Guide
Applying to law school, thriving in university and
applying for corporate training contracts
Written by:
Talodabioluwa Olu-Odugbemi
&
Michelle Yik Yu Wong
Designed by Damilola Osinubi
Acknowledgments
Michelle: I’m so grateful for the opportunity to thank everyone who has shaped
me into who I am today. Thank you to my family - my grandma (奶奶) and grandpa
(爺爺) for raising me with infinite patience and for sacrificing everything they have
for me; my mom, 경미, and my dad, River, for their love and selflessness and for
always pushing me to be a better version of myself; my brother Daniel for being my
best friend and my eternal support system; and 할아버지 and 할머니 for being my
biggest cheerleaders and for their wisdom and advice since the very beginning. My
extended family (Kuma, Kufu, Celine and Kurt) for all of their love and support
throughout the years. My friends who have stood by me through every struggle
and challenge - it means more than you may know, and I’m so thankful for their
friendship. My teachers and professors at CDNIS, HKU and Cambridge who
believed in me and my potential. I wouldn’t be where I am without their patience
and guidance. Dami and Franki for doing such an amazing job with the visuals; I’m
constantly in awe of how talented and dedicated they both are. Lastly, I want to
thank Dabi for having the biggest heart, the best jokes, and for inspiring me
endlessly with her wisdom and passion for life - there’s honestly no one else I would
rather write this book with.
Dabi: First of all I want to thank God, because without Him none of this would be
possible. Next, my amazing parents – my mom, Vesiri, for her endless love, constant
support for all my ideas, and for her prayers; and my Dad, Olu, who has sacrificed so
much for my education, loved me at all stages of myself, and has poured all of
himself into me – I hope this makes them proud. My grandparents (GP and GM) for
their love, prayers and guidance. My aunties and uncles who have always treated
me like one of their own (the Edwards, the Fasanyas, the Kolades, the Tinuoyes, the
Isaacs, etc.). My friends (DOS, Lonbridge, Good citizens, Thug(s)lettes… literally too
many of you guys to name) who have become my family – I am infinitely grateful
for you all. My incredible teachers and supervisors, who have guided me and
encouraged me over the years. Dami and Franki for bringing so much creativity
and fun to this project – without you guys, this ebook would fully just have been
black and white. Last but not least, I want to thank Michelle for just being the most
incredible person. You are one of the smartest people I know and thus quite
possibly the most equipped person to write this book. But you are also the kindest,
most genuine person ever. This book wouldn’t have been remotely possible
without you, so thank you for agreeing to do this with me.
Special Thanks
This book would not be possible without the incredibly generous help of our friends, who have
not only given us so much encouragement throughout the process, but have also shared with
us their experiences, tips and tricks, and sample essays and answers. When you read the Guide,
you’ll see that it’s all very much from the heart – it’s genuine, vulnerable, and doesn’t sugarcoat
anything, which hopefully gives you a more accurate and realistic picture of what law school is
like. They also come from different backgrounds and have diverse interests and personalities,
so we hope that by including them in this Guide, you’ll be able to find something that resonates
with you
We really want to thank the following people:
Hi! I'm Aadishi, a first-seat Trainee Solicitor at Cleary
Gottlieb Steen & Hamilton. I graduated from UCL with
a First Class LLB degree and am a Dean's List
awardee. Studying law helped me find my passion
and niche and I hope to use it as an instrument of
change as my career progresses. Outside law, I love
travelling and my ideal vacation involves beaches,
octopi and scuba diving. I am a big foodie and write
food reviews in my free time (but brunches are my
favourite). I am an avid reader and truly believe that I
am the product of all the impactful writing I have
read so far. Most days you will catch me reading
something new or telling you about it!!
I’m Boma George from Lagos, Nigeria. Although I’ve
always vaguely known I wanted to do law (thanks
parents), my law journey started in earnest at sixth
form. I did the IB with Dabi at Sevenoaks School,
where I joined the law society. I then did law at
Oxford, and applied to first-year insight schemes at
several Magic Circle firms with the help of Rare
Recruitment. Off the back of one of these schemes, I
secured my TC with Clifford Chance in the summer
after my first year of uni. I have just finished the LPC,
and I’m now looking forward to starting work as a
trainee in CC’s Project & Infrastructure Finance group.
I’m always happy to help and answer any questions
about getting into law, so feel free to contact me on
LinkedIn with any questions you may have!
Emmanuel is a law graduate from Cambridge. He
spent three years studying at Cambridge and spent a
year studying Spanish law in Madrid. Emmanuel is a
future trainee at Clifford Chance
Eseosa moved to the UK from Nigeria when she was
16 years old and attended Sevenoaks School in Kent.
She then went on to pursue a law degree at the
Univerity College London and graduated with First
Class Honours. She is currently studying at the
Nigerian Law School to become a barrister and
solicitor of the supreme court of Nigeria and is a
future
trainee
at
Clifford
Chance
LLP.
Gabriel is a law graduate from the University of
Cambridge since 2019. He has secured a training
contract with Freshfields Brukhaus Deringer in Hong
Kong. His interest in law lies in dispute resolution and
commercial litigation. He has work experience in this
area of law at various law firms in Singapore, UK and
HK before he secured his training contract. During his
time at Cambridge, he was an active member at both
the Singaporean Society and Cambridge Law Society.
During his free time, he likes to run, read and draw.
Please feel free to reach out to him at
mufc888@hotmail.com
for
any
queries
or
collaborations
Hi there! I’m Ikenna, an aspiring lawyer by day and a writer by night. I
am an LLB Law graduate from the University of Exeter, and recently
completed the LLM Legal Practice Course at BPP Law School Holborn
London. Following a keen interest in emerging technologies in
commerce, I am currently an MSc Management student at Imperial
College Business School, looking to specialise in the area of innovation.
I have interned at a range of companies from the financial software
industry and other start-up companies to global and high-street law
firms in Lagos Nigeria and London, UK. I am now a future trainee
solicitor
at
international
law
firm,
Dentons
LLP.
Alongside building my career, I am a self-published author and poet. I
also write for an online platform called BAME Nation, which I
cofounded and manage alongside my co-founder, to inform law
students from BAME and international backgrounds about the
commercial
world
and
what
to
expect
as
lawyers.
Hi! I’m Oyinkansola Oladapo. I am a Law graduate
from the University of Durham, looking to pursue a
career in public health. I am currently working at a
healthcare consulting company in Lagos, Nigeria.
Outside of my day job, I run a lifestyle and educational
health & fitness page called The YTO Fitness Hub
(@ytofitnesshub_ on Instagram), aimed at redefining
society’s perception of health and fitness.
Saif was born in the USA and comes from a low
income background. At 14, he moved to the UK after
the passing of his parents and attended a
low-achieving state comprehensive. He ultimately
secured a place at the University of Cambridge and
achieved a First Class degree in Law. He is now a
trainee solicitor at Clifford Chance’s London office.
Toni Adejuyigbe attended Day Waterman College
from 2009-2014, serving as the Social Prefect in his
final year. He completed his A Levels at Malvern
College before studying Law at St Hilda’s College,
Oxford. He is currently a Trainee Solicitor at
international law firm Latham & Watkins LLP.
Toni is a keen negotiator and has competed in several
negotiating
competitions,
most
recently
representing Oxford at the 2018 International
Negotiation Competition in India where he was
awarded a silver medal. His interests include running,
photo-journalism
and
fashion.
I’m Francesca but most people call me Franki! I grew up in
Singapore but have spent nearly all my adult life in
London. After studying Biology at Imperial and Business
Management at London Business School, I now work for a
mobile
game
studio
in
London.
Outside of work and academics I spend a lot of time
learning various crafts like baking, sewing and digital
illustration. This project has been so much fun to work on
with Dabi, Michelle and Dami. While I’m not an artist, I
have found a lot of joy in creating these doodles. If you’re
interested in seeing more of my doodles follow me on
Instagram @doodlebar.menu. I’ve learnt a lot working on
this
ebook
and
I’m
sure
you
will
too!
Hi! I’m Damilola Osinubi and I’m a PPE graduate from the
University of Warwick. I like to identify myself as a
multi-disciplinary creative with major skill sets in graphic
design and design thinking. I’ve completed internships at
multiple branding and design agencies and I’m currently
working freelance. I have really enoyed being part of
bringing this project to life alongside Dabi, Michelle and
Franki! When I’m not designing, I’m usually making
playlists and putting people on to new music.
Why should you read this?
Hello! My name is Michelle (Yik Yu) Wong, and I
studied my B.A. in Law at Newnham College,
University of Cambridge from 2016-2019. I am
excited to start my training contract with
Latham & Watkins LLP’s Hong Kong office in
September 2020.
This is a concise, carefully-thought out
distillation of everything we learned after three
years of continuously trying, failing, getting
back up and trying again. We didn’t have a
guide like this when we started and had to
figure it out on our own. How do I choose the
right law school? When I actually get to law school, why does it seem like everyone else is thriving while I’m struggling so hard? How
do I take effective notes: do I have one Word document for lectures, one for textbook
notes, and one for supervisions, or do I combine them? How do I structure problem
questions and draw analogies with some cases and distinguish others? What is this
essay question really getting at and how can I structure my answer to answer the
question directly but in a nuanced manner? What do I have to look out for during an
interview for a training contract, and how can I perform my best during my vacation
scheme?
We were so fortunate to have had advice from seniors, friends, family, professors and
law professionals throughout our time, and through trial and error, we worked out a
system that works for us, and we hope that we can share this with you. However, we
appreciate that everyone is unique and functions in very different ways, and there are
many paths to “success”, however you want to define it. These are merely our
experiences, but hopefully they will point you in the right direction and inspire
intentional approaches to studying and job-seeking
This book is a culmination of research and personal experience, because we want to be
real with you that going through law school is not easy. We scattered personal
anecdotes, including both our challenges and mini triumphs (read on to find out about
how I went from writing 2:2 and low 2:1 criminal law essays all year to getting two 78s on
the exam) throughout to show you how normal it is to struggle. When I was calling my
grandma three or four times a day crying about how sad I was in first year, I never
thought I would get to where I am today. Throughout law school, I’ve not only
developed a more critical, logical and analytical method of thinking (I was recently told
by a high school classmate that my non-law related project proposal is “such a law
student proposal”. whatever that means), but also developed the ability to make
persuasive and reasoned arguments based on evidence. I’ve debunked myths I’ve
created and known about myself for as long as I can remember, and was forced to
adapt and confront myself in ways I’ve never done before. It is wild and difficult, but as
with everything else in life, it’s the journey and the reflections throughout that make it
so memorable.
We understand that this could be a daunting or alien process, but we survived (as did
all previous graduates) and so will you. We hope that our little tips and tricks will keep
you company from the time you think about applying to law school, to the time when
you are in law school, to the end of your training contract application process. For those
who don’t want to apply to training contracts, that is completely fine; we only focused
on it because we know it best, In that case, we would recommend you read the first two
parts of the book.
Upon discussion, Dabi and I decided that we wanted to make this e-book free. Access
to education is so important to us, and we don’t want financial barriers to come
between people and the information in this book. Therefore, if you have found this
helpful, we would really appreciate it if you could share it with your school counsellors,
friends, juniors, or on social media.
Try to enjoy the process and keep doing things outside of law that make you feel joy.
Good luck - we believe in you.
Why should you read this?
Hi! I’m not sure why you’ve picked
up this book. Maybe it was
recommended by a friend? Or
maybe you’re an aspiring law
student frantically searching the
internet for any semblance of a
guide on how to go about studying
law and making a career of it? Or,
maybe
you’re
just
bored?
Regardless of your reasons, Michelle
and I are so happy that you’ve found
our book
My name is Dabi Olu-Odugbemi. I received a First Class law degree from Cambridge
University in 2019, after matriculating in October 2016. Over the course of my three years
at university, I was offered internships and job offers from prestigious firms and
companies such as Clifford Chance, Goldman Sachs, Cleary Gottlieb Steen & Hamilton,
Linklaters and Barclays. I accepted a Training Contract from Cleary Gottlieb Steen &
Hamilton and I am more than thrilled to be starting with them in August 2020.
Reading that back sounds really cool (I mean, I think it’s cool, I hope you do too), but 17
year-old me couldn’t have fathomed this. At 17, I was struggling to balance my extended
essay and six IB subjects with the multitude of extra-curriculars I was involved in to
make myself the perfect candidate. I went through being rejected from my dream
university at the time (LSE) and crying in the bathroom for two hours straight while my
friends begged me to open the door. Calling my parents in tears after my Cambridge
mock interview because my interviewer said that I would probably be better off taking
a gap year as it was unlikely that I would get any offers from “good universities” that
academic year. Deciding in my head that I wasn’t going to let him be right and
spending hours researching the University of Cambridge and its law degree to truly
understand what law was and why I wanted to commit three years of my life to
studying it. Getting into Cambridge and calling my dad (he shrieked on the phone and
for the rest of my life, I will remember that sound). Seeing the pride in my mum’s eyes
when we arrived at Fitzwilliam College, Cambridge on October 1,2016 and she saw my
name – Talodabioluwa Olu-Odugbemi– written boldly alongside with the names of all
the other people living in my block. Receiving my first law essay back and being told it
was so bad it could not even be classed as a third. Studying, making friends, crying alone
some nights because I was being crushed by imposter syndrome. Getting up the next
day and making the choice to work harder and get better. Working my way up to
consistent
2.1
essays,
and
then
high
2.1s
and
then
finally,
firsts.
This book is the most brutally honest recollection of everything we had to work through
to get to where we are now. It is our “no BS account” of doing a law degree and applying
for Training Contracts at corporate law firms. Michelle and I have put to paper answers
to all the questions we had from age 17/18 when we were applying to university (what
do I put in my personal statement? Do universities really care that I can play three
sports and five instruments?), when we were at university (how does one even
structure a problem question?) and when we were applying for Training Contracts.
Michelle and I are passionate about helping as
many of you as possible through what can be a
really difficult process. As we’ve both said, we were
very privileged in the level of support we had, but
we know that’s not the case for everyone. So, we
decided to make this completely free ebook in our
bid to broaden access to legal education. Your
success means everything to us – whatever success
may look like. Whether that’s helping you get into
university, or helping you raise your grades at
university, or getting you your dream job. All we ask
is that if you think you’ve benefited from what we’ve
written, share it with other people who you think
could use the advice. Tag us on results day when
you get into uni, or you get your grades! We’d love to
share in your joy
A law degree is challenging and painful at times. But it is also immensely fulfilling. I can
tell you right now that the pride I felt on June 29, 2019 when I walked up the stage and
received my degree was unparalleled. I want you to experience the same thing.
Dabi xx
01
An Overview of a Law Degree
02
Choosing the right University
03
Applying to University
04
Applying to Oxbridge
Chapter
Chapter
Chapter
Part 2: Thriving at University
Chapter
05
Mental Health
06
How to take good notes
07
Writing a good essay
08
Writing a good problem question
09
Writing a Dissertation
10
Preparing for Exams
11
Extracurriculars
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Part 3: Getting a Training Contract
Chapter
12
Deciding what firms to apply to
13
The Training Contract/ Vacation Scheme Application
14
The Assessment Centre
15
Acing the vacation scheme
16
Final Remarks
Chapter
Chapter
Chapter
Chapter
TABLE OF
Chapter
CONTENT S
Part 1: Applying to University
Part 1:
Applying to
University
So you’ve decided you want to
study law. What do you see
yourself doing? What kind
of lawyer do you want to be?
Write down your thoughts
and the date. You can revisit
this page later and update
your answers
1:OVERVIEW OF A LAW DEGREE
According to the Complete University Guide, Law is the second most popular degree
studied in the UK. A typical law degree lasts three years, culminating in students being
awarded an LLB. LLB is latin for “Legum Baccalaureus” and roughly translates to
“Bachelors of Laws” Degree. This qualifying degree will allow you to move onto your
next stage of legal training: for aspiring solicitors, this is the LPC, and for barristers, this
is the BPTC. This chapter gives a brief outline of how the law degree is taught, what
modules you will learn, how you are assessed, and finally, what skills you will hopefully
walk away with at the end of your degree.
How will you be taught?
The law degree is taught through a combination of lectures, tutorials (or supervisions)
and a lot of reading/self-study. In the chapters to come, we will talk more about how to
make the most of these methods with regards to taking notes, writing essays and
preparing for exams. But these next few pages are just meant to introduce you to the
different learning methods.
Lectures:
If you’ve watched any movies or TV shows about “college” as
Americans call it, you’ll have seen the clips of large halls packed with
students and a man or woman standing in front of them (hopefully)
commanding the attention of the room. We hope you liked what you
saw, because that is a lecture
Lectures are a great way to get an overview of a particular topic from
the lecturer, who will be a professional or an academic within that
particular field. As law students, we found lectures really useful
because a law degree requires you to deal with fairly complicated
texts. Over the course of your degree you will be expected to read
cases with judgments that can span up to a hundred pages. You will
read articles and books written by academics that will lean heavily on
Latin that you often will not understand (prima facie, ultra vires, ratio
decidendi... we could go on). We found that lecturers made it easier to
understand the material we are later expected to read, because they
explain the key concepts and details that we needed to know. For
example, with cases, the lecturer would usually go through the facts
of the case and provide a summary of the judgment.
Similarly, we found that our lecturers were able to distill the academic
arguments that we were meant to learn into bite-sized summaries so
that when we went on to read the articles ourselves, we could spot
core arguments faster and also identify the more niche points that we
Lectures:
Tutorials/
Supervisions
otherwise may not have noticed.In saying the above, we recognise
that not everyone may learn the way we learn. We do well with
having information spoken to us first before we go on to read it
ourselves. However, we have friends who preferred self-study over
lectures. Also, you might prefer lectures for some module more
than others, and some lecturers over others. That’s completely
normal, because everyone is different. So, we urge you to
continually reassess your methods of study and how they are
working for you. Switch them up if need be, but if you find
something that works and that you are happy with, then stick to it.
While lectures consist of a large body of students with fairly
minimal interactions, tutorials/supervisions are the polar opposite.
They are smaller, more focused sessions intended to give students
the opportunity to discuss and debate the reading, as well as gain
feedback
on
written
work
they
have
handed
in.
The expectation is that before you attend your tutorial, you will
have gone to lectures and/or worked your way through the reading
list for that session. The tutorial gives you a chance to ask any
questions you may have had about the reading and clarify any
confusing points. The tutor will then walk you and the other
students through a series of tasks, which are meant to help you
consolidate your learning. When we were undergraduates, these
tasks were usually past essay questions or problem questions,
which we and other students in the class would orally plan an
answer to under the tutor’s guidance.
Prior to the tutorial, you may be assigned a piece of written
work to submit. You will receive feedback for this work at the
tutorial. However, since the tasks for the tutorials are pre-planned,
there usually isn’t time for you to ask for details about the feedback
you were given, but you can always email your tutor with any
questions you have, or set up a one-on-one meeting during the
tutor’s office hours.
Self Study
Any law student will agree that self-study makes up the bulk of
your learning. We’ve mentioned above that you will have a
reading list to work through before you attend tutorials. This
reading list will usually be made up of textbook chapters, cases
and statutes and academic reading
Textbooks: textbooks aim to explain the different topics within the
course. They have extracts of cases or academic articles and
provide commentary on these materials
Cases and Statutes: statutes refer to the laws made by the UK
Parliament thatare codified in the Acts of Parliament. Aside from
statute, law students will also study case law because the UK has
a common law system, which is a system through which the
majority of the law is derived from the judgments of past cases
(precedents). During your law degree, you will be expected to
analyse both of these sources of law and develop informed
opinions about them
Academic Reading: this can come in the form of articles or books
written by the leading scholars within the field. Scholars will
usually be analysing and critiquing the outcomes of cases, or
considering the effectiveness of statutes. We speak about these
sources in more detail in Chapter 6: How to Take Good Notes,
because your self-study is really just you going through this
material and consolidating it into easily-understandable notes for
essays and essay plans
The Core Modules
In order to receive a qualifying law degree in England and Wales, you must study seven
compulsory modules at university, so they will have been automatically built into your
syllabus. They are: Criminal law, Constitutional/Public Law, Tort law, Land/Property
Law, Contract Law, Equity & Trusts and EU Law. Which year of your degree you study
each subject differs depending on your university. For example, we studied Contract
Law in our second year but we have friends at other universities who took Contract Law
in their first year. So what will you be taught in each module?
Criminal Law: You will be taught about different classes of offenses in
England and Wales, and will study how they are punished. You will
learn about the elements of crimes (actus reus and mens rea) and
analyse how these elements appear through real life examples (from
case law
Public/Constitutional Law: A constitution refers to a body of rules that
are used to govern a group. During your study of constitutional law,
you will consider the guiding rules and principles of the UK. The UK is
unique because unlike other countries (for example the US), it has no
formal written constitution. Rather, the UK’s constitution is derived
from various sources, such as the Common Law and general principles
like the Rule of Law
Tort Law: A “tort” is a civil wrong committed by one person against
another. Tort law teaches about these different wrongs and the
remedies that they attract
Contract Law: a contract, simply put, is an agreement between two or
more people or entities. You will learn about the legal elements of a
contract and the different ways a contract can be breached according
to English law, and the remedies if a contract is breached.
Land/Property Law: While subjects like Tort and Contract look at
breaches of personal rights, land law considers breaches of property
rights. You will learn about the different interests in land (freehold,
leasehold, easements, etc.), how they are created and how they are
protected by the law
Trusts/Equity: to understand Equity law, you have to understand the
evolution of English law. Originally, the UK simply had common law
and statutes. The laws derived from thesesystems were general and
expected to be one-size-fits all. But sometimes this led to unfair
outcomes, because cases are not always black and white. There were
many circumstances where common law gave rise to an unjust
outcome, or gave a claimant no remedy at all. Equity was created to fill
the gap and prevent absurdities or unfairness from arising through
abuses of the Common Law. Over time, Equity developed into its own
unique system which was officially fused with the Common Law
through the Judicature Acts in the late 19th century. To gain a full
picture of English Law operates, you must understand Equity.
European Union (EU) Law: Through this module you will study the
laws of the European Union and how they apply to member states.
Obviously, we can’t ignore the elephant in the room which is Brexit;
however, it is likely that any deal that the UK and Europe enter into will
see the UK absorbing many EU laws. So, this is still an incredibly vital
module. It is particularly important for those of you who hope to work
for international firms and organisations, as this knowledge will prove
necessary in cross-border dealsl.
How you will be Assessed
Law is a very essay-heavy subject; thus, your assessments will largely be essay focused.
You will have to hand in coursework, essays and possibly a dissertation that will
contribute to your final grade. Additionally, most universities will require you to sit an
exam at the end of each year in the modules you have taken. These exams will give you
the choice of different essay questions and problem questions. You will then be asked
to choose a certain number of questions to answer within a given time frame. Some
universities may also have open-book exams, whilst others may not. In our case, we
had closed-book exams requiring us to answer four questions in three hours.
What skills does a Law Degree Provide?
Studying law is definitely one of the best decisions we’ve made. Of course, we now have
an overview of the legal system (we can, in fact, tell you the elements of many crimes
off the to of our heads – though this is not as exciting as you’d think it would be). But
also, we’ve gained many soft skills that have contributed to making us well-rounded
individuals. So we wanted to end this chapter by telling you a few of those skills in the
hopes that you will feel more excited about your decision to study law:
Analytical skills:
Studying law has taught us to
constantly question the information we’re
given.Through questioning, we’re able to
uncover flaws or discrepancies within that
information and consider methods of improving
things. This is a valuable skill, firstly because it is what
employers look for. Companies are seeking to hire
students who can evaluate information and solve
complex problems. But even outside of employment,
being analytical has helped us gain a more thorough
understanding of the world and invited us to challenge
the status quo when change is needed. We find
ourselves thinking a lot about the world we live in
and how it can be improved. For us, it feels like
we’re more awake and aware of our
Communicative
surroundings, which we really
skills:
a p p r e c i a t e .
After doing a law degree and
Structured thinking:
To show that an offence has
been committed in a problem
question, all elements of that offence
must be satisfied by the defendant. To
make a convincing argument on a topic in
an essay, you need to structure your points 1,
2, 3 in a logical, convincing way such that
together, they prove their thesis. Constant
legal training throughout the three years
taught us to be structured and logical
in our thinking and in the
presentation of our ideas,
which is a very valuable
s k i l l .
having our essays as well as our
contributions in tutorials constantly
scrutinized and critiqued, we
developed strong oral and written
skills. We learned how to construct
arguments and deliver them
appropriately. Our vocabulary
has also been
broadened.
Organisational skills:
At university, we were
delivering multiple essays a
week whilst trying to stay on top of
extra-curricular
activities,
job
applications… and sleep. Managing our
lives during our degrees taught us to
be organised. The only way we could
survive our degrees was by being
organized through using certain
strategies that will be
discussed later in the
b o o k .
Confidence:
Speaking up in a room with
students who achieved top A-level
grades and a supervisor who literally
wrote the book or article on our reading
lists was nerve-wracking when we first
started at university. However, our law
degrees taught us to be confident in our
ideas and our intelligence. We learned how
to voice our opinions in rooms where we
felt
intimidated and stood by our
arguments when we knew that
they were valid, regardless of
the
pushback.
Resilience:
One thing that you will note
throughout this book is the
emphasis we have placed on showing
you that studying law was not easy. We
had a lot of moments where we felt like we
couldn’t cope, but we repeatedly made the
choice to keep working hard. Studying law
has taught us that we are capable of a lot
and has shown us the value in continuing
to bounce back, even when it’s tough. If
we can do it, you can too.
Close your eyes and imagine your dream university experience. Who are you surrounded by?
What are you doing? Where are you? Write
this down, but keep in mind that this may
change as time goes on.
2 :CHOOSING THE RIGHT UNIVERSITY
Choosing the right universities to apply to can be a daunting process, but here is a
guided approach to help structure your decision-making process. Remember that
there is no right or wrong answer as to which five to put on your UCAS application - as
long as you do thorough research and have good reasons for your choices based on
what you know about yourself and your circumstances, trust that it will be the right
choice for you
Step 1 - Research universities that have an undergraduate law degree
a. Go on university websites and google rankings (eg. QS World University
Rankings Times Higher Education rankings/the Complete University
Guide) to make a list of universities offering undergraduate law degrees
that
you
are
interested
in
learning
more
about.
b. Examples include the following (listed alphabetically), but we want to
emphasize again that these are not all the possible options.
Durham University
King’s College London
Lancaster University
London School of Economics
Queen Mary University
Queen’s University Belfast
University College London
University of Aberdeen
University of Bristol
University of Cambridge
University of Dundee
University of Edinburgh
University of Essex
University of Exeter
University of Glasgow
University of Leeds
University of Manchester
University of Nottingham
University of Oxford
University of Sheffield
University of Stirling
University of Strathclyde
University of Warwick
University of York
Step
2
- What do I want?
Refer to column 3 in the table below for factors to consider when choosing
a university. Think through what your preference is for each of the factors,
and/or generally, what you want in your university experience, and fill in
the third column
Area
Factors to consider
Academics and Academics
course structure • Admissions requirements
• Study abroad opportunities?
• Stress levels - how academically
rigorous is the program?
Course structure
• How many electives vs. mandatory
courses?
• When are exams taken?
• How is your final degree
classification calculated?
• Opportunity to write a dissertation?
Finances
•Price of tuition?
•Living costs - food, transit,
accommodation?
•Scholarships available?
•Ability to work (if needed) while
studying? Note that some universities
do not allow this
Location and
Weather
Location:
•City vs. town? Bigger or smaller place?
•Live at home vs. explore a new place?
•How far away from home? Is it easy to get
home? (only if you have a home and wish to
go back often)
•Restaurants and stores easily accessible?
Weather
•Warmer vs. colder?
•Rain levels? Note: some people have
seasonal depression
What I want
Area
Factors to consider
Campus and Size University
•Campus feel vs. spread out over a
wider area?
•Modern or old buildings?
•College system?
Size
•Student population - big or small?
•Size of classes - big or small?
Diversity and
inclusivity
•Inclusivity of different cultures, sexual
orientations, races, financial backgrounds
and physical abilities?
•Mental health support services?
Note: check statistics to get a sense of it, but
don’t let a lack of representation deter you
from applying - you deserve to be there as
much as others do.
Accomodation
•On campus or off campus?
- If on campus: what services and
facilities are offered?
- If off campus: is it easy to find off
campus sites?
•Costs?
•Roommate or no roommate?
Extra curricular
activities
•Sports teams?
•Societies and clubs?
•Volunteer opportunities?
Career Support
•How good is the careers services in helping
with proofreading CVs/cover letters, doing
mock interviews, and locating job
opportunities?
•Job fairs?
Others
•Friends going to the same
university/nearby universities (if
that’s
important
to
you)?
What I want
Step
3
Make
a
pros
and
cons
list
for
each
university
a. For each of the universities you identified in Step 1, go onto their website,
online forums, and LinkedIn (message alumni directly) to find out what
the university offers for each factor. The table below will then become
your pros and cons list
b. In addition to using resources on the internet, speak to seniors and school
counsellors if possible. Go to these universities’ open days if you have the
resources and time to do so to get a better feel of the universities. Add this
information to the pros and cons
Area
Factors to consider
Academics and Academics
course structure • Admissions requirements
• Study abroad opportunities?
• Stress levels - how academically
rigorous is the program?
Course structure
• How many electives vs. mandatory
courses?
• When are exams taken?
• How is your final degree
classification calculated?
• Opportunity to write a dissertation?
Finances
•Price of tuition?
•Living costs - food, transit,
accommodation?
•Scholarships available?
•Ability to work (if needed) while
studying? Note that some universities
do not allow this
Location and
Weather
Location:
•City vs. town? Bigger or smaller place?
•Live at home vs. explore a new place?
•How far away from home? Is it easy to get
home? (only if you have a home and wish to
go back often)
•Restaurants and stores easily accessible?
Weather
•Warmer vs. colder?
•Rain levels? Note: some people have
seasonal depression
Uni 1
Uni 2
...
Area
Factors to consider
Campus and Size University
•Campus feel vs. spread out over a
wider area?
•Modern or old buildings?
•College system?
Size
•Student population - big or small?
•Size of classes - big or small?
Diversity and
inclusivity
•Inclusivity of different cultures, sexual
orientations, races, financial backgrounds
and physical abilities?
•Mental health support services?
Note: check statistics to get a sense of it, but
don’t let a lack of representation deter you
from applying - you deserve to be there as
much as others do.
Accomodation
•On campus or off campus?
- If on campus: what services and
facilities are offered?
- If off campus: is it easy to find off
campus sites?
•Costs?
•Roommate or no roommate?
Extra curricular
activities
•Sports teams?
•Societies and clubs?
•Volunteer opportunities?
Career Support
•How good is the careers services in helping
with proofreading CVs/cover letters, doing
mock interviews, and locating job
opportunities?
•Job fairs?
Others
•Friends going to the same
university/nearby universities (if
that’s
important
to
you)?
Uni 1
Uni 2
...
Step 4 - Carefully think through the list and narrow it down to 5 universities: after
. . .
knowing the pros and cons of each university, it’s time to narrow down the list to
five universities (max) for the UCAS application. The right fit at the time of your
application is the most important thing
a. In the list, we recommend there to be a combination of the following:
i.Safety schools (schools you know you will meet the requirements of)
ii.Target schools (schools you can get into relatively comfortably)
iii.Aspirational schools (schools you would consider your dream
universities
b. When choosing, do what feels right to you and makes you comfortable. In
life, there are endless possibilities and paths we can travel down, and
because we don’t get the chance to see how life would be if we just made
another decision at a specific juncture, we put so much pressure on
ourselves to make the “right” choice. But remember that we can only make
decisions based on the best information we currently have about the
external world and about ourselves, so just trust yourself and go for it. You’ll
make it work
Top Tip:
For example, we both studied the International
Baccalaureate (IB) instead of A-levels. The IB is scored
out of 45 and students generally take three Higher
Level subjects scored out of seven and three Standard
Level subjects which are also scored out of seven (as
well as an Extended Essay and a course called Theory
of Knowledge (think watered down philosophy)).
Imagine we were predicted to get 42 points, with 7,7,6
in our Higher Level Subjects. A safety school might be
one that required 35 IB points, with 6,6,6 at Higher
Level. An aspirational school might be one that
required exactly those predicted grades – 42 points
overall
with
7,7,6
at
Higher
Level.
UCAS CHOICES
Fill this out when you’ve firmly decided on the
5 universities you wish to apply to:
1.
2,
3,
4,
5,
3 :APPLYING TO UNIVERSITY
By this point, you’ve made up your mind. You definitely want to study law and you’ve
chosen the universities you want to apply to. But what does the application process
look like, what options are available to you and how do you go about applying?
Plain vanilla law degrees?
Subject Combinations
Many people say they want to study law without recognising that many universities will
actually allow you to study a combined degree. This means that you could study not just
law, but for example, law and a language (e.g. Law with French) or law and another
social science (e.g. Law and Sociology). Michelle and I (Dabi) both studied what we’ll
describe as “plain vanilla” law degrees, but we want to make it clear that you can choose
to do something else if you wish. Throughout this guide, the most important tip we
hope you take away is that your future is yours to create. So if you think you want to
study law along with another subject that you enjoy, then do your research and look at
schools that offer subject combinations. Go to university Open Days if you can, or call up
the Admissions department and discuss the possibility of subject combinations.
