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Cambridge University: Murray Edwards College

Founded at a time when there were roughly 11 male students for every female student at the university, Murray Edwards remains one of two female-only colleges at Cambridge (the other: Newnham).

History

Founded as New Hall in 1954, the college has benefited from the philanthropy of various institutions since its conception. In 1962, members of the Darwin family donated their home, ‘The Orchard’, and, in 2005, alumna Rosalind Edwards and her husband Steve Edwards donated £30 million, securing the college’s future and changing its name to honour the first president, Dame Rosemary Murray, and their benefaction. The college’s buildings (architected by Chamberlin, Powell and Bon, known primarily for their design of the Barbican in London) combine classicism with modernism, but have been met with mixed reactions: an anti-modern art group once graffitied footsteps walking over the dome of the college.

Inside Perspective

The jewel in Murray Edwards’ crown is the ‘Women’s Art Collection’. Comprising over 600 works by around 300 artists, it is the largest collection of female artists in Europe. However, unlike a ‘conventional gallery’ these artworks are hung all around the college, providing its students with the opportunity to study and socialise beneath them. The college’s active JCR (Junior Common Room: common room for undergraduate students) is also involved with the collection, as well as running quintessential Oxbridge social events. A treasured tale of Oxbridge history, students once invited one thousand people to a party at the college, which filled the entirety of Fountain Court. Featuring an illuminated fountain and waterways, and flower displays in summer, this is a central spot for studying as well as rest and recuperation. The college’s dining area, colloquially called ‘the dome’, is also home to a rising servery, upon which DJs sometimes play during special events.

Notable Alumni

Murray Edwards’ most notable alumni is the astrophysicist Dame Jocelyn Bell Burnell: whilst a PhD student at the college, and a researcher as part of the university’s radio astronomy group, she discovered the first four pulsars. Other alumni include Claudia Winkleman (TV presenter) and Joanna MacGregor (concert pianist). Honorary fellows include the artists Eileen Cooper and Maggi Hambling, and the composer Thea Musgrave.

Rankings

In 2022, Murray Edwards came 27th in the Tompkins Table, out of a total 29 colleges, with a score of 63.9 and 20.8% of its students achieving a First.

Contact Think Tutors

Choosing the right Cambridge college is heavily dependent on the personality, subject, and specific interests of each individual student in relation to the specific lecturers and teaching provisions of each individual college. Navigating these challenges can be particularly tricky but Think Tutors’ elite tutors and mentors can help you to make the right decisions, enable you to achieve the highest grades, and equip you for the interview process. Please contact us to find a tutor to help your child enter Murray Edwards at the University of Cambridge.

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University Admissions

Cambridge University: Christ’s College

Christ’s College is just a stone’s throw from Cambridge Bus Station, and yet there is a sense of magical quiet when you enter. Gorgeous gardens hidden behind Restoration-period architecture speak of the scholarly depths of this esteemed college.

History

Founded in 1437 as ‘God’s House’, the college has been described as ‘the first secondary-school training college on record’. In 1875, Christ’s College Rugby Football Club was founded by the father of modern anthropology, Alfred Cort Haddon. Today, the college houses the Master, Fellows from a myriad of disciplines, and approximately 450 undergraduate and 250 graduate students.

Academic Prowess

The Tompkins Table (created in 1981) is an annual ranking reflecting the average undergraduate grades of students across all colleges. On aggregate, Christ’s came first during the first twenty years of the table’s existence. Statistics aside, Christ’s has a reputation for the very highest academic standards.

Inside Perspective

Unlike many other Cambridge colleges, Christ’s buttery is separate from its hall, and this serves to heighten the sense of occasion when its students join together for formal dinners. After the annual Scholars’ Dinner, students hold hands while dancing around the Mulberry Tree at night. Only 5 Cambridge colleges can boast of a swimming pool, and Christ’s College is one of them. Known as the ‘Malcolm Bowie Bathing Pool’, and dating from the mid-17th century, this is considered to be the oldest outdoor swimming pool in the UK. The other four colleges with swimming pools are Clare Hall, Corpus Christi, Emmanuel, and Girton. The Marguerites Club, one the oldest surviving College societies, was originally only open to sports captains, but is now known as a drinking society that recognises sporting excellence more broadly. Christ’s College Association Football Club has won the inter-collegiate competition more than any other college.

