HOW TO DO WELL IN YOUR OXBRIDGE INTERVIEW

The library of Magdalene College, Cambridge

Having been thrilled to receive that message with the College arms inviting them to an Oxford or Cambridge interview,  some students now go into panic mode about all the things that could still go wrong. Those from non-university backgrounds often worry that they may "not sound right" to their interviewers and so be rejected. In fact, speaking in a local accent is absolutely fine these days, whether you are from Hackney or Livesey. It is the ability to give coherent, thoughtful answers to challenging, subject-linked questions that gets you through.

This said, it's still not OK to pepper your sentences with pointless or misused "likes". While saying "I really like science fiction" is obviously fine, a statement such as "I can't, like, remember which SF book I last read, like," is not. Using teen-speak and having nothing to say about what you've read may suggest to an interviewer that you're not mature enough for their course. If you're a serious "like" addict, try to spend a whole pre-interview day without (mis)using  that pesky word. 

Other helpful ways to prepare

A student still terribly nervous may want to try a bit of yoga breathing. Even a few minutes of this will make  specific neurons in your brain tell your body to relax. There are lots of people demonstrating this simple skill on YouTube. Here's a link to a site showing two very helpful, basic exercises which can calm you before your interview.

Yet another calming thing you can do is google your prospective interviewers.  Not only will they seem less like strangers when you meet, but a special interest mentioned can suggest topics that might come up.

Don’t, though, try to plough through an interviewer’s book at this stage. It may still be well above your head anyway. Focus on practical things instead. If your Oxbridge interviews involve an overnight stay, pack something that will take your mind off the challenges ahead. For some people, that will be a thriller, for others Rescue Remedy or their favourite chocs.

What to do right on your interview day(s) 

Once up, get to know some of the other candidates (who may become fellow students), rather than just viewing them as potential rivals. Some will have read books or explored subject areas you never even heard off, but don’t worry now. Interview questions can usually be handled by drawing on a variety of sources.

·    If a term or author mentioned really baffles you, have a quick look online, but don’t spend hours trying to catch up. You want to stay fresh enough to display your own knowledge and engage with new ideas.

·  Still worried you might embarrass yourself in front of those super-smart interviewers? Remember that this is actually not what they’re trying to achieve. They’re just experts looking for yet more good learners keen on the much loved course they teach.

·   Most will try hard to make you feel welcome, but don’t be put off by an interviewer who seems unfriendly or glum. It does not mean that black-gowned figure hates your school, race or cutting-edge haircut. The poor soul may simply be exhausted after interviewing a dozen students in one day. Other great minds, however well-meaning, merely lack the social skills to put a stranger at ease. Either way, they will still be taking in everything you say and discuss it with fellow interviewers later.

    So, keep relating to what you are being asked, instead of fretting about the feel of the event. And, if you really want to be liked, practise speaking up; whispering, mumbling students are the bane of a don’s life. 

Giving good answers
To do so, you also need to remember the two key interview skills: giving yourself time to think before you reply to a question is one. Answering the question actually asked (rather than the one you would like it to have been) is the other. Also, interview questions are meant to be hard, so don’t despair if you got the odd answer wrong. 

·    Also be aware that that interviewers expect fairly detailed answers, preferable given in a few well-structured sentences. What this means is that  you should try to  cover "what, why and how" whenever possible.  Can you explain events, analyse texts or calculate outcomes? Show a knack for logical or lateral thinking?

      And, if a totally unfamiliar scenario is put in front of you, can you draw on what you do know to engage with it? Just "yes" or "no" is never, ever what your interviewers are looking for.

·    What, though, if you realise half way through an answer that you are moving in  a false direction? Don't panic. All you need to say is something like: ""Sorry, I got this wrong, can I start again?" You usually can.

How to raise your game yet further

As interviewers fish for both mental skills and subject knowledge, here are a few ways of ensuring you can display those:

       

    Listen carefully. Does your interviewer want you to discuss what triggered the First or the Second World War?  Are you being asked for a fact, an explanation or your opinion?

·     Make sure you have reread or at least skimmed any book(s) you mentioned in your UCAS statement, this time focusing on methods rather than findings or facts. How exactly did Gregor Mendel discover the genetic basis of heredity? How might an archaeologist research the lives of illiterate, long dead people?