However, our only word of caution is to be certain that your subject combination will
allow you to graduate with what’s called a “qualifying law degree”. A qualifying law
degree is a degree that will allow you to practice as a lawyer in England and Wales. If you
don’t plan to work as a lawyer, then this doesn’t really matter and you could just study
law purely for the knowledge and academic fulfillment. However, if you do think that
you’d like to practice law, then it’s something to consider. Even if your law degree is not
a qualifying one, this still isn't the end of the world by any means. You could undertake
the year-long graduate diploma in law (GDL), which is a qualifying law degree.
Study Options
Another point we would like to make clear is that you don’t have to study law full
time if you’re unable to. There are many universities that offer part-time degrees
or flexible study options that might better cater to your specific circumstances. If
you think you want to obtain a law degree but are concerned about the prospect
of studying full time for three years, then do your research and consider a
university that offers more flexible forms of study. We don’t know what your
circumstances are, but we want to direct this message specifically to the person
who wants to study law but is worried about taking a different path and
graduating a few years after your friends. It’s completely understandable to feel
anxious at the prospect of being left behind. But you will be so proud of yourself
for pursuing your dream and sticking with it. My (Dabi) grandad got his law
degree at 70 years old, and Italy’s oldest student Giuseppe Paterno got his
undergraduate degree in history and philosophy at 96! You are never too old to
pursue your dreams. Even if you don’t get your degree via a conventional route,
remember
that
a
law
degree
is
a
law
degree.
Tomato,
tomato.
Applying through UCAS
In the UK, students apply to university via the Universities and Colleges Admissions
Service (UCAS). You will first select the universities you want to apply to (up to a
maximum of five) and then upload a personal statement that will be sent to all of these
universities. This personal statement, your grades and for some universities, the Law
National Aptitude Test (LNAT), are what university admissions officers will use to judge
whether or not they will grant you a place. We will talk about each of the elements of
Grades
As we’ve mentioned already, different universities will have different academic
requirements. It is vital that you research what these requirements are for each of the
schools that you are applying to. When we were applying, we were encouraged to pick
an aspirational school (that is, a school with higher academic eligibility criteria) as well
as a “safety” school (one with academic requirements that we felt we could comfortably
achieve). See Chapter 2: Choosing the Right School to figure out how you work this out!
It’s a good idea to speak with a trusted teacher or adult about where you plan to apply
and get some advice from them about what they think your choices should look like.
But in saying that, don’t let people discourage you and your ambitions. Ultimately, you
are the only one who knows how hard you are willing to work, as well as the extent of
your capabilities. Our advice to you will always be to undertake a lot of self-reflection
and be brutally honest with yourself. Don’t undersell yourself by not applying to
universities with higher requirements because you are doubtful of your capabilities.
However, be careful of choosing too many schools with grade requirements that far
surpass your predicted grades, as you don’t want to be disappointed.
Law National Aptitude Test
The LNAT is a test required by some universities as part of their application process.
Some notable universities that require the LNAT include the University of Bristol, the
London School of Economics and Political Science (LSE), The University of Nottingham,
University College London (UCL), The University of Oxford and more. So, if any of these
universities are on your list then prepare yourself – you’re taking the LNAT.
What does the LNAT entail?
The aim of the LNAT is to test you on your:
1.
Verbal reasoning skills
2.
Ability to interpret information; and
3.
Deductive reasoning
The LNAT does not require any prior legal
knowledge.
The test will be made up of two parts:
(1) multiple choice questions;
(2)an essay.
Top
tip from Aadishi:
While the LNAT essay is not
marked per se, it is an important
opportunity for applicants to showcase
relevant legal skills to universities. These
universities assess applicants' analytical
capabilities and whether they are able to
present logical arguments in a structured
manner. Hence, the LNAT essay can make
or break to your application and
requires preparation and practice.
Multiple Choice Section
The multiple choice section is made up of 42 questions derived from 12 passages of text
that must be answered within 95 minutes. Your results on the multiple choice section
will provide you with your “LNAT” score
The purpose of these questions is to show that you can identify key issues, understand
arguments, analyse and decode relevant material, and know the difference between
fact and opinions
Your LNAT exam will pose a variety of multiple choice questions, some of which include:
Argument and Analysis Questions
i. This could be a situation where you are given a chunk of text and asked to
select the author’s main argument. Or, you could be given five statements and
asked to select which statement is correct. The tricky thing with these questions
is that oftentimes, all the answers will be, in some way, correct, but the question
is trying to get you to choose the “most correct” answer. Another way of saying
that is that the question is asking you to select the most significant
statement/argument – the one that goes to the heart of the question.
ii. Since these questions are kind of tricky, you might not be able to identify the
correct answer instantly – and that’s okay! The best way to go about these is to
use the process of elimination. Start by selecting all the answers that you are
sure are wrong. Once you do that, you will hopefully be left with one final
answer that should be correct
Literary Inference Questions
For these questions, you might be given a passage and then asked to interpret
the meaning of a word used within it. These questions are testing how you use
context to analyse and drive answers. Therefore, the key thing to do here is really
read the text and think about how the word has been used in the context of the
passage. It may not necessarily have the meaning that you would expect it to in
another context.
Essay Section
The questions could come from
different categories, including:
1.
Ethics
2.
Education
3.
Law
4.
Media
5.
Philosophy
6.
Politics
7.
Science
Of course, you will go into the LNAT
having no clue what the essay question
is. But that doesn’t mean you can’t
practice!
For the essay section, you will be provided with three
questions, of which you will have to choose one to
answer. You will only have 40 minutes to select a
question, plan your essay and then write your answer.
Take it from someone who has done this test – this is
not a lot of time. The purpose of this section is to check
that you can coherently form and present an
argument
under
significant
time
constraints.
Although this essay does not contribute towards your
LNAT score, it is sent to the universities you are
applying to. They will read what you write and use this
to gauge your essay-writing and deductive abilities, so
give
this
your
best
shot.
Top tips for preparing for the LNAT
Read the news: although the essay questions are derived from a broad range
of topics, they are often informed by what’s happening in the news. For
example, when we were taking the LNAT, euthanasia was a topical issue and
thus was a question that came up. So, keep up to date with current affairs so
that you can learn a few facts, which you can hopefully throw into an essay.
These facts will add credibility to your answer and help you stand out.
Read more opinion pieces or argumentative essays: the tricky part of the
LNAT essay for many students is moving from the typical way that you have
been taught to write essays, i.e. write all the pros, write all the cons and then
write a conclusion. This won’t fly for the LNAT. For this essay, you’re trying to
write an argumentative essay from start to finish, which means knowing your
argument before you start writing it, and selecting the points that you can use
to further your argument.
Learn the value of counterpoints: we know we’ve just said above that you are
writing an argumentative essay, and so you should choose an argument and
stick to it. But argumentative essays don't mean that when you’re writing, you
should pretend that you’re 100% correct and there is no other argument.
Rather, you should aim to mention a few of the opposing arguments (these
would be called counterpoints), with the aim of debunking them.
Imagine that the essay was on whether children under the age of 10 should be given
compulsory homework and I was arguing that they should be. I would raise the
counterargument that if students didn’t have set homework from school, they would
have more time to take up other extracurriculars such as music or drama. But then I
would
debunk
this
by
reiterating
why
homework
is
still
important:
EXAMPLE: Some might argue that removing the obligation of homework would be most
beneficial to younger students. The justification being that by removing homework,
students would have more free time to discover other extracurriculars that are just as
fulfilling as academics, for example, music or art. While this argument has merit, it has a
number of flaws. For example, it assumes that the free time students now have will
automatically be filled by fulfilling extracurricular activities, but this might not be the case.
It is not unfathomable that some students might simply use the spare time to watch
television. Furthermore, homework plays an important role in reinforcing students’
knowledge of topics learned at school. By going home and having to redo tasks similar to
those which they have studied that day at school, students are able to better absorb the
content whilst also being made aware of possible gaps in their knowledge. This is not to say
that extracurriculars are unimportant, but rather that homework does not have to be
completely phased out for extracurriculars to be carried out. A better suggestion might be
to restrict the amount of time required for homework a day, for example to half an hour or
45 minutes. Doing so would mean that students are still able to fortify their understanding
from classes, whilst also having free time to pursue extracurricular or leisure activities.
Practice Practice Practice…: the LNAT, like many things in life, is one of
those things that you get better at with practice, so you must find the time
to practice. At the end of this section, we will leave a few links to sites
offering free practice questions, as well as some Amazon links for LNAT
specific books you can purchase if you think you need to. Take a look at
these resources and try to use them. If your school has a law society, reach
out to the teacher in charge of it and ask if they have any resources you can
practice with. Trust us, it will help. And speaking of practice...
Practice all the sections, not just multiple choice: many students fall into
the trap of focusing only on the multiple choice section, thinking they can
just wing the essay portion. In the interest of full disclosure, I 100% did that.
But take it from me, DON’T DO THIS. Practice both the essay and the
multiple choice questions. You want to have a fully rounded test, not one
where you do amazingly in the multiple choice but then really poorly in the
essay or vice versa. Also remember that as a law student, you will write a lot
of essays. So practicing for the essay portion of the LNAT will help set you up
well
for
writing
argumentative
pieces
as
a
law
student.
Here are a few links to some sites that offer some good LNAT advice or questions that you can
practice with:
Free Resources
https://www.thelawyerportal.com/e-learning/lnat-questions/
https://www.thelawyerportal.com/free-guides/lnat-guide/lnat-essay/
https://www.thelawyerportal.com/free-guides/lnat-guide/lnat-multiple-choice-questions/
https://www.jobtestprep.co.uk/lnat-practice-questions?utm_gclid=Cj0KCQjw9b_4BRCMARIsAD
MUIyrhC-JVGQtk5vdtXMLBdSBDHMGsjIUw4L9UQG7nWXdSJmyFJ8xiIp8aAj9sEALw_wcB&utm_ke
yword=&utm_pos=&utm_matchtype=b&utm_device=c&utm_ad_id=416214903274&utm_ca
mpaign_id=1502915685&gclid=Cj0KCQjw9b_4BRCMARIsADMUIyrhC-JVGQtk5vdtXMLBdSBDHM
GsjIUw4L9UQG7nWXdSJmyFJ8xiIp8aAj9sEALw_wcB
https://lnat.ac.uk/how-to-prepare/practice-test/
https://lnat.ac.uk/how-to-prepare/sample-essays/
https://www.robwilliamsassessment.co.uk/lnat-practice/
Paid resources
https://www.amazon.co.uk/Ultimate-LNAT-Guide-Techniques-UniAdmissions/dp/0993231160/re
f=sr_1_2_sspa?crid=1OOOZDQC2J6WM&dchild=1&keywords=lnat+practice+book+2020&qid
=1594912978&sprefix=lnat+%2Caps%2C225&sr=8-2-spons&psc=1&spLa=ZW5jcnlwdGVkUX
VhbGlmaWVyPUExS1FSR1NDSVVVWFZPJmVuY3J5cHRlZElkPUEwODE0Njk2MzdRT0dKU0JMSlRZ
WiZlbmNyeXB0ZWRBZElkPUEwMzIyOTg0M1VIOU9PNVA1RU8xRyZ3aWRnZXROYW1lPXNwX2F0ZiZ
hY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=
https://www.amazon.co.uk/Ultimate-LNAT-Collection-Questions-UniAdmissions/dp/1912557304
/ref=sr_1_4?crid=1OOOZDQC2J6WM&dchild=1&keywords=lnat+practice+book+2020&qid=15
94912998&sprefix=lnat+%2Caps%2C225&sr=8-4
Advice from Some friends
How did you practice for the LNAT?
Boma: I started my preparation using the “How to Prepare” page on
lnat.ac.uk. This gave me really useful hints and tips about how to approach
multiple choice and essay questions, as well as advice from examiners and
students. There was a downloadable guide which explained the style and
content of the questions, as well as some sample essays and practice tests
which I attempted. For both the multiple choice questions and the essay
question, one of the best ways to prepare is to read widely, and so I made
sure to spend around an hour a day reading newspapers like The
Economist, The Guardian and The New York Times to stay up to date with
current affairs and to practice spotting assumptions and evaluating
arguments.
Toni: I did all the tests in the Practice & Pass book, I found some more
samples online and did those too! The thing with the LNAT is that it’s really
hard to find many practice questions to do, so I think buying the practice
books is a good idea. I got my teachers in charge of admissions and an
Oxford professor whom I knew at the time to review some of my essays.
While I knew the essays would never be marked, it is always good to get
some feedback on how to write bettter
Oyinkan: mainly through doing
the practice tests and reading
textbooks on how to prepare for
the test
Eman: I got one of those
practice paper books off
Amazon (well my friend did
and I borrowed the book off
him) and did a couple papers
to practice
What do you think you did specifically that helped you score highly?
Aadishi: Read, read, read! The LNAT essay is usually on a socio-politico topic
with room for legal commentary and ethical dilemmas (look up topics
online!). Of course, while knowledge of a topic is not necessary to make
structured arguments, it provides the nuance and evaluation which gives
your essay an edge over others. I found reading op-ed pieces and editorial
magazines helpful as well as popular legal debates on ideas such as medical
paternalism, judicial independence/impartiality, social welfare, legal ethics
etc. On the one hand, this equipped me with a foundation of knowledge to
write the essay, but equally, reading legal and editorial essays conditioned
my writing style and ability to form arguments even on topics outside my
comfort zone. A time-saving (or not) trick might be to follow certain news
pages on Facebook and other social media where commenters present the
many sides of the argument for you and allow you to adapt these to your
own intutitions!
Toni: as unhelpful as this may be,
just
practising.
The
LNAT
questions are really weird and it
takes time to come to grips with
them. I think also being familiar
with the way the exam is
(electronic and you use those
chunky
keyboards)
helped
because there was less external
pressure
on
the
day.
Eman: Honestly, I just think
practice makes perfect and
gets you comfortable with the
format
and
style
of
questioning
Boma: Of the different ways I prepared, reading widely helped me most.
Critically analysing what I read and breaking articles down into their
component parts, such as arguments, assumptions and counterarguments
helped me do well in the multiple choice section. Reading was especially
helpful for the essay questions, as I wanted to make sure I was familiar with at
least a few of the topics that would come up and that I could back up my
argument with current real world examples. For this reason, I read up until
the last minute, literally. On the journey to the test centre the day of my exam,
I read an article about a law that was passed the night before legalising the
sale of marijuana in an American state – an hour later I was able to reference
this law as I made my own arguments in favour of legalisation. I’m sure being
able to make strong arguments and back them up with current, real world
How do you think people can improve their scores?
Toni: try and stretch your mind in the weeks leading up to it by reading
articles that are above your normal level. This is helpful because your brain
gradually gets better at breaking down complex pieces of information. Also
try to stay informed of the major political debates of this era, as the LNAT
essays almost always had at least one political question that was slightly
easier to argue than the more abstract/conceptual questions.
Boma: Practice makes perfect! I would recommend attempting the practice
questions and sample papers on lnat.ac.uk. I’d also make a list of topical,
controversial issues and note the arguments for and against each in the
hopes that one of these comes up on the day, as it did for me. Just in case
none do, I’d also recommend attempting essays “blind” to practice being able
to respond to a prompt on the spot. Lastly, if your sixth form has a Law Society
or similar group, I’d recommend joining!
Oyinkan: practice as much as you can and as early as you can.
Aadishi: Practice! There are several online resources listing out historic
prompts. Attempt to write essays on these topics in timed conditions–
timing yourself is critical! If you are not used to it, essay writing at university
level can be daunting. But as tip, you should focus on ensuring the content
is directly relevant to the prompt, the structure does not obstruct the
argument but rather puts it in a sequence that makes it easier to
understand, and the language is not overly flowery (big obtrusive words are
not your friends) but instead concise, precise and formal (no slang,
abbreviations). Exchange practice essays with friends, peers, teachers,
debaters, your deeply intellectual parrot - anybody who can give feedback
about how persuasive and logically structured your essay is! If you are not
comfortable sharing, you can self-evaluate. This can be hard, but what I
would usually do is find a prompt, write an essay “blind” and then put this
first essay away. After, I would read some more about the given prompt and
attempt to write the essay again. I would then compare the two versions to
see how my arguments changed structurally as my content became
stronger
If you could go back in time and give your 17 year old self some advice on the
LNAT, what would it be?
Toni: finishing the exam is more important than being 100% sure about
every single question; don’t waste time reading books on critical thinking
(they don’t help that much … trust me, I tried) and; the test is not designed for
most people (if any at all) to score 100% so don’t beat yourself up about
“seemingly” low scores.
Eman: Don’t do it if you don’t have to. If you’re confident you’ll get into your
top choice unis and they don’t require LNAT e.g. Cambridge and Warwick,
don’t waste the time or money. My LNAT exam was 3 days before my
Cambridge interview so time could’ve been better spent prepping for my
interview
Boma: I’d just tell her that all of the extra time she’s been spending in the
library lately will pay off soon and be worth it in the end!
Aadishi: Time management, planning and proofreading are key! This point is
more about the execution of timed essay-writing. Do not read the prompt
and launch into it! Take a few minutes out at the beginning to jot down
overarching arguments supporting your claim, defenses to any
counterclaims, order of persuasiveness etc. to ensure your essay is well
structured and coherent. It is helpful to inculcate this in your practice
sessions as well! You will be able to see the difference between an unplanned
essay and a planned one, and if not, university recruiters that routinely read
such essays surely will! Equally, leave enough time to reread the essay and
identify grammatical errors, correct spelling and restructure arguments (if
needed only) after writing it. Unproofed essays are not favourably looked
upon by universities
Personal Statements
What is the personal statement?
Your personal statement is where you explain your motivations behind wanting to
study a law degree, and why you believe you’re suited to the course. It is a chance to
“sell yourself” to universities, beyond just your grades. In the UK, unlike the US, you will
write one personal statement that will then be sent to all of your universities.
Personal Statement Technical Requirements
Your UCAS personal statement can be a maximum of 4,000 characters and 47 lines.
Re-read that last sentence. Not words, characters. We have definitely spoken to a
couple of people who worked for ages on their personal statements only to find they’d
overshot the word count massively because they wrote it on the assumption that they
could
write
4,000
words,
not
characters.
4000 characters is not a lot, and you will likely find yourself having to go back over your
statement loads of times before you can settle on a final draft that you’re happy to send
off. So a major tip for writing a personal statement is to start on time and leave yourself
a lot of time to do it. Start by just writing it without thinking too much about how long
it is and whether it meets the word count. After you’ve written it, you can then go back
over
it
and
work
on
reducing
the
word
count.
What are you trying to convey in your Personal Statement?
Although you don’t have a lot of characters to convey the information, you’re really
trying to pack in a lot into your PS. You’re trying to convey to the reader:
1. Your motivations: why have you chosen to study law out of the multitude of
degree programs out there?
2. Your suitability: what about you makes you suited to study law? What have you
done, read, heard or learned that has contributed to making you a good candidate
for this degree?
3. Your hopes: what do you hope to get out of a law degree that you think you
wouldn’t get from studying something else?
What to include in your personal statement
A law personal statement is, as evidenced by the name, very personal to you. As such,
there isn’t really one right way of writing a personal statement. The advice we are about
to give to you is based on how we personally structured our personal statements. But if
you don’t like this format, or you already have an idea of how you want to go about
writing yours, then by no means should you feel pressured to imitate this. If you are
feeling a bit stumped about how to go about it, here are our guidelines:
Step 1
A catchy opening statement
Remember that the admissions officers reading your
personal statement will have read many before yours
and will read many after yours. Starting your personal
statement with an interesting one-liner or an unexpected (but relevant) story could be just what you
need to stand out
Step 2
Set out why you want to study law
Ahhhbviouslyyy you’re applying to study law. So, you need to say
explain your reasons for this. As a preparatory exercise for this
task, I would suggest getting a blank sheet of paper and writing
out why you want to study law. We are both fans of old-fashioned
lists so we would literally sit and write bullet points for this. But
you might prefer spider diagrams or some other method. Whatever you choose is fine, just as long as you’re getting your reasons
down. In the process of doing this, you may find that your reason
for wanting to study law is connected to something that you have
experienced or seen or read. Definitely include that in your statement. For example, if you decided you wanted to study law
because you read about a high-profile case in the news, then that’s
great
and
you
should
100%
say
that.
Step 3
How have you personally furthered your interest in law
A law degree requires a lot of self-study on your part. We’ll touch on this more in future chapters, but we’re mentioning this here to let you know that because of the amount of self-accountability involved to study law, admissions officers will be looking to see that future candidates are already self-starters. They’re looking to admit students who are already capable of
going the extra mile to further their interests on their own, instead of waiting to be spoon-fed
information by teachers or other adults
So how can you show that you’ve been a self-starter? Well, the good news is that there are a
lot of ways to do this. We’re going to discuss a few below, but please note that this list is not
exhaustive and there are definitely other ways that you can do this:
Work experience
One way could be discussing some legal work experience that you’ve undertaken. If
you do speak about work experience, make sure that you actually discuss it. Just stating “I furthered my interest in law by spending two weeks at XYZ law firm/ barristers
chambers” will not be enough. You need to explain what you learned or enjoyed during
your work experience in particular that helped to further your interest in studying law.
For example, you may have undertaken some case analysis for a supervisor and really
enjoyed the process of analysing a judgment and drawing out key facts from a case.
Reading books
It is really useful to read books directly related to law or the study of law, as you have
something that you can include in your statement. You could also include in your
statement books that aren’t directly about law, but have a legal element. The latter
could actually make you stand out even more, as you get to show your analytical skills
by drawing out the legal elements within a book that doesn’t directly speak about law.
For example, if you were reading a book that dealt with torture, you could discuss in
your personal statement how you found it interesting to consider the ethical implications of torture. Maybe it led you to also consider how torture is dealt with within UK
law, so you googled and read an article on this. By this act, you have shown analytical
skills, critical thinking and that you know how to take the initiative – admissions officers
are giving you points upon points for that
BUT! If you are going to include a book in your personal statement knowing that
you are applying to a university that interviews its candidates, please actually read
the book. There is nothing more embarrassing that turning up to your interview
and being asked to speak a bit more about what those ethical implications of
torture that you read about in the book were and now there’s silence in the room
because you don’t have an answer. It’s not a good look. If you haven’t read the
entire book by the time you send off your personal statement, then our advice
would be to state in your statement the chapters that you actually read. Hopefully,
this won’t be just one – unless maybe the book is a compilation of different
author’s essays and each chapter was one essay, in which case, we’ll allow it.
We get a lot of questions from people about what books we recommend to read.
The answer is that there are truly loads out there that you could read. But we’re
going to give you some of our personal recommendations that you could maybe
start
out
with,
before
branching
out
• Justice: What’s the Right Thing to Do?: Michael Sandel: this was a personal favourite of
Dabi’s. She enjoyed it so much she actually took the free online Harvard course offered by
Michael Sandel to learn more about it. The book discusses several moral dilemmas, such as
whether it is sometimes okay to kill, whether free markets are really fair, etc. The topics
covered span law, philosophy, religion, ethics and more. While this book isn’t exactly a law
book, it will force you to think about important issues and through this process, hopefully
hone your analytical skills.
• What about the Law: Catherine Barnard, Janet O'Sullivan and Graham Virgo: this is a
book we’d highly recommend for aspiring lawyers. It provides an outline of each of the
core law modules, which will give you an idea of what you will be studying at university.
The authors also discuss a few cases, which we think is great because you will spend your
years at university reading a lot (a lot) of cases. You’ll get an idea of how judgments come
about and also how to discuss case law, which will be really useful.
• Stories of the Law and How it's Broken: The Secret Barrister: this is a really great one
for students considering a career in criminal law, but is also an interesting read generally
for aspiring lawyers. This book discusses where the law has sometimes failed to protect
victims and will get you considering the flaws of the law. Many students start out wanting
to study law because they think that the law is infallible, but it isn’t. And a lot of what you
will be doing over the course of your degree is critiquing the law – identifying where it
falls short and the damage that can be done when it does. Reading a book like this will
help you to start getting into the mindset of analysing and usefully critiquing the law.
• The Rule of Law: Tom Bingham: Tom Bingham was a renowned judge of the UK
Supreme Court and the chances of you going through your degree without reading one of
his judgments is slim to none. “The Rule of Law” is the title of his book, but more importantly, the rule of law is an important concept that pervades the entire UK legal system.
What is the rule of law, you may ask? Well, it’s not just one thing. The rule of law is made
up of a number of concepts like fairness, equality before the law, access to justice and
more. His book goes through the many elements of the rule of law in a really accessible
and understandable manner – we would definitely recommend.
• Bleak House: Charles Dickens: we thought we’d switch up the list and throw in some
fiction. While this isn’t a book that either of us read when we were applying to university,
it has come highly recommended by a number of blogs. The novel discusses a court case
concerning a number of wills around historical places in London with legal significance.
The book is supposed to provide aspiring lawyers with an idea of the foundations of UK
law and some of its key principles.
• Eve was framed: Women and British Justice: Helena Kennedy: can we get some snaps
for the intersection of law and feminism! Dabi read this book and definitely recommends
it. While the book directly focuses on the treatment of women within the English legal
system, it also raises arguments about the unequal treatment of people based on their
race, class or political leanings. Again, another great book to get “under the hood” of the
law and see where it falls short.
• My Own Words: Ruth Bader Ginsburg: written by Notorious RBG, US Supreme Court
Justice and the legend herself, Ruth Bader Ginsburg. “My Own Words” is another top
recommendation of ours. Although Ruth Bader Ginsburg is not an English lawyer (she’s an
American lawyer), she overcame many challenges to achieve an incredibly inspiring legal
career. The book is partly autobiographical and partly a compilation of essays written by
her. You could read the whole thing cover to cover, or you could read a few essays by her
and discuss them in your personal statement.
Attending Open Days
Attending an Open Day at a university, if you can, is a great way of showing that
you’ve tried to develop your interest in law. As with work experience, it’s not
enough to just state that you attended an Open Day. Explain what you did or what
you learned at that Open Day that has increased your knowledge of law and
enhanced
your
desire
to
study
it
for
the
next
few
years.
Attending lectures and talks
Some universities offer outsiders the opportunity to come in and listen to a
lecturer or a guest lecturer. If there is a university close to you that does that,
then take the opportunity and sit in on one. Not only is this a cool thing to put
into your personal statement, but it also gives you a taste of what it is like to
study at university – going from classrooms to huge halls with hundreds of
students listening to one lecturer. Again, the way you write about this is very
important. State who the lecturer was, what the topic of the lecture was and
what
you
learned
that
made
you
want
to
study
law.
Joining a law society
Joining your school’s law society (if you have one) can be a really great way to
further your knowledge of law. It is also something useful to put into your personal
statement. Usually, law societies will give advice on applying to university, but they
also expose you to the law by discussing legal issues and topics within the news.
If you do include your law society in your personal statement, make sure you
discuss it in a constructive manner. For example, if your society discussed a topical
case in the news, state that on your personal statement. State what your view was
and how you defended it.
Mooting or debating a legal issue
Moots are like pretend-trials. Students are given the opportunity to act like
lawyers and represent their clients before a judge. If you have the opportunity
to participate in a moot, it is another really great thing to do to show interest in
law. For a moot, students will have to analyse a legal problem, research the law
and
then
present
reasoned,
legally-backed,
succinct
arguments.
Not all schools offer mooting, so don’t worry if you don’t have the opportunity
to do this. But if you do, and you think you’d like to try it out, then we most definitely recommend this. When writing about it in your personal statement,
follow the tips we’ve been giving throughout this section. State what the moot
was about and what your argument was. Outline how you went about
researching and presenting your argument. Finally, discuss how the experience
enhanced your knowledge of the law and increased your desire to study law.
Attending court hearings
In the UK, members of the public are generally allowed to sit in on court hearings.
If you can, this could also be a really cool addition to your personal statement as
you
are
literally
witnessing
justice
(hopefully)
taking
place.
We definitely recognise that this suggestion might be difficult given the current
circumstances (*ahem* the pandemic). But, if by the time you’re reading this the
situation has changed and it is safe to attend hearings, it is definitely something
to consider
Podcasts
I am a huge fan of podcasts. You can listen to a podcast on the tube, at the gym,
in bed before you fall asleep, between classes… the options are endless! Podcasts
are also a great way to get information if you don’t like to read (but if you don’t
like
to
read
then
studying
law
might
be
tricky…)
So we’ve decided to include some podcast recommendations for you to listen to
if you want to gain a broader understanding of the law and potentially put them
info your personal statements
•Serial: this is a more "fun" podcast that analyses a non-fictional legal matter that made the
news in a series format. Season 1 discusses the 1999 murder of Hae Min Lee.
•Law Pod UK: this is a pretty new podcast by barristers at One Crown Office Row. It
provides information about civil and public law across the UK
•Thinking Like a Lawyer: in this podcast, the host discusses everyday issues and then
analyses them from a legal perspective.
•Not Guilty: this podcast is quite similar to Serial in the sense that it discusses a legal case in
a story-like fashion. Episodes come out every week and discuss prominent cases such as the
case of Ernesto Arturo Miranda, the case which brought to prominence the Miranda rights in
the US (you have the right to remain silent, anything you say can and will be used against
you in a court if law. You have the right to an attorney. If you cannot afford an attorney, one
will be provided for you…)
•BBC Law in Action: this podcast uses weekly interviews and discussions to highlight and
analyse development in the law within the UK
•Crimes of Passion: another story-like podcast that discusses love stories that turn to crime
stories. Episodes of this podcast include Bonnie and Clyde, the Menedez Brothers and more.
There are loads more podcasts out there, and as with everything we’ve said above, please
don’t hesitate to go beyond this list and explore others.
A word of caution:
Now, we recognise that we’ve given you a lot of options to
potentially put into your personal statement. And we know
we literally started this off telling you that you have only
4,000 characters and that’s not a lot. But remember, you
don't have to do everything on this list by any means. In fact,
the best thing would be to pick two or three that are most
accessible to you but discuss them so well that you stand
out. So for example, you might not have a law society or
access to legal work experience. No problem! You can read
some
books
and
listen
to
a
few
podcasts.
Step 4
Why you would be a good law student
Finally, an important thing to discuss in your personal statement is why you think you would
be a good law student. Try and write out a list of skills and attributes that you’d expect good
law students to have and then think of things you’ve done or experiences you’ve had that
align with these. We’ll start you off by giving you a few that we can think of:
Resilience: law is a tough degree and you’re not always going to get it
right. The ability to get back up and try again even after getting a poor
mark is incredibly important
Organisational skills: because juggling a hefty workload while maintaining a social life, staying fit and getting sleep is tough. But the more organised you are, the less strenuous this experience will be.
Analytical skills: this is a hugely important one as you will literally spend
your degree analysing laws, academic arguments and cases.
Communication skills: writing good essays and being able to defend your
views in supervisions or tutorials absolutely requires strong communication skills
It is in this section that you get to weave in your extracurricular activities and hobbies. Are
you captain of your school’s football team? You could use that to talk about how you’ve
been resilient, because you have learned to pick yourself up and work twice as hard after
losing a match. Do you play an instrument? Awesome, use that to show how organised
you are by being able to juggle your academics with music. And it doesn’t even have to
be just hobbies. Maybe you have a part time job and have had to defuse tense situations
with difficult clients – use that to show your strong communication skills and your ability
to be persuasive. You can turn virtually anything that you do into an asset for your
personal statement if you know how to word it properly. Don’t write off your hobbies or
part-time work as irrelevant to your desire to study law. Law pervades every aspect of
society and the skills required to be a good law student are so vast that they can be
gained from many different activities
Personal Statement Doʼs and Donʼts
We reached out to a few of our friends to ask them for some of their Dos and don’ts
for Personal Statements. Here’s what they said:
Focus on telling the reader why you want to study that particular degree!
– Toni
Make sure that each sentence is highlighting why you want to study law
or why you would be a good law student – Eman
Personalise your PS and give it a clear voice so that it is unique to you.
Share what about law interests you and how you have engaged with it
outside the classroom. Pick particular aspects of law to discuss, so that it
is clear you’ve thought deeply about the subject and have not just listed
topics without engaging with them. – Boma
Be original! Don’t copy anyone else’s work – Oyinkan
Tie everything you mention back to that question of why you would be
good at the degree: if you’re talking about your A-Level subjects, focus
on either the knowledge you have that will be helpful for Law (i.e. I
studied Politics at A-Level and therefore have a solid understanding of
the British constitutional framework which would help you with
constitutional law) or the transferrable skills you have from other
subjects that may not be directly applicable to law (i.e. studied English
Literature but the constant essays and analysis of texts has improved
your written communication skills which would help you write better
essays as well as your ability to evaluate academic legal journals). With
4,000 characters, make every sentence count in your favour! – Toni
Share your work with people you trust and get feedback. This could be
your teachers, parents, older siblings, friends… anyone you trust to give
you useful and honest feedback – Oyinkan
Counterintuitively, write your introduction last! It’s easy to spend too
much time thinking of a catchy opening, but these can backfire. Start
with paragraph two about why you want to study law and the rest will
flow. Then, when you have finished the body and conclusion, it’s often
easier to come back to the introduction and write something that is both
genuine and enthusiastic, and leads naturally to the rest of your PS. –
Boma
Do write your personal statement with the intention of being interesting.