Notable Alumni

Through history Christ College’s former students have risen to the top of many fields, but particularly famous alumni include John Milton (poet and civil servant), William Paley (clergyman), Charles Darwin (biologist, geologist, and naturalist), J Robert Oppenheimer (theoretical physicist), Simon Schama (historian and TV presenter), Rowan Williams (Archbishop of Canterbury), and Sacha Baron Cohen (actor and comedian).

Rankings

In 2022, Christ’s came 1st with a score of 76.4 and 46.1% of its students achieving a First.

Contact Think Tutors

Choosing the right Cambridge college is heavily dependent on the personality, subject, and specific interests of each individual student in relation to the specific lecturers and teaching provisions of each individual college. Navigating these challenges can be particularly tricky but Think Tutors’ elite tutors and mentors can help you to make the right decisions, enable you to achieve the highest grades, and equip you for the interview process. Please contact us to find a tutor to help your child enter Christ’s College at the University of Cambridge.

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Embracing Openness to Further your Growth

This is a personal account of the importance of being open to new ideas at university and beyond.

What Does it Mean to be ‘Open’?

According to the Big 5 Personality Traits – the leading psychological theory of personality, also known as the OCEAN Model – ‘Openness’ can be defined as the trait of seeking out new experiences and being receptive to different views and people. The other four aspects of personality are ‘Conscientiousness’ (being organised, reliable, self-disciplined), ‘Extraversion’ (confident and enthusiastic engagement with others), ‘Agreeableness’ (the extent to which you prioritise ‘social harmony’ over individual needs), and ‘Neuroticism’ (sensitivity to negative emotion).

 

As with the other four personality traits, ‘Openness’ can be broken down into constituent dimensions. Roughly speaking, these include being attentive to inner feelings, imaginative, sensitive to aesthetics, intellectually curious, challenging authority, and pursuing variety.

 

The beauty of the Big 5 Model is that scoring 0, or 100, or anything close to these ends of the spectrum, is not ideal. For example, a person with no imagination is, rather obviously, unlikely to ever move forward in life, but on the other hand, a person who lives out fantasies in their head the entire time is unlikely to ever get anything done! There is no ‘perfect score’. Rather, every person has a unique matrix of personality traits.

Are You Really That Open?

A statistical analysis based on a sample of c.30,000 people revealed that the average score for Openness is 73. Many people who believe themselves to be open are in fact only open according to a limited definition of the term.

 

Arriving at university, I was eager to meet new people and revel in the arts and humanities. However, there were immediate limits to the misguided conception of my own openness, stemming from the fact that I had already crystallised in my mind the exact nature of the career that I wanted to pursue. Accordingly, I needed to understand exactly how each piece of material that I was being taught was going to manifest itself in my career.

 

This is Problem #1. Whilst it is hugely beneficial, perhaps even necessary, to have an idea of the career that you would like to pursue, and in some sense are already pursuing, you must resist this idea turning into a concrete finish line. The career, profession, world that you will enter in three or so years’ time will not be the same as it is now.

Transferrable Skills

When I was tasked, during the first term of my first year at university, with researching the role of goblins in Korean folklore, I could not comprehend how this material would ever feature in my future career and research. On the one hand I was right, in that I have never used and almost completely forgotten all of the information which was taught in this module. However, the skills that I honed during these weeks (dealing with texts in foreign languages, using images as primary sources, researching previously unstudied topics at the vanguard of human knowledge, using cutting-edge software to notate my findings, etc.) have stayed with me ever since. Sometimes ‘transferrable skills’ are taught as modules in their own right, but most of the time when we are honing such abilities we don’t even realise it. To ‘get to the top’ in almost any profession requires you to think well, write well, and speak well. If you find yourself improving in any of these three areas while completing a task, you can be sure that you are in the process of becoming a more capable and dynamic individual.