·   Being familiar with the periods covered in your A-level history is essential for subject applicants, of course, but you may also want to ask yourself why some past events still hugely resonate with us, while others don’t.

      Make sure, too, that you can understand, define, spell and confidently use the main subject terms. You don’t want to muddle up a reactant with a reagent (or allusion with illusion) on that long, stressful day.

A few final tips
It's also nice to be fairly up-to-date on developments in the subject area you expressed an interest in. Have there been major new discoveries in the causes of climate change or the development of human language? Has our judgement of past events or practices radically changed over time, and why? 

    What can be helpful, too, is a willingness to speculate when faced with an unfamiliar scenario. The idea is to draw on what you know, but also use your imagination (or an appropriate calculation). What would have happened if Churchill had died in 1939? Why might an economic theory not work in real life?  This often requires some logical or lateral thinking.

      An applicant for a course requiring students to solve mathematical problems, meanwhile, will need to practise showing (on paper or board) how they arrived at the solution. It is not enough to just verbally present the interviewer with it.  

     Lastly, be aware that in many fields giving a really good answer to an interview question often means looking  at a problem from more than one single, narrow angle.

    For more detailed advice, check out OXBRIDGE ENTRANCE: THE REAL RULES, still available by one-day delivery from Amazon. Not only does it include 45 pages of interview advice, but there is lots of course-specific guidance. 

     BEST OF LUCK!   

HOW TO CUT YOUR UCAS STATEMENT TO THE RIGHT LENGTH

Trinity College, Oxford

Keen to impress Oxbridge with your UCAS statement, but worried about rambling on too much? Producing a factual yet lively account of the academic journey you have undertaken so far and wish to continue on is one of the most challenging tasks ever encountered by most  sixth formers. So, here is how do so within the word limit you have.

            1. Don't repeat  yourself. Once you’ve said that you found helping pensioners expand their  computer skills as part of a holiday scheme really inspiring,  you don’t need to add that you acquired valuable team-working skill and like working with people. However, mentioning that this has taught you something course related, be it about psychology or programming quirks, can be worthwhile.

           2. Do say what drew you to the course. Was it a lesson, a book, a school research project, an excursion, a talk or some TV programme?  How are you trying to find out more? Is there a science book, poetry collection or article on the latest stone age finds you have particularly enjoyed and can explain why? What you want to show here is that you are capable of intellectual activity beyond or  independent of what you're doing for school.

           3. Don’t list everything you have done. Just mentioning six different extra-curricular activities is pointless. You just want to show that you are organised enough to do a couple of challenging things alongside your studies. Have they taught you any skills useful for your course? Do they suggest particular strengths or character traits?  Also, are there any prizes you have won or  disadvantages overcome?

              4. Avoid space-filling generalisations such as “politics is a truly fascinating subject”. Just tell the reader what fascinates you personally about it. By briefly mentioning personal concerns or life experiences you may become more convincing, as well as more memorable.

              5 Don't focus on your degree subject in terms of your future career. Far too many Oxbridge applicants write that they chose Economics because they are "hoping for a career in finance”. What admissions tutors want to know is which course-related financial, social or mathematical problems are of interest to you and how you are already exploring them.

            6. Write in clear, non overly long sentences, using correct subject terms. As strong writing skills are prized by most  admissions tutors, it's alright, though, to mention a well received essay or research report (which the school may subsequently be asked to send in).

                   7. Don’t try to solve your space problem by copying a UCAS statement found online: Admissions tutors now have the software to identify plagiarism. Asking a well-educated relative or family friend to write your statement for you is not a good idea either:  any admissions tutor can tell the writings of a middle-aged graduate from those of a sixth former. Also, the type of student Oxbridge seeks has considerably changed over the years!

                  8. Now re-read, and re-read again, and not just for spelling errors.  Have you said too much about the future you are aiming  for, but too little about what you bring to the course? Are your extra-curriculars  taking up more space than your academic interests? Did you correctly name  any book or article mentioned and its author?  Most importantly, don't leave checking all this to the last moment, as the result could be not just typos but a muddled narrative or fatal omissions.