It is important to discuss why you want to apply to that course through
the lens of something that you find genuinely interesting – it will facilitate
a more engaging personal statement and show authenticity. Also, do
read around your area of interest. Universities will often publish specific
reading lists for applicants – read one or two of them and quote it in your
personal statement! – Saif
And most definitely do not...
List books you have read without going into sufficient detail (1/2
sentences) about what you found most interesting from the book
(perhaps any disagreements you had with the author) and what you
learnt that would make you a better student in that degree field. – Toni
Don’t lie on your personal statement. Especially if you are applying to a
university that you will have to interview at… – Oyinkan
Simply name drop a list of books and articles. When you do reference
something you have read, make sure you engage with it. You could
discuss whether you agree or disagree with the arguments raised or how
it relates to a particular area of law you’re interested in, for example. –
Boma
Say “law is your passion” or use clichés and impersonal anecdotes –
Eman
Tell the reader how you plan to use the degree to further your career
ambitions (i.e studying law because I want to be a barrister). The
academic tutors will be more particular about whether you have what it
takes to thrive academically doing that degree over everything else. –
Toni
Make being a solicitor the focus of your personal statement. Remember
that you are writing about why you want to study law at university, not
why you want to be a lawyer. Keep this distinction clear in your mind
especially early on in your essay, although towards the end and
especially if you’ve done any work experience you can bring in your
career aspirations. – Boma
Leave it till the last minute! – Oyinkan
Don’t overcomplicate things! A phrase I like a lot is ‘you don’t truly
understand something until you can explain it to a 5-year-old’. It’s
important to show your interest but do so in a way that is natural and
free flowing. – Saif
Sample Personal Statements
We definitely remember how tough it was for us to write our personal statements, and
we know that many of you might be anxious about starting to write yours without any
idea of what a good one is. Well, we wanted to help out with that.
We’ve included below our personal statements, as well as a few from some of our
friends, and the universities they went to. We are by no means saying that any of the
personal statements below are perfect or should be exactly followed. But we do want
to give you an idea of what we did so that you can maybe take inspiration from them.
A word of caution
It would be a very bad idea to copy any of these
directly for your personal statements. Universities
have excellent plagiarism software and will run
your personal statements through it. The
consequences of plagiarism are incredibly dire and
would have a really negative impact on your
applications, so we reiterate, DO NOT COPY THESE.
MICHELLE WONG (University of Cambridge, 2019)
Note: I was 1.5 months into my first year of Bachelor of Laws and Bachelor of Business
Administration at the University of Hong Kong when I wrote this and applied to the
University of Cambridge
On my last day of high school, 10 teachers and one administration staff
member were dismissed, and some of the terminations were in front of
students. Saddened, confused and wishing for greater transparency, four
other recent graduates and I facilitated the writing and publication of open letters by 10
graduating classes to allow students to uphold their rights to expression of opinion.
While writing, I examined the Hong Kong Employment Ordinance, and learned that
employers are not obliged to disclose reasons for firings upon dismissal, revealing what seems
to be a limitation of the statute. Privacy of information is important, but now, employees need
to find out the specifics of their terminations through court proceedings, which is undesirable
for many. Though the terminations were lawful, I see two pressing ethical concerns. Section 9
of the ordinance gives five valid reasons for dismissing without payment or notice, two of
which includes if the employee "misconducts himself", and "on any other ground" valid "at
common law". A confined list of reasons protects employees, but the reasons are left vague to
protect institutions too, so the ordinance tries to strike a balance. However, employers are
favoured since other than dismissals due to discrimination of "sex, disability, family status or
race", employees' every action/inaction can fit under their "conduct", defined as "the manner
in which a person behaves". If that reason fails, the law then allows employers to justify
dismissals using the more subjective "any other ground". There is good reason to believe that
for the majority, dismissals were really due to vocal opposition against the new Head of
School's lack of accountability, and under the law, this may arguably be valid.
Another area that should be improved is the application of law. Many of the teachers worked
in the school for numerous years; hence, despite the law, they deserved explanations for their
summary dismissals. Also, how can their relationships with students and colleagues, and
contributions to the school, be quantified by a sum of money? I find the natural law theory
problematic at times as it is difficult to determine the source of nature and how nature is
interpreted. However, this situation caused me to reflect upon the theory's merits, because
though I acknowledge my bias, it is evident that the law is not fully providing substantive
justice despite the procedural justice. What happens when the application of law results in
"immoral" outcomes? On a larger scale, when can we challenge law and authority in the name
of justice (however vague it may be)?
These issues surrounding my high school, which are also currently haunting Hong Kong (HK),
urgently need to be considered; hence I am keen to explore law in conjunction with areas like
human rights. There are certain HK policies I find unconstitutional, such as the banning of
same-sex marriage and the Small House Policy that only benefits adult males of indigenous
tribes. It is imperative to be critical of laws and their impacts, and to seek reform when laws no
longer reflect the core values of society. I am excited by law's close proximity to various fields
of study, and the direct impact it has on society. I hope to evaluate whether laws are just when
taking legal implications and external factors like social and political values into consideration.
Studying Bachelor of Business Administration and Law at HKU thus far has consolidated my
interest in law. However, the program's vocational focus made me realise that my real passion
lies in the academic side of law. I wish to critically analyse laws and cases, such as HK's
legalisation of transgender marriage in 2013, in various socio-historical contexts, and delve into
their subtleties and nuances. I strongly believe that studying law will consolidate my desire to
learn about human rights, and put me in a position to help evaluate laws and bring about
positive social change through policy-making.
TONI ADEJUYIGBE (University of Oxford, 2019)
Should Anthony Dietschmann be granted diminished liability (as he had a
mental disability) even though he had consumed alcohol at the time of
the murder he committed? This was the question put before the House of
Lords in 2003 after the Court of Appeal upheld the original ruling. The Law
Lords eventually said yes. This was a difficult question to answer because
of the doubt as to whether or not he would have killed without alcohol
consumption,
regardless
of
his
mental
disability.
It was this complex case and my passion for debating that developed my interest for the law.
There are certain questions today that many legal experts are divided on, and I want to study
the law so I can understand these complexities and develop opinions of my own. An example
of this is "Can the death penalty be justified?" and I enjoyed exploring the arguments for and
against it in my Cambridge Bacon Law Prize Essay. I was so interested, that I researched it
further and presented it to my school's academic society of which I am a member. I could see
the reasoning behind the support of the death penalty, such as the belief in its retributive
effect
However, such a mentality could slowly devalue human rights, a point which Tom Bingham
made in The Rule of Law. He explored the effect that an increase in terrorism had on the law,
especially in the UK where the Anti-Terrorism Crime and Security Act 2001 — which clearly
violated human rights and denied detainees the remedy of habeas corpus — was approved
because of the ease with which a party with a large majority could legislate. I could relate to
this topic because of my study of the legislative process of the UK's uncodified constitution in
AS Politics. Bingham's discussion further convinced me that the UK's constitution needs more
checks and balances, including the possibility of making judges the final arbiters of the
constitution. Studying ethics helped me to develop my opinions on controversial legal and
ethical topics like euthanasia, which became increasingly relevant when Parliament rejected
the Assisted Dying Bill. I am of the opinion that just as society prioritises the right to live for
foetuses which have no rational capacity and do not choose to be born, so also should we
promote the right to die for terminally-ill patients who can make rational decisions and
choose to die.
Driven by my keen interest in criminal law and an enthusiasm to develop my knowledge of the
Nigerian legal system, I worked with the Ministry of Justice's Department of Public
Prosecutions. I attended court regularly where I observed lawyers manipulate the language of
the law to support their complex arguments. This taught me to pay close attention to detail
and to follow complex lines of reasoning. I also applied and was accepted for a Pinsent Masons
internship which takes place in October 2015, in order to understand how the law functions in
a different environment. I hold some key positions in school, namely Peer Mentor and Prefect.
I have developed my problem solving and communication skills through Peer Mentoring,
which has also taught me to be patient and tolerant. My role as a Prefect enhanced my
leadership skills and taught me to represent the students fairly, as I had to negotiate between
changes they want to see and the practicality of the ideas in ways which are acceptable to the
College. This in particular helped me to think critically — a skill I hope to further develop during
my study of law. As a keen long-distance runner, I have become more perseverant, and learnt
the importance of time-management as I had to balance all my responsibilities with my
education
Due to my research on criminal law as well as the work experience I have undertaken, I have
developed an even greater thirst for an understanding of the law, particularly in areas
unknown to me, which makes me even more determined to study law.
OYINKAN OLADAPO (University of Durham, 2019)
The Jeffrey Spector case recently sparked renewed controversy over
legalising assisted suicide in the UK. The right to die legislation however was
rejected again by a majority in Parliament on 11th September 2015. The
greatest human right is the right to self-ownership, encompassing the right
to life and the right to end one’s own life. If assisted suicide was legalised on
the basis of mercy or compassion, those who deem the terminally ill as
burdens on society may wrongfully use it as a tool. It is this controversial
aspect of law that has influenced me to pursue it at a higher level.
Every country in the world is governed by a set of laws distinguishing right from wrong in the
eyes of the court. The importance and relevance of the legal system is immeasurable as every
member in society is affected by it in many ways. Growing up in Nigeria where the law is
easily manipulated and abused by those in power has spurred on my interest to better the
legal system in my country. Corruption is at the root of the problems Nigeria; culprits of
corrupt practices enjoy impunity, which is simply unacceptable to me. My aversion to this
lack of justice has moulded me into who I am today, an aspiring law student keen to
understand how laws work in society
For more insight, I read “The Rule of Law” by Tom Bingham. Britain’s former Law Lord
examines the origins of the idea, its meaning and importance in society. The highlighted key
milestones of the doctrine were clear and well explained, helping to expand my knowledge
on the fundamentals of law and gave me direction for an independently researched project
entitled ‘To what extent has the Supreme Court been successful in advancing the civil rights
of African Americans from 1896-2015’’ and afforded me the opportunity to compare the legal
systems of the USA, the UK and Nigeria
I have learnt to be precise and pay attention to detail. In Economics, I recognised the
importance and impact of laws on the economy. In History, I was introduced to laws, which
have stood the test of time and laid the foundation for a just and fair society today as well as
how weak legislation can allow the law to be manipulated. Politics expanded my knowledge
of the legal system with aspects such as the UK Constitution and the Judiciary. Furthermore,
the volume of reading and researching done for these subjects unquestionably have
prepared me for the study of law; all which have developed my critical and logical thinking
skills to judge any outcome.
In June 2015, my nomination at school to work with a Crown Court Judge in Staffordshire as an
assistant enhanced my interpersonal skills and work ethics. Reading preliminary cases,
helping to prepare for hearings and sitting in on court cases showed me how the Judiciary
worked. Next month, I am due to work in the London firm of Fasken Martineau. This will let me
see first hand how lawyers work in an office environment and will no doubt, extend my
knowledge of the legal profession. My achievements both within and outside of the classroom
prove that I am a well-rounded, dedicated individual with clear goals. At school, I have been
presented with several academic accolades and more recently, an Academic Scholarship. I
participate in a range of sports including Basketball, which have built up my self-confidence
and understanding of teamwork. For me, the most fascinating aspect of law is how it is
constantly evolving. Indeed, the unpredictability of law is what excites me intellectually;
wanting to see the direction it will take is a major driving force propelling me to a future career
in law starting at university.
BOMA GEORGE (University of Oxford, 2019)
At this year’s Chalke Valley History Festival on the eve of its 800th
anniversary, I reflected upon the Magna Carta’s exaltation as among the first
legal recognitions of human rights. Despite an only brief mention of
universal liberties, it seems that the subsequent interpretations and
occasional exploitation of the black and white to suit contemporary contexts
is what has led to the charter’s lasting impact. This is, to me, an embodiment
of both the dynamism that enables the law to move with and even define
the times, and the sheer vitality that attracts me to its study.
What draws me most is how the law can often simultaneously be applied as an impetus for
and barrier against social change. An article from The Economist, ‘Jailhouse Nation,’ illustrated
the latter, focusing on the US’s punitive, often politically fuelled criminal justice system.
Intrigued, I looked further into the issue with legal scholar Michelle Alexander’s book ‘The New
Jim Crow.’ I was captivated by this intersection of criminal law and human rights, for it is a
considerable irony that the ‘War on Drugs’ and the more recent ‘War on Terror’ legislations,
although ostensibly designed to protect our freedoms, seem to have in fact hindered
worldwide commitment to human rights. Yet the law can undoubtedly be a force for good. I
consider former American Supreme Court Justice Thurgood Marshall a hero for his use of the
courts as an arena to challenge racial segregation, inspiring me to explore the significance of
litigation in achieving equality through my IB Extended Essay on the landmark Civil Rights
case Brown v. Board of Education. What amazed me was how the very Constitution that was
long used to deny people of colour status as human beings was quite suddenly reinterpreted
as a clear safeguard for the rights of all, regardless of race, sex or creed. To study the subject at
university would be to gain an understanding of the ways in which, though often a reactionary
protector of the status quo, the law can be a revolutionary weapon in the struggle for justice.
Like the IB, a law degree allows me the academic breadth that I so desire, being not just one
subject but rather where many meet. Taking history at higher level has polished my articulacy
and concision, and I have often been commended for my ability to construct a coherent yet
stylistic argument. An emphasis on historiography has made me appreciate creativity if faced
with a conundrum, for just as a single historical event can be evaluated in a variety of ways, so
too a previous case law. Economics has sharpened my analytical and evaluative skills,
influencing the way I think about daily life and challenging me to constantly consider the
wider effect of any cause
Besides my academics I keep busy with debate and MUN, for which I was commended
delegate at BISMUN. Both taught me to argue persuasively and emphatically while
thoughtfully analysing an opponent’s case for any flaws. I am a founding member of the
school’s Middle East and Africa Society and the secretary of our Amnesty International
chapter, responsibilities showcasing my initiative and leadership skills. I have also been a
member of both the football and squash first teams for four years each, requiring the
diligence, commitment and teamwork needed in all aspects of life, not least at university. This
summer I took part in an Immersion Day at London’s Farrer & Co and enjoyed an internship
with Fidelis Oditah (QC SAN) in Lagos, gaining exposure to the law in action within two
different legal systems, but above all solidifying my belief that the law is where my fascination
lies
With a deeper understanding of its multifaceted relationship to society my dream is to
become the Attorney General of Nigeria, upholding the law when feasible, but, if necessary,
doing all that I can to make sure it is a force for good. Before then, however, I do believe myself
to be equipped with the curiosity and intellectual fervour vital to excel at its study.
Note down some ideas for your personal
statement here
4 :APPLYING TO OXBRIDGE
Hey, you. Yeah you, come closer…
We know that we’ve bombarded you with quite a bit of information over the last few
chapters, but we hope it’s been helpful. Hopefully by this point, you’re now thinking
more about your university choices and the steps you need to take to meet their
requirements.
We decided to include this chapter because we know some of you might be thinking
about applying to one of the Oxbridge Universities. As you may know by now, Michelle
and I (Dabi) both went to Cambridge and had a challenging but enjoyable three years
there. We want to encourage as many of you as possible to take the leap and apply to
an Oxbridge university if it’s something that you want to do. But don’t feel compelled
to if you don’t think that it is.
Over the next few pages, we’re going to walk you through how the Oxbridge
application process differs from applying to other universities. We’ll also talk about the
slight differences between Oxford and Cambridge themselves. And then we’ll give you
specific
tips
about
how
we
prepared
for
our
interviews.
But, don’t rely wholeheartedly on this section to help you make up your mind about
whether to apply and if so, which of the two to apply to. Remember that the purpose of
this section, and this book in general is to give you some tips but largely prompt you to
think about what you want. You still need to go through the process of looking at the
universities’
websites
and
doing
your
research
about
them.
Oxford v Cambridge
Both Oxford and Cambridge are really great universities. They are generally quite
similar in their teaching styles. For example, the use of small-group sessions made up
of between one and four students who meet with one academic supervisor/tutor. At
Cambridge, these sessions are referred to as supervisions while at Oxford they are
called tutorials
However, there are subtle differences between the two universities. For example, in
terms of scenery, Oxford is considered to be the more metropolitan town, while
Cambridge is less so. There are also slight differences in the way law is taught at each
university. For example, Oxford’s law course places an emphasis on jurisprudence and
so every student has to take a Jurisprudence module. This is not the case at Cambridge.
Also, exams are done differently. Second and third year are assessed in one go in third
year at Oxford, while you have exams in both second and third year at Cambridge. You
definitely need to take the time to research the two universities so that you can come
to an informed decision about where you want to go. A lot of the relevant information
about each university can be found online via their websites and other sources, so do
your research!
Colleges
When you apply to Oxbridge Universities, you don’t apply them specifically. You’re
actually applying to study at a particular college within Oxford or Cambridge. Both
Oxford and Cambridge have other 30 colleges each, so regardless of which university
you
choose,
you
will
have
a
lot
of
college
options.
Colleges are important because they are where you will live. Additionally, many
colleges try to make sure that you have most, if not all, or your supervisions/tutorials
within college. Of course, you will have many opportunities throughout your degree to
meet people from other colleges. You will also have lectures in a central place outside
of your colleges.
Before you decide to apply to a college, take the time to research them. Factors to
consider when choosing a college include:
The distance between the
The distance betweent the
college and the Law Faculty
college and the centre of town
The size of the college
Co-ed or women’s only
Any facilities the college
has that you think you’d
like to have. For example,
Emmanuel College,
Cambridge has a pool,
whereas most Cambridge
colleges do not.
Overview of the application process
UCAS Application: The Oxbridge application process starts with you submitting your
application via UCAS. The deadline for doing so is the 15th of October for both
universities. This is much earlier than the final deadline for other universities, so if you
plan to apply to an Oxbridge university, you need to be organised and complete your
personal statement by this deadline.
LNAT: If you are applying to Oxford, you will need to take the LNAT (see Chapter 2). You
will
have
to
take
the
LNAT
by
the
15th
of
October
as
well.
Interviews: Both Oxford and Cambridge have interviews as the final stage in their
application process. The interview day(s) is slightly different depending on whether you
apply to Oxford or Cambridge. For example, if you apply to Cambridge you will have to
take
the
CLT,
but
we
will
discuss
this
more
below.
Preparation
I think there’s a common misconception that you can’t prepare for Oxbridge
interviews. In a sense, that’s true, because you have no idea what they’ll ask you on the
day. But that doesn’t mean that there aren’t things you can do to put yourself in the
best position possible for your interview.
1. Think about your
2. Prepare for the
answer to the
question “why this
question “why do
college”?
you want to study
law?”
5. Stay abreast of
the news. If a
landmark legal
issue has been
widely reported in
the press, it is
possible that they
could ask you about
4. Skim any books or
articles that you
have listed on your
application, as you
will likely be asked
about these
3. Reread your personal
statement and think about
anything you have listed on
there that you could be asked
about. For example, Dabi listed
on her personal statement that
she had written her extended
essay on the representation of
General Idi Amin in the British
press during his tenure. She
was asked a number of
questions about this at her
interview. Michelle wrote about
her interest in human rights
law, and she was asked about
this during her interview.
it at your interview.
6. Do a practice interview beforehand: we know this isn’t an option for everyone, but
if there is a teacher or family member that is able to run a mock interview with you
then definitely do this. This is a link to some questions that people have been asked
in the past at their interviews.. For Cambridge, there are also very helpful
testimonials from students here. Even if you can’t practice with someone, record
yourself on video answering some of these questions. Watch it back and critique
yourself – did you fidget? Did you answer the question? What do you think you can
do to improve?
Interview Day
Dress smart: make sure that
you look put together. If you
look good, it will also help you
mentally feel like you have
everything together (at least
that’s how it works for us).
Try not to fidget: this requires a lot of
self-awareness in the moment, which
we know isn’t easy. But try your best!
If you feel yourself fidgeting, try to
self-regulate and stop. For those who
tend to play with their (longer) hair,
tie it up into a ponytail/a bun.
Relax: remember that
your interviewers aren’t
trying to trip you up or
trick you. ry to stay calm
and just focus on
answering the questions
as well as you can.
02
03
01
Don’t be afraid to defend your point: we know this sounds
like a direct contradiction to the statement above, but bear
with us. Sometimes, your interviewer will be prompting you
to change your line of reasoning because maybe you have
said something that isn’t quite right. In that case, that would
be a situation where you need to follow their prompts.
However, there is a difference between that scenario and
one where you are arguing a point and they are simply
raising counterarguments to see how you can reason and
defend your point. There is an art to distinguishing between
the two. It is a tricky one, but can definitely be done if you
stay alert and calm.Your interviewer is looking to see how
you reason, how you defend yourself and finally, how you
receive new and relevant information. So in simple terms: if
you think your argument is relevant, and that you can keep
defending it, then do so. However, if your interviewer raises
a point that negates your argument and you have no way of
working around it, then be willing to admit that.
Follow their prompts: many times, if
you’re going in the wrong direction
with an answer you are giving, your
interviewers will try to redirect you
to the right answer. Try to be
sensitive to the prompts that they
are giving you, and don’t be afraid to
say that you are changing your mind
if you realise that the answer you’re
currently giving isn’t quite right.
04
05
Maintain eye contact: we
know it’s hard when
you’re nervous, but try to
maintain eye contact with
your interviewer(s). It will
make you appear more
confident and also should
help
you
focus.
06
Be wary of students who try to make you feel insecure: I’m
not sure if it’s the same for you guys, but at all the
interviews I’ve been to, there is always that one person who
tries to show off or make you feel anxious. If you’re
fortunate enough not to meet anyone like that, amazing!
But if so, try and stay away from them. Focus on staying
relaxed and calm. Everyone is just as confused as you!
Don’t
let
them
get
in
your
head.
08
Speak to current students studying at the
college: usually, colleges will have asked
current students to volunteer to help out
with interview days. Try to speak with
them as this can help you calm down and
will also set the foundation for friendships
when you actually arrive at the college.
This is also a chance for you to better
understand the college you’re applying to!
09
Take a pause if you need to:
another
mistake
many
students make is that when
they are asked a question,
they think they immediately
need to launch into an answer.
This is really not the case. If
you’re
asked
a
difficult
question, take the time to
pause and think about the
question as well as your
answer. This will ensure that
when you finally give an
answer, it sounds well thought
out
and
intelligent.
07
Clear your head between interviews:
don’t spend your break between
interviews agonizing about how the
last one went. Rather, try to let it go
and relax. Take a quick moment to
breathe and pat yourself on the back
for completing your interview. Then,
start mentally preparing for the next
one.
10
It’s okay to feel like you didn’t do well: when
we left our interview rooms, we felt like we
didn’t do well at all. Majority of our friends felt
the same. In fact, one of Michelle’s
interviewers asked her, “why do you look so
uncomfortable?” and later told her something
along the lines of, “goodness, why don’t you
ever take on the tips I’m giving you? I’m trying
to help you here.” Michelle was convinced
after that interview that she wouldn’t get in,
but somehow, she did. So even though it’s
easier said than done, don’t overanalyze every
single line after the interview and beat yourself
up over it.
Care, but don’t care too much: if
Oxbridge is your dream university, it’s
easy to think that this is the be all or end
all. Don’t think that way. It really isn’t. If
you’ve gotten this far, we’re sure you
have all the necessary traits to thrive in
any law school. If you try to lower the
stakes for yourself such that you’re not
too nervous, you’ll end up performing
better than if you’re really tense and
scared. We would recommend thinking
of the interviews as a conversation - give
them a chance to know you, and why you
want to pursue law. That’s all it is. That
hopefully takes some pressure off, such
that you can speak your mind and show
them how well prepared you are.
12
Top Tip from Saif:
When I think back on my interview, I
like to think of it as an intellectual sparring
session. These are some of the most intelligent
people in the world and you’re not going to outwit
them – they just want to see that you’re capable of
keeping up. It’s important to deliver your point firmly
and be able to defend it, but equally important to be
able to understand when a strong point is made in
response. If the interviewer says something that
debunks your theory, admit that. Alternatively, if
what they said isn’t fatal, try to incorporate it
into your point. The idea is to be flexible
and fluid in how you interact
with them!
11
Cambridge Law Test (CLAT)
The CLT is an admissions test that is specific to Cambridge. If you are invited to an
interview, you will take the CLT while you are there for your interview. Unlike the LNAT,
you don’t need to register for it or pay for it in advance. It just forms a part of your total
interview day.
The CLT is an hour-long paper, during which you will have to answer one essay
question. The test does not require you to have any prior legal knowledge, so don’t
worry. However, it is meant to test your analytical skills, comprehension skills and
writing ability.
!
University of Cambridge website
CLT Tips
• Practice past papers: there are sample tests available on the Cambridge website. Try
practicing a few and get a teacher or family member to read them. Ask them to try and
grade
your
answer
against
the
relevant
assessment
criteria
above.
• Practice brainstorming essay plans: even if you decide not to fully write out your
answer for every CLT practice test (although you should practice writing out at least
one or two), simply challenging yourself to plan answers to a few essays will go a long
way. It will be even better if you can practice doing this under timed conditions.
Remember that the CLT is only an hour long, and an hour can pass by pretty quickly.
Our advice would be to practice creating solid plans to essay questions within 15-20
minutes, so that you know you have 40-45 minutes left to write an answer.
• Read newspapers and stay informed about current affairs: gaining an awareness of
what is happening in the world around you could give you valuable information that
you could include in your CLAT essays as evidence for your answers. This will help you
to write a strong answer that will help you stand out from others who have written their
essays purely based on their own opinions, without any relevant data or evidence to
back it up
•Choose the right question: you will have three questions to choose from. Try to
choose the question that you feel the most interested in, as it will (hopefully) be the one
that
you
will
write
the
most
engaging
answer
to.
•Start with a plan: even with all of your practice beforehand, we know that on the day
of your interview/CLT exam, you probably will be nervous. Nerves can cause you to
make impulsive decisions, such as launching into the essay without a plan. We
strongly advise against that. Fight the urge to start writing immediately, and instead,
take the time to re-read the question. Get a blank sheet of paper and think of a plan for
your
essay.
We
would
recommend
going
about
it
this
way:
(1) First, think about your central argument. If you have been given a quote or
statement, ask yourself – do you agree with it? Why or why not? To what extent?
(2) Next, think of points you’d like to make to back up your argument. As a general
rule of thumb, it’s good to have around three major points to argue in an essay
and one or two counter-arguments. But again, this is just our recommendation
and you should feel free to do it differently if you think you have a better method.
(3) After that, think back to the things you have hopefully heard of or read, not just
in the process of preparing for the CLT, but generally. Can you think of anything
you know that will support your points and your argument?
(4) By this point, you should have a fairly rough plan that you can use. Depending
on what you feel most comfortable with, you can either flesh this out a bit more
by adding some more details, or you can start your essay from here.
•Structure: even if you may have the most intelligent ideas, the reader will not feel their
full impact if your essay is not properly structured. A good way to ensure structure is
through sign-posting in your introduction. Sign-posting is explaining to the reader
what you plan to argue in the essay so that they are aware of where you are going from
the start. Sign-posting in your introduction could look something like this: “In this
essay, I will be arguing that although it is important to have overarching general rules
that everyone in society must adhere to, these rules must be qualified depending on
individual circumstances for justice to prevail. To support this overarching argument, I
will
be
making
three
major
points,
which
are…”
•Answer the question: a lot of students tend to waffle in essays. Especially when they
aren’t sure where they’re going with their essay– which is exactly why you should
always make a plan before you launch into writing. Another way to ensure that you are
answering the question is to try and refer back to the question throughout the essay. A
good place to do it is at the end of every paragraph - use the wording of the question
when summarizing why this paragraph directly answers the question/proves your
thesis. That’s your way of saying to the examiner “look, I remember what you’ve asked
me
and
I
am
definitely
answering
your
question!”.
•Focus on yourself: one of the things I remember from my CLT exam was sitting next
to a girl who was furiously scribbling throughout the entire exam and ended up writing
pages and pages. At the point I just finished my first page of writing, the girl next to me
was on her third page, so I started to feel a bit anxious about whether I was writing
enough. Don’t be like me. It’s difficult, but try as hard as you can to focus on your own
exam and your own thoughts. By observing other candidates, not only are you wasting
your own time but you are also giving yourself needless anxiety. Write what feels
comfortable and efficint to you, whether that’s two pages or twenty. Actually, maybe
not
twenty
but
hopefully
you
get
the
point...
Final thoughts...
We know that this will probably be the most difficult piece of advice for you to follow,
but it kind of is the most important. When you’re done with the interview – give yourself
a pat on the back and then let it go. Trust that you have given the process your absolute
best and that what will be will be. Be proud of yourself for getting through what is
admittedly an incredibly intense process. Remember that regardless of what happens
on results day, you worked hard and for that you should be so proud .
Part 2:
Thriving
at
Uni
5 :MENTAL HEALTH
Despite everything we’ve said thus far and everything we will say in the upcoming
chapters, we want to emphasize the importance of mental health. It’s okay to be
stressed. For many of you, this may be the first time you’ve been away from home.
You’re tossed into a new environment with hundreds of new students around you, and
right off the bat, you’re immediately sent lengthy reading lists and tutorial discussion
questions to consider. The essays you’re assigned are meant to get you to think and
apply the new concepts you’ve learned, so they will be challenging.
In this chapter, we’re tackling mental health issues in relation to academic stress. We
fully understand that there are many other reasons why you may be struggling with
mental health, but we wanted to narrow the scope to academics to be more specific in
the content below. However, a lot of what is said here can also be applied to other types
of stress, so feel free to try the different tips and tricks here, in case they help. We are
not proclaiming to be experts, but the following are some things that worked for us.
A. Debunking myths
First, we want to debunk a few myths:
I’m the only one feeling this way – everyone else
knows what they’re doing:
We’ve called our families three times a day crying about
how homesick we are; we cried ourselves to sleep many
times over a grade we were disappointed by; we’ve felt
severe imposter syndrome when it seemed like everyone else in the supervision understood what was happening while we didn’t; we’ve been through the feeling
of utter disappointment when the essay we’ve tried so
hard on (and that we actually thought was quite good)
ended up being a 2:2; we’ve been through physical manifestations of stress and anxiety… These are only some of
the mental challenges we’ve been through, and some
may resonate with you, others may not. In any case, we
want you to know that even if it appears that everyone
else knows what they’re doing, it isn’t the case. Everyone, and we actually mean every single person, is struggling in some way - we just may not know it because
people tend not to talk about the difficult times as
much. Therefore, you’re not alone in your feelings.
We added experiences and advice from our friends
throughout the chapter not only to provide you with a
variety of perspectives and ideas, but more importantly,
to show you just how prevalent mental health struggles
are. Again, you are not alone.
Our worth is based on our grades:
we are brought up in a society that drilled the idea that
grades are everything from a very young age. Therefore, for
over 20 years of our lives, we thought that our self worth
was based on our grades. This is not true. Getting a third, a
2:2, 2:1 or a 1st does not change who you are – you’re still
you, with all your strengths, interests and characteristics.
Your value and self worth as a person is not defined by the
numbers on that paper. We’re not saying that you should
not work hard and that grades don’t matter; we’re just
saying that it is unhealthy for anyone to base their entire
self worth on their grades. You’re worthwhile just for
being you
Grades bring immense happiness:
According to psychology professor Sonja Lyubomirsky,
happiness is 50% genetic, 10% circumstantial, and 40%
due to our intentional activities. This means that we are
able to control the 40% through our attitude. In Yale’s
most popular course, “The Science of Well-being”, Professor of Psychology Laurie Santos discusses things that
people think make them happy, but in reality, do not have
as significant of an effect on their happiness as people
think they do. Grades are one of them. She cited a study
by Levine et al (2012) that asked thousands of students to
predict their happiness levels immediately after they
opened their grades and realized that they got a grade
higher than expected, exactly as expected, and lower than
expected on a scale from 1 (least happy) to 9 (most happy).
The results, shown in the table below, showed that even
though students predicted a significant difference in happiness levels if they got higher vs. lower than expected,
the difference was not actually that stark. This is not to say
that grades don’t matter; we just want to illustrate the fact
that ultimately, it doesn’t matter as much as you think it
does, so it’s definitely not worth sacrificing everything
else for
Here are some raw and honest stories from us and our friends:
Dabi: I remember being in my first year of university and feeling incredibly
sad. I battled with immense imposter syndrome and felt like I was surrounded by people that knew exactly what they were doing, while I was
the only one bumbling away. I struggled with being in a completely new
space, with completely new people and feeling homesick. I tried and failed
to meet the expectations of my supervisors, who reminded me that my
being here meant that the six other students who had applied for my
place were rejected. I felt the weight of everyone’s expectations and the
sinking realisation that I might not meet them. I cried every day of my
exam term in first year and could barely muster up the energy to go to the
library and revise – something I had never struggled with before.
So I guess this is the part where I tell you what helped right? How did I pull
myself out of that funk? To be honest, I survived by turning to friends and
family for support. By swallowing my pride and being vulnerable and open
enough to say: look, I’m really struggling. I’m not coping well at all. My parents called me multiple times a day to speak to me and pray with me. I
spent time with friends in first year who were willing to also be vulnerable
and talk about their struggles. I became friends with second and third
year students who took me under their wing. They shared their notes with
me and gave me advice on how to revise. This support system was invaluable. I think my biggest piece of advice for anyone embarking on this law
journey is to remember that you don’t have to be alone. Rely on your support network when you need to. Doing so doesn’t mean you’re weak or
that you “can’t hack it”. No man is an island, and we all need help.