Everything is Connected

Everything is connected, you just might not know it yet.

 

Over the course of my undergraduate degree, I came to better understand the influence that new ideas and seemingly irrelevant ideas were having on my academic and personal formation. However, I was, what I now understand to be, left-hemisphere dependent. By this I mean that I was inclined to view things in isolation, draw perceptual boundaries around the material gleaned from different areas of my life, and fail to recognise that everything is connected.

 

This is Problem #2. Do not be blind to the infinite undercurrents and invisible connections between the problem you are working on and the wider world.

 

Many, if not most, universities require students to complete a dissertation as part of their undergraduate degree. This can be anywhere in the region of 5,000 to 20,000+ words and is often completed during the final year of study. My dissertation concerned a seminal Cuban figure of whose works I thought myself relatively familiar. I studied his output, studied what others had said about him, and responded with personal insight. For the record, these were all valuable points of departure.

 

However, the feedback that I received noted that the dissertation draft was somewhat superficial and lacking depth. So, for my second draft I went away, added further facts and figures, and expanded on some of the shorter paragraphs and sections.

 

However, again, the feedback that I received commented on the surface-level nature of my work. I was recommended to go away and ‘research areas such as aesthetics and postmodernism’. Dutifully, being relatively high in conscientiousness, I went to the library and borrowed books on these two topics. I drafted two new dissertation abstracts, one concerning the role of aesthetics in the work of my chosen figure, and the other concerning postmodernism in the works of my chosen figure. The only (large!) problem was that I knew very little on either of these areas. Confusion ensued, and I was back to the drawing board.

 

It was only during my master’s degree that I fully realised what my undergraduate supervisor was actually encouraging me to do. He was not asking me to change the focus of my research and write a philosophy dissertation, but he was encouraging me to stop viewing my figure in isolation. We are all shaped by the cultural, linguistic, philosophical, and psychological currents of our time and the developments throughout time that has led to them. Previous modules, such as my first-year module on the long nineteenth century, and my second-year module on new directions in twentieth-century thought, did not exist in isolation. Rather, they served to equip me with a holistic and informed understanding of why the world exists as it does today. Everything is connected.

A Journey of a Thousand Miles Begins with a Single Step

For many students about to start at university, making friends is the most daunting task. For others, it is the fear of receiving poor grades, not being sure what to do after their agree, or even learning how to cook! For me, I was most unsettled when confronted with an intellectual field with which I had no prior familiarity, such as with aesthetics, such as with postmodernism, and such as with the Korean goblins. In these instances, remember the Chinese proverb ‘A journey of a thousand miles begins with a single step’. An undergraduate degree is not a PhD. At this stage in life you are not expected to be a world expert. Rather, you are learning how to deal with difficult concepts and integrate them across various domains of academia and life. The three or four years that is customary to complete an undergraduate degree provide you with the time to explore the nooks and crannies of your discipline, but also its connections to others. Learn to relish being lost and outside of your comfort zone. Whenever you are confronted with an entirely new topic, set of ideas, or seemingly infinite mountain to climb, remember that everything is connected – attack each and every side of your degree with openness, and the map of your life will emerge.

Contact Think Tutors

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Studying Music at Durham University

Located within a UNESCO World Heritage Site, the Music Department at the University of Durham provides historic, inspiring, and world-leading training for a life within and beyond music.

PATHWAYS

Studying Music at Durham (on the BA Mus course) is a stimulating and wide-ranging undertaking that leaves no stone unturned. As a student in your first year, there are 6 compulsory modules (Analysis, Composition, Ethnomusicology, History, Performance, and Techniques). These serve to equip you with the foundational tools for creating and understanding music across genres and throughout time, that can then be pursued further in the form of optional modules in years two and three.

