed to get. 

Clinton aides requested emails be deleted months before the subpoena, and the FBI said there’s no evidence the messages were deleted with a subpoena in mind. — Carrie Johnson

156. “I thought it was so bad to take her, and put her in jail, the wife of a president of the United States. And then, when it's my turn, nobody thinks that way.”

The Justice Department closed an investigation into Hillary Clinton’s use of a private email server to conduct some State Department business in 2016. Then-FBI Director Jim Comey gave a press conference to explain his reasoning in July of that election year. Comey said, “We did not find clear evidence that Secretary Clinton or her colleagues intended to violate laws governing the handling of classified information,” but he criticized Clinton and her aides for being “extremely careless in their handling of very sensitive, highly classified information” that flowed through the server.

By contrast, prosecutors in the Florida case against former President Donald Trump said Trump had flouted requests from the FBI and a subpoena for highly classified materials he stored in unsecure spaces like a ballroom and a bathroom at his Mar-a-Lago resort. The indictment in that case accuses Trump of unlawfully retaining government secrets and of intentionally obstructing justice with the help of an aide who moved boxes of materials and otherwise allegedly thwarted the FBI probe. Trump and his co-defendants pleaded not guilty. The Justice Department says it is appealing the district court’s decision to toss the case on constitutional grounds. — Carrie Johnson

157. “A lot of the MAGA, as they call them, but the base. And I think the base is, I think the base is 75% of the country, far beyond the Republican Party.”

Rounding up, Trump won 46% of the vote in 2016 and 47% of the vote in 2020. He has a high floor, but a low ceiling politically. Majorities continue to say they have an unfavorable rating of Trump, which has been consistent for years. No American presidential candidate has ever gotten 75% of the vote in this country, dating back to 1824 since data was kept for popular votes. Lyndon B. Johnson got 61% in 1964, Richard Nixon slightly less than 61% in 1972, Ronald Reagan 59% in 1984. Since then, Barack Obama got nearly 53% in 2008 and 51% in 2012, the first candidate since Eisenhower to win at least 51% of the vote twice.

158. “My sons are members, and I guess indirectly I'm a member, too.”

Trump here is talking about membership in the National Rifle Association. Another family member being an NRA member does not make someone else an NRA member “indirectly.”

159. “She served 24 years for being on a phone call having to do with drugs. You know who I'm talking about. She was great. And she had another 24 years to go. And it was largely about marijuana, which in many cases is now legalized, OK?”

Presumably, Trump is talking about Alice Marie Johnson, who had been convicted on cocaine conspiracy and money laundering charges . Kim Kardashian advocated for Johnson and won a pardon for her from Trump.

160. “They're either really stupid, and I don't believe they're stupid, because anybody that can cheat in elections like they cheat is not stupid.”

More than 60 court cases proved there was not widespread fraud or cheating that would have made any difference in any state.

161. “Lately I've seen where they're trying to sign these people up to vote. And they have to stop. They cannot let illegal immigrants vote in this upcoming election.”

This is a conspiracy not based in fact. Immigrants in the country illegally cannot vote in presidential elections, and there’s no evidence there is an intentional effort to sign them up in mass numbers to sway elections.

162. “If you go to California, and you ask the people of California, do they like the idea of sanctuary cities? They don't like it.”

The subject of sanctuary cities actually mostly splits Californians. Slim majorities have actually said that they favor the sanctuary-state law and are against their cities opting out of the law. Of course, this breaks down along party lines, and since California is heavily Democratic, those results might not be surprising. But it’s more divided than Trump suggests.

• 2024 presidential election

• What happens once UCAS gets an application?

Advice for parents, guardians and carers

• How to fill in the UCAS application
• Helping your child write a great personal statement
• Parent, Guardian and Carer Guide
• Key dates and the application journey
• Planning their future
• Researching options
• Revision tips and how to manage exam stress: a guide for parents and guardians
• Alternatives to university
• How to pay for uni
• International student finance
• Bills, budgeting and preparing for uni
• Finding university accommodation
• Making new friends and dealing with homesickness
• Parents Evening: The UCAS parent series

Personal statement check

Welcome email, application sent to universities, university decisions, types of decisions a university or college can make.

Receiving a conditional or unconditional offer is good news, but it’s important to know the difference and commitment they’re making if they accept one.

• A conditional offer means your child needs to meet some conditions – usually exam results. If they accept a conditional offer as their firm choice, they are committed to taking up the place if they meet the conditions.
• An unconditional offer means the place is theirs if they want it. They still might have to meet non-academic conditions, such as a health check. If they accept an unconditional offer as their firm choice, they are committed to taking up the  place, regardless of what grades they get.
• An unsuccessful application means the university has decided not to offer them a place.
• A withdrawn application means the choice has been withdrawn, either by your child, or by the university. If the university has done this, they’ll let your child know why.

Replying to offers

Once they've received decisions from all their choices, your child needs to reply to any offers they have. Make sure they’re accepting the right offer, for the right reasons.

Before replying, they need to:

• understand the conditions of their offer – if they’re not sure, they should contact the university
• visit the university or college – if they haven’t already done so, it’s good to check if it’s somewhere they’ll be happy
• discuss any individual needs with the university – for example, if they have a disability, so everything is in place when they start the course
• check the tuition fees – it’s important to know what they are before accepting the offer
• take time to compare their offers, to make sure they’re happy with those they want to accept and those they don’t

What replies can they make?

Your child can accept an offer as their firm or insurance choice.

Firm choice

• For a conditional offer , they will be guaranteed a place on the course if they meet the conditions.
• For an unconditional offer , the place is theirs.

In either case, they are committed to that course at that university or college.

Insurance choice

This has the same level of commitment as a firm choice, but only comes into play if your child doesn’t meet the conditions of their firm choice – it’s like a second chance to get a place. It makes sense for the insurance choice to have less demanding conditions than the firm choice.

When do they need to reply?

Your child will have a deadline to reply to the offers they receive, which depends on when they received the last one. The table below shows the official deadline dates, but it’s really important they check their application to see their personal deadline.

If they don’t reply to their offers by their deadline, any offers they have will be automatically declined on their behalf – this is called decline by default.

How can you help?

Narrowing down a potential five offers to decide their firm and insurance choices can be difficult. This is where you can serve as a valuable sounding board.

If they’re unsure what to do, talk to them about what they want to get out of a course and their university experience.

Has this changed at all in the last few months? How do these offers align with their goals or preferences?

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