I also want to add that Mental Health is something that we all have to constantly work at. Even with everything I’ve said above, I still feel insecure or
struggle with imposter syndrome from time to time. But the more I work
at it, the better I have gotten at reminding myself that I am intelligent and
I deserve to be in the rooms I’m in.
Saif: When I first came to the UK, I felt deeply alone. I was away from all of
my friends, in a new system, surrounded by new people, and had just lost
my mother. For the better part of a couple of years, I just wanted to hide
away and regress from the world. It was my friends back home who (via
Skype) reminded me that I needed to do my best to push forward. That
opportunities present themselves to those who seek them out. That you
have to be knocked down in order to understand what it feels like to be
standing up
I did not know it at the time, but forcing myself to do the things I naturally
loved – playing basketball, video games – naturally throws you into opportunities to make your life better. Whether by meeting people with common
interests, or simply distracting yourself from your problems, throwing
myself head first into my passions exponentially improved my mental
health. The interesting thing is I didn't even realise that was happening until
I woke up one day and felt happy. Life can feel incredibly arduous at times –
the tunnel always seems dark when you're in the middle of it. But, one day,
if you do all that you can, the light will hit you!
Aadishi: We have normalised running after ambition so
much that when the opportunity to study, and then work
at a law firm, in London presented itself, I did not stop to
think how far I would be from my family. But its shattering being away from the ones you love, not being able to
hug them after a challenging day that takes it out of you;
it's frustrating to not be able to help them with their
struggles, to hold them when they cry and tell them it
will be alright and that you're there for them; those
broken Skype calls where you cannot hear the small
details and you're always missing a little bit of everything
and
you
only
feel
even
further
away.
Michelle: I cried all the time for a whole month when I first started
university. I cried in my room, when walking on the streets (even to
Fresher’s Fair, which is supposed to be exciting), after a nice, formal
dinner with the people in my year – you get the point. I also called my
grandma maybe 2-3 times a day (which is a lot considering a 7/8 hour
time difference) telling her how sad I was. I honestly just wanted to
quit and go home, because I felt so alone, really isolated and was
unsure how to tackle everything. The reading lists were daunting, I
didn’t get what my supervisors were saying, my essays came back as
2:2s or low 2:1s, and the worst part was, I didn’t know why I got what I
got and how I could improve. I also didn’t know many people and
didn’t have close friends like I did in high school. But somehow,
everyone else seemed to be laughing, meeting new people, and
having a great time.
Things started to change slowly when I decided to put myself out
there – going to different activities to meet people and reaching out
to classmates and asking if they wanted to grab lunch. Through
these conversations, I quickly recognized that there were a lot of
common themes in what we were feeling. I also talked to seniors
about their experiences, which really validated my feelings and
inspired me, because I saw that they had gone through this and had
made it to the other side. I reached out to some supervisors to ask
what I could do to improve my work as well, and over time, I started
to get a better idea of what was expected. I worked particularly hard
for Criminal Law because I kept getting 2:2s and low 2:1s on all my
essays and just didn’t get what was happening, but I kept working
through the different articles and theories throughout my revision
period. I planned lots of essays, and was lucky with the questions
that came up such that I received two 78s in my final exam. I’m not
sharing this to show off – there really is no point in doing that. Rather,
I want to bring out the message that you can really do what you put
your mind to. If you’re unhappy with how things are, know that there
is hope, and that things can change.
I want to end with saying that struggling is never something to be
ashamed of. In fact, everyone goes through it. For me, putting myself
out there and being open and vulnerable got me through the
toughest times. There are people who care about you, love you, and
will support you no matter what you’re going through, so don’t hesitate to reach out
Eseosa:
In my first year of university my mental health struggles were mostly
related to social anxiety and the fact that I felt incredibly lonely through
that year. Looking back, I think I put too much pressure on myself to
make friends too quickly. So, rather than trying to find people that really
shared the same values as me, I ended up just finding people I could
party with that didn’t add much to my life outside of that. This would
mean that when I was dealing with emotional struggles, I didn’t really
have anyone to lean on and that was quite tough. My advice would be to
not rush the friendship process, and focus more on strengthening
individual relationships that can add value to your life rather than placing
so much emphasis on finding a ”group” of friends. I think this is especially
relevant if you attend a city university rather than a campus university. It
may take more time in the city because our student designated areas are
slightly less defined, so don’t compare your ability to settle in with your
friends in campus universities. Just go at your own pace and eventually
you’ll start to feel at home there too.
In my second year, because I hadn’t done so well academically in my first
year and because I had been rejected by multiple firms for a first year
internship, my mental health issues shifted from social anxiety to a severe
and acute fear of failure coupled with a touch of imposter syndrome. I
started doubting whether I had the aptitude for law (it didn’t help that
many of my teachers at secondary school had told me I didn’t) and
whether I could actually succeed at university. I spent a lot of time
panicking and had constant breakdowns when I was trying to apply for
vacation schemes. My Watson Glaser results were never good on practice
tests and I kept telling myself that no firm would want me based on my
first year results. So how did I overcome this? I decided to surround
myself with positive voices that would drown out my own negative
thoughts. So, for every time I would tell myself I’m not good enough, I had
a friend there that would tell me I was. I also focused on the things I was
good at rather than the things I wasn’t. I knew I didn’t do well on the
Watson Glaser test, but I excelled at interviews. So my strategy was to
switch to firms that didn’t require aptitude tests. Once I stopped putting
pressure on myself to be better at the tests, I actually ended up getting
better at it and ended up getting a Training Contract at a firm that used
the Watson glaser in their assessment process. So, I would say shifting
your perspective to the positives, both by hearing positive comments
about yourself and your abilities, and trying to focus on your strengths is
a good way to get over academic anxiety and imposter syndrome in order
to improve your mental health.
Ikenna:
As a young man, from an African background, if you break down, or show that
things are really hard on your mental health, you most likely will be called weak
or soft, as I have experienced growing up.
So, in such fashion, when I was racially attacked in my second year of university
and briefly hospitalised, I simply got up, shrugged it off and moved on. It could
have been life threatening, but not even that occurred to me. The way I
processed that event was simply, “it happened, I need to get a 2.1 in second year,
let’s move on.” I didn’t really allow myself to feel what I was supposed to feel,
because there was no time. Within a month of that event, my family was
involved in a near fatal accident, which shook me to my core. Yet, not once did I
stop to process everything. I did not see the point. Shortly after, I achieved 2.1s in
my EU law exam, Tort exam and Equity & Trusts essay. Life was decent right?
How naive I was.
You see, the jump from 1st to 2nd year was very confusing. I was scared of failure,
so that motivated me. I thought I was an imposter that didn’t deserve to be in
Russell Group university. Soon I would be caught out. So, I isolated myself and
honestly, even amongst friends, I felt alone. Additionally, despite the early
potential in second year, I wasn’t on the right path to achieving my goals in my
second year, which were getting a 2.1 and possibly a 1st with a training contract
at a global elite law firm. Well, I ended up with a 2.2 in my second year with no
vacation scheme and training contract. This broke me. I didn’t think I had
anymore tears left in me, because I had cried throughout the year with curtains
closed and lights off. Then I admitted to myself for the first time that I wanted to
drop out of university. I didn’t necessarily think of what I would do as lost
19-year-old. I wasn’t even sure I took myself seriously. In my head, all my dreams
and ambitions could no longer happen, and I had finally been caught out. I can
definitely tell you for free that mentally, I was in shambles. I was completely and
utterly confused.
I am someone who is used to structure. I would set goals which had to pan out
according to the plan, otherwise I beat myself up with negative self-talk. I was
used to this. It got me through boarding school when I moved to England at 11.
My school’s motto was “Quant Je Puis”, which means roughly “all that I can”. So,
I come from a background where I throw myself into things and try my best, but
negate my mental health. Simply because it never occurred to me. I suppose
what I didn’t know at the time was that this negative self-talk is
counterproductive. The equation in my head went something like this; negative
self-talk = fear of failure = hard work = success. I’ve never been so wrong.
Truth be told, I only dealt with the feelings of being racially attacked properly
this year after the outrage that arose, due to the murder of George Floyd. To
contextualise, my experience happened in 2017. In 2020, I started to take mental
health much more seriously. I started learning how to personally operate
productively and efficiently. I realised that my performance was best when I
took care of my mental state, because it gave me space to think creatively and
focus better.
How did I learn these things? After reaching rock bottom at the end of my second
year, I had no choice but to change my systems. Firstly, I learned to trust myself
more. This included learning to pat myself on my back for even the smallest
achievements. Secondly, in my third year, I sought help. I reached out to my
lecturers and my friends and started working on improving my grades, and the
techniques I needed to do so. I also became more patient and learned to trust the
process. I started to see results. I was much happier, and my head was less cluttered.
I made an application to a global law firm and passed the application stage, even
with my 2.2 from second year. I didn’t end up making it to the end, but that was a
small win that I celebrated, and it made me that bit more confident in my abilities.
But I started to slip back into old habits. This is what many people may not talk to
you about – it isn’t that easy to suddenly make a 180-degree transformation. It takes
consistent effort and patience with oneself. However, I recovered. I also started
working on my hobbies. So, for example, I focused on my poetry and art and set a
goal to self-publish an anthology by graduation, which I did. This gave me an outlet.
A form of creative therapy.
I did end up graduating with a 2.1 from the University of Exeter and securing
internships at two global law firms, with the hope of securing a training contract
soon. I also found a very keen interest in the area of legal technology and other
emerging technologies in business and ended up securing a master’s in
management place at Imperial College Business school to pursue this interest.
Lastly, I am rounding off the Legal Practice Course with a combined LLM, where I
achieved the Career Commitment Scholarship.
Over the past couple of years, I realised that my mental health was key to the
improvement of my performance. When I didn’t take care of my mental state, my
performance
slumped,
but
when
I
did,
it
soared.
So, for young aspiring lawyers like myself, find something that you enjoy doing to
balance out the intensity of building a legal career. Take it easy on yourself,
celebrate the small wins as well, because the legal industry is very competitive,
especially in today’s COVID-19 world. You cannot do this alone, reach out to friends,
make study groups, make your tutor your best friend and find mentors. Finally, be
patient and trust the process and yourself, that it will work out. However, never stop
moving forward.
Just a little poem to round off:
You might bend but you won’t break.
You might fall, but always stand tall.
You might win some, but you most definitely will lose some…
But get up, don’t fold and keep moving forward.
B. Positive mindset shifts
First, and most importantly, believe in yourself, because you
deserve to. It’s so normal to feel the imposter syndrome – that
you don’t belong there, you’re not smart enough compared to
everyone else, somehow admissions made a mistake when
accepting you, or you don’t have what it takes to complete this
degree; trust us, everyone has felt it at some point. But the truth
is, the admissions staff have been doing their job for years. They
know the level of academic rigour that your program requires,
and they specifically chose to give you an offer to study this law
program, because they rightly recognized that you have the
academic talent to thrive here. You are so intelligent and so
resilient, and already have everything it takes to get through
this degree. Believe in yourself - you are your biggest
cheerleader, and you have every right to believe that you can do
Trust in the process: Often, it takes a while to see the whole
picture when studying a legal subject; you may sometimes
have to learn all the topics for it to finally click. After all, if we
knew everything we were supposed to know, we wouldn’t need
to study law. Therefore, take a deep breath, and trust in the
process. You will figure it out if you keep working at it, and
seeking the necessary support you may need. When it got too
stressful, it was comforting for us to know that tens of
thousands of law students went through the same thing and
successfully graduated – if they did it, why can’t I?
When we fixate on solutions too early on, we often miss out on
the solutions hanging in the periphery that only present
themselves as life happens. Answers, or at least options,
become much clearer as we go on, and we have all that it takes
to make these decisions when the time is right. So trust in the
process - it will be okay.
This too, shall pass: during one of my (Michelle’s)
breakdowns during exam season in first year exam season,
a close friend stopped by my room to give me a hug and a
post it note, on which “this too, shall pass” was written. This
post-it-note was stuck on my wall for all three years of law
school, and is still one of my favourite phrases. It is an
encouraging reminder that no matter how difficult the
situation is right now, it will, one day, be over. You will
eventually get through this. If you have a goal post-law
school in mind (eg. to earn money and support your family,
or to become a [insert dream career]), know that you are
closer to this objective every minute that passes. It’s also
simultaneously a beautiful reminder that all good things,
like our times at university with our friends, do come to an
end too, so we should truly savour what we have in the
present
and
enjoy
it
as
much
as
possible.
You are strengthening your resilience muscle: it may be
difficult to appreciate it right now, but every time we go
through hardship, we are training our resilience muscle,
and it helps build up our character such that we become
stronger and can problem-solve better in the future. Try
to treat all of this as a learning process; by the end of it,
you’ll come out with so many lessons and experiences
that will help you for a lifetime. After all, it’s often not the
achievement itself that brings happiness and fulfillment;
it’s the journey that it took to get there.
Let go of comparisons: the only person you need to compare yourself
to is yourself. You grew and improved so much from who you were a
month ago, a year ago, 5 years ago. Close your eyes. Now think back to
a time when you wanted exactly what you have now. Let that sink in.
It hasn’t been easy getting to where you are now, but you did it, and
you deserve to celebrate you and all that you are. Everyone is on a
different path trying to navigate their way through life, and it wouldn’t
be fair to compare your point A to someone else’s point B, would it? A
friend once said something that really stuck with me: “just aim to be a
little bit better today than you were yesterday, repeat it for a year, for
two, and for a decade. Then look back, and see how far you’ve come.
Bonus when someone 10 years later tells you you have a talent for this
or you are so talented at this - then you can only smile. And know you
made
it.”
Therefore,
only
compare
yourself
to
you.
Recognize that thoughts are just thoughts - they don’t have
to be true: it seems so obvious, but it was a profound moment
for us when we realized that human brains have so many
thoughts popping in and out every day, and just because you
have a thought does not mean that the content of the
thought is true. A simple example: if I think that “today, it will
rain”, it does not mean that it will actually rain; it’s just what
my brain is telling me. The same applies to any negative or
anxiety-inducing thoughts your brain may tell you – they
don’t have to be true.
It’s okay to be sad – acknowledge your feelings: we found it
very empowering to realize that our mental capacities are not
meant to be static; they are variable, and very much depend
on the circumstances we are in and how we perceive things. If
you’re sad, don’t suppress that feeling. Allow yourself to realize
that this is a valid emotion that you deserve to feel. Of course
dwelling on it forever is not going to be beneficial as we do
want to ultimately feel better, but if you want to cry, or lie
there and just think through your thoughts, don’t hesitate to
do it. It will give you a deeper perspective into who you are,
and
why
you
are
feeling
the
way
you
do.
Be kind to yourself: find a picture of three-year old you, print
it out and stick it on your wall (or keep a readily available copy
on your phone). When you are about to say critical things to
yourself, look at the picture and ask, would I say that to
three-year old me? If the answer is no, then don’t say it to the
current you either. If you’re interested, look into the
psychological concept of the “inner child”. Another method is
to treat yourself as you would a best friend - if your friend was
in your exact same situation right now, would you be guilt
tripping them, saying mean things, and be discouraging? Or
will you act with empathy, kindness and understanding? We
are often our own worst critics, and when difficult
circumstances happen, we fail to show ourselves the
compassion we deserve.
C. Finding and planning joy - what sparks joy in you?
We plan studying and we plan work, but rarely do we “plan joy”. Michelle Obama said
in the “Obama Foundation Leaders: Asia-Pacific Program” on 12 December 2019 that
we need to plan joy and activities that make us happy to avoid burning out. “Think
about what you are going to do this week that is going to make you selfishly smile. It’s
different for everybody...”
These are some things that sparked joy in us:
(1) Spending quality time with friends: Don’t be under the impression
that your best friends when you leave university will necessarily be the
first people you meet during Fresher’s Week. For some, that may be the
case. For others, it may take a year, two years, even two and a half years to
find those who they truly click with.
We met during our “Women and the Law” dissertation seminar in third
year, and even though we saw each other in our weekly two-hour seminar
and wanted to get to know each other, we didn’t arrange a meetup until
27 January 2019 (we checked our iCal to ensure we got this date right). We
knew immediately during that dinner that we would click, and have been
friends ever since.
After our equity exam in third year, we could’ve (perhaps should’ve?)
studied for our next exam which was in a day or two, but we were so done
that we decided to take the entire day off, grab Sala Thong (a Thai
restaurant in Cambridge that does the most heavenly cashew chicken
and coconut rice on the planet. Side note: our biggest accomplishment in
Cambridge was not our degree, but the fact that Sala Thong added an
entire item on the menu that was inspired by us) and sit in our college’s
cafe while we devoured the heavenly food. It was genuinely amazing.
Friends will be there during our most difficult times, and will support us
through the hardships we are facing, so don’t be afraid to reach out (of
course, while checking that they have the capacity to speak to you about
it). Our best memories at university were the little, fun things we did with
our friends - daily dinners, cookouts and potlucks, ordering pizza at 12am,
organizing little gifts and surprises, clubbing, wholesome girls’ night ins
with face masks and chocolate… Those were the best times, and we
wouldn’t trade anything for them.
Eman
Making sure I met up with friends
and spending time chilling
whenever I could was very helpful
for
my
mental”
health.
(2) Sports and working out: if you’ve never played a sport before,
university may be the time to try it (if you’re interested). There are a
lot of beginners classes that allow you to explore various sports in a
low-pressure manner. If you’ve always enjoyed sports, and want to
keep it up, don’t let the stress of law school keep you from doing so
– a balanced lifestyle is important. If sports isn’t for you, try the gym,
yoga, dance classes, etc. Nothing beats a sweaty workout on a
stressful day - you will honestly feel better with all the dopamine,
serotonin and other chemical secretions.
One thing I did to help with my
mental health was starting my
days by going to the gym.
Eman
Ikenna
If I’m being completely honest, I did mostly neglect
my mental health at university. However, I would say
playing a lot of sports helped sustain my mental
health. I played in the touch rugby team in my law
society and in my second year, led the Exeter
African-Caribbean Society football team,; where I
played in match fixtures every week in the
intramural league. Other times I worked out at the
gym. I suppose another thing that did help me
through the tough times at university was poetry. I
did write a lot, during my university experience;
occasionally I drew to relieve stress as well. So I
suppose I subconsciously took care of my mental
health, but wasn’t really aware of it, as these hobbies
have always been a huge part of my life.
(3) Extracurricular activities: Extracurriculars are nice in that they give us a sense of
purpose and fulfillment outside of academics. We were able to try new things, explore
our interests, figure out what we liked and didn’t like, and learn so much about
ourselves
through
the
different
activities
that
we
took
on.
Interestingly enough, there was a point in first year when I thought extracurriculars
were taking away from my studying time. Indeed, there is always an opportunity cost to
every choice we make. Opportunity cost is an economics term, indicating that when
one option is chosen over others, a cost is incurred for not being able to benefit from the
next best option. If we choose to work on our extracurriculars, we are sacrificing time
we can spend on other activities in life. However, for the both of us, extracurricular
activities brought a lot of joy and helped us develop crucial soft skills. Our memories
whilst
doing
these
roles
were
some
of
the
best
and
most
Eseosa
I think the most important thing I did at university was doing things
outside of my degree. I joined the most random societies and did all sorts
of things that interested me which were completely unrelated to law. A
good example of this is the poetry course I took in my second year at faber
academy. It was a sort of night school and although it took up some time
it brought me so much joy. I think it is important to remember that you
perform better academically when you are in a happier place, so just try
and figure out what you enjoy and make sure you make time for it. Fun
fact, you also tend to be more productive with the time you have when
you’re on a busy schedule. I promise the world will not end because you
take
one
or
two
nights
every
week
to
yourself.
.
Boma
To be honest, my three years at university were not the most stable in terms
of my mental health, but there were a few things I did throughout that
helped during the tougher times. (1) One of them was to keep connected
with my friends outside of my university, which helped me especially when
I felt stuck in the infamous “Oxford bubble.” (2) The second was joining and
being active in ACS. Every week I counted down the days until the next
meet ‘n’ eat, quiz, formal hall or club night, and I looked forward to any time
I got to spend even an hour connecting with the African and Caribbean
community. In fact, some of my happiest memories at Oxford involve
laughing over a meal of jerk and jollof with my friends, bonding over our
shared experiences and dancing to much needed afrobeats and bashment
after weeks of hearing Mr Brightside on repeat.
(4) Cleaning your room: this may not be for everyone, but one of our friends finds
cleaning her room very therapeutic. A cluttered space can lead to a cluttered mind, so
ensuring that your work space in your room isn’t messy can help you feel more clear
and level-headed when you do work.
In relation to rooms, another tip we’ve found helpful is to separate our working space
from our resting space. We liked working at the library or at our study desk, and left
our beds for sleeping. Having a physical and mental separation between a study space
and a relaxing one allows you to fully unwind at the end of the day.
Eseosa
Something I did was to control my home space/environment. The home has
such an impact on your mental health. If you’re coming home from a
stressful day of learning to an even more stressful home life, chances are
you’ll be a wreck. I decided very early on that I liked peace and quiet and
being able to get away from people once I got home, so I lived alone in my
second and third years. Some people prefer living with friends who they can
discuss their day with and unwind. Whichever kind of person you are, just
make sure you are very intentional when picking a living space. Don’t pick
the party dorm in your first year just to make friends if you’re an introvert.
You’ll make friends in other ways, I promise. If you’re a clean freak don’t live
with messy people in your second and third years just because they’re your
friends. The friendship won’t end because you’re not under the same roof.
(5) Cooking and baking: if your university/accommodation has the relevant
equipment, we would highly recommend keeping up/trying out cooking and/or
baking! One of our favourite things to do was to go to the supermarket and buy
groceries - there’s something so therapeutic about walking down the aisles and filling
the plastic basket with the ingredients for your next planned meal. Watching cooking
videos, sharing recipes with friends, making lunches/dinners/desserts alone and with
friends is so much fun, and can take your mind off of whatever is causing you stress!
Our
friends
Toni
also
did
these
things
that
made
them
(1) I went to London almost every weekend;
(2) I made a bucket list of things I wanted to do
before I left Oxford (i.e studying at all the
aesthetic libraries, watching a Blues game and
ordering Dominos to my Law Library). I did 95%
of these with my best friend who was also my
study buddy so it was always quite nice to break
up revision with these goofy activities)
happy:
D. Practices that we found helpful
Meditation and mindfulness: using guided meditations on YouTube and/or on
mobile apps have been really helpful in helping us focus on the present. Staying in the
moment and really savouring what you’re doing right now, even if it’s something as
simple as intentional breathing, is so important. Let go of all your concerns, worries,
and
thoughts
for
a
few
minutes,
and
just
be
present.
Saif
Meditation did wonders. I would often go out
to the meadows by myself and lay down in
the grass. It gave me time away from
everything and helped me relax. I would also
play basketball really often with friends!
Positive affirmations: you can speak positive affirmations to yourself at anytime of the
day, but it’s nice to do so when you wake up in the morning and/or before you sleep.
Look in the mirror and say (tailored) positive affirmations to yourself. Some examples
are1. I am intelligent and I am here for a good reason.
2. I am worthy and I am enough, just the way I am today
3. I do not live for the approval and validation of others.
4. I want and deserve happiness without anyone else’s input.
5. I trust that everything will turn out okay.
Praying: if you’re religious, taking time to pray and connect with
your faith can really help. Dabi is Christian and would often spend
quiet early mornings or late evenings praying and reading her
Bible. She found that praying and reading her bible, especially
when she felt overwhelmed or sad, helped calm her down and
restore
a
sense
of
balance
to
her
life.
Journalling: we found journaling to be a reflective and therapeutic process. I used to
find journaling daunting, because online tutorials made it seem like the layout had to
be very aesthetically pleasing, or that I had to stick to a rigid routine of journaling for a
certain amount of time per day. However, as time went on, I realized that the process
can be as complicated or simple as I want it to be - after all, I’m the one writing and
benefiting from this! Therefore, I decided to open a Word file titled “Journal” to just
word-vomit my thoughts, however jumbled or unstructured they were, whenever I feel
like it. Writing out what bothered me or what I couldn’t work through in that moment
always made me feel like I was being heard, and that the issues weren’t as big as they
may have seemed in my mind.
When I write, I try to focus on figuring out why I’m feeling a certain way. A mood diary
can help, and a sample template (which can be customized) from getselfhelp.co.uk can
be found here.
Date/Time Situation or
Trigger
Where,
what,
who, with
Emotion or
Mood
Rate Intensity
0-100%
Thoughts or
images
How much do
I believe it?
0-100%
Physical Sensations
What do I feel
in my body?
Where?
Behaviour
What you did
as a result.
What helped
you cope or
now.
Give it a shot if you’re intrigued - it might really help!
Check out positive and uplifting pages online: follow inspiring Instagram pages or
Tumblr or Twitter accounts, or download phone apps that give you daily positive
reminders. It may not seem like much, but having these reminders in writing
sometimes
do
make
a
difference
and
can
boost
your
mood.
Gratitude: gratitude is a mindset where one appreciates and is thankful for what one
has. Shifting your thinking from “what I don’t have” to “what I already have” can be
beneficial in directing your mind towards the positive things in your life. Some people
like making a mental (or physical) list of 5 things they are grateful for that day before
going to bed; it could be as “simple” as “I have access to clean food and water”, or “I had
a great conversation with [a friend] today” or “the cookie I had was amazing”. Whatever
makes
you
thankful
to
be
alive
as
you
counts!
E. Do not be afraid to seek help
Seeking help from professionals: seeking help like going to therapy is frowned upon in
some cultures and societies. We know because we’d definitely say that there’s some
stigma around it in our cultures. Mental illnesses are sometimes seen as
“embarrassing” or a “family matter” that outsiders should not know about. It may take
some internal work to realize that seeking help is not a sign of weakness; on the
contrary, it is truly a sign of strength. It shows that you have decided to do what is best
for you, and to take your health into your own hands. If you’re still unsure about
whether or not therapy would help you, give it a try. Book an appointment with your
university’s student counselors, or talk to a GP, or go to a private clinic/find a therapist
online – do what is best for you. We believe that everyone could benefit from therapy.
After all, it’s just someone to talk through any issues or concerns you may have over.
Speak to your tutors, advisers and professors: if
there’s a deadline that you just cannot meet due
to mental health, don’t hesitate to speak to
university staff about it. Usually, they’re more
understanding than you may think, and will
accommodate your needs. They care about your
well-being and want you to do well too.
Do not mistakenly think that this is “slacking” or
that you’re a bad student for doing so – this is just
accommodation needed to ensure that your
mental capacity is back to a more functional and
reliable
state
again!
Due to the packed curriculum and heavy course content, it is
normal to feel stressed out when you’re here at university. One of
things I would do is to be open in reaching out to your course mates
and supervisors to answer any academic queries you have. Your
course mates are all on the same boat as you, and have similar
experiences studying the same material, so I find it quite useful to
share each others’ doubts and worries to emerge stronger together
and collectively. Another very helpful support you can find is to talk
to your tutor (an assigned personal mentor) about the
non-academic issues you face. My tutor was very kind,
understanding and helpful to me, for which I am extremely grateful
for. They’ve been in the university for a long time so they can really
understand and emphasize with us based on past experiences.
Gabriel
F. Conclusion
Mental health is something more and more students struggle with, but there are
definitely ways to manage it, and you don’t always have to feel this way. There are lots
of
support
networks
and
systems
out
there,
so
reach
out.
Trust in yourself and know that things will get better. We believe in you, and so should
you in yourself.
6 :HOW TO TAKE GOOD NOTES
Note-taking is a very personal matter and there are so many ways of doing it. What
worked for us may not necessarily work for you, so we’re just going to share our
experiences and hopefully inspire you to experiment, such that over time, you’ll find
something that works for you!
Overview
There are various sources from which you can make notes: lectures, textbooks, tutorials,
cases, and further reading. It can take a while, a year or two, to figure out the optimal
note taking system, so be patient with yourself while you work it out.
I
(Michelle)
organized
my
files
this
way
for
each
subject:
Lectures: Course convenors will almost always provide you with lecture outlines,
which are documents that briefly set out the key points of the lecture. I would
take lecture notes on the lecture outlines, and leave a copy of that untouched in
the “Lectures” folder. This is because I viewed lecture notes as a good reference
point for all the materials covered, and don’t want to mix it with the other notes
in
case
I
need
to
look
back
at
it
in
the
future.
Notes: I created a different document for each topic covered in the syllabus (see
the tort example below). This is the main, all-encompassing document that I use
for exam preparation and study.
Past papers: I download all past papers in the last 5-10 years and do questions
from them during exam preparation.
Supervisions: I will type my answers to the supervision questions on the
supervision outlines provided in blue, then during the supervision when my
supervisors speak, I type their answer in red so I can clearly separate the two.
A. Lectures
1. Hand-write or type? It’s up to you whether you
prefer
writing
or
typing
your
notes.
a.Writing: Generally speaking, writing will allow
you to actually process the lecturer’s words
before noting them down, but you may have to
compromise on how much you can catch as
lecturers
tend
to
speak
quite
fast.
b.Typing: Typing allows you to catch more
information, though if you’re not a fast typer,
don’t worry at all - you will slowly get faster as you
go through law school. We definitely improved
our typing speed as time went on, and preferred
using this method. For those who choose to type,
try typing lecture notes in red/blue on the lecture
outline so there is some differentiation.
2. Verbatim or summarized notes? Some people
prefer typing lecture notes verbatim because they
don’t have the capacity to listen and fully process
what the lecturer is saying when they speak, so they
prefer having everything down for future reference.
Others prefer listening closely and typing down a
summary. This is honestly a personal choice.
Experiment in the first few weeks and see what
works
best
for
you.
3. Take note of what lecturers deem to be
important and what their opinions are: lecturers
sometimes drop hints as to what potential exam
topics there may be during lectures, so take note of
those when they come up. We also found it helpful
to note their personal views on certain topics. You
can disagree with their opinion if you are able to
back it up in the exam and the examiners won’t hold
it against you, but it’s still helpful to know where your
lecturer stands so you can craft your arguments
tactfully
B. Notes
We organized our Notes document such that it encompasses all information
from all sources:
•Textbook
•Lectures
•Supervisions
•Cases
•Further reading
We will talk about each in turn.
Textbook
The textbook acted as the basis for the structure of the notes, so we made headings
based on the flow of the textbook, then slotted in additional information we learned
from lectures, supervisions, cases and further reading in the relevant sections (see
below). This has the advantage of preventing any repeats of information, and allows
for the consolidation of information.
We made the mistake of basically typing up the entire textbook at the beginning of
first year - it is not necessary or helpful. Read the textbook page, and find the main
points and write those down. If you need to excerpt paragraphs from a judgment or
if the specific analysis from the author is really good, you can go on Westlaw or Lexis
to find the relevant parts and copy and paste it in, such that you don’t have to type
out everything.
Nolan (2006): B’s (beneficiaries’) core proprietary rights consist in the
primary negative right to exclude non-Bs from enjoyment of trust assets.
Lectures
We added the lecture notes into the textbook notes, but ensured that they didn’t
repeat. What we mean by this is that sometimes, the content in lectures and
textbook readings will overlap, because they’re both intended to give you an outline
of the topic. If you have already taken notes on something in the lecture, there is no
need to repeat what the textbook says on it, and vice versa.
Supervisions
We also added extra notes or comments from supervisors into the textbook notes.
Remember we said earlier that supervisions are smaller group sessions between a few
students and one supervisor. In these supervisions, we would discuss the questions
listed on the supervision handout, which would be a mixture of problem questions and
essay questions. Supervisors would also point out important information from the
reading
and
clarify
any
tricky
points.
During discussions of the supervision questions, we typed out the key points that
our supervisor said. For problem questions especially, it’s important to take note of
the structure your supervisor recommends for tackling the issues, because it can
help you with structuring similar problems in the exam. For essay questions, we
noted how our supervisor discussed them. Usually, they will explain what the
essay question is asking, as well as the key cases and academic arguments that
need to be included in an essay to get a 2.1 or a first. Finally, we would jot down the
supervisor’s
explanation
of
key
debates,
cases
or
arguments.
Supervisors are able to distill tricky content into easily-digestible points, so writing
down what they say in supervisions will come in handy when it comes to
preparing
for
exams.
Cases
We included additional information we gathered from cases into the textbook
notes as well.
Do you have to read full judgments? No (with rare exceptions). Usually,
casebooks and textbooks assigned to you will have excerpted the most
relevant paragraphs of judgments, so try to at least read those. However, there
are benefits of reading specific parts of judgments, even if they’re long:
1. Figuring out the structure of problem questions:
figuring out the order in which you have to discuss a
problem question can be very difficult. Judgments can
be a good way of determining the systematic way of
approaching a question, because the judgment will
approach the case systematically as well. Use that as a
guide
to
determine
the
correct
structure.
2. Determining the areas of contention within the law:
dissenting judgments, especially powerfully crafted
ones, are often great for determining the controversial
areas of law. These can be great for essay questions – you
could agree with a dissenting judge and explain why; or
you could explain why the dissenting judge is wrong in
your opinion. It gives your arguments a lot more depth if
you can critically discuss both sides of the argument.