ANALYSIS

Key concepts of Baroque and Classical styles underpin the first year and serve as a point of departure as your progress throughout your degree. The specific focus of second- and third-year modules can change from year to year, but in recent years have centred around the music of Beethoven and Stravinsky, the power of the symphony, and new directions in time and rhythm.

COMPOSITION

Composition is the domain which tends to take students by the most surprise when they arrive at Durham! The ‘new’ approaches of composers such as Messiaen and Shostakovich featured in A-Level and IB syllabi are blown apart upon hearing the indeterminism of Cage and Feldman, the spectralism of Grisey and Murail, and the New Complexity of Ferneyhough and Finnissy. Students are challenged to write for instruments that they are unaccustomed, as well as encouraged to push what it possible on the instrument(s) they call their own.

ETHNOMUSICOLOGY

From Australian didgeridoo to Balinese gamelan, Brazilian samba, Central African pygmy, Chinese guqin, Japanese shakuhachi, and Zimbabwean mbira, you can study them all at Durham. The ethnomusicology modules provide a rigorous approach to understanding the variety of musical practices and concepts encountered around the world, introducing you to diverse methods of describing, notating, and recording music that departs from what we might usually hear on a daily basis.

HISTORY

A broad introduction to Western music from the seventeenth to the twentieth century in first year is followed by optional and specific explorations, such as ‘Music and Politics in France’ and ‘Music in Italy 1850-1950’, as you progress through your degree. Many students use the history modules in first- and second-year to shape the dissertations that they will write in their final year. Accordingly, the breadth of musical options available at Durham is balanced by the opportunity to develop your specific interests over the course of the degree.

PERFORMANCE

While it is never compulsory for reticent students to have to perform in front of other students (and can ‘drop’ performance after their first year), eager performers are never short of performance opportunities at Durham – whether these are ‘in class’, for college/departmental recital series, or as part of the immense number of ensembles across the city. Over 30 music societies exist and cater for students interested in A Capella, choral singing, classical, jazz, pop, rock, stage, and world music. There is also financial support for performance tuition throughout the degree.

TECHNIQUES

The ‘bane’ of some students time at Durham(!) but also the secret love of many others, the ‘Musical Techniques’ modules offer rigorous training in Renaissance and Baroque counterpoint, four-part harmony, the composition of Classical forms, orchestration, etc. Unlike some other universities, these modules are mostly optional, and teaching is often provided in small groups and on a 1-to-1 basis, giving students relatively unrivalled opportunities to learn from world experts but at their own pace.

FACILITIES

Colleges aside (which all provide chapels, practice rooms, and performance spaces), the Music Department caters for the full spectrum of acoustic and electronic interests among its students, giving them the opportunity to use these at their leisure. Facilities include, but are not limited to, a Concert Room (two storeys of seating, 5:1 sound system, large Genelec loudspeakers, AV facilities, large projection screen), Lecture Room (high-quality stereo sound system, AV facilities), Music Technology Suite (Mac and Windows OS audio workstations, music technology software, resident technical support), Practice rooms (soundproofed, acoustically treated, Steinway grand pianos, digital pianos, drum kits, bass and guitar amps, PAs), Studios (music production equipment spanning from the early analogue era up to current technologies and computer-based software), Recording Studio (soundproofed, acoustically treated, state-of-the-art equipment), Audio-visual Documentation and Analysis Laboratory (for multi-camera and multi-track audio editing), and Music and Science Lab (portable physiology response kits, electroencephalography system, recording and playback equipment, audience response capture devices, acoustically controlled listening environment).

RANKINGS

In recent years, the Music Department at the University of Durham has been ranked as the best in the country and is consistently ranked as one of the best in the world. In 2024, it placed 6th in the Times/Sunday Times Good University Guide and 6th in the Complete University Guide.

