【申請G5大學】- 如何以 Personal Statement 在 G5大學申請先拔頭籌

在英國大學 UCAS 申請中,個人陳述 (Personal Statement) 是不可或缺的一環。英國大學聯招系統UCAS申請採取預派有條件錄取的做法,即使放榜後有 Clearing 敲門環節,但一般高排名大學,如羅素大學集團院校及著名 G5大學 的熱門科目,定必早早滿額。

在招生官不見其人,只見其分的情況下,Personal Statement 就像學生的名片,對奠定第一印象起關鍵作用。故此,一紙文書直接影響學生能否在UCAS中率先獲得心儀院校的offer。

了解 Personal Statement 的用意

說到撰寫 Personal Statement,學生需要懂得追溯其「原」——為甚麽英國大學需要學生額外遞交一篇個人陳述?當中用意,正是希望將名額有限的 conditional offer 給予真正適合該課程的申請人。因此,學生報讀英國大學時,需要對收生官投其所好,了解大學想通過 Personal Statement,尋找怎樣的學生。


評估 Personal Statement 是大學收生篩選過程中重要一環。學生通過 Personal Statement,向大學展示自己如何在學術興趣、性格特點、個人抱負等層面,適合就讀 UCAS 上選擇的大學課程。特別是申請 G5 精英大學 的申請人,須知道有意報讀這數所學府的學生,皆是在校成績優秀,預估成績有不少A*/ 5*的尖子。在學術成績不相伯仲的情況下,Personal Statement 呈現的個人學術想法及個人特質顯得非常重要,為學生提供突出自己的機會。


以牛津、劍橋的 G5 大學,都希望通過 Personal Statement 眾裡尋「它」,亦即是學生的學術能力和學習潛力。收生官期望學生能夠展示自身如何投入選擇的學科,自身的學術興趣是否超越校內所學知識,以及是否積極參與學科相關的課外活動。


值得留意的是,學生不要在 Personal Statement 中只列舉曾參加的各項課外活動,而是需要具備反思能力,評估各個經歷(課外閱讀、實習或義工經歷、校內職責等)中學到的技能及感悟,如何幫助自己對相關課程的理解,以及在將來實踐職業抱負。

設計Personal Statement 的結構

申請英國 G5 大學,Personal Statement 的英文用字及語法句式是基本要求,其中招生官尤為重視文章鋪排及表達是否精準。因此,層層遞進的嚴密結構是必備的標準。Personal Statement 的表達邏輯清晰,招生官就能看出學生的申請思路和動機,判斷其是否有勝任大學課程的能力。

在構思結構上,學生可以在動筆之前去思量 Personal Statement 的脈絡。若想報讀實踐性的科目,例如健康科學中的醫科、牙科、物理治療、職業治療等,可以以「動機導向」的方式,分為以下三大部分:

  1. Motivation and Insight – 通過故事講述的方式陳述報讀這課程的初衷,及日後投身相關領域的動力是甚麽;
  2. Related Experiences and Accomplishment – 通過你的個人經歷,整理你參與過程中獲得的技能、反思和領悟,從而展現自身對於申請課程的適切程度(Suitability);
  3. Career Aspiration – 整理自身的生涯規劃,闡述就讀這課程如果使你深造相關專業知識,繼而實現職業抱負。

另外,有意報讀既定信息及理論為主的科目,如法律、心理、社會學等,學生可以以「學術導向」的方式,將文章分為以下三大部分:

  1. Phenomenon observation – 從生活或社會時事中觀察感興趣的現象,將自身觀察所得與申請學科串聯,表明有意通過大學課程進一步了解有關學術範疇;
  2. Related Academic Knowledge – 解釋與學科相關的學術興趣的緣由,進一步說明為加深對特定議題的認識而主動學習的過程,如報名線上課程、閱讀書籍、出席學術研討講座,參與學術比賽等;
  3. Career Exploration – 為了有興趣探討的學術領域,你要思考通過怎樣的未來規劃來進行自我提昇,通過探索、驗證及實踐去達至更高的學術鑽研。