For cases, we took notes this way if the case warranted more than 1-2 sentences
on
the
general
principle:
An example from tort law’s assault to the person topic:
Further reading
There are usually two extremes when it comes to further reading: those who think
they need to read everything on the reading list to get a good grade, and those
who read nothing on the list because they think these articles are superfluous to
passing.
The
answer
is
probably
somewhere
in
between.
Why you don’t need to read everything: Reading lists are long – but
they’re meant to be long, because professors want to provide you with
the opportunity to consult a variety of in-depth sources in case you’re
interested in a specific topic and want to know more about it. We have
had lecturers and supervisors tell us point-blank that they do not expect
us to read everything. With so many modules and such a long reading
list, it’s just impossible to do. Also, some articles make repeated points,
some articles are very niche, and some articles provide background
knowledge that is interesting to know but isn’t necessary for exams.
But why you should read some of it: However, it is of course still highly
recommended that you do some of the further reading. Articles are
crucial for essay-based exam questions, as discussing academics’
arguments and providing your opinions on them is crucial for writing a
good essay (see Chapter 7 “How to write a good essay” for more
information). However, it could be just as useful for problem questions,
because they help you better understand cases. Articles often (1)
summarize cases, the leading judgment, and any dissenting judgments
in a clear and concise manner, before (2) delving into an in-depth
analysis of the case. Everything in (1) above can be very helpful in
understanding the ratio of key cases, and we highly recommend
reading
some
of
the
further
reading
How to pick? The key is to pick and choose what you need and want to
read. This comes with experience, and you’ll get better at it as time passes
- trust us, we’re sure you will. When you’re starting out, you can consult the
lecture/tutorial outlines to see if any articles have been starred as being
important; if so, read those. You can also ask your tutorial supervisors for
advice, and see what they suggest. Another way to determine what to read
is to ask yourself, “what do I understand the least?” and “what am I
interested in and want to learn more about?” Later in the year when you’re
preparing for the exam, you can delve deeper into articles discussing the
topics
you
want
to
write
on.
After reading and taking notes: I found putting my further reading notes in two
places very helpful:
1. Summary of articles: at the bottom of the Notes document, I will have a section
called “Further Reading”. For every article that I read, I will include the title, author,
year of publication, summary of the main argument, and important quotes. Here,
articles are separated from one another, so if I wanted to go back and find out what
this
academic’s
general
argument
is,
I
can
do
so
easily.
2. Dispersed within notes: at the same time, I will slot in the parts from each article
to the corresponding, relevant Notes sections. For example, if the article was about
Academic A’s views on liability for economic losses in the law of negligence in tort
law, then I will find my document on duty of care (see “5. DOC” in Figure X above)
and slot that in. This helps me when I want to study by topic.
Application of notes
The key is to be able to then use the notes you’ve made to answer problem
questions and essay questions in the work you hand in to supervisors and during
the exam. Read Chapters 7 and 8 (“How to write a good essay” and “How to write
a
good
problem
question”
respectively)
to
find
out
more.
Exams
We now have everything in one document. During the revision process, we read
through and cut information, such that we are left with a more exam-friendly, c
ondensed document.
Formatting and structuring tips
1.Use acronyms and short-hands to save time and space: more
obvious ones include P for Plaintiff, D for Defendant, B for
Beneficiary, but feel free to create your own too.
2. Bold the main topic of the section: like we do in this book, use
key words/phrases to summarize the main topic of the section,
so when you glance at your notes, you immediately know what
you’re
about
to
read.
3. Bullet points or full sentences? Dabi likes to type her notes in
paragraphs as if they are a story so everything flows very
smoothly and she can get the complete picture from them. I
like to use bullet points and have as short sentences as possible
so I can spot the main point faster. This is up to you, and again,
we would suggest experimenting with the different styles if
you haven’t done so already to see what works.
4. Color-code: with so many words on a page, it is helpful to be
able to immediately spot the main headings, sub-headings,
cases, legislation, academics/judges through color-coding,
especially for those of us that are visual learners. Stick to the
same colors for all subjects so it doesn’t confuse you.
5. Underline, bold, italicise or CAPS LOCK key words: to ensure
the main ideas stand out, use different formatting tricks.
With all of that said, the content of your notes is of course the most important.
I made the mistake of spending too much time formatting notes to ensure
they were perfect for the majority of my first year, and would highly
recommend against putting too much time into formatting at the expense of
doing something else.
Here are some
1. Is it okay to use notes from my seniors? There’s nothing wrong
questions
we, and
with asking seniors for their notes; after all, they have done it all and
majority of our
have found a system that works for them. However, with law, there
classmates,
had when
are a few things you should take into account -
b. The law changes: The law is constantly changing, so
what was true a year ago may not be true anymore for your
academic year. Keep an eye out for legal developments,
though any important changes will be flagged up by your
lecturers.
we were starting out,
and our take on
them now:
FAQs
a. The best learning comes from actually doing the work:
we totally get that there’s so much to read and it’s very
tempting to just use other people’s notes. However,
wholesale usage without doing much of the reading,
thinking and analyzing yourself doesn’t benefit you.
Through repeated struggling and by challenging yourself,
you start to develop and hone the legal skills that are
needed to be a lawyer. You may not get it at the beginning
(we certainly didn’t), but through trial and error, you will
start to understand how judgments work, and how to think
like
a
lawyer.
c. Recommendation: Therefore, if you have access to good
notes from years’ above and don’t want to start from
scratch, we recommend using those as a base, and then
editing them according to your needs. Even re-formatting
them in a way that makes sense to you can make a huge
difference!
2. Is it okay to partner with a classmate and split
all the notetaking work? Of course it is, if that’s
what works best for you. We certainly had friends
who did that and graduated with very high grades.
As far as we know, they didn’t completely skip the
sections their study partner did; they still knew
what was going on because they attended lectures
and read the textbook – they just didn’t take notes
on them. This has the advantages of saving time,
allowing you to tap into the brainpower of another
individual, and allowing you to cover more ground.
However, it is difficult to find someone that you
know you can count on to do the work, and has a
similar academic vision/goal. By that, we mean that
some people make academics their top priority at
university, while others may not, so the amount of
work they wish to put into studying may differ. It
also takes time for you to work out a note-taking
style that suits the both of you - the way people
write and format notes differs so greatly that a
compromise needs to be struck between the two
of you. Given you can work through these issues
and wish to partner with someone, go ahead and
do so.
Sample of the all-encompassing Notes document
Topic 1. Trespass to the Person:
Assault, Battery, False Imprisonment, Wilkinson v Downton
A. Assault
Definition: intentionally induces in claimant a reasonable expectation of
immediate, unlawful, force/violence
Elements:
1.Apprehension of application of force: C must apprehend the application of
force from D:
a. Capacity: C must believe that D has the capacity to carry out the
action, even if D doesn’t actually have such capacity – Blake v Barnard:
pointing an unloaded gun is an assault if C does not know it’s unloaded
b. Words: words alone are NOT assault but can make an otherwise
innocuous acts or threatening acts an assault
i. Read v Coker: menacing gesture + threat to break P’s neck
unless he got out = assault
ii.Words can make an act that otherwise would be an assault NOT
an assault (Tuberville v Savage: puts hand on sword but said won’t
harm V)
2. Imminence: Constanza: C must have a “fear of violence in the future, not
excluding the immediate future” - can’t be remote future
a. Objective standard: Mbasogo v Logo: C’s belief that D has the
capacity to immediately attack him must be reasonable
b. Silent phone calls: capable of assault unless C knows D is far away
3. Mental element - intention to produce an expectation that force is about
to be used: Diplock LJ: trespass to the person unavailable for negligence, only
for intentional conduct (Cooper v Letang). Bici v MOD: D must intend or be
subjectively reckless to be liable of trespass to the person
a. Note Cooper is opposite from Fowler
i. Cooper (Lord Denning) says if intend conduct = battery; if
negligent = sue in negligence, no such thing as “negligent
trespass”
ii. cf. Fowler: intention and negligence both OK: if negligence, call it
negligent trespass
4. Actionable per se: C need not prove damage or causation to win (Lumba)
7 :WRITING A GOOD ESSAY
Essay questions come in the form of statements or questions, and require an
in-depth discussion of a specific topic that you have studied. The question invites you
to write an essay tackling two parts:
1. A descriptive part: What is the current legal position on the issue raised
here, and what are the effects of the law? Make your legal arguments, based
on the things like the legal development in this area of law; consequences of
the law, etc.
2. A normative part:
a. Should the law be like this? Why or why not? Discuss academic arguments
in support of your stance. Raise academic arguments against your stance and
rebut
them.
b. If it should not be like this, what reform do you propose?
Successfully writing a good descriptive part shows that you have a solid
understanding of the law. That will get you a mid/high 2:1. However, to get to the 1st
class, you will need to have a strong normative part as well, because that shows you
have the ability to weave in academic arguments, be creative and think for yourself
whether the current law is satisfactory, and how it can be reformed if necessary.
Let’s get into how to do that.
Step 1: read the question and break it down - what is it really getting at?
Descriptive vs. normative: Read the question at least two times (preferably three).
Identify what the examiners want from you, for both the (1) descriptive part and the (2)
normative part.
1. Descriptive part: the descriptive part should be easy, because it should be quite
clear which area of law the examiners want you to talk about.
2. Normative part: the harder task is identifying the normative part. If you are given a
quote in the question, a tip is to start by identifying what the author’s stance is. The
statement may be short, but more often than not, there is an embedded view on the
topic, which should give you an idea of what the question wants you to discuss.
Let’s do a practice question together.
Task: read the following question, and ask yourself, what is the author’s stance? Is the
author praising or rejecting the current legislative regime on terrorism? From which
words did you glean their stance?
Question: The essay question was a statement saying that extreme laws
and policies are becoming deep-rooted in domestic legislation. The
statement asserted that there are risks involved in this including:
1. Such an environment (i.e. constant extreme laws and policies)
becoming the norm;
2. These laws and policies constantly being applied in the country;
3. The scope of these laws/policies expanding; and
4. Those laws can be changed at any time.
Answer: The author characterized entrenchment of
terrorism legislation as a “risk”, meaning that it is
dangerous and undesirable in the author’s opinion.
Therefore, that should tell you that the normative part of the
question is asking you to agree or disagree with the fact that
entrenchment is a risk, and to provide a convincing
argument
as
to
why
that
is
your
opinion.
Prioritization - which is the central thrust of the question? Identifying how much
weight to give to each: Once you have identified both the descriptive and normative
parts, determine what is the focus of the question. It is better to cover a few important
points in depth, rather than everything on a basic level. Therefore, do address
everything that you need to address, but prioritize by asking yourself, which is the
most important part?
This is a difficult task, and it took us a long time to figure it out, but don’t worry, it
becomes
much
easier
with
practice,
so
keep
practicing.
Let’s use the above question as an example again:
Example of a mid 2:1 essay: When I
submitted my essay on this, I had
headings corresponding to the four
assertions the question (listed above),
and went through each of them.
I received a mid 2:1 because I did a good
job at setting out the evolution of the
law, critiquing it and citing academics,
and discussing case law. In other
words, I did well at the descriptive part.
How to get to a 1st: However, I wasn’t
able to break through to the 1st class
mark, because I did not focus on
whether this entrenchment is desirable,
and if not, why not and what should be
done instead - ie. the normative part,
which was actually what the examiners
were really looking for. A better essay
would have taken a stance on the
normative appropriateness of such an
entrenchment of terrorism legislation,
and how to strike the balance between
the human rights of individuals and and
national security, because that is what
the
question
is
really
asking.
Step 2: Deciding your thesis
Once you have identified what the question is getting at, determine your thesis. Your
thesis is your main argument - a cohesive, coherent position that tells the examiner
your view on the question.
Do make sure you address each part of the statement. As stated above, the question
will often make several claims. Ensure you address every single one, though make an
executive decision as to how many paragraphs you want to attribute to each (it doesn’t
have to be equal weighting).
“The decision of the Court of Appeal in [case] is wrong in theory
and on authority, and unworkable in practice.” Discuss,
considering how a future appeal to the Supreme Court should be
decided.
In the example above, there are several statements, all of which must be addressed; (1)
the case is wrong in theory; (2) the case is wrong on authority; (3) the case is
unworkable in practice; (4) how a future Supreme Court appeal should be decided. All
four
elements
must
be
discussed
if
you
want
to
score
high.
A possible thesis is: even though (1) the case is wrong in theory as it conflicts with the
known doctrine of consideration; and (2) the case is wrong on authority because it does
not follow precedents; however, (3) it is workable in practice and should be preferred to
the existing law. Therefore, the Supreme Court should extend the existing law because
doing so creates a coherent, more commercially sensible rule that gives effect to
parties’ intentions.
As you can see, all elements of the statement have been addressed in my argument. I
can then create headings accordingly and structure my essay that way.
Step 3: Make a plan
Make a plan, which doesn’t have to be detailed or long. As a general rule, aim for three
main propositions to support your thesis.
Briefly bullet point the key parts of your argument, relevant cases, as well as both
academics supporting your argument, and academics against your argument and
your rebuttal. As long as you know where everything goes and have a coherent
structure, you can start writing an answer.
Step 4: Writing an answer
A. Introduction
There’s no “right” way to write an introduction, but we followed this structure and
found it to be helpful.
•Summary: One sentence summary of the statement given and
placing it into the wider legal context.
•Thesis: This essay argues that… [your argument/thesis].
•Roadmap: Three [or however many] points will be made in
support of this proposition. First… Secondly… Thirdly…
B. Body
The body of your essay should contain the same number of propositions referred to in
the introductory paragraph.
For each proposition (note: aim for three propositions):
•Topic
sentence: start with a have a topic sentence which
summarizes your argument and what you will say. Use the
wording in the question to show that you are actively engaging
with the question if possible.
•Descriptive part - what is the law? Set out the law and cite
cases that support your claim. Regarding cases – include key
cases of course, but don’t be afraid to engage with less well
known
cases
if
they
support
your
point.
•Analysis
and discussion of the law: this is your chance to
write about your views and tell the examiner what you think
the law should be. Again, use the words (or synonyms) in the
question when you can, to indicate that you’re answering the
question.
- Cases: don’t just (bracket) the case name and leave it
there; discuss the case and the details of reasoning, and
go in depth with your argument. Engage meaningfully
with a specific judge’s judgment, for example.
- Academics in support: include academics that
support your argument. A tip is to embed your
argument within an academic’s argument to avoid
repeating the same idea (given that your views align
with what someone else has said). For example, “As
rightly argued by [academic]...”. It is important to get a
varied number of sources in support - don’t just cite the
same one or two people repeatedly throughout the
essay, as it doesn’t show that you have done a wide
range of reading.
- Academics against your argument: summarize the
opposing
argument,
then
explain
its
main
weakness/flaw. There will often be valid criticisms
against your views, and sometimes, you need to
concede the weaknesses in your argument.
Nevertheless, you can say that despite this weakness, X
is the reason why my argument should still stand. It’s
important to acknowledge and respond to these
opposing views, because it shows that you are not only
aware of potential weaknesses in your argument (ie. you
have the knowledge), but that you’re able to
convincingly explain why your view is preferred. This
ultimately demonstrates that your overarching
conclusion is an informed one, as it has considered all
facets of the issue.
Concluding statement: restate your proposition, and directly show why this proposition
adds to your thesis and answers the question.
C. Conclusion
The conclusion should be a reiteration of your thesis and should directly answer the
question again.
• “To conclude, [repeat thesis]”
• If you have time or word count, feel free to add in some final
thoughts about the direction the law is heading towards, or
general remarks about this topic as a final touch.
Style and formatting
Tone: write with conviction, and write convincingly. Do not use
weaker words like “may” or “might”, because examiners
already know that it could be A or it could be B - they are
asking you whether you think it should be A or B. They want to
hear a strong opinion backed up by reasoned arguments, so
state your opinion as if it is a fact, whilst being sufficiently
nuanced and respectful of course.
Underline/italicize cases and academic literature: this makes
it easier for examiners to see that you have referenced sources
in support of your argument in an exam setting, so they can
definitely
give
you
the
marks
for
it.
Use headings: using headings (as per your plan in Step 3) can
help you organize your answers and help the examiners
understand your answer quicker.
The essays in
this the next
chapter all received
high 2:1s or firsts from
universities Oxbridge
and other Russel
group
universities.
The essays in
this and the next
chapter all received
high 2:1s or firsts from
Administrative Law Essay
universities Oxbridge
and other Russel
Question: This essay question asked for a discussion of the direction
group
in which substantive judicial review should go in the future, whilst
universities.
highlighting the following issues: a discussion of the relationship
Sample Essays
between irrationality and proportionality, whether intensity of
review is actually on a scale such that rationality and proportionality
are not distinct categories, whether irrationality as a ground on its
own is still useful, and whether proportionality is sufficiently s
structured and clear.
After years of debate amongst judges and academics, we are in dire need of
doctrinal lucidity in the area of substantive judicial review. This essay argues that
rationality and proportionality are not actually that different as they are ultimately
both secondary manifestations of the “normative, institutional and constitutional
considerations” underpinning the nature and intensity of review in individual cases.
Therefore, the law of substantive judicial review of administrative action should not
unduly focus on doctrine; instead, it should focus on articulating and calibrating the
range of reasonable options available to decision-makers depending on the
considerations in the case. Both rationality and proportionality are helpful tools
within the substantive judicial review toolbox, and they are to be used to decide if
the
challenged
decision
falls
within
the
range.
Traditional views – are they still true?
Traditionally, it was thought that rationality and proportionality are bluntly opposed
to each other and mutually exclusive for three main reasons. First, intensity of
review under proportionality is greater (Lord Steyn, R (Daly)). Secondly,
proportionality is more structured and transparent (Craig). Thirdly, the burden of
proof is different, because under rationality, it is always on the claimant, but in
proportionality, it shifts to the decision-maker after the claimant establishes a
breach of a protected interest. These will be discussed in turn, and it will be shown
that
that
the
reality
is
more
nuanced
than
it
first
appears.
1. Intensity of review
Lord Steyn said in obiter in R (Daly) that proportionality has a higher intensity of
review, because it requires an assessment of the balance the decision-maker has
struck, not just whether it’s within the range of rational decisions; proportionality
requires a fair balance assessment; and sub-Wednesbury isn’t always appropriate
for protecting Convention rights. There is an element of truth to this, because under
proportionality, the questions are more searching, as demonstrated from
comparing ex p Smith with Smith v UK. The ECtHR noted that even the “anxious
scrutiny” test was inadequate to safeguard their fundamental right to respect for
private life. However, the difference is not as pronounced as one may think, because
the intensity of review under both operate on a sliding scale depending on the
nature of the decision under challenge.
Although rationality appears “monolithic… the courts while broadly adhering to
the monolithic language… have… adopted variable standards of review [to suit the
subject matter of the case before them” (Laws). At the bottom of the scale is
sub-Wednesbury for fundamental rights, where the “anxious scrutiny” test is
applied, resulting in more justification being needed to satisfy the court that it
shouldn’t intervene.
Although rationality appears “monolithic… the courts while broadly adhering to the
monolithic language… have… adopted variable standards of review [to suit the
subject matter of the case before them” (Laws). At the bottom of the scale is
sub-Wednesbury for fundamental rights, where the “anxious scrutiny” test is
applied, resulting in more justification being needed to satisfy the court that it
shouldn’t intervene. In Bugdaycay, Lord Bridge noted that “more rigorous
examination” is needed “according to the gravity of the issue”. Since the right to life,
which was the “fundamental most of all human rights”, was at stake in this
immigration context, “the most anxious scrutiny” was needed. This has also been
applied outside the fundamental rights context in Bradley and Evans, due to
reasons such as legislative intent. In the middle is the normal Wednesbury
formulation by Lord Greene in Wednesbury and Lord Diplock in GCHQ. Finally, at
the top of the scale is Super-Wednesbury for cases relating to national economic
policy such as Nottinghamshire where the court will only interfere if it is “so absurd
that he must have taken leave of his senses", because in the case, the
decision-maker complied with statute and involved the House of Commons, and
the nature and complexity of the political and economic considerations meant that
the courts will defer to the decision-maker. Therefore, democratic considerations
and institutional competence inform the court as to the appropriate intensity of
review in rationality cases.
Similarly, in proportionality, intensity of review is on a sliding scale, and due
deference as supported by Hunt is crucial for calibrating the intensity depending on
underlying normative and constitutional matters in the case. For proportionality,
courts will usually exercise expertise-based deference at the necessity stage, where
comparison with alternate hypothetical acts is done to decide if the challenged
measure is the least intrusive way to achieve the aim (Rivers). Democracy-based
deference is exercised mainly in the fair balance stage, as in Carlile, a case relating
to a balance between maintaining diplomatic relations with Iran and the
applicant’s freedom of expression. Lord Sumption acknowledged that even with
Convention rights, there “require[s] a qualified respect for the constitutional
functions of decision-makers who are democratically accountable. Examples are
decisions involving policy choices; broad questions of economic and social policy; or
issues involving the allocation of finite resources”. With such significant deference,
Elliott
argues
that
it
essentially
became
a
rationality
review.
From this, it is clear that “context is everything” for both rationality and
proportionality (Lord Steyn, R (Daly)), so intensity varies according to context for
both. Therefore, Taggart’s rainbow of review where proportionality applies to rights
cases, and reasonableness to public wrongs is too blunt; a bright-line distinction is
doctrinally neat, but at the expense of “masking underlying normative or
constitutional complexity”, as rightly criticized by Elliott. A blanket choice between
the two is no longer relevant, but a choice in individual cases based on context is
needed, so if the context requires a lower burden of justification, there is a place in
modern administrative law for a pure irrationality ground. Ultimately, rationality
and proportionality are not tests or standards, but “approach[es] to adjudication”
that are used depending on the nature of the decision under challenge (Hunt).
2. Structured inquiry and burden of proof
The second reason why rationality and proportionality were thought to be bluntly
opposed to each other is that proportionality provides a more structured and
transparent means of review. As a general argument, this is true, because
proportionality involves a four-stage structured inquiry with clear questions that
must be asked at each stage.
On the other hand, the brief, circular question for rationality makes case law
“resolutely opaque”, where “mysterious references… to unreasonableness, multiple
factors, judgment and balancing are commonplace” (Daly). It appears to be
intuitive adjudication, without any explicit articulation of the substantive norms,
and is intellectually dishonest as some decisions where it was struck down was
“coldly rational” (Jowell and Lester). However, again, the differences between the
two cannot be overstated for two reasons.
First, reasonableness is capable of being structured and transparent as well. Daly
investigated a range of case law from Commonwealth countries, and concluded
that courts actually apply a two-stage approach in reasonableness cases despite
not articulating it as such: first, they identify an indicia of unreasonableness, such as
irrationality, disproportionality, inconsistency with statute. If found, this triggers a
burden of justification on the decision-maker to justify the indicium to the relevant
standard through cogent explanation and/or sufficient evidence (this also suggests
that the difference of burden of proof between reasonableness and proportionality
is actually not as stark). Therefore, as Craig argues, rationality actually does involve
weight and balancing, because it is impossible to justify their decision without
referencing the weight and balance of considerations that led them to their
conclusion. Courts must, therefore, determine whether the weight the
decision-maker allocated to relevant factors is reasonable or not. This makes
rationality transparent, as the indicia and the reasons for accepting/rejecting the
justification will be in the open. Furthermore, Jowell and Lester argue that the
justification for the substantive judicial review under Wednesbury are fundamental
constitutional principles. This provides further transparency as to why courts use
the standards of review they use in specific cases, so it doesn’t have to be “confusing
and tautologous” (Jowell and Lester).
Secondly, proportionality can also be malleable and uncertain, due to its interaction
with the doctrine of deference as explained above. How the courts approach the
different stages of the proportionality test reveals a spectrum of possibilities in
terms of intensity of review. For instance, with necessity, it could mean that the least
restrictive means must be adopted, like in Smith v UK, but could also mean that a
measure only has to be “reasonably” necessary (R (Clays Lane Housing Cooperative
Ltd) v The Housing Cooperation).
The future
The above analysis suggests that everything depends on context – intensity of
review can be dialled back or increased, and rationality and proportionality can be
more or less structured depending on what is normatively warranted. What is
ultimately at work is the “primary constitutional, institutional and normative factors
that form the bedrock of public law”, such as the nature and complexity of the issue,
the democratic accountability of the decision-maker, their expertise, amongst
other factors (Elliott). Therefore, rationality (in its three forms) and proportionality
(with its variant levels of deference) are merely “secondary manifestations” of these
primary factors; they are approaches to adjudication to be strategically employed
by courts in individual cases. Therefore, in the future, substantive review should be
based on a range concept, where the constitutional, institutional and normative
factors determine how broad the range of reasonable decisions is in any given case
(Lord Sumption, Pham). Proportionality should help determine whether the
decision falls within or outside the range instead of being a ground of review per se.
To determine how broad the range is, courts must determine the burden of
justification and the burden of discharge. The burden of justification (institutional
deference) should depend on the normative significance of the value (ie. the more
important the norm, the greater the justificatory burden) (Elliott). It is crucial for
judges to articulate why they are employing that particular standard of justification
for greater transparency and better justifications in this culture of justification. For
instance, the importance of the right to life in Bugdaycay means that a low degree
of deference is warranted. After determining the burden of justification, courts
must decide the burden of discharge (adjudicative deference) depending on the
contextual factors at play in the case, such as democratic considerations and
expertise. This can be seen in the Belmarsh case, where the range of options
differed depending on the stage of inquiry. In deciding whether there was a public
emergency, the court deferred to the government as it had intelligent and expert
analysis, was democratically accountable, and this was a sensitive political matter;
judges weren’t well-suited to decide this. Nevertheless, deference didn’t mean
servility, as Lord Bingham still formed a view as to the nature of the emergency,
which later influenced his decision as to the necessity question, as he said that
emergency created by a threat of a terrorist attack is different from the attack
already happening, demonstrating that institutional and adjudicative deference
“interoperate[e]” (Elliott). In stage two, when deciding if detention was strictly
necessary, a low level of deference was given, because the government’s special
expertise wasn’t needed; it was a question of pure law and logic, which judges are
suited to deal with. This translated to there being a very narrow range of proper
judgments that can be made, and the government’s decision failed to fall within
the proper range, meaning that it was unlawful. Rationality and proportionality
therefore
helps
determine
if
a
decision
is
within
the
range.
As Daly acknowledged, the range of options approach is now the emerging
consensus within the Commonwealth. For instance, it was the Irish Supreme
Court’s approach in AAA v Minister for Justice, and in the latest UKSC case on this
matter (Michalak v General Medical Council). In the latter, Lord Kerr drew a clear
distinction between review and appeal, emphasizing that even proportionality in its
strongest form is not “full merits review”. Instead, the question is “whether the
impugned administrative decision lay within the range of reasonable responses.”
This approach can also be constitutionally and normatively defended. Allan is
critical of the concept of deference, as he argues that extrinsic characteristics such
as democratic considerations and institutional competence is a “dereliction of
judicial duty”, since judges should only be looking at the intrinsic quality of
arguments when evaluating justifications. However, given that the modified ultra
vires doctrine is the most convincing explanation of the constitutional foundations
of judicial review, we must respect Parliament’s intention in allocating the
decision-making power to the decision-maker as they have the knowledge and
experience (constitutional imperative) and judges lack the expertise and do not
have the democratic mandate (Irvine). Also, as Laws argues, the rule of reason
requires that the standard of review is variable, because to achieve substantive rule
of law where individual rights are vindicated, which is a democratic ideal, the
standard must be different depending on context. It is therefore inevitable and
even desirable for democracy and rule of law to be in tension. This range of
reasonable options approach is therefore also normatively and constitutionally
desirable.
Ultimately, the binary choice between proportionality and rationality, or a blanket
replacement of rationality with proportionality as suggested by Craig and Hunt,
may be conceptually neat, but fails to capture the nuances within this area of law.
Instead, focus should be placed on the culture of justification, where normative,
institutional and constitutional considerations determine the range of reasonable
decisions available to the decision-maker; depending on the width of the range,
rationality or proportionality (in whichever form) should be used to decide if it falls
within the range. Though this appears to be the consensus, this hasn’t been clearly
articulated, so we are now anxiously awaiting a case where they can be explored
more fully as recognized by Lord Kerr.
Company Law Essay
Question: This essay question asks if changes to a company’s articles of association
where expropriation of minority shareholders should be scrutinized under a more
stringent “bona fide test”, and asks for your view on the English law position
considering the Privy Council case of Citco.
This essay will argue that expropriation cases should not be subject to a stricter
bona fide test than other alterations. Three points will be made in support of this
proposition: first, the most recent conception in Gambotto of a more stringent test
in expropriation cases is unhelpful and confused. Second, there is good reason for
maintaining a less intensive, subjective interpretation of the bona fide test as
emphasised by Lord Hoffman’s response in Citco to the criticism that English law
does not respect the proprietary nature of shares. Third, adopting a more intrusive
test for expropriation is undesirable, given the court’s lack of institutional
competence in this area. In response to the second half of the question, this essay
will argue that the English law position remains unsatisfactory due to its confusion
as regards which test should be used.
Should expropriation cases be subject to a tougher bona fide test?
In Gambotto, the court departed from the Allan test in expropriation cases, which
stated that an alteration to the articles of association is permissible if it is in the best
interests of the company. Instead, the court decided that the alteration should only
be valid if it is for ‘fair and proper purposes.’ Even though Gambotto technically
rejected the Allan bona fide test altogether, this can be seen as an alternative
‘tougher’ test, which involved the use of an objective standard of review. Although
this does provide some benefits, namely that minorities are better protected from
abuse by majority shareholders due to the court being the final arbiter as to what is
‘fair and proper’, there are a number of issues with this test. First, the court’s
conception of ‘fairness’ was that the price paid for shares should be fair; this is
criticised by Mitchell as being a vague requirement that does not actually provide
any legal test for what is fair and proper. This is substantiated by the Company Law
Steering Group, which said that Gambotto is undesirable on economic grounds
and that the Allan test should be retained. Whincop expands on the notion of
economic undesirability, noting that ‘in consideration of the majority shareholders
expropriating their shares, the minority shareholders may hold the corporation to
ransom by expropriating the benefits which actually accrue to the corporation, and
this ransom is paid by the majority shareholder, as the minority shareholders often
refuse to sell their shares even when the price offered is objectively fair.’ On these
grounds, the more stringent test as formulated by Gambotto is less clear than the
Allan test, and therefore should be rejected.
Secondly, a strong rationale for a more stringent test in expropriation cases, as
stated by the court in Gambotto, is to respect the proprietary nature of shares.
Indeed, from a policy perspective, it seems sensible to have strong safeguards in
these circumstances, as expropriation can be seen as the most extreme measure
taken against a minority shareholder, given that it deprives them of their
shareholding entirely. Peta Spender supports this view, arguing that shareholders
have full proprietary rights which include the right to not be deprived of your
property without strong objective justifications. However, Lord Hoffman’s rebuttal
to this point in Citco is convincing: he argued that although shares are property,
they are unique in that they are taken subject to company law and the articles of
association.
Given that company law makes very clear that the articles of association can be
amended, this includes the possibility that they can be changed as to deprive the
minority of their shares; for this reason, shares never had full proprietary rights in
the first place. Bird supports this view, arguing that Gambotto gave too much
weight to the proprietary nature of a share and that this does not accurately reflect
the modern view that a shareholder is little more than the holder of an income
stream and that a company is merely the conduit for a nexus of contracts. It is
submitted that this view is the correct one for two reasons: first, given that shares
are inherently limited in their proprietary nature from the outset, it makes less
sense to devise a stricter bona fide test for such circumstances. Secondly, as
Williams notes, minority shareholders’ right to fair compensation is already
protected by law, so the protection given to them by the courts can be found in
enforcing fair compensation rather than by the creation of a stricter bona fide test.
As such, it is argued that a stricter bona fide test is unnecessary in expropriation
cases.
Thirdly, there is more of a justification for conceiving of a stricter bona fide test in
objective terms, as in Dafen, Sidebottom, and Brown, as opposed to the Gambotto
test; however, it is submitted that we should still maintain a less interventionist
interpretation of the test as endorsed by Citco. Firstly, in cases like Sidebottom, the
court impliedly endorsed the objective approach to the extent that the trial judge
had engaged in an evaluation of the commercial benefits to the company to decide
if the shareholders were acting in the company’s best interest. This conception of
the test, however, should be rejected due to the lack of institutional competence of
the court. Courts may not be best placed to decide what a company’s best interests
are, should therefore only interfere with such decisions when there is clear evidence
of the majority acting improperly or maliciously. Instead, therefore, the subjective,
less intrusive interpretation of the Allan test as stated in Greenhalgh which notes
that the court will only step in where there is evidence of bad faith is a more
appropriate role for the court that respects a company’s relative institutional
competence.
Is the position of English Law satisfactory?