CONTACT THINK TUTORS

Organising tuition or mentoring with one of Think Tutors’ elite tutors or mentors who has studied at Durham is an excellent way to gain an advantage in the application process for university. We enhance performance through careful preparation and confidence building, offering guidance on Durham colleges, crafting personal statements, submitting musical work, and more, leaving no stone unturned. Please contact us to find a tutor to help your child enter the Music Department at the University of Durham.

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Undergraduate Essay Writing: Mastering the Art of Crafting Compelling Arguments

Clarity and Focus

 

Before diving into your argument, it’s crucial to have a clear understanding of your topic. Define the scope of your essay and establish a central thesis statement that encapsulates your main argument. This thesis should be concise, specific, and debatable, serving as a guiding principle for the entirety of your essay.

Research and Evidence

 

Strong arguments are supported by credible evidence. Conduct thorough research to gather relevant data, scholarly articles, and empirical findings to back up your claims. Always cite your sources accurately, adhering to the referencing style specified by your institution. Utilise a mix of primary and secondary sources to demonstrate a comprehensive understanding of the topic.

Logical Structure

 

Structure your essay in a logical sequence, with an introduction that presents your thesis, a body that presents your supporting evidence and analysis, and a conclusion that reinforces your argument. Use topic sentences and transitional phrases to ensure a smooth flow between paragraphs. Each paragraph should contribute to the overall coherence of your argument.

Counterarguments

 

Acknowledge potential counterarguments and address them effectively within your essay. Anticipating and refuting opposing viewpoints demonstrates a comprehensive understanding of the topic and strengthens the credibility of your argument. This also showcases your ability to think critically and engage with differing perspectives.

Language and Style

 

Communicate your argument clearly and concisely. Avoid using jargon or overly complex language that might obscure your message. Strive for a balance between formal and accessible language, ensuring that your ideas are comprehensible to your target audience. Proofread your essay meticulously to eliminate grammatical errors and enhance the overall readability of your work.

Tutor’s Role in Enhancing Essay Writing Skills

 

A proficient tutor can play a pivotal role in refining your essay writing skills. Tutors offer personalised guidance, providing constructive feedback on your writing style, argument construction, and overall essay structure. They can assist in honing your critical thinking abilities, encouraging you to delve deeper into the subject matter and develop a more nuanced perspective. Additionally, tutors can suggest relevant resources, recommend effective research strategies, and provide valuable tips for enhancing the overall quality of your writing.

Feedback and Revision

 

Embrace constructive criticism from your tutor and peers. Actively seek feedback on your drafts to identify areas for improvement. Revision is an integral part of the writing process, allowing you to refine your arguments, strengthen your evidence, and enhance the overall coherence of your essay. Utilise feedback as a tool for continuous growth and refinement of your writing skills.

 

Mastering the art of forming a persuasive argument in an undergraduate essay is a gradual process that requires dedication, practice, and guidance. By following these key principles and leveraging the support of a knowledgeable tutor, you can enhance your essay writing skills and excel in your academic endeavors.

 

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Personal Statements: Fresh Eyes, New Insights and Why Second Opinions Matter

Unbiased Feedback:

 

 

Friends, family, or mentors can offer unbiased feedback on your personal statement. They are not emotionally attached to your writing and can provide honest critiques to help you refine your narrative.

Identifying Strengths and Weaknesses:

 

Second opinions help you identify the strengths of your personal statement and areas that need further development. This feedback helps you showcase your best attributes and address any potential shortcomings.

Diverse Perspectives:

 

Different reviewers bring diverse perspectives and experiences. These insights can enrich your personal statement, making it more relatable and appealing to a wider range of readers. The more people who review it, the more insight it will accumulate.

The Role of a Tutor in Personal Statement Guidance

Subject Expertise:

 

Tutors specialising in your chosen field can provide valuable insights into crafting a personal statement that aligns with the expectations of your desired course. They can guide you on emphasising relevant experiences and showcasing your passion for the subject.

Tailored Feedback:

 

A tutor can provide feedback that’s specifically tailored to your academic and career goals and help to harness your experience at A-Level or IB level in writing. They can help you align your personal statement with the programme’s requirements and highlight your suitability as a candidate.

