History and International Relations personal statement

Reading time: 3 minutes
Price: Free download
Published: 21st October 2021
Word count: 612 words
File format: Text

My appetite for History and International Relations has flourished over the past four years. As society continues to evolve, and as globalisation takes centre stage, the applied discipline of the historian offers us a rich resource from which to draw lessons. There is little that mankind has not already experienced and from which we can learn. Tim Marshall’s ‘Prisoners of Geography’ and ‘Worth Dying For‘ have informed my perspective on current international politics and the motives behind some of the challenging developments we see on the current world stage, such as the conflicts in Libya and Syria, fuelled by the influence of terrorist organisations and weak democracies. Such hotspots fall into the category of ‘wicked problems’; those that have no straightforward resolution.

Combined, I think the practice of International Relations and the wisdom of history bring to light the challenges and opportunities of globalisation. For example, after studying Imperial Russia I understood how past events influence current global politics. In 1762 Catherine the Great annexed Crimea. Two hundred and fifty-two years on, Putin annexed Crimea. Their motives had much in common across a span of two and a half centuries. My interest in Russia brought me to ‘The Romanovs; 1613 – 1917’ by Simon Sebag Montefiore. This inspired me to evaluate, for my EPQ, whether Catherine the Great deserves her title. Researching this has refined my source-analysis, essay-writing and ability to think critically; skills required to be an effective and academically independent historian.

In addition to my interest in Imperial Russia, I have enjoyed a range of FutureLearn courses including Empire, Cooperation in the Contemporary World and Why the European Union? These, delivered by a range of universities, have given me the opportunity to engage in areas of History and International Relations not covered by the school curriculum. Interaction with participants and tutors, along with my commitment to these courses, proves me to be an enthusiastic learner.

As school History Club Captain I enjoy sharing my enthusiasm for history. I have been able to examine the degree to which historical events are sensationalised in books, films and television and the impact this has on an audience’s historical understanding.

My role as International Prefect helped hone my public speaking skills, as I delivered whole school assemblies and took a leading role in our annual International Cultural Fair. Participating in a Japanese exchange in February allowed me to immerse myself in another culture and share my own. I also gained an insight into issues facing Japan, such as the influence of the monarchy. Independent trips to Poland and Croatia have further extended my understanding of the way in which the past is reflected upon in other countries and the effect this has on decision-making and diplomacy today.

My self-confidence has developed through 14 years in Performing Arts and I am working towards my Diploma in Musical Theatre, having achieved my Grade 8 exam. Last summer I also had the joy and privilege of a week ‘Exploring Shakespeare’ at RADA. I enjoy weekly work experience at the Hazlitt Youth Theatre leading drama workshops for children. This has developed my patience and understanding for the unbounded, but sometimes unfocused, enthusiasm of younger people!

Furthermore, as Head Girl I am a role model for younger students, displaying professionalism and perseverance at all times. Through the competitive selection process, I proved myself to be an organised, dedicated and enthusiastic ambassador for my school and my leadership qualities are evident as I manage a team of Senior Prefects throughout the school year.

As a student of history and politics, I believe you will find me to be an exceptional candidate, prepared to take on the opportunities of university study – with a smile.

Why this example works — strengths and ways to improve

This draft shows genuine engagement with Russia, geography and international politics, and the EPQ gives it an academic anchor. Its main weakness is that reading and activities are often named rather than examined. The Crimea comparison is promising but asserted, and later paragraphs drift into leadership and performing-arts claims that rarely connect back to historical or political thinking.

Subject motivation

the applied discipline of the historian offers us a rich resource from which to draw lessons

You state a clear rationale for studying both disciplines together, which suits the joint course. The opening stays broad, though. Phrases like little that mankind has not experienced read as generalisation rather than a personal reason. Your motivation becomes convincing only later, when Russia and Crimea give it a concrete focus.

Academic preparation

evaluate, for my EPQ, whether Catherine the Great deserves her title

The EPQ is your strongest evidence of independent study, and the question invites real historical judgement. You then summarise it as refined source-analysis and critical thinking without showing any argument, source or conclusion. One example of a historiographical disagreement you weighed would demonstrate the skills you claim.

Evidence and reflection

Their motives had much in common across a span of two and a half centuries.

This is an interesting comparison, but you assert it rather than test it. Which motives? Where do 1783 and 2014 differ? Asking that would show stronger analysis. The date also needs checking: the annexation is usually dated 1783, which affects the 'two hundred and fifty-two years' claim. Applying the 'wicked problems' idea to Libya or Syria likewise needs a specific example.

Relevant experience

examine the degree to which historical events are sensationalised in books, films and television

The History Club topic is genuinely relevant and could show thinking about historical representation, yet you give no example or finding. The Japan, Poland and Croatia visits have potential, but 'the influence of the monarchy' and 'the way the past is reflected upon' stay vague. Naming one observation from a trip would turn it into evidence.

Credibility and voice

I believe you will find me to be an exceptional candidate

Self-ratings like this, along with 'proves me to be an enthusiastic learner' and 'displaying professionalism and perseverance at all times', weaken your credibility because they claim qualities instead of showing them. Your voice is warmest in the drama workshop remark about younger children's enthusiasm. That observed, slightly humorous honesty persuades more than the superlatives do.

Structure and format

My self-confidence has developed through 14 years in Performing Arts

The first half moves logically from reading to the EPQ to the online courses. The second half becomes a list of roles: Prefect, performing arts, RADA, Head Girl. These take up a lot of space and have little link to the course. The closing line ends on assertion rather than drawing your themes together.

What you’ve done well

The Imperial Russia thread links Montefiore, the EPQ and modern Crimea, giving the statement a coherent academic focus.
You mix history reading with contemporary geopolitics through Marshall and the FutureLearn courses, which shows genuine interest in both halves of the joint degree.

How this draft could improve

Develop one argument from your EPQ or the Crimea comparison, including a counterpoint, and check your historical dates for accuracy.
Cut or condense the leadership and performing-arts paragraphs. Keep only the details you can connect to communication, debate or cultural understanding.
Replace self-assessments such as 'exceptional candidate' with a concrete insight, for example something specific you learned in Japan or Poland.

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