Although the English law position is better than the Australian position in
Gambotto, it is submitted that the state of the law is still unsatisfactory. Firstly, this
is because of the confusion around the nature of the Allan test. For example,
Constable was an expropriation case where the majority of shareholders inserted a
provision into the Articles of Association to the effect that if 75% of the shareholders
accepted the offer, then all of the shareholders will be compelled to sell. The court,
however, granted an injunction on the grounds that the duty of the court was ‘to
see if there was a serious issue to be tried’ which suggests an objective approach to
alteration cases. Following Lord Hoffman’s comments in Citco, however, it would
appear that English law has returned to a subjective, less intrusive interpretation of
the Allan test. Cases that have followed seem to have endorsed this view, such as
Charterhouse, in which, despite being an expropriation case, the court endorsed
the idea that it is for the shareholders to decide the benefits of the company
construed subjectively, save where nobody could possibly believe that this was in
the best interest of the company. The same approach was followed in Staray, where
an amendment to allow the compulsory purchase of shares of members who had
committed misrepresentations was, in fact, aimed at one specific member. The
court said that mere fact that majority declared their intention to get the minority
out was not necessarily bad faith, and again demonstrates a more consistent
subjective
approach
to
the
bona
fide
test.
Although there seems to be a greater degree of consistency, the precise conception
of the bona fide test is still somewhat uncertain. For example, earlier conceptions of
the subjective bona fide test lie in between a purely objective and purely subjective
test. For example, in Shuttleworth, the court endorsed a subjective approach similar
to Citco and criticised the objective approach in Dafen, but paradoxically went on to
say that the bona fide test should not be wholly subjective, and thus introduced an
objective element to the effect that even if the honestly of the shareholders is
unchallenged, an alteration will not stand if ‘no reasonable men could consider it for
the benefit of the company.’ Hannigan notes that ‘it is difficult to see much daylight
between the rejected approach and the approach articulated in Shuttleworth other
than that the approved approach is a more nuanced one which allows for court
intervention without appearing to be as patently objective as the disapproved test
in Dafen’ Although this case is older, there has been no authoritative
pronouncement on what the exact scope of the test should be, and therefore
remains
a
sticking
point
that
makes
the
law
unsatisfactory.
A final, brief point to mention is the uncertainty created in cases where the
company has no legal interest in the shareholder’s dispute, where an entirely
different formulation of the bona fide test is applied. Greenhalgh endorsed the
concept of a ‘best interest of a hypothetical member’ test, which was endorsed in
Citco. However, the court in Re Charterhouse said in obiter that where the test is
whether the amendment was oppressive to the minority. The uncertainty around
what the test should be in cases where the company does not have a separate legal
interest also contributes to the unsatisfactory position of English law in this area.
To conclude, this essay has argued that English law does not need a stricter test for
expropriation cases relative to other alterations and that even if we reject the
Gambotto formulation of the test, there are still strong reasons to maintain the
subjective test endorsed in Citco. This essay has also argued that English law in this
area is unsatisfactory due to its uncertainty as to what test should be applied in
different circumstances, as well as what the precise nature of this test should be.
Medical Law Essay
Question: This essay question asks whether advance directives are and should be
considered futile.
The Mental Capacity Act 2005 sets out the factors to be considered when the courts
and clinicians determine the medical decisions to be made on behalf of a patient
who lacks capacity, and among these factors is the existence of an effective
advance directive. As established in section 24 MCA 2005, a person over the age of
18 with capacity may create an advance decision to refuse or discontinue specified
treatments, with this directive coming into force if ever she were to lose capacity. As
suggested by the title at hand, the current law on advance directives is not without
controversy, and I will thus examine the key areas of contention. The limitations of
the underlying justificatory principle of autonomy will be assessed, together with
the occasional conflict between a patient’s past and prospective interests and
desires. I will then examine the law from the perspective of medical practitioners
and assess the ways in which the current balance has arguably been struck in their
favour. Despite these issues, I disagree that advance directives are futile. I will
support Auckland’s suggestions to reform the law on advance directives in order to
ensure that the autonomous decisions of a patient are respected even at the end of
their lives, while giving both clinicians and the courts the reassurance needed to be
comfortable
when
upholding
such
significant
decisions.
Advance directives are often praised as an important means by which the law
safeguards the autonomy of incompetent medical patients. This principle is one
synonymous with self-determination, for to be autonomous is to live one’s life in
accordance with one’s own values and desires. Advance directives are justified on
the basis of respecting an individual’s vision for themselves and giving effect to their
desire to end their lives on their own terms. This gives such a decision the moral
authority necessary for upholding it, even when the decision is at odds with the
personal opinions of the courts and clinicians. This justification is not without
difficulty, however. Among the challenges of using autonomy as the ethical basis
for advance directives are the uncertainty in regarding the decision as truly
autonomous at the time of drafting, and uncertainty about its validity at the time of
implementation. Regarding the former, the exercise of one’s autonomy demands
that he understand the nature and consequences of the decision he is making. The
issue of informed consent thus arises, for in many cases advance directives are
made years or potentially even decades before an individual loses capacity.
Auckland (2017) and others have rightly pointed out the difficulties involved in
applying one’s values and imagining how one would like to be treated in
far-removed medical situations. Supporting this, evidence shows that people are
likely to underestimate the strength of their desire for medical intervention.
Perhaps more significantly, however, is the uncertainty regarding the demands of
autonomy in a case where a currently incompetent patient’s advance directive
communicates a decision based on her former desires. Some claim that the person
who makes an advance directive is not the same person as the person who
subsequently loses capacity. A less extreme, but similar arugment is that there has
been such a change of personality and personhood that the formerly competent
person is no longer empowered to speak on behalf of her incapacitated present self.
Robertson (1991) thus argues that in the case of a person with dementia, for
example, the advance directive should not have force, since ‘the values and
interests of the competent person… no longer have meaning.’ To use Vogelstein’s
(2016) example, suppose a patient, Jane, has sever dementia and is incompetent to
make any treatment-decisions. Nevertheless, she appears genuinely happy, and all
would say her best interests are served by continued life. She is found to have an
easily curable bacterial infection, and as her doctor prepares treatment a nurse
finds an advance directive Jane had issued years earlier, clearly stating that as a
fiercely independent woman, she would want no lifesaving treatment if she were
ever to be in state of severe dementia.
Dworkin (1993) would argue that the advance directive should be followed, for
though her ‘experiential’ interests, or those tied to the present differ in her
incompetent state, her ‘critical’ interests remain. These are those fundamental to an
individual’s life story, and being able to determine the final chapter of one’s life if he
were to lose capacity, he argues, is a critical interest that should be honoured.
Robertson and Dresser (2003) are arguably correct in opposing this view, for far
from respecting a patient’s autonomy, Dworkin’s argument is one which may
actually undermine the principle by ignoring Jane’s genuine desire to live. If a
patient is happy and has a life worth living, even if she unable to competently
communicate this desire, it does not serve in her autonomous interest to honour
the wishes of her previously competent self. Jane lacks the capacity to understand
her critical interests, and they thus should not be given determinative weight. This
would lead the law to overlook the possibility that a patient can be happy even
when ‘suffering’ from dementia and similar illnesses – indeed many of those
diagnosed are completely oblivious to their condition. Maclean (2006) has
suggested a satisfactory middle ground, allowing advance decisions in such cases
to carry some weight, but focusing on the interests of the patient without capacity,
not the person whom she once was. In such cases, an advance directive should be
followed unless they cause the current individual significant harm in a way contrary
to their present interests.
From the perspective of medical practitioners, the quote above may in fact have
some element of truth, for the current state of the law leaves healthcare
professionals a relatively wide discretion to decide not to uphold directives where
they have doubts over whether the directive is valid and applicable to the situation
at hand. Section 25 MCA 2005 explains the three ways in which an advance decision
may be deemed invalid. The first two are uncontroversial, in that a patient, with
capacity, is able to withdraw the advance decision in writing or create an LPA with
the power to make the decision in question. However, section 25(2) establishes that
where P is said to have done anything else that is clearly inconsistent with the
directive in the advance decision, it should be ignored. In A Local Euthority v E
(2012), it was held, obiter, that a patient cannot even include within their directive a
clause stating that it should be followed even if their subsequent actions appeared
inconsistent with it. This ground of invalidity is unduly vague, leading to concerns
that marriage, birth of a child, or a change of religious behaviour might be deemed
inconsistent with a prior advance decision to refuse life-saving treatment and thus
grounds for ignoring it.
Furthermore, section 26(2) and section 26(2) provide respective protection to
clinicians who continue treatment believing there is no valid and applicable
advance directive, and where they withdraw treatment to someone believing,
incorrectly, that there is a valid advance decision requiring this.Both of these
defence as subjective, yet there is no requirement of having to take reasonable
steps
to
ascertain
the
validity
of
an
advance
decision.
Maclean (2008) interpreted the state of the law as having tipped the scale towards
protection and away from individual autonomy, for in practice there are numerous ways in
which an advance decision may not bind a healthcare professional. A valid objection to the
MCA 2005 is that instead of increasing the respect given to a patient’s autonomy, it
maintains the vulnerability of advance directives and prioritises the protection of physicians
acting in good faith. Thus, the Act provides patients with a trump that only works when
healthcare professionals or the courts are comfortable with the patient's decision.
The criticisms levelled at the current law on advance directives are thus not without merit,
for ‘respect for the principle of autonomy’ provides little guidance to clinicians where there
are doubts about the whether the decision was truly autonomous at the time of drafting,
while the scope for uncertainty regarding the validity of an advance decision is
disconcerting. However, this is not to say that advance directives are futile, but rather that
there is opportunity for reform. Auckland rightly advocates for increased safeguards, calling
for doctors to play a central role in drafting the directives to ensure that the person is in fact
competent and informed, and that the directive is drafted with sufficient specificity and
clarity that it is easy to interpret and implement by the later doctor. This increased
involvement in the drafting of directives might further make doctors feel more comfortable
in upholding them, assured that an individual has understood information about how the
illness in question is likely to affect them as it progresses, as well as the advantages and
disadvantages
of
choosing
or
refusing
medical
procedures
in
advance.
A further reform would be to introduce formality requirements to the law on advance
directives. This relates to the title of this essay, for the ‘(not)’ alludes to the fact that only
where an advance decision rejects life-saving treatment must it be in writing, signed by the
patient and witnessed by a third party. The 2005 Act unfortunately did not adopt prior
proposals that all directives be made in writing, for informality allows those judging the
validity and applicability of an advance directive greater discretion in deciding whether it is
sufficiently certain. A dated document, like that in X Primary Care Trust v XB (2012), would
evidence how recently those view have been expressed and thus how likely they are to still
remain current. Increased formality requirements would come at the sacrifice of some of
the flexibility involved in creating advance directives, but given the seriousness of the
decision to discontinue advised treatment, this is arguably a compromise necessary to
ensure
that
clinicians
can
confidently
uphold
the
clear,
informed
wishes of their formerly competent patients.
In light of the current difficulties with the law, it is understandable that some contend that
‘advance directives are not worth the paper they are written on.’ Healthcare providers have
been allowed a wide discretion to decide not to uphold a decision where they have doubts
over whether the directive is valid and applicable to the situation at hand. What is certainly
not the case, however, is that this renders advance directives futile, for they remain a key
means by which medical law signals its respect for the autonomy of patients and their right
to refuse specific treatments in the event that they lose capacity. To be sure, this principle
should not be taken to mean that the former desires of a previously competent patient
necessarily be upheld where this goes against the obvious interests of their present,
incompetent self. Like Jane, dementia patients and others with similar illnesses are not
necessarily precluded from living a personally fulfilling life. In such cases, advance
directives should not be determinative, but rather should be weighed alongside the other
factors to be considered when determining the best interests of a current patient. In most
other circumstances, however, advance directives should be prima facie respected. This will
be made possible when all decisions comply with minimal formality requirements of being
signed and dated, thus addressing the difficulties above and ridding the law of the vast
majority of the current uncertainties regarding the validity and applicability of such
decisions.
EU Law Essay
Question: This essay question asks whether Article 263(4) TFEU post-Lisbon has
actually made it easier for private individuals to have standing when bringing
claims against EU acts.
The new wording of art.263 (4) has arguably relaxed standing conditions for private
applicants largely through its exclusion of the requirement of ‘individual concern’
present in the general standing test. Although this is a welcome change, there are
still many gaps within the new Lisbon standing test that prevent it from being an
effective remedy, such as: the exclusion of legislative regulations and the strict
interpretation of implementing measures. These loopholes must be addressed to
ensure that the aim of the Lisbon amendment to art.263 (4), which is to provide
greater protection for private parties, is met.
The Pre-Lisbon Position
The action for annulment is found in art.263 TFEU. It provides applicants with the
opportunity to have acts of Union institutions reviewed and declared illegal by the
CJEU. Art.263 pre-Lisbon allowed review of legally binding acts, in other words acts
that would produce legal effects, such as regulations, directives and decisions,
within a time limit of two months. To obtain review, applicants had to have standing
and this could be: privileged (European Parliament, Council, Commission and
Member States), Semi privileged (Court of Auditors, ECB and the Committee of
Regions) or non-privileged (natural and legal persons). Finally, there had to be a
suitable ground of challenge, e.g. lack of competence, infringement of an essential
procedural requirement, etc. The most criticised aspect of the pre-Lisbon position
related to the standing requirements for non-privileged applicants. Such applicants
were given standing in two situations: (i) if the act was addressed to the applicant,
or (ii) if they met the general standing test which required the act to be of direct and
individual concern to the applicant. While (i) was uncontroversial, the general
standing
test
(ii)
has
been
met
with
much
disgruntlement.
The general standing test, as noted above required an act of direct and individual
concern to the applicant. The pre-Lisbon wording of this provision referred
exclusively to decisions as the only acts that could be challenged by private parties.
Direct concern is a straightforward test, which aims to establish a direct causal
relationship between the act in question, and the effect it has on the applicant. Les
Verts [1986] highlights that an applicant is directly concerned if the rules “leave no
room for any discretion” and Piraiki Patraiki [1985] provides that the test will be
satisfied where national authorities use of discretion is “entirely theoretical” since
there could be no doubt as to the intention of the national authorities to apply the
decision. The difficulty with the general standing test arose due to the court’s
definition of individual concern, which was developed in Plaumann [1963] where
the court held that an applicant is individually concerned if he/she/it is a member of
a closed category of persons, the membership of which is fixed when the measure
enters into force.
The infamous criticism by AG Jacobs in UPA v Council [2002] highlighted the many
problems with this test. UPA concerned a Spanish trade association representing
small agricultural producers who challenged a Council regulation that
discontinued certain types of agricultural aid for small producers. Under the
Plaumann test, the applicants were not individually concerned given that they were
members
of
an
open
category
of
people.
Furthermore, they were also unable to commit an illegal act to have their case
heard in national court because of the absence of an implementing measure.
Comparing the direct action for annulment under art.263 and preliminary reference
under art.267, he said the front doors of the court art too narrow (direct action for
annulment) and the back doors are not always open (preliminary reference). He
pointed out that there are many difficulties with suggesting that parties go
through national courts and get a preliminary ruling, such as the fact that the
applicant has no right to decide whether a reference is made, what measures are
referred for review or what grounds of invalidity are raised. Additionally, there is no
right of access to the CJEU, because it is at national courts discretion to utilize the
preliminary reference (unless you are the final court and thus have an obligation to
refer). He also noted the instability of the case law in this area and how difficult it
was to predict outcomes in borderline cases. He thus suggested that the test for
individual concern should be whether the measure has or is liable to have a
substantial adverse effect on his interests. The General Court in Jego-Quere also
showed enthusiasm for a new test of individual concern, suggesting that the test
should be whether the measure in question affects the applicant’s legal position in
a manner that is both definite and immediate, by restricting his rights or by
imposing obligations on him.
However, even with these criticisms when UPA reached the CJEU, the decision of
the General Court was quashed and the suggestions of AG Jacobs dismissed. The
CJEU reverted to the Plaumann test arguing that it could not amend the letter of
the Treaty and shifted the burden onto Member States to either “establish a system
of legal remedies and procedures which ensure respect for the right to effective
judicial protection” or amend the conditions of standing provided in the Treaty
through political agreement. It also reiterated the role of national courts and art.267
references. Albors-Llorens has rightly noted that the ruling of the CJEU in UPA
devalued the argument that although national courts and the Union judicatures
are jointly entrusted with the task of ensuring the interpretation and application of
EU law, the CJEU should remain responsible for securing a complete system of JR,
because its unique and panoramic view of EU law makes it the only court that can
fulfill this task. However, following this clear and unwavering stance by the CJEU,
Member States were left with the obligation to change the law, which they
attempted to do through Lisbon
Post Lisbon Changes
Lisbon added into art.263 (4) a new standing test for non-privileged applicants: if
they are non-addressees and challenge a regulatory act they will have to show that
they are directly concerned by it and that that the act does not entail implementing
measures. The major benefit of this amendment is that once an act is found to be
regulatory, applicants will no longer have to show individual concern (which was
the most difficult limb of the Plaumann test) but rather, only direct concern. Direct
concern according to the General Court in Palirria Souliotis is to be construed in the
same manner as in the general standing test, thus this aspect is uncontroversial.
However, the gaps in the new Lisbon test are found in the interpretation of
“regulatory acts” and “implementing measures”.
Regulatory acts are not defined in TFEU but in Inuit I the court held that ‘regulatory
act’ for the purposes of Article 263 (4) TFEU must be understood as covering all acts
of general application apart from legislative acts.” The term regulatory act therefore
encompasses two cumulative dimensions: (1) it must be non-legislative (that is, not
adopted by ordinary or special legislative procedure) and (2) it must be of general
application.
Clearly, if a regulation is legislative it will still be considered under the general
standing test in Plaumann. Thus, although the Lisbon test has relaxed the standing
test to an extent, the lack of consideration of legislative regulations means that
private parties cannot benefit from the relaxed standing test in these cases. Albors
Llorens has argued that not including legislative regulations within this test is
justified because the standing for judicial review of legislative acts should be higher
since these reflect the work of democratically elected bodies. However, as Balthasar
highlights although allowing direct challenges to legislative acts may seem foreign
to countries like the UK where Acts of Parliament cannot be challenged in court,
European institutions do not have the same degree of democratic legitimacy that
justifies limiting review of parliamentary legislation at a national level. Furthermore,
allowing direct challenges to legislative regulations is unlikely to bring about any
serious practical problems since the vast majority of regulations are subject to
direct challenge as almost all Regulations adopted by the European Union are
non-legislative acts. Thus, the exclusion of legislative regulations from the Lisbon
test arguably showcases a gap in the rules that needs to be addressed.
The Lisbon test provides that for the applicant to have standing, the act must not
entail implementing measures. In Telefonica the court explained the rationale
behind this requirement as being that if an act requires further implementation at
national level, then the national implementing measure can be challenged before
the national court, which can request a preliminary reference under Article 267
TFEU. Thus, in that case the court took a very restrictive view of implementing
measures stating that the addressee of the measure- that is, a Member State- must
not take any action to put the regulatory act in operation. Similarly, in T&L the court
adopted a formalistic reading of implementing measures with the result that it
appears that any step taken by national authorities to put into effect a regulatory
act might constitute an “implementing measure” for these purposes. The difficulty
with this interpretation is that it has the effect of significantly limiting the opening
provided for private parties by the Lisbon test because a great proportion of EU
measures require some action, even if of an entirely mechanical nature, at national
level. Albors Llorens notes that in the case of directives, the interpretation of this
limb of the test will be crucial because there are directives that leave practically no
discretion to the Member States - and hence the satisfaction of the test of direct
concern is feasible - but they all require mechanisms of implementation, which
means that, in principle, this type of act could be fully excluded from the application
of the Lisbon amendment unless a flexible notion of this expression were to be
adopted. The implementing measures could be challenged before the national
court - which would open the possibility of an Article 267 TFEU reference - but the
final result would be that, while non-legislative regulations and general decisions
could be challenged by private applicants under the special standing test,
directives (legislative and non-legislative) would still be automatically tied to the
general test of standing. This result could have grave impact on some specific areas
of EU law, like environmental protection, where the bulk of measures are directives
and where the test of individual concern is even harder to satisfy because of the
inherent difficulty in proving membership of a closed class in these cases. Thus,
taking a restrictive view of implementing measures could actually arbitrarily limit
the application of the Lisbon standing test and this should be avoided.
Conclusion
This essay has sought to highlight that although the Lisbon amendments
introduced a new standing test that has somewhat improved the position of private
applicants, there are still a number of issues within the test that need to be
addressed in order for it to be fully effective.
8 :WRITING A GOOD
PROBLEM QUESTION
The first time we read a problem question, our brains went completely blank before
exploding with ideas. From reading the question, we could spot the issues that needed
to be tackled, but we had no idea how to go about this, talk less of how to structure a
written answer.
Although every problem question is different, and thus your answer and structure will
differ from question to question, this section will just give you some simple steps that
you
can
apply
to
virtually
any
problem
question.
1
Step 1: Read the question
completely
This might seem like a no-brainer, but we know
that the nature of problem questions means that
you may feel the impulse to just launch into writing
an answer without reading the whole scenario.
However,
this
would
be
a
mistake.
Reading the question from start to finish means
that you can quickly identify the main parties
involved, as well as the issues that form the crux of
the question. Sometimes, the way a question starts
off might give you a certain impression of the
scenario, but as you read on, you could find that
the scenario is quite different from what you had
expected, and it may change whether or not you
decide to answer this question on the exam.
Now that you’ve completely read the
question and have an idea of what it’s about,
go back over the question but highlight the
key individuals/ and the relevant facts.
2
Step 2: Read the question again, but now go
over it with highlighters
I (Dabi) found that I could visualise a structure to problem questions if I colour-coded
each party or issue.
For example, in my third year of university I was given an Equity problem question on
tracing that I had to answer. Unfortunately, we can’t reproduce the problem question
for the book however, we will give you a brief summary of the question:
Firstly, after reading the whole question I identified three parties who would have to
be addressed in my answer – Bree, Franklin and Aaaorn. Upon noting that, I decided
to highlight the key facts pertaining to each party in a different colour:
1. Bree has lent Franklin money from her client account and so
issues pertaining to that are highlighted in blue.
2. Franklin paid the money into two different accounts and for
reasons that will make sense once you study Equity, the inflows
and outflows of money from the different accounts have to be
dealt with separately. This is why I highlighted payments from the
freshly opened bank account in yellow and those from Franklin’s
personal current account in orange.
3. Aaron won the lottery because he was the first person to
register for the training which Franklin paid for. This is a separate
issue that needs to be dealt with, so I highlighted it in green.
You might also note that I have underlined some sentences. I did this because when
I was writing an answer to the question at the time, I wasn’t sure why exactly the
information was relevant. However, one thing you should be aware of is that
examiners spend lots of time writing and fine-tuning these questions. By the time
you see one in an exam paper or coursework, they have distilled the content so much
that you can assume that every sentence is relevant. However, don’t get me wrong,
there are times when sentences are included to intentionally act as red herrings! But,
I personally found that it was better for me to assume everything was relevant and
try to think about why, rather than immediately writing off the issues I couldn’t quite
explain as red herrings. Oftentimes, these seemingly inconspicuous sentences are
the
difference
between
a
high
2.1
and
a
first.
You might prefer not to highlight; I have had many people tell me that it’s a lot of
colour and hurts their eyes. In which case, you might prefer to just underline, or
maybe make notes on the side of the question paper. Whatever the case, going
through the question in this manner will help you start to identify the relevant
information within the question.
3
Step 3: Make a Plan
Plan
your
work
and
work
your
–
Napoleon
plan
Hill
After reading through the question multiple times, you hopefully have
figured out what the question is asking you to do. Many of you will, at this
point, feel that you can launch straight into answering the question. Again,
we ask you to resist this urge! Instead, take the time to make a plan.
It doesn’t have to be too long – simply jotting down all your major points so
that you remember them when it’s time to start writing can be enough. In
our exams, our plans would be as simple as scribbling down the major points
with a few key cases/ academic arguments alongside them that we
wanted to reference.
Writing an Answer
A. Introduction
Problem questions (PQs) do not need very long
introductions. Some of our supervisors actually
advised against writing an introduction at all
and suggested that we launch into our answers
immediately. It is best to ask your supervisor
what format they recommend, and then follow
their guidance.
If you do write an introduction, it should only
be 100-150 words and should briefly cover what
you will be speaking about in the main body of
your essay. This will include:
•The legal issues you have identified
•The areas of law that you will be
discussing, including any major case law
or legislation
•A quick explanation of your findings
concerning the legal issues that you
identified
Do not just regurgitate the facts of the question
in your introduction. That would be a waste of
time and words. Rather, focus on signposting
by briefly highlighting to the reader what you
plan to discuss and what your final conclusions
are.
B. Body
At university, we were encouraged to use the IDA(D)C
structure for planning and writing answers. We encourage you
to do the same, as it is a great way to ensure that you fully
address the issues in the problem, and gain as many marks as
possible.
I – Identify the issue
R – State/define the rule
A – Apply the rule to the facts
(D) – Distinguish the rule
C – Conclusion
Let’s talk about each of these in turn.
I - Identify the Issue
The first thing to do in a PQ is to identify what issue(s) the
question wants you to deal with. A PQ will usually have multiple
issues that you are expected to tackle, and hopefully through
your highlighting/ underlining/ note-taking, you will have
realised what they are.
Start by listing them out one by one, line by line, so you are
aware
of
everything
you
need
to
discuss.
R - State/ Define the Rule
The rule is the part of the law that applies to that situation. Your rule
could be derived from various sources – statute, case law, etc.
This is where your knowledge of the law really comes into play. You
honestly can’t BS in a PQ because you can’t get the marks unless
you’ve done the relevant reading and actually know the law. But if
you’ve been diligent and have done the work, then great, because
there are a number of marks available for being able to correctly
identify the area of law that applies to the given situation.
So going back to Greta in the PQ above, I noted the rule that applied:
A - Application
If you thought there were lots of marks available for stating the
rule, trust us, the most marks are available for applying the rules.
The reason why people hire lawyers isn’t because they want
someone who can spout legal jargon. They want someone who
knows the law, and so can tell them exactly what that law means
for their particular situation. PQs hone that skill by teaching you
how to take case law or statute, and explain why it is relevant to
the
facts
you
have
been
given.
So, going back to Bree, this is an extract from my essay:
D - (Distinguish)
Distinguishing is a subsection of application. Oftentimes, you will
find that some issues will not be so straightforward that you can just
directly apply the facts and ratio of a particular case to the issue. The
issue will share similarities with the case that you want to apply, but
then will slightly diverge from it in some fundamental way(s). You
can rack up a lot of marks for being able to spot these similarities
and differences, and further marks for stating how your observations
affect
the
answer
that
you
are
giving.
That might not make sense without an example, so here is a very
elementary,
fictional
situation:
I - Issue: Now the issue in this scenario is
straightforward. Ben has been arrested for not having
a Yellow Card.
R - Rule: The rule is from the case of R v Cars of State,
which provides that all drivers of yellow cars must
hold a Yellow Card with them at all times.
A - Application: The application point is simple. If Ben
has a yellow car, his failure to present a Yellow Card to
the police is an offence and he is liable to pay the fine.
D - Distinguish: However, there is a way to distinguish
Ben’s case from the judgment of R v Cars. You could
argue that although Ben’s car is predominantly
yellow, the presence of the red polka dots stops it
from being a truly “Yellow Car” and thus means that
Ben does not fall within the class of drivers required to
hold a Yellow Card.
Repeat the above structure for all the issues you identify in the PQ.
Conclusion
The aim of the conclusion is to round up your paragraph and will
usually be quite short. It is also the point where you state what remedy
(if any) the court should provide to the party or parties involved. Your
conclusion will differ depending on the type of issue you have been
given. If you had a simple one, then your conclusion will just be a
simple rounding up of what you have explained in the paragraph.
However, for more complex issues (like those that require you to
distinguish a case), your conclusion might be a bit longer.
If you have distinguished a point and you’re unable to arrive at a
conclusive answer, that’s completely okay! Using the example of the
yellow cars above, it would be fair to conclude with something like this:
C. Conclusion
As with an introduction, a conclusion might not be
regarded
as
necessary
by
your
tutor.
If it is recommended, note that your conclusion does
not need to be very long. It should just be a final
summation of everything that you have written in the
body of your essay, and your final piece of advice to the
person or people you are meant to advise.
Final Tips
1. Headings: When writing your answer, try to use headings for clarity
and structure.
2. Length: Don’t worry if all of the paragraphs in the body of your essay
are different sizes. Depending on the complexity of the issue you are
addressing,
your
answers
could
vary
in
size.
3. Number of cases to include: Students sometimes worry about how
many cases they should include in a PQ. There is no real answer to this
question because the answer is – as many cases as you need to show
that you understand that area of law and to answer the question
asked. As a general principle, we would have at least one case for every
issue we raised. Sometimes, you may find that multiple cases are
applicable to one issue. If this is so, then mention, explain and apply
them.
4. Structure: The way you structure a PQ depends on you. If you are
asked to advise the parties, and there are multiple parties involved,
you may find it best to structure your answer by advising each person
in turn. However, for other problem questions, you might find that the
best way to structure your answer is by discussing each issue turn by
turn. Ultimately, it depends on you and on the question at hand.
5. Journal articles: If there is a journal article that applies to the issue
at hand, don’t be afraid to include it. Although it will not be
authoritative (only law - cases and statutes - is authoritative), it adds
credibility to your answer and shows that you have done some wider
reading
–
which is always a plus.
6. Be decisive: Although we’ve mentioned above that sometimes
when you distinguish a point you might not be able to give a
conclusive answer, this should be an exception and not the norm. For
the most part, your answers should be clear and conclusive, e.g. As
Greta has abused her position as agent and misappropriated client
funds, she will be held liable for breach of fiduciary duty.
Sample Problem Questions
Land Law Problem Question
To give a brief overview of the issues to be discussed and the conclusions to be
reached, I will first focus on the nature of B and C’s interest as arising from their
contractual license and whether this constitutes a right in rem that binds D.
Answering that in the negative, I will discuss whether a constructive trust will
nonetheless be imposed to bind D, which is unlikely. E’s title is thus likely to be
unencumbered. For the sake of argument, I will go on to consider the impact on E’s
title if a constructive trust were to be imposed on D, which would likely be deemed
an overriding interest binding E according to the Land Registration Act 2002. To
conclude I will discuss the remedies available to B and C, which will likely be limited
to damages for breach of contract due to the personal, rather than proprietary
nature
of
their
contractual
license
from
A.
Contractual Licenses
We are told that B and C have been granted a contractual license by A. This is a
consensual right to be on A’s land as granted by the terms of a contract.
Importantly, this right does not amount to an interest in the land, and is thus a right
in personam. This last assertion is not without controversy, however, and it would be
useful to give an overview of the authorities regarding the nature of the B and C’s
interest, given its implications on D. King v David Allen (1916) is the starting point for
the orthodox preposition that contractual licenses are rights in personam, capable
of binding only the person who granted it. However, this was reconsidered in
Errington v Errington (1952), in which Lord Denning put forward the contrary view
that contractual licenses are in rem, and thus binding on third party disponees. This
attempted development in the law was widely criticised however, for the steps in
reasoning failed to connect the conclusion to its premises, and no authority was
cited in support of the ruling. The idea that contractual licenses are proprietary
rather than personal was ultimately rejected in Ashburn Anstalt v Arnold (1989),
which reaffirmed that traditional view. This is of importance to the facts at hand
because to have overriding status, an interest must be proprietary, since personal
rights do not confer such status. If contractual licenses were in rem, then given B
and C’s easily discoverable actual occupation of the property, they would have an
overriding interest which would be binding on D as per schedule 3 of the Land
Registration Act 2002. With contractual licenses almost certainly personal in nature,
however,
D
is
not
bound
by
an
overriding
interest.
Constructive Trust and D
Though D is not bound by an overriding interest under the LRA 2002, B and C may
be protected by the imposition of a constructive trust, which would oblige D to
allow them stay in the property until the end of their license in three years.
After rejecting the notion that contractual licenses could be rights in rem, in
Ashburn the court recognised that in such circumstances a constructive trust may
be recognised in order to oblige a disponee to honour an existing license. This had
first been used in Binions v Envans (1972), a case particularly relevant due to the
similarity of its facts to the scenario at hand. Binions, like the case above, involved a
sale of purchase ‘subject to’ D’s right, with the property at a consequently reduced
price. P then attempted to evict D, and the Court of Appeal denied this claim,
holding that D was entitled to reside in the house until her death. Denning held that
by accepting the property at a reduced price, P had also accepted to honour D’s
right, and a constructive trust was imposed to enforce this promise. Lord Denning
asserted here that even if a contractual license is in personam, a purchaser taking
the land ‘subject to’ the license will be bound to honour it under a constructive trust.
Significantly, and fortunately for Deepak, however, the court in Ashburn tightly
restricted the situations in which a constructive trust would be imposed in similar
circumstances. The Court of Appeal discussed Lord Denning’s position in Binions
that when a person sells land and stipulates that the sale should be ‘subject to’ an
existing right, the court will impose a constructive trust upon the purchaser to give
effect to this right. The court in Ashburn rejected this position, concluding that a
‘subject to’ clause merely gives notice to the buyer of other interests currently
existing and is not a request that the seller respects such interest. Notice, it was
held, is not enough to impose on the purchaser an obligation to give effect to a
contract which he didn’t enter. The court thus raised the threshold, and said it
would not impose a constructive trust unless it was satisfied that the ‘conscience of
the estate owner was affected.’ The true test, it was here established, is ‘whether the
owner of the property has so conducted himself that it would be inequitable to
allow him to deny the claimant interest in the property.’ This restrictive approach
was followed in IDC v Clark (1992), where Sir Browne-Wilkinson agreed that the
mere fact that property is sold subject to a contractual license is not sufficient to
create a constructive trust. Such a trust is not to be imposed unless there are ‘very
special circumstances’ showing that the purchaser undertook a new liability in
respect
of
the
third
parties.