Structural Guidance:

 

Tutors offer guidance on the overall structure and flow of your personal statement. They can help you organise your content logically, ensuring a cohesive narrative that captures the reader’s attention. Whether you are writing a personal statement for medical school or for Oxbridge, every institution will want to see how you collate your ideas in a structurally sound manner.

Professional Editing:

 

Tutors are skilled at providing professional editing, helping you refine your writing for clarity, conciseness, and grammatical accuracy. A polished personal statement reflects your dedication to your application.

 

Tutors bring a unique vantage point, offering insights that extend beyond your own perspective. Their experience in navigating the nuances of personal statements can help distill your thoughts into a cohesive and impactful personal statement. Second opinions, whether from tutors or trusted individuals, provide a fresh set of eyes that catch overlooked nuances, refine language, and ensure your message is clear. Collaborating with tutors and seeking additional input adds depth and accuracy, helping you create a personal statement that resonates with your chosen university and helps you on your way to achieving your goal.

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University of Oxford: Merton College

The Grounds at Merton College:

 

Merton College‘s rich history is evident in its stunning architecture, which blends seamlessly with the surrounding medieval buildings. The main quadrangle, with its manicured lawns and teeming gardens, is a veritable oasis of tranquillity amidst the bustle of the city. The college’s chapel, with Gothic arches and ornate stained glass windows, is a true work of art, and serves as a reminder of the deep religious roots of the college. The college’s libraries and laboratories are some of the best-equipped in Oxford, and provide students with access to the latest research and technology.

 

Merton College Admissions Statistics:

 

According to available data from 2019-2021, 68% of Merton’s intake was state educated versus 32% from independent schools; and 57% of those admitted were female versus 43% as male. Between 2019 and 2021 the college received 898 state applications, admitting 139 (representing a 15% success rate) as well as 330 independent school applications, admitting 67 (representing a 20% success rate).

 

Notable Alumni:

 

Merton could field a rather unique ‘alumni’ university challenge team, boasting members as diverse as William of Ockham, T.S. Eliot, and Liz Truss. The college also boasts links with five Nobel Laureates, including J.R.R. Tolkien and most recently in 2022 Anton Zeilinger.

 

Merton College Oxford, An Inside Perspective:

 

Although Merton places a strong importance on academia, it is also a place of leisure and culture. The college’s common rooms and dining halls are the perfect place to relax and unwind, while the college’s clubs and societies provide students with a wealth of extracurricular activities to pursue. The college’s annual events and traditions, such as the Merton Feast, Winter Ball and the Merton College Boat Club, are a cherished part of college life, and serve to bring the community together in celebration.

 

Should you Apply?

 

Merton College, Oxford is home to a diverse community of scholars and students, all united by a shared passion for learning and intellectual pursuits. The college’s Fellows are among the most accomplished and respected academics in their respective fields, and provide unparalleled mentorship and guidance to the students. Although Merton can be quite selective when it comes to admitting applicants, if you have what it takes to contribute to the intellectually rigorous community of Merton College then absolutely, do apply.

 

To optimise the likelihood of a successful application to Merton College, it is best to start the process as soon as possible. Although applications open in May, you will not be able to submit an application until early September. Applying to any Oxbridge college can be a complex and uncertain process, especially without correct guidance. With tutors who are authorities in Oxbridge admissions, a remarkable success rate, and unparalleled mentorship and support, we ensure the best chance of success.

 

Contact Think Tutors

 

Organising tuition or mentoring with one of Think Tutors’ elite tutors or mentors is an excellent way to gain an advantage in the application process for university. With professional tutors who are experts in Oxbridge admissions, we enhance performance through repetition, careful preparation, and confidence building. From guidance on Merton College accommodation, to interview practise, private tuition with us leaves no rock unturned. Please contact us if you are interested in finding a tutor to help your child enter the Oxford college of their choice and succeed in their studies.