Still unsure how to make a strong, memorable application? For more detailed and  course-specific advice about how to become the kind of applicant both Oxford and Cambridge seek,  read the detailed advice in OXBRIDGE ENTRANCE: THE REAL RULES. 

WHAT TO AVOID IN YOUR PERSONAL STATEMENT

Trinity College, Cambridge

Very few sixth formers have ever written a job-application yet, so the thought of having to produce  a convincing personal statement geared largely (but not totally!) towards getting into Oxford and Cambridge can be terrifying. Here, therefore, is a list of  key things to avoid, plus some financial information:

     Not checking which A-level subjects are essential for your chosen course:  there are rigid subject rules when it comes to some Oxbridge courses, while others, including Law, accept quite a wide range. Unless you read the entry requirements found in the University prospectus with care, you may be throwing away one of your UCAS choices. 

     Failing to show that you are by now independently exploring a degree subject beyond school requirements: what students do at university, above all, is read, so good applicants are avid readers. The statement of an applicant who has only ever read set school texts is unlikely to impress admissions tutors. So, including a brief list of relevant books or journal pieces relevant to your subject and what you learnt from them can be important. Maths applicants may want to mention a few intriguing maths problems they have engaged with instead.

     Not bothering to read the full course description in the Oxbridge prospectus: before mentioning a course aspect you are particularly keen on (such as medieval history), make sure it is actually offered by Oxbridge in conjunction with the course you picked. Getting this wrong may count as laziness.

     Thinking about your degree subject only in the context of your future career: far too many Oxbridge applicants write that they chose Economics because they are "hoping for a career in finance”. What admissions tutors want to know is which subject areas are of interest to you and how you are already exploring them.

      Giving too much space to extra-curriculars: you just want to show that you are organised enough to keep up with a couple of activities alongside your studies. It would be nice if one of these was also vaguely relevant to your course, has offered you some great insight or given you useful skills. Merely listing five different activities is pointless.

     Being too impersonal in your UCAS statement: admissions tutors want to know about you as an individual. By mentioning personal strengths, concerns, achievements or obstacles overcome you may become more memorable, as well as more convincing. 

     Sloppy writing: there is no need for formal language, but applicants are expected to use proper subject terms. Also, your statement must be grammatically correct and without spelling mistakes.

      Asking a well-educated relative or family friend to write your statement for you:  any admissions tutor can tell the writings of a middle-aged graduate from those of a sixth former. Also, the type of student Oxbridge seeks has somewhat changed over the years.

      Copying a UCAS statement found online: admissions tutors have for several years had the software to identify such statements. Do you want to be marked down as a plagiarist?

      Starting too late: Writing a good UCAS statement is a major job. If you leave it to the last minute, the end result could be not just typos but a confused narrative and damaging  omissions.

     Dropping the whole idea due to money worries: fearing that Oxbridge fees, plus living costs, are well beyond your family's means can make a student drop the whole idea of going there. Fees for UK students are, in fact, still the same at all Russell Group universities and there is no up-front payment. University fees are paid very slowly by instalments only once a student has graduated and is earning at least £25,725 a year. For details, see the advice by money expert Martin Lewis.

     As for living costs, both Oxford and Cambridge now offer poorer students very generous, non-repayable grants covering much of those as an alternative (or in addition) to government loans.  At Oxford, these grants are as high as £4,200 a year for students whose annual family income is no more than £16,000, and  even those with a family income of around £40,000 a year do still qualify for something. Cambridge offers £3,500 a year, plus lots of smaller additional grants. Both universities also offer special grants to some young refugees which cover all costs.  

    Need more help? You'll find full details on all aspects of your personal statement in my unique guide,  OXBRIDGE ENTRANCE: THE REAL RULES.                                                                                              

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HOW TO MAKE THE MOST OF AN OXBRIDGE OPEN DAY OR SIMILAR EVENT

Magdalen College, Oxford

Still unsure which Oxbridge course to aim for or college to pick? Most of the university events designed to help you make that choice used to be held during a few days in July, but course-specific sessions  and college open days are now spread over the year. Also, the number and variety of options hosted by Oxford and Cambridge cost-free is larger than ever.