Having examined the authorities, we can now turn to D more directly. We are told
that when A offers the house ‘subject to’ B and C’s rights, she intends by this for D
to undertake to honour the licences. D, however, assumes that the stipulation is
meant merely to protect Anya from potential breach of contract claims if he is
unable to take vacant possession of the house, and believes the low price is simply
a good bargain. The potential difficulty in applying the authorities regards the
subjectivity in ascertaining when it would be ‘inequitable’ for the purchaser to deny
the rights of the licensees, but this is not a difficulty to be found in this scenario.
Susan Bright points out that there must be ‘something more,’ than notice to bind a
purchaser, which could be wrongful conduct by the purchaser in relation to the
transfer, positive action to signal that the purchaser has undertaken liability or a
specific promise to honour the licenses. D has not done nor said anything of the
sort, and there is doubt as to whether he was even aware of B and C’s actual
occupation given the fact that he never attempts to go into possession of the
house. Therefore, it is more than likely that no constructive trust will be imposed on
the
facts.
Despite sympathy for B and C, the law is arguably right to take such a position. Mere
notice of the licensee’s rights should not be capable of triggering liability lest the
structure of land law be much undermined. Imposing a constructive trust would
mean a purchaser is bound to give effect to the terms of a contractual license,
essentially converting a licensee’s interest into a proprietary right via ‘the back
door.’ A credible objection to the law favouring a purchaser over a licensee in this
scenario revolves around the fact that D received the benefit of a price reduction
because his purchase was subject to the license, and even if not fully aware of the
reason for this benefit some would argue that he should be made to honour it. I
would disagree, for in the imposition of constructive trusts in such situations is
always triggered by ‘inequitable’ or ‘unconscionable’ conduct, and D cannot be
condemned as having acted in any wrongful way. Thus he is arguably not bound by
B and C’s rights and is able to pass his unencumbered title to E.
Constructive Trust and E bound
As just concluded, it is unlikely that a court would impose a constructive trust to
bind D, which would leave E’s newly acquired title free of challenge. For the sake of
argument however, it would be useful to examine how a constructive trust imposed
on D would bind E.
Above it was discussed that a contractual license is a right in personam, yet can
essentially become a right in rem via a back door when protected by the imposition
of a constructive trust. Such trusts fall within the numerus clausus principle, which
limits the number of types of rights that the court will knowledge as proprietary
interests in the land itself, to be asserted against subsequent disponees. The logic of
this personam-to-rem conversion of a contractual license is rather controversial, but
applying it to the facts a constructive trust imposed to protect B and C would likely
bind E as an overriding interest. Constructive trusts do not need to be registered
due to their provenance as an often disorganised right, but can still bind registered
purchasers under the Land Registration Act 2002. Schedule 3 Paragraph 2 allows for
rights in rem, such as a constructive trust, to bind a purchaser if their actual
occupation was ‘obvious on a reasonably careful inspection of the land at the time
of disposition.’ We are told that E ‘assumes that that it is empty and does not bother
to visit it,’ and can be reasonably certain that she done so, she would have been
made aware of B and C’s occupation. Thus I would argue that if, though improbable,
a constructive trust were to be found that binds D, this would bind E as well.
Remedies for B and C
Finally, I turn to the remedies available for B and C in the absence of any proprietary
interest in the land itself. The actions available to them are arguably limited to
personal actions against A for breach of contract, for neither D nor E would be
obliged to honour their contractual right to remain in the property for the duration
of their license. According to the ordinary law of contract, there are two possibilities
open following the repudiation of a contract: either accept and claim damages for
breach or affirm the contract so that both parties are obliged to continue
performance. However, the latter option is only open if one can claim specific
performance or where the other party’s cooperation is not necessary to keep the
contract going. This is unlikely in the present scenario since A’s cooperation would
be necessary given the fact that she is the original title holder and the one with a
relationship with its subsequent disponees. Thus, the only remedy likely available is
for B and C is to accept the repudiation of the contractual license and then claim
damages from A for any loss suffered as a result of their license being ejected 3
years before their license was to come to an end. If had right in rem then could
order
an
injunction
to
protect
their
license
Conclusion
Thus, D and E are arguably not bound by B and C’s contractual license, nor would a
constructive trust arise to oblige that their license be honoured given the personal
nature of licenses and the high threshold for a trust to arise in these circumstances.
If one were to arise this would arguably bind E, but since this is unlikely to be the
case, B and C are left with only a claim for damages against A for breach of trust.
Contract Law Problem Question
Introduction
Olive has put an advert in the paper concerning her sale of a medal. Adverts are
generally regarded as invitations to treat. The exception is Carlill v Carbolic Smoke
Ball Co where an advert can be seen as an offer and can give rise to a unilateral
contract once the offeree completes or starts to engage in the performance
required by the terms of the contract. The sale is supposed to be conducted by bid
and per Harvela, the person who submits the highest bid is entitled to receive the
promised subject matter. Once the person makes the highest bid, this will form the
completion of the unilateral contract.
Angel
LJ Bingham in Blackpool & Fylde Aero Club v Blackpool BC held that if the invitee
submits a conforming tender before the deadline he is entitled, as a matter of
contractual right, to have his tender considered in conjunction with other tenders
or at least know that his tender will be considered if others are. Angel’s bid has been
received before the deadline, so she must be considered. Angel has made a fixed
bid of £7,000, but she has also made a referential bid of £1 more than the highest
bid subject to a cap of £40,000. The common law case of Harvela dictates that
referential bids are generally not acceptable. However, referential bids can be valid
if the inviter has expressly permitted referential bids. The referential bid must be
simultaneously accompanied by a fixed bid made by the representative bidder and
the referential bid must be capped. While Angel’s bid meets the last two criteria,
Olive has not expressly permitted referential bids. It would be unfair to the other
parties who did not know that they could make such bids if Olive accepts this and
so she cannot. Angel’s bid is therefore invalid.
Ballard
The general rule concerning acceptances is that they must be successfully
communicated to the offeror per Denning LJ in Entores. The postal rule outlined in
Household Fire Insurance Co v Grant is an exception to this rule. Once the offeree
puts his/her acceptance in the post, the contract is regarded as complete. However,
before the posted letter 1 reached Olive, Ballard delivered a hand written letter
cancelling his acceptance. A hand written letter is not one of the methods
prescribed by Olive in the advert and per Buckley LJ in the Manchester Diocesan
Council case, Olive is not bound to accept this. However, he also declares that the
offeree’s non-compliance is irrelevant if the non-prescribed mode is as good as or
better than the prescribed mode. In this case, the hand delivered letter is arguably
better because it is a much speedier means of communication compared to post.
A hand written letter is a form of ‘instantaneous communication’, which means that
the postal rule will not apply here per Denning LJ in Entores Ltd v Miles Far East
Corp. Rather, it will follow the rule concerning instantaneous messages found in
Brinkibon v Stahag Stahl, which dictates that non-postal acceptance received by
the offeror during normal working hours are deemed to be received straightaway,
even if the relevant communication is not immediately read. The facts do not state
whether or not the letter was delivered during business hours or not, however, it
can be assumed that it was because the facts say that Olive supplied her work
address for correspondence, and she was busy at the premises when Ballard
arrived.
The issue here concerns the fact that Ballard’s letter was not an acceptance, but a
retraction and so there is ambiguity about whether this will follow the rule laid out
in
Brinkibon,
and
whether
the
retraction
is
even
valid.
Strict application of the postal rule found in Household Fire Insurance Co means
that a retraction would not be possible because there is an acceptance (and
therefore a binding contract if she is the highest bidder) once the letter is posted.
However, the postal rule was created for the benefit of the acceptor and so it is
arguable that it cannot be applied in a manner that disadvantages him. There is no
authority in English law on retraction, so the situation is unclear. However, the view
advanced by Hudson as well as the Scottish case of Dunmore v Alexander is that the
acceptor is allowed to retract if he has used a speedier mode to do so. The facts of
this case show that Ballard has used the faster mode of a hand delivered letter, thus,
if the popular view concerning this topic is followed, Ballard has effectively retracted
his offer. Continuing with this analysis, it becomes clear that the rule concerning
instantaneous communications per Brinkibon will apply to Olive and the law will
regard her as having knowledge of the retraction. Furthermore, Denning LJ in his
dicta on Entores discusses a situation where the listener on a telephone does not
hear the words of acceptance but nevertheless does not ask for the speaker to
repeat himself. He says that in this case, the offeror will be estopped from arguing
that he did not receive the message of acceptance. Applying that analysis to this
scenario it is possible that the Lord Justice, faced with this case, would have held
that there was no valid contract because Olive should have read letter 2 (where
should have learnt of the retraction), but chose not to. Ballard’s bid will thus be
viewed, in effect, as non-existent and so Olive cannot try and sell him the medal.
Chuck
Chuck has delivered his bid orally, which was not a method prescribed by the
advert. However as noted above, the Manchester Diocesan case allows for this if the
means used is better than that which was prescribed, which in Chuck’s case it is.
There is an issue here regarding the bid agreed on. Chuck believes that his bid of
£13,000 has won, while Olive believes she is receiving £30,000. In this case, it will be
left to the court to use the objective principle from McCutcheon v David MacBrayne
Ltd to decide what each party was reasonably entitled to conclude from the
conduct of the other. From the facts of the case, it appears as though there is a
genuine miscommunication between the Chuck and Olive concerning what
Chuck’s bid was. It can also be argued that this miscommunication shows that
there was no genuine consensus between the parties concerning a major term of
their contract: the price. Cases such as Raffles v Wichelhaus show the reluctance of
the courts to hold a contract as binding where there is latent ambiguity, thus it is
likely that in this case where there is such clear ambiguity, no contract will be found.
Chuck’s bid will therefore be viewed as invalid and not giving rise to a contract.
Conclusion
Hence, upon analysis of the three different bids made, there has been no valid
contract with any of the parties. It follows that Olive is not obliged to sell the medal
to anyone.
9 :WRITING A DISSERTATION
Writing a dissertation can be immensely rewarding, but is also stressful. In this chapter,
we hope to walk you through the entire process, from the first step of deciding whether
or not to write a dissertation, to the final stage of proofreading. We hope that this will
provide you with some ideas as to how to approach yours, if you do choose to write one.
To write or not to write a dissertation - that is the question
Pros
Explore research-related jobs or in academia: a dissertation
gives you a proper chance to explore the process of writing a
research paper, such that you are better informed as to
whether you may enjoy further studies (Masters, PhD, etc.),
research-related jobs, or academia. Without having gone
through a mini-trial (ie. the dissertation), you may not have as
clear of an idea.
Learn about a topic of interest in depth: your dissertation
will hopefully be on a topic you are passionate about, so
having to write an extended piece on it will provide you with
the opportunity to engage with this topic in more depth
than what your syllabus offers. By the end of it, you will be
very knowledgeable on this topic!
Develop your own opinion on a topic: even though legal
studies allow us to examine and critique different views on
legal questions, we found that the scope of our opinion is still
relatively limited, as we are often discussing our thoughts
based on academics’ arguments, and even if we are
critiquing the law itself, it’s still only a paragraph or two in the
exam at best. The dissertation is an opportunity to really
develop your independent thinking and your unique views
on a topic. You can be as creative and controversial as you
want (within reason of course). This is particularly the case
when you are writing your dissertation in your second or
third year, as it allows you to put together all the skills you’ve
learned during law school to create an original piece of work.
Gives you something significant to talk about
during interviews and applications: if you’re applying
for jobs or further education, your dissertation can
definitely be spoken or written about. It is impressive
for someone to be able to speak intelligently and
passionately about something, which you will be able
to do after doing hours and hours of work on it.
Trains your soft skills: soft skills like time
management, organization, meticulousness and
resilience – good qualities to have, and qualities that
employers and higher education institutions look for
in candidates – will definitely be improved during the
writing process.
Takes pressure off of exam season: you will be doing
one less exam than your peers who don’t write a
dissertation, meaning that you can focus more on
other exams.
Cons
Time consuming: the time we spent on a dissertation is
probably more than the time we would spend preparing for
an exam-based module. It’s good that you can use holidays
to work on your dissertation, but in terms of number of
hours,
it
is
very
time
consuming.
Frustrating and confusing at times: know that the writing
process will not always be smooth sailing. There will be times
when you are really confused as to what your argument is or
what you’re writing, and the feeling of wanting to give up
may not be foreign. When that happens, step away for a few
days and come back to it – you will get some clarity.
Some things may be out of your control: who your
supervisor is, whether or not they are helpful, whether
unexpected legal changes in the chosen area of law occur,
amongst others, cannot be controlled. For example, a friend
chose to write on a specific topic, and five weeks before the
submission of the dissertation, there was a new case that
significantly changed the law. Her supervisor told her that
she did not have to make edits in her dissertation as it was so
close to the deadline, but that the examiners would know of
the new development and may prefer to see a discussion of
it. Therefore, she had to re-work a significant part of her
dissertation to fit the current law. She ended up with a
Starred First (80%) in her dissertation, so the hard work paid
off, but this is just an example of what could happen, so be
ready for various unexpected events to happen.
In the following sections, we will walk you through our dissertation-writing process.
Picking a dissertation topic
Research broadly around your areas of interest to determine what your dissertation can
be about. Depending on your university, you may have seminars that you have signed
up for, so you can choose any topic as long as it fits under the broad seminar theme. For
example, we both did our dissertation in the “Women and the Law” seminar, so we
researched
areas
of
law
within
this
framework.
Some
questions
to
consider
when
deciding
on
a
general
1. Are there any events happening around the world that are really
interesting to you? If so, can you find a legal element to the topic?
2. Which module(s) were you most interested in during your studies?
3. Was there a specific area that really intrigued you and that you want
to learn more about?
4. When you were studying your modules, did you find any area of law
that was very problematic and really needed reform?
Are there any theoretical approaches to law that you want to explore?
Michelle
During my study of human rights law in second year, I found the concept of
state control of borders and immigration (who do states allow in and who do
they reject, and for what reasons) really interesting. In my spare time, I was
also part of a society that worked on access to education for refugees.
Therefore, I broadly knew that I wanted to do something related to
immigration. I also knew that I wanted to explore intersectionality, which is a
concept recognizing that within existing power structures, race, gender and
class are interlocking systems of oppression that cause people to suffer
unique forms and degrees of oppression. Having these broad interests in
mind,
I
started
to
read
around
the
topic.
I initially submitted a proposal outline with the research question, “to what
extent does the domestic Article 8 approach to family reunification cases
adequately recognize and protect the rights of women?” However, when I
started doing general research into how the UK treats family reunification, I
found that this question was way too broad, because there are so many types
of family reunification applications/streams such that there was no way I
could cover all of them adequately within 12,000 words. Therefore, I had to
narrow my focus. I wasn’t sure how to do that, but I tried exploring ECtHR
cases on family reunification, as there weren’t that many in quantity. It
quickly became clear to me that this was also too broad, because of the
differing immigration rules in the different member states. By then, it was
already November.
I ended up returning to the domestic focus, and decided to only focus on one
of the available family reunification streams (spousal reunification) and how
women of colour are especially negatively affected by the current policy
(read the next section below to see the exact question). This limited my scope
a lot, and allowed me to look into both immigration and intersectionality, and
fits
within
my
“Women
and
the
Law”
seminar.
All of this goes to show that coming up with a topic can be a difficult and long
process. Don’t worry – just keep researching, reading and thinking. You will
find
something
you
want
to
look
into.
topic:
Dabi
Being an avid user of social media, I quickly became aware of many of its
many advantages as well as its shortcomings. Social media provides
unprecedented access to information and to people, but it also unearths
unique harms and difficulties.
I noted that one of these harms is the ability to disseminate Revenge
Pornography widely and quickly. I found myself reading tweets, Instagram
captions and Facebook posts where people, particularly women, discussed
how their abusers had taken to social media to further their abuse by sharing
intimate images of them.
That observation outraged me, but it also sparked my decision to write my
dissertation on Revenge Pornography. I felt that it was unfair and disgusting
that people were subjected to such humiliation, and I felt certain that the law
could play a role in remedying this. I asked my supervisor about the possibility
of writing my dissertation on Revenge Porn and she was thrilled with the idea.
So,
that’s
how
I
came
up
with
my
research
topic.
I didn’t have a fully formulated research question until January (for reference,
third year started in October). This was because originally, I had planned to
write about how Revenge Porn was dealt with globally, with a particular
emphasis on the UK. But as I read more on the topic, I realised that this would
be too broad. I learnt that the UK Parliament had very recently (in 2015)
enacted statute to directly address Revenge Pornography. Based on my initial
reading, I found that the 2015 law had significant gaps that prevented it from
fully addressing the crime. Thus, I decided to focus my dissertation on
critiquing the current law and considering methods of improving it by
considering how it was tackled in other countries, as well as the suggestions
of various academics.
Formulating a research question
1. Precision, precision, precision: your research question should be
clear, precise and focused. After you have confirmed your topic, type
what you believe is the main point/purpose of your dissertation in one
sentence. Does what you have typed fully capture the essence of what
you want to discuss? If not, make some edits. Put it down for a while and
come back to it again.
Here are ours as examples. The scope is clear and and narrow enough to
fit within 12,000 words:
Michelle: “A critical race feminist critique of the £18,600 Minimum
Income Requirement for family reunification under Article 14 ECHR”
Dabi: “To what extent is section 33 of the Criminal Justice and Courts Act
2015 effective in prosecuting the non-consensual disclosure of private
sexual images?”
2. Where is your edge? Look at current gaps in academia: a good way
of thinking about whether your research question and dissertation is
suitable is to ask yourself – does my work add something to academia?
Ensure this exact topic has not already been written about extensively,
and
that
you
have
a
unique
focus.
For
example:
(1) Topics that have been discussed in a new manner: for
example, do a comparative piece between the UK and
another country (eg. your country of origin if you’re not from
the UK), or use a specific lens for analysis (eg.
intersectionality
and
Critical
Race
Feminism).
(2) Topics with new legal developments: if the law changed
recently, discuss the implications of the change. This works
because not much has been written on it, and it is
interesting to explore the new direction in which the law is
travelling.
Don’t be afraid to challenge authority and to give your take on an issue,
and never think that just because you’re only an undergraduate law
student that you don’t have anything valuable to add. You have every
right to critique even Supreme Court Justices’ opinions, as long as your
argument makes sense!
3. Refine as time passes: don’t worry if your research question changes
a bit over time – this is very normal. As you do more research, you will
find out more information that will help you perfect your question.
However, do try your best to be as specific and clear as possible at the
start, because this affects what and how you research.
Researching your dissertation topic
1. Start researching early: we recommend starting early, and not leaving this
to the last minute. Equipping yourself with more knowledge early on will give
you more time to craft your argument, which often takes the longest time.
2. Be open minded – consult a variety of credible sources: there are a wide
range of resources out there: books, articles, journal articles, academic studies,
academic blogs, websites (eg. government website), reports, news articles,
interviews, documentaries, videos, cases, legislation, etc. We recommend
being open-minded as to sources, and by this, we also mean venturing into the
non-legal fields (if applicable to your dissertation), such as history, sociology,
psychology, economics… The possibilities are endless. We understand that this
may be daunting, and it certainly was for us, considering we had not really
been exposed to humanities academic articles before, especially not in an
in-depth manner. However, there is a huge benefit in reading some of those,
because there may be a new perspective or idea that you haven’t thought of if
you read about or analyse the topic from another angle. This will make your
dissertation stand out. However, ensure that these are credible sources, and
always check where the author got their information from.
3. Consider different research methodologies:
there are three main methodologies (for more
information,
you
can
consult
this
site):
(a) Doctrinal: this focuses on blackletter law,
where legal rules (eg. cases, statutes) are
analyzed. For example, the dissertation
would discuss the history behind the law
and the principles underlying the law,
explore criticisms of it, and would suggest
some
suggestions
for
reform.
(b) Comparative: analyzing a legal issue
under the law of two jurisdictions or the law
under different time periods. The purpose is
to see how the legal procedures or legal
outcomes differ.
(c) Empirical: this methodology uses data to
then analyze legal problems, and there are
two main types of empirical data: (a)
Quantitative
(analyze
numerical
and
statistical data about cases for example to
come to conclusions) and (b) Qualitative
(interpreting
descriptive
information,
spotting
patterns,
and
coming
to
conclusions).
4. Be aware of any biases in the sources you read:
as with any other research project, be critical about
what you’re reading. Know that some sources may
not be as objective as they appear, so evaluate for
yourself what the best way for using that specific
source is. Finding inconsistencies between sources
can also be helpful in making your point, so always
be
aware
of
what
you’re
reading.
5. Cite your sources as you go along: We cannot
emphasize how important it is to keep a good
record of your sources. We recommend for you to
either do the full citation every time you consult a
source, or put in the document all the information
needed to complete the full citation in the future.
This will save you a lot of time later - you don’t want
to forget where you found something and not be
able
to
use
it
because
of
plagiarism.
6. Use statistics if it helps: dissertations can be qualitative or quantitative. Most
people will likely choose a qualitative dissertation, but even if you do, it could be
powerful to back your claims up with statistics. In my (Michelle’s) case, my dissertation
was based on the statistic that 28% of men in the UK are financially unable to sponsor
their non-UK/EU partner to come to the UK, while 57% of women are unable to. 43% of
white people are unable to, while 51% of non-whites are unable to. If an intersectional
approach (gender, race and socio-economic class) is taken, then it means that
non-white women are least able to sponsor their spouses, meaning that this policy
disadvantages non-white women more than other groups, and this discrimination
must be justified. This formed the basis of my research. In Dabi’s case, she used a lot
of statistics about Revenge Porn in the UK to back up her argument that legal reform
is needed to better regulate and penalize those who commit revenge porn. For
example, she found that in the 9 months immediately following the enactment of the
law against revenge pornography, 1160 incidents of revenge pornography were
reported in England and wales, with no action taken in 61% of them. She also relied on
anecdotal evidence from research papers to supplement the statistics.
7. Research is an ongoing process – stay updated: of course, the bulk of the research
is done at the beginning/middle of the dissertation-writing process, but don’t forget
that developments, even if minor, happen all the time. For example, I wrote my
dissertation on spousal family reunification laws in the UK and every once in a while,
the government would make a statement about immigration and I would update
paragraphs in my dissertation if the changes were relevant to what I was writing.
Therefore, it’s important to google your topic every few weeks to see if anything has
changed. It’s also important to go on Westlaw or Lexis once in a while to see if new
articles have been written by academics about the topic by using keywords to search
for the topic. Westlaw actually has a feature that allows you to request daily emails
summarising updates on a particular topic be sent straight to your inbox first thing in
the morning. This might be a good thing to set up early on in your research process,
so
that
you
are
constantly
up
to
date
in
that
area.
8. Don’t be afraid to ask for help: it may be helpful to speak to your law library’s
librarian for research tips and resources. Every university institution has subscriptions
to digitalized academic journals; it should be on your Faculty website and/or on the
library’s website, so search for it and use those links. Talk to seniors as well, and see how
they approached the research stage. And lastly, definitely speak to your supervisor and
see
if
they
have
any
suggestions
for
you.
Making a plan to ensure you stay on track
1. Make a chapter plan: this can be your table of contents later, where you essentially
plan out the structure of your dissertation. Write out your chapter titles in the order you
want them to appear in your final dissertation. You will be changing the structure as you
write, so don’t think of it as a rigid plan. It’s just to guide you and give you a clearer idea
of the flow.
2. Make a calendar plan: schedule in time for dissertation research and writing in your
timetable. Your dissertation replaces a module you’re taking, so if possible, schedule in
time to do some work every week or every other week. We designated every other
Saturday to be “Diss Day” in our first term, and slowly picked at it. In the second term,
we’d work together in the library sometimes. If working with friends is something you
enjoy, we would recommend finding a diss buddy and keeping each other
accountable.
3. Treat it like a supervised module: something that really helped us was actually
treating our dissertations like they were proper modules with weekly supervisions.
Every week, we would create a reading list for our dissertations, so that when we went
into the library to work through our reading lists for supervised modules, we were also
working through our dissertation reading list. Doing this ensured that we put in just as
many (if not more) hours into our dissertations as we did our other modules.
Communicating with your supervisor
1. Manage their expectations and time: keep them updated
and let them know ahead of time when you want to schedule a
meeting, so that they are not be caught by surprise. If you are
really struggling to keep up with a previously scheduled
deadline, explain your situation to your supervisor and
reschedule the meeting.
2. Meetings: your faculty should tell you the amount of contact
and supervision you are allowed to have with your supervisor. If
there are limits as to the number of meetings you can have,
make sure you carefully plan out when the best time to meet is.
You want to have done enough work or have enough
substance to talk about with your supervisor before meeting
them, or else you’re wasting your time and theirs, so if your
supervisor has contacted you but you need more time, just be
honest with them and reschedule. As a general guide, here is
what we would recommend:
a. Meeting 1:
i. Purpose: discuss potential dissertation topics and next
steps.
ii. Preparation: before the meeting, do preliminary research
into 3-4 potential topics. For each topic, have an idea of
what you want to research, and why you’re interested in it.
b. Meeting 2:
i. Purpose: finalize dissertation topic and start formulating
research question; work on direction and focus of the
dissertation.
ii. Preparation: before the meeting, thoroughly consider
which dissertation topic you prefer working on and
brainstorm a few research questions. Consider the
methodology for your research and your plan of action for
the next few months.
c. Meeting 3 and beyond: depends on your progress
3. Take notes during meetings: to ensure that you don’t forget your
supervisor’s comments and feedback during meetings, keep a
document where you take notes on your supervisor meetings.
Throughout your dissertation-writing process, refer back to this
document
to
ensure
you’re
on
track.
Taking notes for your dissertation
Similar to Chapter 6 on “How to Take Good Notes”, this is a very personal matter. What’s
important
is
to
have
an
organized
system
that
works
for
you.
We both created a new Word file for every chapter in our Table of Contents. Every time
we read anything that was relevant to a specific chapter, we added it to the relevant
Word document. However, the specific way we did it differed. I copied and pasted (or
took a picture if it was a book) the excerpt of the source that I found relevant into the
documents without paraphrasing, but did highlight the important parts. I would also
note down the important quotes. When drafting my dissertation, I then paraphrased
the research directly. Dabi’s approach was a little different - she liked taking note of the
source, then immediately taking paraphrased notes so she knew plagiarism would not
be an issue in the future. Over time, her documents had lots of resources, and from
there, she wrote her dissertation. There’s no “better” approach - it really depends on
what you like, so again, give both (or any other method) a try if you’re unsure and pick
one that works for you.
It’s also good to jot down your thoughts after reading a source if you got some
inspiration from it. With so much going on, you’re likely to forget some of your thoughts
if they’re not noted somewhere, and who knows, they may prove to be useful later when
writing! However, remember to differentiate between what you’re writing down from
what the sources say - don’t get them mixed up for plagiarism reasons. For this, it might
be useful to use the tip we gave you in Chapter 6 (“How to Take Good Notes”) about
colour-coding your notes based on the source.
Avoiding plagiarism
Avoiding plagiarism is the most important thing during the dissertation writing
process. There are lots of guides online as to how to cite sources properly, but here are
some of the most important lessons we’ve learned:
1. If you use quotes verbatim: footnote the exact page from which the quote is
from.
2. If you paraphrase an argument: footnote as specifically as you can - cite the
page(s) from which you summarised the argument, or at least the chapter
number. Don’t just leave it as a general citation.
3. Give credit to ideas: Don’t forget to cite sources even if a source gave you a
general idea. If it’s someone else’s idea, give them credit.
4. Don’t cite second hand information if possible: What we mean is, let’s say you
read an article and they make a good point and there’s a reference given for that
point. Go to the bibliography or footnote, find the original source and cite that
original source rather than the article from which you found that information.
5. Read your Faculty guide as to what citation style is required: If there’s no
preference, think about what saves words. We chose to use Harvard referencing
style for this reason, but it’s up to you.
Writing the body
Having a plan at the beginning makes writing much easier, because you have a
structure that you can tackle chronologically. However, be flexible with the
structure when writing as well - it’s very likely that things will change when you put
pen
to
paper
(or
more
like,
fingers
to
keyboard).
Separate it into greater sub-sections: even though you have a
broad structure, separate it into more precise sub-sections such that
you gradually build up your argument in a logical manner. However,
don’t overdo it and have way too many– it can get confusing that
way.
Body vs. footnotes? If it’s worth saying, put it in the body of the
dissertation and not the footnotes. It’s okay to do so in the footnotes
if you’re really short on word count and it’s not essential information,
but if it is essential, find a way to cut some words and slot it in. Be
sure to also check your university’s guidelines about what can go in
your footnotes, as some universities do not allow anything other
than citations to be footnoted.
Tone: consult your supervisor on this. We were told that we could
use the first person “I” if we wanted to. Instead of saying “it is argued
that”, we were encouraged to say “I argue that” to make it more
personable and so the examiner hears our voice more. However, at
the end of the day, still maintain a professional, formal tone, because
it is an academic paper after all.
Summaries at the end of chapters: like you do at the end of every
major argument in an essay, end chapters with a summary as to
how this directly contributes to answering the research question or
how it proves your thesis. Remind the examiners that you are
focused on the topic being examined.
Test your arguments with friends and seniors: if you’re unsure of
your argument and how logical it is, test it out with your friends and
seniors. Give them some background to your dissertation, then
explain your argument and see if they think it makes sense. If they
do, then that’s great! If they think it needs some fine-tuning, then go
back to your research and see how you can better formulate your
argument. We both did this a lot with each other as well as with
other
friends
–
it
really
helped
us.
Writing the introduction and conclusion
Introduction: we would recommend including the following elements. It
doesn’t have to be in this order, but we believe that these are important in
giving
your
readers
a
good
overview
of
the
dissertation.
Background knowledge: broad context of the topic, the
law in this area, etc.
Summary of your conclusion: This paper argues that…
Why you are arguing this: ie. what does your paper
contribute? What gaps are there in existing academia?
Methodology: what is the methodology you’re adopting
in your dissertation?
Roadmap: Section 1 argues… Section 2 argues… Section 3
presents…
Don’t underestimate the power of the introduction. It is the first impression
your examiners will have of you, so if you set the tone right and show them that
you know what you’re talking about, they’re more likely to have a good
impression of you and read the rest of your dissertation in a happier state.
You can draft parts of the introduction that you know (eg. background
knowledge) first, then perfect it later when you have completed the body of
your dissertation and have all your findings ready. This way, you have some
sort of general idea of what you’re writing before you start writing the bulk of
your dissertation.
Conclusion: the conclusion should tie up everything. We recommend
including the following elements Summary: summary of your argument
Contributions: what this paper contributed to academia
Concluding remarks: can be forward-looking, your hopes
in this area of law
Write this when you have completed the rest of your dissertation. Make sure
you summarize your main argument, and don’t suddenly include any new
points that you haven’t already discussed in the body. The conclusion should
mirror the introduction as well, so if it doesn’t, go back and make edits.
Proofreading and editing
1. Proofread it yourself first: When you have a first draft of your dissertation,
proofread it yourself once before asking others to read it. During that initial
proofreading process, be as self-critical as possible. For example, look out for
(1) whether your points build up to a logical argument; (2) whether you’re
missing anything you wanted to include; (3) typos and grammatical
mistakes. Ask yourself, would someone who doesn’t know much about this
topic be able to follow what I’m writing, and find my argument convincing?
2. Ask two (three max) people to read the full dissertation: you may be
wondering, who should I ask to proofread it? We would recommend having
a legally trained person (a senior, a friend) read it for content and give you
feedback on how legally sound your argument is. We would also
recommend having a meticulous person (whether legally trained or not)
read it for flow, stylistic choices, spelling, grammar, formatting etc. We would
advise against asking too many people to read it - everyone will give
different pieces of advice, and it can be confusing and stressful when you
have contradicting opinions.
3. Send a copy to your supervisor: your university may have limits as to how
much of the dissertation your supervisor can read and comment on. Send an
excerpt of your dissertation in accordance with the limitation. We would
advise sending in a part that contains legal analysis and arguments from you
- don’t send in a part that is just a summary of the current law, for example,
because that part is easy. You want feedback on your ability to critically
analyze the law, as that is what will affect your grade the most.
4. Proofread it yourself again: after getting feedback from others, edit your
dissertation if needed. Remember that you have every right to disagree with
their feedback – it’s ultimately your dissertation, so accept/reject changes as
you wish. However, more often than not, if someone is confused about a
certain point, that means there is probably a better way you could put it.
Read everything over as many times as you need, until you’re ready to
submit it.
Good luck! It will feel simultaneously amazing and nerve wracking
when you finally press the “Print” button and hand in your
dissertation to your faculty. A huge weight would have been lifted off
your shoulders – now you can go for the final stage of preparing for
your
exams,
and
then
it’s
time
for
graduation!