鋪排 Personal Statement 的內容

G5 大學如LSE、UCL等學府,招生官皆建議 Personal Statement 內容分佈上,80%或以上的篇幅需專注於學術(包括學術興趣、相關能力及視野),其中藉助與課程相關的課外活動,說明自身對該學科的認識及見解。其餘20%的篇幅,可以通過其他課外活動如體育活動、科學學會、辯論、制服團隊等,顯示自身的領袖才能、溝通合作技巧或其他性格特質。

首先,學生在 Personal Statement 開場需要精簡陳述對申請科目的認識,以及個人的學習動機、學術興趣和熱情所在,令招生官衡量學生對申請課程的投入程度(commitment/ engagement)。

然後,學生需要有意部署 Personal Statement 中課外活動經歷的引用,準確敘述相關例子,包括網上課程及講座、相關實習及工作經驗、曾閱讀的相關課外讀物甚至學術論文,來展示個人學術或非學術的可轉移技能,如邏輯分析能力、溝通技巧、適應能力等。

請注意,Personal Statement 的內容絕對不是個人簡歷的詳細版——不要只是列舉成就,而是需要評估個人活動經歷,整理經驗所得的反思。學生也不要列出 GCSE 成績或任何在申請表中已經提及的信息,畢竟 Personal Statement 字數有限,在500-600字的篇幅中需要用字精煉來突出內容。


此外,學生不要誤以為給人留下深刻印象就必須內容戲劇化——不要編造任何東西,部分 G5 大學 科目設有面試,當中有機會按照 Personal Statement 內容進行深化的提問。故此學生需要在 Personal Statement 上加倍用功,以備日後入學面試用途。

如果學生希望獲取更多關於 G5 大學 申請中,特定熱門學科( 法律、醫學、工程等)或書院(牛津劍橋申請人)的最新消息,可以聯繫 LINKEDU Tutoring,通過嚴謹細緻的升學部署及培訓,搶奪心儀大學神科的一席之位。

延伸閱讀:

【英國醫科】 Medicine 全攻略

【澳洲獸醫】獸醫全攻略 2023

【英國G5大學】 : G5大學及專科申請全攻略

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Jessie C.
Desire Subject Physiotherapy
Programme Medicine and Allied Health Professions Admissions Preparation Course
Hours Attended 20

From a young age, Jessie was passionate about sports, especially football and competitive jump roping. An injury during a jump roping competition that required physical therapy piqued her interest in the profession. Jessie chose Biology and Chemistry as her subjects, and her predicted DSE scores met the entry requirements. However, she had doubts about her suitability due to her petite stature and introverted nature, fearing these could be obstacles to becoming a physical therapist. Despite Jessie's excellent grades, her father was also concerned about her career choice, worrying that Jessie was blindly following a trend without truly considering her interests and abilities, as choosing this field would mean committing to a career as a physical therapist.

Our education consultant recommended the shadowing program by Ascent Prep, the only official preparation program recognized by AEAS, offering students clinical internship experiences and professional mentorship. Seeing it as an opportunity to resolve her doubts and increase her chances of being admitted to higher-ranking universities, her father enrolled her in the program.

During the shadowing process, she gained in-depth knowledge of a physical therapist's daily duties, including assessing patients, developing treatment plans, and guiding patients through rehabilitation exercises. Though challenging, she found the work meaningful. Throughout this period, Jessie had the opportunity to ask many questions, particularly about her concerns. After completing the shadowing program, her determination to become a physical therapist was strengthened.

When preparing her personal statement, Jessie tried writing it herself but felt it lacked persuasiveness. With her tutor's guidance, she realized many areas needed improvement. The tutor helped her reorganize her experiences volunteering in physical therapy, highlighting her passion and dedication to the field. During interview training, she learned how to showcase her strengths and effectively answer the interviewer's questions. For example, Ascent Prep tutors taught students how to answer common situational questions, such as:

  • What do you think are the basic professional ethics for a physical therapist?
  • How do you view the relationship between physical therapists and their patients?
  • How would you handle conflicts of interest with patients?