This is particularly good news for Year 11 and mature students who can now leisurely develop a relationship with an academic subject and attend more than one event.  A still undecided Year 12 student, though, needs to check out the Oxford and Cambridge timetables for events held this June and July this week at the latest. Even someone already set on a specific degree subject may discover at such an event that the Oxbridge version differs quite a bit from that offered elsewhere.

Course-specific events, listed under headings like Open Days, Departmental Events, Taster days and Study days, are the most useful.  Attending one will not just help you make the right choice, but also enable you to work in the summer months on becoming  a stronger applicant. This usually means sharpening  specific maths skills or broadening your reading.  A wise Oxbridge hopeful is by now definitely moving on from school textbooks to challenging adult non-fiction or fiction, keeping up with developments in their field through a science journal or following subject news through broadsheet or magazine reports (see my Oxbridge tweets for topical feature links).

Most Oxbridge events include Q&As, but do try to read at least the relevant course chapter in the Oxford or Cambridge prospectus before going up. Not only will this spell out the formal entry requirements of each course in terms of A-level subjects and grades, thus clarifying a student's real options, but it also lists the wide range of careers it may lead to. As some course names  (think Land Economy or Materials Science) will mean very little to parents, this could reassure them that you are making a sound choice.

A College Open Day talk is usually less course-specific,  but may include information about its rents and any grants it offers in addition to the university-wide ones, as well as about its learning facilities and tutors' special interests. A woke speaker may even point out  that all major parties are now committed to lowering tuition fees.  

As for how to make the best of your Oxbridge visit, my advice is not to be over-awed by the beauty of the two towns. It may certainly prove an advantage to have encountered those scary, palatial buildings and lush formal gardens first now, rather than when you are (hopefully) returning for your interview. So, it's OK to spend some of your visit taking selfies outdoors or  roaming  the streets until each member of your group has found their perfect college, as long as you prioritise the academic side. This can mean not just attending a talk but also taking advantage of a lab tour or library visit on offer.

A student who has arrived alone or from a not Oxbridge-geared school may feel a bit intimidated and want to go home straight after the official part of the event. This too is understandable, but try to stick around and bravely ask for individual advice. Which book, journal or website could help you at this stage? Is there a similar course more suited to your ambitions or abilities? One of the academics present might well know about a  master class or online talk that would deepen your understanding. Are there any course-geared skills you could be honing in the meantime? If an event does not include a Q&A session, it's fine to approach the speaker directly at the end.

What you'll find out is likely to inspire you to work hard towards an impressive application. Getting advice at this stage matters because many Oxbridge dons admit that what characterises successful applicants is not just natural brightness but also  a willingness to engage with extra-curricular (i.e. non-school) sources already in Year 12. Doing so makes the transition to a challenging Oxbridge course much less painful for both tutor and tutee.

If the sheer amount of information given has left you feel swamped, it's worth asking one of the friendly Oxbridge student volunteers about their own course. What is it they like best about it? Does this match any of your own interests? What did they do to prepare, and what are their Oxbridge friends studying? A course you never considered before may turn out to be just up your street.

Sixth formers feeling encumbered in this quest by accompanying parents can usually send them off to a separate event, often focused on financial issues. This will  leave you free to chat to at least some visitors from other schools, Don't worry about their accents. You'll discover that prospective Oxbridge applicants come from all over the country and the world. Whatever their social background, some are certain to share your enthusiasm for archaeology, Russian literature or maths. Chances are that they, too, like Ed Sheeran. This could be the start of a life-long friendship.

Meanwhile, relax if you find that a prospective applicant has read utterly obscure books or done a Mandarin course in Beijing. Most admissions tutors accept that there are other, cheaper ways in which a smart, hard-working student can prove their ability. 

Above all, don't make college choice the sole focus of your visit: for a start, you are likely to discover that most Oxbridge students think their own college is vastly superior to others in terms of atmosphere, tutors and club nights. Moreover, you may well be allocated a college other than the stunning one you picked. 

Lastly, be aware that even two equally beautiful colleges can have somewhat  different entrance standards or visions of their ideal student. BAME students thus may want to look at a table recently published by Oxford's student newspaper,  The Cherwell, which shows that a few of its colleges are considerably more likely to offer places to white students than others. There are similar discrepancies at Cambridge. 

You´ll find lots more college tips, the most crucial academic advice, course-specific notes and a detailed preparation checklist in OXBRIDGE ENTRANCE: THE REAL RULES.

SOME LAST MINUTE OXBRIDGE INTERVIEW TIPS

Cambridge

Most interviewees will be seen at Oxford or Cambridge on some date between the 3rd and the 22nd of December. If the very thought of this is giving you bad dreams,  yet more preparation will calm you down. Start by googling your prospective interviewers.  Not only will they seem less like strangers when you meet, but a special interest mentioned can suggest topics that might come up.

Don’t, though, try to plough through an interviewer’s book at this stage. It may still be well above your head anyway. Focus on practical things instead. If your Oxbridge interviews involve an overnight stay, pack something that will take your mind off the challenges ahead. For some people, that will be a thriller, for others Rescue Remedy or their favourite chocs.

Talking to the undergraduates who will be welcoming you at the college can also be reassuring. What is not a good idea is to try and distract yourself from your unfamiliar surroundings with a new Netflix series or the latest computer game. You may find it hard to switch off before dawn and risk feeling like a zombie during the day.

As you wait your turn, get to know some of the other candidates (who may become fellow students), rather than just viewing them as potential rivals. Some will have read books or explored subject areas you never even heard off, but don’t worry now. Interview questions can usually be handled by drawing on a variety of sources. If a term or idea mentioned really baffles you, have a quick look online, but don’t spend ages trying to catch up. You need to be fresh enough to convey your own knowledge and engage with new ideas.

Still worried you might embarrass yourself in front of those super-clever interviewers? Remember that this is actually not what they’re trying to achieve. They’re just experts looking for yet more good learners keen on the academic field they love.

Most will try hard to make you feel welcome, but don’t be put off by an interviewer who seems unfriendly or glum. It does not mean that black-gowned figure hates your accent, school or cutting-edge haircut. The poor soul may simply be exhausted after interviewing a dozen students in one day. Other great minds, however well-meaning, merely lack the social skills to put a stranger at ease. Either way, they will still be taking in everything you say and discuss it with fellow interviewers later.

So, keep relating to what you are being asked, instead of fretting about the feel of the event.  And, if you really want to be liked, practise speaking up; whispering, mumbling students are the bane of a don’s life. There is no point in giving a brilliant answer if only you can actually hear it.

While doing so, keep in mind one more,  absolutely key interview skill: answering the question actually asked (rather than the one you would like it to have been). Also, remember that interview questions are meant to be hard, so don’t despair if you got the odd answer wrong. 

Lastly, wise students are aware that interviewers expect quite detailed answers, preferably given in a few well-structured sentences. Just yes or no is never what they're looking for. Instead, try to  cover "what, why and how" whenever possible.  You want to show that you can explain events, analyse texts or calculate outcomes. This often requires some logical or lateral thinking. And, if a totally unfamiliar scenario is put in front of you, can you draw on what you do know to engage with it?

For yet more bits of interview advice, check out OXBRIDGE ENTRANCE: THE REAL RULES, still available by one-day delivery from Amazon.

HOW TO PREPARE FOR YOUR OXBRIDGE INTERVIEW

Cambridge punts

While focused preparation for the interview is important, schools or parents painting it as the most crucial hurdle are out-of-date. These days, your personal statement, A-level grades, school references and Oxbridge test results will co-determine whether you are offered a place. Nor is getting in a life-or-death matter. True, Oxbridge  courses particularly suit some, being more theoretical and intense, but Britain’s world class experts, even if educated there,  teach at a wide range of universities.

So, instead of fretting about the outcome of your interview, just focus on the key entry requirements, starting with the very basics.  What this means is making sure, for a start, that you can understand, define, spell and confidently use the main subject terms. You don’t want to muddle up stoma with stigma (or allusion with illusion) on that long, stressful day.

There are other useful skills. Knowing how to calculate proportions, percentages or things like angles is important for (but not just for) STEM applicants.  Applicants for any course requiring students to solve more challenging maths problems, such as Economics, may need to practise showing (on paper or board) how they arrived at the solution. It is not enough to just verbally present the interviewer with it. 