Ascent Prep tutors prepared students for these ethical questions and situational challenges to test their problem-solving abilities, such as:

  • How would you deal with a patient unwilling to cooperate with treatment?
  • How would you respond to an emergency during treatment?
  • How do you collaborate with other healthcare professionals?

Ultimately, with Ascent Prep's assistance, Jessie was accepted into the Physical Therapy program at Hong Kong Polytechnic University and also received offers from the University of Nottingham, University of Birmingham, Brunel University, and the University of Salford in the UK. Among these options, she chose the University of Birmingham and was awarded a scholarship for her outstanding performance.

This journey highlights the value of Ascent Prep, offering practical clinical experiences and professional guidance, enabling students to not only improve academically but also to find their direction in their future career paths.

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Sophie F.
Desire Subject Architecture
Programme Portfolio Guidance
Hours Attended 10

Sophie is a high school student from Hong Kong who has been passionate about architecture since she was young. She excelled academically and actively participated in various architecture-related activities, such as architectural model competitions and visits. However, as the time for further education approached, Sophie began to feel somewhat lost, due to her very high standards for herself. She knew that to gain admission into architecture programs at prestigious universities like Cambridge or UCL, she needed not only excellent academic grades but also well-rounded abilities and creativity.

By chance, Sophie attended a lecture by Ascent Prep, where the instructors shared their experiences in helping students gain admission to top universities. Ascent Prep introduced her to a mentor who was studying architecture at Cambridge. The mentorship and classes were designed to help students develop a deeper understanding of the subject matter and encouraged Sophie to think critically about the core of architectural studies, enriching her personal statement with diverse elements. In these classes, Sophie learned about architectural history, theory, and design. Her tutor explained complex concepts in an engaging way, making it easy for Sophie to understand.

For instance, during a mock interview, Sophie encountered a challenging question: "What do you think are the professional ethics of an architect?" She had never considered this question before, but with her tutor's guidance, she was able to articulate a well-thought-out answer, boosting her confidence for the actual interview.

The art portfolio is a critical component of university applications, and Sophie's tutor helped her create a portfolio that was both deep and creative. The tutor meticulously guided her through the selection and arrangement of her works, covering her academic research, practical experience, and personal interests. Under the tutor's guidance, Sophie revised her portfolio multiple times, resulting in an impressive collection of work.

Sophie's efforts were rewarded when she was accepted into the Architecture program at the University of Cambridge. Her portfolio showcased her unique understanding of architecture, including a sustainable design proposal that received high praise from her tutor. Moreover, Sophie performed excellently in her university interviews, demonstrating her academic abilities and personal charm.

Sophie's success story is a testament to the effectiveness of the Ascent Prep program, which is dedicated to helping students realize their potential and achieve success in their educational pursuits.

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Andy M.
Desire Subject AEAS
Programme Official AEAS Test Preparation Course
Hours Attended 30

Andy attended a local Hong Kong secondary school. Despite having average grades at school, he has always been afraid of English, to the point of hesitating to speak it. Andy is a typical slow starter; when under pressure, he easily feels overwhelmed. This became even more evident after he took the AEAS test unprepared, resulting in scores far below expectations. The AEAS report recommended Andy to undertake an English course for 20-30 weeks, and the substantial cost of attending a 30-week language course in Australia, including tuition, accommodation, and student insurance, caused considerable concern for his parents. Not only were they considering the dual factors of time and finances, but they also hoped that Andy could have more opportunities to apply to his desired schools. That's when they found us, the only official preparatory course institution recognized by AEAS. In the 1-on-1 courses at Ascent Prep, students receive meticulous instruction from teachers and consultants, improving their English skills and gradually overcoming their fear of English. To the parents' surprise, the child performed excellently in the AEAS test. By achieving good results in Hong Kong, the AEAS report reduced the required language class from 30 weeks to just 4 weeks before entering mainstream schools in Australia. This not only saved money but also allowed the child to integrate into the Australian mainstream education system sooner.

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