Having revised one's  GCSE science, meanwhile, matters not just for Nat. Sci. applicants,  but can also help with interviews for Psychology, Materials Science and Medicine. Also note that an interest in methods is evidence of genuine subject interest elsewhere too:  how, for instance, might an archaeologist research the lives of illiterate, long dead people?

Future historians, meanwhile,  may want to tighten their grip on key dates, so they can handle speculative questions like "What might have happened if  Elizabeth the First had died in 1587?" Alternatively, you  may need to explain why even some relatively minor historic event still resonates with us.  Compare and contrast questions are common, too.  A Politics applicant, for instance,  may be expected to name some similarities or differences between Russian and German domestic policies in the 1930s.

A Law applicant, on the other hand, may have to grapple with the logic behind a particular ruling or law, or state why she believes a common type of behaviour should (or should not) be illegal,   while a would-be philosopher might be asked to suggest ethical reasons for caring about the environment. The idea is to see if the student can apply what (s)he has learnt to a different context or problem.

      An interest in current developments in your field can also work in your favour, though it is not a requirement. Google (and some of my tweets) will tell you about major breakthroughs in the subject area you expressed an interest in. Have there been great new discoveries in cancer treatment or the causes of hurricanes? How might these give rise to new dilemmas?

     What these approaches reflect is a growing awareness by Oxbridge that interviews need to work for students educated in very different kinds of schools and homes, offering very different levels of academic support. So, while interviewers will still  expect a familiarity with the structure of organelles (or the definition of an iambic pentameter), the ability to give strong reasons for your views or look at an issue from more than one simple  angle now counts for much.  

Reassured that these are far from insurmountable challenges? If so, the next step is to internalise the four crucial interview skills:

·     1. Listen carefully. Does your interviewer want you to discuss what happened in 1914 or in 1941?  Are you being asked for a fact, an explanation or your opinion?

·    2. Order  your thoughts before replying in a few reasonably short sentences. Don’t just ramble on, hoping that the right answer will eventually come to you. It's OK to instead say: "Sorry, that was wrong. Can I start again?"

                                                                                         

·    3.  Always use proper subject terms, avoid text speak and use full, grammatically correct  sentences in written tests. 

4.  If applying for Economics, Medicine or a STEM course, make sure you can do quick, basic sums  in your head.  You should also be able to draw a very simple numerical table and make sense of one you are shown.

Students looking for yet more advice will find it in the detailed interview chapters and the course-specific sections of OXBRIDGE ENTRANCE: THE REAL RULES. 

GETTING READY FOR A LIKELY OXBRIDGE INTERVIEW

Wadham College, Oxford

The six form years are a high-pressure period for students,  which is why many Oxbridge applicants are  tempted to forget about the whole interview business just a little longer. After all, they cannot yet be certain whether they'll be offered an interview at all. However, once they do know for sure, which is at the very earliest in mid November, there may not be enough time left for any Oxbridge and course-specific preparation. So, trying to fit in just a little extra work right now can be pretty crucial.

For most STEM applicants this means, above all, that they need to thoroughly revise their GCSE science and maths. A student aiming for an MFL course, meanwhile, may want to use the time to expand her knowledge of French poetry beyond a couple of poems by Rimbaud and work on her French grammar.  Many an Economics applicant comes a cropper at the interview because she has forgotten the most relevant bits of algebra, calculus and differentiation. An engineering applicant may also want to make sure he remembers enough details about that exciting engineering project he had mentioned in his UCAS statement.

Many applicants also still want to keep an eye out for major new discoveries in their  field, reported in the papers or online, and note why such a development is important. A specialist journal such as New Scientist or STUDENT BMJ will also describe the methods by which it was arrived at. Some interest in the research methods used in your chosen field is expected of you at this stage.

Students still worried about the type of interview questions likely to come up, or about the Oxbridge question style, will this year find sample questions and mock interviews on both the Oxford and Cambridge websites. To a highly focused applicant at an Oxbridge-geared school these may be reassuring. If they aren't to you, this is the moment to raise your game a little further. The six interview chapters in OXBRIDGE ENTRANCE: THE REAL RULES will tell you how.