Publishing your dissertation
After graduation, you can also consider whether you want to publish your
dissertation in a journal or elsewhere. It can be a great addition to your CV,
especially if you’re thinking of applying for a Master’s or PhD in the future.
It can also add something valuable to the world of academia!
If you do decide to do this, search all relevant journals that you could
potentially publish at (based on factors like the submission requirements,
what your dissertation topic is) and email them an excerpt of your
dissertation. If they’re interested in working with you, the editors of the
journal will go through an editing process with you. At the end of it, your
dissertation will be in the printed/online journal.
I explored this in the six months following my graduation, and was very
fortunate to have my dissertation published in late 2019. If any of you are
interested in taking a look at a sample diss (only for reference’s sake – this
is definitely not the only way to do things), feel free to check it out on
Westlaw: Michelle Yik Yu Wong, “The Unequal Price of Love – a critical race
feminist critique of the £18,600 Minimum Income Requirement for family
reunification under Article 14 ECHR” (2019) 33(4) Journal of Immigration,
Asylum and Nationality Law 302-331.
10 :PREPARING FOR EXAMS
Exams can be a really stressful time. Law school exams possibly even more so. But
before we launch into our top tips and advice, we want to remind you to take a deep
breath and try to relax. We know it’s hard, but try and think of exams as a way to show
off how hard you’ve worked throughout the year and how well you know your stuff!
When we were at university, our supervisors used to say that exams can actually be
really enjoyable. We promised to keep it 100% real for you guys in this Guide, so we’re not
gonna say we agree with that. However, we do think that creating a plan and being prepared can reduce some of the stress and anxiety, and hopefully, if you follow the advice
in this chapter, you will feel less stressed and better prepared for all of your exams.
RULE
#1
PLAN YOUR REVISION
We’ve said this over and over, but law can be a really
intense course to study. There is always something
more that you could read or an extra essay that you
could write. To avoid falling down the rabbit hole of
reading article after article until your eyes glaze over,
stressing out and spiralling from anxiety, it is a good
idea
to
create
a
plan
for
your
revision.
We understand that revision is quite personal. Some
people prefer to start revising from quite early on and
pace themselves through the process. Some people
work best under pressure and prefer to pull 12-hour
days for the week or two leading up to exams (#inredbullwetrust). We definitely were people who fell into
the former category, and so our advice in this section
will best apply to people who revise in that manner as
well
Planning your revision using time periods
In my third year, I (Dabi) divided the time between the end of lectures and the beginning of exams into two different halves. In the first half, I prioritised finishing my
12,000 word dissertation, doing any further reading that I hadn’t been able to do in
term and condensing my notes. The second half of my revision started the Monday
after I submitted my dissertation (I submitted it on a Friday and gave myself the
weekend because I needed a break) and was heavily focused on creating topic plans,
cramming
cases
and
practicing
past
papers.
After I created these two halves, I set about creating a daily schedule. My daily schedule was not set in stone and could change depending on what other activities or
events I had going on. However, this would be a pretty accurate example. I want to
reiterate at this point that everyone is different, and this schedule might not work for
you
so
don’t
feel
like
you
have
to
copy
it!
Time
Activity
6.15 – 6.45am
Wake up, pray, brush my teeth and shower
6.45am – 7am
Walk to the library
7am – 9.30am
Work on my dissertation (I would have planned in advance what
part of my dissertation I needed to work on that day and separated
the work into smaller chunks to tackle).
In the second half of my revision, since I was done with my dissertation this space would be filled with something else like distilling my
notes or working on a past paper.
9.30am- 10am
Have breakfast.
10.00am – 12pm
Continue working on my dissertation/ topic planning/ past paper/
cramming cases
12pm - 12.15pm
Walk back to college
12.15pm-1pm
Have lunch. I would either have lunch with friends in halls, or make
lunch myself at college
1pm - 2pm
Take a nap! Because sleep is vital to me and that doesn’t change
just because of exams
2pm - 2.15pm
Head back to the library, make a coffee and settle back down
2.15pm - 4.15pm
Work on distilling my notes (as with my dissertation, I would have
planned in advance what notes I am distilling
4.15-4.45pm
Snack break! Again, I’d either hang out with friends who were free
and take the break with them, or I would head down to one of the
common areas in the library where I could have a snack and watch a
Youtube video
4.45pm - 7pm
Distill some notes/do some further reading/ cramming cases/ past
paper/ topic planning
7pm - 7.30pm
Admin: take stock of what I’ve done today and make a plan for
what I will work on tomorrow so that once I come into the library, I
can start work immediately.
7.30 - 7.45pm
Head to the gym (my college had a gym so I would usually wear my
gym clothes to the library so I had no excuse not to work out
straight after)
7.45pm-8.15pm
Gym. I tried really hard to work out 4 or 5 times a week. As you can
see, I didn’t work out for that long – my sessions were around 30
minutes, 45 at the maximum. But I felt a lot better after and it
helped me wind down after a long day.
8.15pm - 9pm
Shower and have dinner
9pm - 10.30pm
Netflix, netflix, netflix.
1. Planning your revision using time periods
As you can see from my schedule, during revision periods I’m a pretty early riser. I’ve
found that I focus better in the mornings, and I think this had a lot to do with the fact
that most people who used my library started turning up around 9am. By arriving at
7am, I was able to get a good seat (for me, this was one by a window). If you’re a second
or third year student, you probably already know the struggle of finding a seat in the
library during exams, but arriving early ensures that you can. Additionally, I had the
library to myself for two hours everyday, and those hours tended to be the most productive hours of my day, so I tried to schedule my toughest bits of work for then.
Top tip from Dabi: try to figure out how and when you work
best. If you’re an early riser like me, then you might also find
that you are at your most productive in the morning. If this is
the case, schedule your most intense bits of work then,
because you’re likely to focus better and get them out of the
way early on. If you work better at night, then start later in the
day, stay up until you’re done with your tasks, and sleep in the
following
day
so
you
get
sufficient
rest.
2. Plan in relaxing activities
You’ll also see that I planned Netflix and Youtube into my schedules. If you ask any of
my friends they will tell you that I am notorious for keeping up with my TV shows –
even in the peak of exams.
I think many people believe the myth that because you have exams you’re not
allowed to have any fun. For me that definitely is not the case.
Most people who
try to work non-stop with no respite end up burning out well in advance of exams. You
definitely don’t want that. On the other hand, you don’t want to tell yourself you’ll just
watch a little bit of TV and then out of nowhere you find that you’ve binged all of
Grey’s
Anatomy
and
your
exam
is
tomorrow…
let’s
be
guided.
Top tip from Dabi: Try to plan little bits of fun into your revision schedule. I’m someone who needs something to look
forward to daily, so I would schedule Netflix or catch-ups with
friends into my day. You might be someone who can work
super hard every day, but then want the weekends off. That’s
cool too! Just plan for it. Make your plans work for you.
3. Dealing with distractions
It’s one thing to make a detailed plan, but something that I struggled with in first year
was actually studying for the amount of hours that I had set out and not getting
distracted. When I was in sixth form studying the IB, I could study for long periods of
time (I’m talking five or six hours straight with no breaks). But at university, I struggled
to stay focused for even 15 minutes without picking up my phone and scrolling
through twitter
In my second year of university, I discovered an app called the Forest App and became
absolutely obsessed with it.
My friends
Do you guys have
the Forest App? No?
You should 100%
download the Forest
App, it’s incredible!
Me (Unprovoked)
The Forest App is a productivity app that allows you to set a time
period that you want to spend completing a task. You can pick any
time period ranging from five minutes to two hours. Once you select
the time period, you can lock your phone and while the timer runs the
app “grows a tree”. If you try to use any apps on your phone other than
the
Forest
App,
the
tree
you’re
growing
dies.
I loved being able to grow the trees on my phone and at the end of my
revision day seeing the “forest” I’d grown in the app (Michelle: Dabi
really did love her trees - she would send me screenshots of her huge
forest unprovoked and I’d tease her about how she’s actually going to
save
us
from
global
warming).
I’m laughing as I’m typing this, because I know a lot of people might
find it a bit odd that an imaginary tree was the difference between
me
revising
or
not,
but
somehow
it
worked!
Top tip from Dabi: if you battle with staying focused during revision and you’ve identified that you get distracted by your phone,
you could try and find a productivity app that works for you. For
example, there are a bunch of apps that will actually lock your
phone completely and prevent you from using it at all. The Forest
App is only a soft block, as you can kill your tree and use your
phone, but I conditioned myself to act like my phone was completely locked once I was growing a tree. Equally, you could just
turn off your phone or leave it in your room when you head to the
library
–
just
find
something
that
works.
Create a draft of what your personal plan will
look like. Remember to keep it realistic, and include activities that are important to you.
Time
Activity
RULE
#2 PLAN YOUR REVISION BY TASKS
So above, I’ve talked a lot about planning your revision
by simply selecting hours in the day to study. While
that is a good starting point, what I found was that this
wasn’t enough for effective revision.
When I was in first year, for example, I would tell
myself that I was going to study for a certain amount
of hours. I would diligently arrive at the library early in
the day and leave late in the evening. However, I would
find at the end of the day that I had gotten very little
done because I had flitted from subject to subject and
gotten distracted by all the competing things I had to
do.
What I later learnt was that it wasn’t enough to just
make a plan that showed the amount of hours I
needed to work. I also needed to create a plan for what
I was going to work on.
So how do you do this?
Below I’ll show you an example of how I would create a plan by tasks
At Cambridge, we learned using supervisions. We had eight or nine supervisions
every year for each module. So I would make a word document, which would be filled
in with everything I had to have read, written or created to be ready for exams. This is
how I created it:
1. I would start by going through each supervision one by
one and looking through the reading list for that supervision again.
2. If I hadn’t completed any of the core reading, I would
make a note of that on my blank word document as a
task to give priority to.
3. Next, I would consider the further reading. I would
have completed some of it during term time, but oftentimes I’d want to add an extra two or three articles per
supervision to my pre-existing notes. I would add the
references for each of the extra articles I planned to
read to the word document as a task.
4. After that, I would include in my plan a note to go
through all the supervision essays and problem questions
listed on my supervision handout.
5. Finally, I would go through the last 10 years worth of
past papers and organise the questions according to
topic. I would note the questions in the word document
as well under each topic and make sure to do as many
of them as I could for each topic I did.
Top tip: do take the time to organize the past papers over the
last five to ten years by topic. This is especially useful for essay
questions. You may notice that there are patterns, in the sense
that similar themes (or even questions) come up. However, do
note that examiners change, and if in your year the course convenor/examiner is new, then be ready for some surprises.
If you’re taking a completely new module that has just been
offered at your university, then you won’t have the benefit of
past papers. However, you can look at (1) sample exam papers
given by the course convenor; (2) mock exams given by the
course convenor and/pr (3) supervision questions. These, in
combination, should give you the gist of what the examiners will
be testing you on.
By the time I followed these steps for each module, I would have a list of tasks that
needed to be completed to ensure that I was exam ready. I would then add tasks into
my daily plan to ensure that I was systematically revising for each topic of each
module.
So, here’s an example of what my plan that incorporated time and tasks would look
like:
RULE
#3 PROTECT YOUR MENTAL HEALTH
It’s always important to protect your mental health, but
doing so is even more important during exams. There
is a tendency among many students (ourselves included!) to go a bit crazy with revision and forget to take
care of yourself. We want to urge you at this stage to
remember that you are important! No matter what
happens, you are loved, you are smart and you are so
capable.
There is no one-size-fits-all approach to protecting
your mental health. As such, this section isn’t a “guide”,
but it’s just a few things that we did to make sure we
stayed sane and mentally grounded.
1. Sitting by a window in the library: this sounds like a small thing,
but it made a huge difference to my mental health. When I looked
up, I could see people outside the window or look at the trees and
plants in the summer. It reminded me that there was a world out
there, outside of law and revision.
2. Planning fun activities into my daily schedule every day: you
guys had a look at an example of my schedule above. I would literally
plan Netflix into my day because keeping up with my TV gave me
something to look forward to. Michelle scheduled tea-time (more like
coffee and a snack) with a friend every day at 3:30pm and would sit
and chat in the gardens for a bit before getting back to work.
3. Get enough sleep: this is super important. Don’t neglect getting
enough sleep because of revision. We actually found that two hours
of revision when we were well-rested produced much better work
than four hours of revision when we were tired.
4. Exercise: making time for exercise is important for your general
well-being. But if that’s not enough of a reason for you to work out,
then you should also note that exercise helps brain function. Working
out increases your heart rate, which stimulates blood flow to the
brain. It also aids the release of hormones that create a nurturing
environment for brain cells to grow. We’re going to make the jump
and say exercise makes you smarter – so work out!
5. Eat properly: maintaining a healthy diet will aid you tremendously.
During revision, students often forfeit health for the convenience of
fast food and packaged snacks (we’re not judging, we 100% did this
too). But if we could go back and speak to our younger selves, I think
we’d definitely tell them to lay off the doritos and maybe have a
carrot or an apple or something.
6. Switch up where you study: revision can be boring, and if you’re
like us, studying in the same place every day makes it even worse. We
found that we could make revision more enjoyable and keep things
“fresh” by switching up our locations. We worked in different libraries,
cafes, studied outside, etc.
7. Take a break: it is insanely difficult to study for eight or nine hours
a day every day, for weeks on end. If you can do this without crashing,
then wow, good job. But we tried very hard to listen to our bodies.
Some days we were so physically and mentally exhausted that we
knew if we tried to revise, it would be pointless. On those days, we
would literally just take the entire day off. Of course, we definitely
couldn’t do this everyday! But once in a while, it was fine. After having
one of our days off, we felt incredibly refreshed and focused, which
resulted in us being even more productive when we went back to
revision.
8. Socialise when you can: again, this is another tough one,
but we found that it really helped. It can be so easy to get
buried under textbooks and notes in the library and not see
anyone for days or weeks on end. In the short term, you might
feel that being anti-social is making you more productive, but
in the long run it could be really detrimental to your mental
health. We found that we worked better and felt better when
we could see our friends. So we would schedule dinners or
snack breaks together. As we drew closer to exams, we would
study together in the libraries (silently, but side-by-side), or we
would practice past papers together.
The Nitty Gritty
This is a section of “How Tos” to aid your revision process. We’re going to talk about the
different elements of our revision – making topic plans, using active recall, etc. – and
how we went about them. Nothing we say below is obligatory, it’s simply what we did.
You can choose to take some guidance from this, or you might find that it doesn’t work
for you and so you want to do your own thing. Whatever you do is completely fine! Just
as long as it works for you.
Distilling your notes
1
Over the course of the year, you will have taken
notes on textbooks, cases, lectures, academic articles and more. As we mentioned in Chapter 6, we
take all our notes in the same document. For us, this
meant that come exam season, we amassed multiple word documents with pages and pages of notes.
We found that some of the content we had in these
notes overlapped and that some of what we noted
wasn’t relevant. Therefore, it was crucial to distill our
notes.
So here’s what distilling our notes meant for us:
(1) Reading through the notes on the topic and
editing out unnecessary or repeated content.
(2) Ensure all remaining information was
organised under clear headings.
(3) Re-read and re-edit the notes taken on
academic articles into a summary of one or
two lines explaining the author’s overarching
argument and the niche point(s) within the
article.
(4) Go over the notes again and sort the content into simple, concise and efficient bullet
points
By the end of this process, we would have reduced
20 pages of notes into 4-5 sides of easy-to-read
exam notes.
Making topic plans
You’ll note here that we’ve said topic plans as opposed
to essay plans. This is because examiners can come up
with countless questions based on a single topic. As
such, we wouldn’t advise investing all your time coming
up with essay plans. You can definitely make a few of
these as practice, along with attempting past papers,
but it arguably isn’t very effective to just make plans
and cram them in the hopes of regurgitating them in
an exam.
What worked best for us was scanning past papers from
the past ten years and getting a general sense of the
essay questions that came up under different topics. This
showed me the breadth of a topic and highlighted if there
were any gaps in my notes or knowledge. It also made me
aware of the different angles of each topic and which
ones examiners preferred to shed light on in the past.
Once I (Dabi) had done that, I would create a “topic” plan,
which was a concise two to four page document that highlighted the main things I needed to know about that topic
to write a good essay on any question that was derived
from it. This topic plan would consist of:
1. A general summary of the topic: this would be
derived from lecture notes and textbook reading
2. Summaries of key cases and their judgments
3. Summaries of the arguments of key academics
4. Any important and relevant legislation
This distilled topic plan is what I would go over in the
week leading up to the exam, and the morning of
the exam itself. I would quiz myself using this topic
plan and once I was sure that I could remember
90-100% of the information on there, I could be
pretty much certain that whatever question came up
in the exam, I would be able to answer.
2
Active Recall
3
Active recall is a form of learning. Instead of just
reading and passively absorbing information (which
generally doesn’t stick in your brain), active recall
ensures that you actually learn the information and
can remember it in the exam.
There are many, many ways of practicing active
recall, but we’ll just give you a few examples that we
used.
1. Flash Cards
The use of flashcards is a really popular method of active
recall. You could write a case name on one side and
then on the other list the key facts of the case and the
judgment. Or you could write an academic’s name on
one side and their major arguments on the other.
Quiz yourself by looking at the case/ academic’s name
and then try to remember all the facts that you have
listed on the other side of the card. Once you get an
answer correct, put the flashcard aside. If you get the
answer wrong, put the card at the back of the deck so
that you have to come back and practice it again.
Below is an example of a potential flashcard for an EU
law case called Johnnie Walker:
Johnnie Walker
3
Key tip: Lawyers, when you use flashcards,
remember that it’s not enough for you to just
remember case facts – you must also remember case names! When I first used flashcards, I
made the mistake of only quizzing myself by
looking at the case name and trying to recall
the facts. However, I failed to do the reverse –
looking at the key facts, and then trying to
remember the case name based on that. So,
make sure that you use both sides of the card!
2. Practicing past papers with no notes
This is a great way to practice active recall. If you think
that you’ve gone through a topic and revised it properly, then try your hand at a question from a practice
paper
that
deals
with
that
topic.
You don’t have to write out a full answer if you don’t
want to, but you can just make a plan for how you
would answer the question if you saw it in an exam.
Make your plan as detailed as possible – include all the
arguments, cases and academic analysis that you
would like to include. When you are done, have a look at
the examiner’s report for the question (or if your university has one, the actual mark scheme) and grade your
answer
against
this.
Repeating this for all your topics and all your modules
will not only help you to remember details about the
topics, but it will also get you in the exam frame of
mind. You’ll get used to the exam format that your university uses and the level of detail required to get the
grade
you
desire.
How did you prepare for exams?
I tried to make my notes as I went along the course, so that by
the time the revision period began I’d already prepared the
different topics, the legal theories and debates underpinning
them, and the relevant case law. This meant that by the second
term of final year, I had most of the information I needed. I then
began my unofficial revision by going through each subject and
looking for any gaps or unfinished topics during my spare time,
so that when I started revising in earnest during the vacation I
could go straight into learning from my notes and practicing.
I read over my essays, highlighting the ones I had done well on
and making essay plans for the ones I had done poorly on by
incorporating the feedback I’d been given. I also did past papers,
writing out my answers to problem questions in full to practice
structure and paying attention to the facts, while I mostly made
essay plans for long-form questions so as to save time.
Extremely key: go to revision lectures! I may not have attended
as many lectures as I should have during the course, but I made
sure to go to all of the revision lectures at the end. At best you
could learn something you didn’t know or clarify a point you
struggle with, and at worst you could simply be reassured that
your
revision
so
far
has
been
effective.
- Boma
For my finals, I worked to create incredibly detailed notes for each
module to the extent that they were about 40 pages each. They
were colour-coded and impeccably formatted to make it easier for
me to read. This consisted of core knowledge-based content, with
academic opinions inserted where necessary and then towards the
end of the guide, I made pages for the contentious themes and
debates in that module. I would not call these essay plans as that is
not how I approached them: the whole purpose was for me to
understand the running tensions rather than pre-plan any essays
for use in the exam (which I strongly do not recommend).
Then I spent a significant amount of time memorising these cases
and points by duplicating my revision guides and electronically writing them out to see how much I could remember. The final 2/3 days
before each exam were spent doing practice essays on large whiteboards
in
my
college
study
rooms.
-Toni
I believe that my method to prepare for exams evolved as I grew
during my university experience, in the sense that I became
much more confident in the study of law. So, for example,
whereas in first year, I might have revised by trying to read
everything on the reading list and reading all the cases, by third
year, I mainly revised using past question papers. I grew to often
notice the most important topics on the course (aka, the topics
that came up every year – there just always was one – at least). I
also paid more attention by third year to the key cases, as
opposed to attempting to memorise as many cases as possible.
My strengths were always problem questions, so this was quite
a helpful technique, as I tended to opt to answer problem questions
in
exams
–
subtly
avoiding
essays.
By my third year, I also realised the importance of teamwork,
that I perhaps had not utilised to its full effect in my second year,
nor my first year. I would say in first year I was much more individualistic, but by third year, my various study buddies and I
were sharing notes and helping each other fill the gaps in our
knowledge. So, when it came to exam season, I was revising and
testing my knowledge, and not trying to catch up with notes
that I had missed out on during the year. I also used my lecturers
much more as I grew through my university experience.
Finally, I utilised timetables a lot. I would always map out what I
wanted/needed to get done and by when – so I left enough time
for myself to sit through past question papers in an exam setting, and so that I avoided being stressed towards the exam
days. I preferred to start early and give myself enough time to
revise – I wouldn’t say I am a last-minute revision person.
So, the main ways I prepared for exams could be summarised
as: working smart, teamwork (using all the help I could get)
and time management
-Ikenna.
Top Tip from Michelle: Don’t box yourself into “I’m a PQ person” or “I’m an
essay person”. Depending on the module, you can sometimes only study a
few topics and be able to answer 4 questions on the exam (but try to prepare at least one extra topic in case things don’t go according to plan), but
be ready for topics you like to come up in the form of either PQs or essays.
Know the topics you choose inside out so that you can answer whatever
scenario and form the examiners throw at you.
When given a choice, I did PQs exclusively in first year; in second year, I did
essays exclusively, and in third year, I was somehow convinced that I can
only do essays. This self-limiting attitude did not help at all, and stressed me
out a lot during my revision period. In the actual exams, I was a lot more
open-minded, and ended up doing a mixture of essays and PQs, and did
fine in all of them. Be receptive to both types, you can definitely do this!
In my first year of university I was very independent. I made notes
on all the lectures, tried to cram as many cases as I could and I
really thought that would be enough to get me a first class. Spoiler
alert– it wasn’t and I barely scraped a 2.1 that year.
I’ve found that being at university is very different from being at
secondary school. First of all, they value your opinion a lot – evaluation is everything and you can only have an opinion on topics that
you’ve discussed. I truly feel that this is the reason why Cambridge
and Oxford produce such brilliant legal minds. Their small intimate tutorials force their students to form an opinion on the law
rather than just being able to recite it. So, in my second and third
years at university I changed my strategy. I worked in study groups
and discussed the material with my friends. This enabled me to
develop an opinion which made my essays better and made my
evaluation in exams better.
I also found that it was easier to remember precedent when I had
gone over it several times with other people. My study group and I
discussed past papers a lot. Sometimes it’s really helpful to see
how others respond to questions as it gives you various perspectives on how to tackle the question. More often than not at least
one person’s perspective will be even better than yours.
So overall, I would say don’t try and do it on your own. Have a reliable community of friends and colleagues that you can grow in
knowledge and understanding with. I also think it’s important to
mention that you should utilize your lecturers as resources. Email
them with questions and attend drop in sessions. They are usually
always happy to help.
- Eseosa
Top Tip from Dabi: selecting the questions to answer in your exams can be
tricky. At Cambridge, we had to answer four questions per exam and while
the first three would be easy for me to select, I would always struggle to
pick a fourth. Usually, I would feel torn between two questions.
My advice with this would be to stay calm and make an honest judgment
call. Which of the two questions do you have the most knowledge on? To do
well in your law exams, you need a good argument and enough evidence to
support it. So pick a question that allows you to show this. Also, be strategic
– if you’re torn between an essay and a problem question, think about which
of the two you usually do best on. If problem questions are your strength
and all you’ve written that entire year, then selecting an essay question in
the exam might not be the best as you don’t have as much experience with
these.
11 :EXTRACURRICULARS
Introduction
University is not just about academics – we would argue that extracurriculars that bring
joy and meaning to your life are just as important. This includes both legal and non-legal
ECAs,
which
we
will
talk
about
below.
Why spend valuable time doing ECAs, one may ask? I (Michelle) certainly thought that
in my first year, when I spent the majority of my time (besides socializing) studying.
Below
are
some
reasons
why
we
think
ECAs
are
important:
01
MAINTAINING A
BALANCED LIFESTYLE:
You will burn out if you
only study all the time.
Doing a diverse range of
things that interest you
and make you happy
helps you stay balanced.
LAWYERS WITH
ADDITIONAL PASSIONS
ARE INTERESTING:
03
UNIVERSITY IS THE
OPTIMAL PLACE TO EXPLORE
ACTIVITIES:
02
Just because you study law and
become a lawyer doesn’t mean that
you can’t also love literature, another
language, hip hop, boxing, or [insert
anything else]. Lawyers with a diverse
range of interests are usually the most
interesting ones, so develop your
interests and keep them up even after
work.
Have you ever wanted to try a
sport but never got the chance
to? Have you thought about
exploring singing or rapping but
were too afraid to do it? Have
you ever hoped to take on a
leadership position in a student
society and see how far you can
take it? The diverse range of
university teams, societies, and
activities is unparalleled – it will
be rare to find such a wide
range of opportunities for you to
give new things a shot again
after university. The stakes are
also very low – do taster sessions
and see what you like. No one
will judge you for trying, because we all started somewhere!
IT WILL SET YOU
APART DURING
INTERVIEWS:
04
The skills developed and lessons
learned while doing these
extracurricular activities are so
valuable in your job applications.
They reveal information about
your personality, character, and
interests. You can really impress
interviewers if you tie in the right
experience with what the firm is
seeking in candidates. Of course
having something on your CV
should not be the sole reason
you do something; we’re just
saying that it does help if used
correctly. Read Chapter 15 “The
Interview/Assessment Centre” for
more information.
Legal ECAs
There are a variety of legal extracurriculars you can involve yourself in.
Law Society committee positions: university law societies provide
ample opportunities for you to engage with the legal sector during your
undergraduate years. They organize so many career events, socials, talks,
pro bono activities, competitions (eg. moots) that there is definitely
something for everyone. If you want to be involved in the organisation of
these activities such that you get to call the shots and take on a leadership role, don’t hesitate to apply for committee positions.
Gabriel: I was serving in the Cambridge University Law Society and the Cambridge University Singapore and Malaysia
Society. Through these experiences, I’ve learned how to
work well with a diverse team, take charge and manage
events and manage my time well to ensure that I am able to
balance these commitments with everything else. Albeit
tough, it was definitely a meaningful and fruitful experience.
I would encourage everyone to take up something that
you’d enjoy and be part of an exciting community.
Pro bono volunteering: pro bono work means work taken on
without charge. In law, this usually means doing legal work for
clients from disadvantaged backgrounds. Undertaking such
work allows you to develop greater awareness of social issues,
put your legal skills and knowledge to good use for the wider
community, and improve access to justice, which is a huge
issue that society is facing. We know that strictly speaking,
everyone is equal before the law and have certain legal rights,
but there are many marginalised communities that are unable
to access legal services and/or their rights due to their race,
gender, socioeconomic background, disability, etc. Pro bono
work isn’t the solution to everything, but in the absence of
wider policy and legislative changes, it is significant in improving the quality of life of a lot of people. Many law firms also have
pro bono departments, so this can be your first taster of what
it’s
like
to
work
on
these
projects.
Mooting: some of you may have done debating before, and
though mooting is somewhat similar, it is still very distinct.
Mooting is a mock trial, where you take on the role of a barrister and make legal submissions on an issue to a judge, and
receive questions by the judge based on what you say and
the problem at hand. This is excellent training, as it develops
your legal research, analysis and writing skills, since you have
to submit a skeleton argument and prepare a legal submission. Throughout the process, you will learn to be able to spot
the crux of the issue from a complex set of facts and present
them cogently, and this is such an important skill as a lawyer.
You will also hone your abilities to communicate and persuade, which are also very valuable skills for lawyers.
There are both university-based, regional and international
mooting competitions. Two of the most widely attended
international ones are the Philip C. Jessup International Law
Moot Court Competition (public law) and the Willem C. Vis
International Commercial Arbitration Moot (private law);
these allow you to meet teams from all over the world, and
can
be
a
very
fulfilling
experience.
Even if you think you will hate it because you dislike public
speaking, for example, we would recommend still giving it a
try sometime in law school. Don’t diss it till you try it – lots of
our friends said they gave it a shot and actually enjoyed it
more
than
they
thought
they
would!
Top Tip from Michelle: if you moot a lot but are
planning to apply for Training Contracts and/or
Vacation Schemes, be prepared for law firms to ask
you the following question during your interviews: “I
see you have a lot of mooting experience. Did you
enjoy mooting, and if so, why are you choosing to be
a
solicitor
rather
than
a
barrister?”
Legal case competitions and legal writing competitions: there are
nation-wide or even university-based legal case competitions and
legal writing competitions. Usually, the organising institution will
have a legal question or theme for you to work around, and you have
to submit something revolving around that. These competitions
often allow you to work in teams, allowing you to develop and hone
your teamwork and communication skills. They are also ways to
show your innovativeness - there are so many unresolved problems
in society; are you able to come up with a creative and practical recommendation as to how to solve the one specified in the problem?
These competitions teach you a lot about using the law learned in
the classroom in a real-life context, and if you come up with something that you really enjoy working on, you can even take it beyond
the competition and work on it as a personal side-project.
Non-legal ECAs - developing interests and soft skills
Your university will likely have a Freshers’ Fair at the start of every year where you can
browse the different societies available to you and sign up for ones you’re interested in.
There will likely also be a website (perhaps your Student Union one) where all the societies are listed.
Sports/Exercise
You’re training your mental muscles on the daily with your
law degree, but don’t forget to train your physical muscles as
well. Many studies have shown the positive effects of sports
and exercise for mental and physical health, so we would
highly recommend fitting in whatever exercise you enjoy. If
you haven’t really exercised before university, don’t worry at
all
–
it’s
perfect
to
pick
something
up!
Dabi: working out was really important to me while I was at
university. Sticking to a schedule of exercising 3-4 times a
week not only helped me feel physically fit but also, it was a
great way to decompress and work out stress.
Eman: I played football and did athletics – great way to maintain fitness, make friends and spend time doing something
you love
Ikenna: In my second year, I was the sports officer of the African- Caribbean Society, where I arranged match fixtures and
training spaces, as well as the team’s kit along with a colleague of mine
Toni: I ran the Oxford Half Marathon which took place the day
after I submitted my dissertation and I learnt how to balance
those two diverse yet equally-important goals by managing
my time and finding a balance in my studies.
Music
If you enjoy music, having a creative outlet could be an amazing method to de-stress. It also allows you to bond with
people across the university studying different subjects via
this common interest
Saif: I performed at our university hip hop society! Rapping
was a really wonderful outlet. I would perform at various
events around the university and being able to write on a
variety of issues and then deliver that through a musical
medium was really cathartic. A really cool side benefit of it
was that I started getting noticed around university which
made me feel way more important than I actually was!
Socials
There are a lot of social events happening in universities,
and involving yourself in organising one could be a great
opportunity to try something new, meet a bunch of new
people,
and
train
up
your
soft
skills.
Dabi: in my third year I was part of the Fitzwilliam College
Winter Ball Committee. I was the Co-Head of Food and Drink
and let me tell you, it was equally one of the most stressful and
one of the most fulfilling things I’ve ever done in my life. Our
committee planned a ball for over 1000 people and had to work
alongside members of college staff and outdoor vendors. I had
to be so organised to keep up with my academics while planning the Winter Ball. But I learnt so much about being a teamplayer, effective time management and taking initiative.
Community service and volunteering
There are ample opportunities to do non-legal community
service and volunteering activities. There are larger international organisations with campus chapters like Amnesty International or Oxfam, or national/regional ones, or university-wide ones (eg. access-related activities). Find a
social issue you care about, and find the corresponding
society in your university that tackles that issue. Using your
skills, knowledge and time to create positive social change
is an amazing way to give back to the community.
Michelle: I was the Outreach Officer (2017-2018) then Co-President (2018-2019) of the Cambridge Refugee Scholarship Campaign (CRSC). CRSC’s original objective was to campaign for the
establishment of scholarships for refugees to study at the University of Cambridge such that they have an opportunity to pursue
their passions and academic interests. Upon lobbying the university and speaking to relevant stakeholders, as well as with the
support of the general student body, we were very grateful and
excited to learn that the Cambridge Trust created the Rowan Williams Cambridge Studentship in September 2018 for students
facing severe barriers to coming to study at Cambridge.
Being a part of the core committee throughout the first two years
of CRSC’s creation was one of the most valuable experiences I
have had. I met some of the most inspirational people along the
way, and developed a variety of skills (leadership, communication,
patience, time management, how to find innovative solutions,
when faced with challenges that seem insurmountable at the
time) that contributed to shaping me into who I am today. Find
something you care about, and work hard at it - a few hours of
your time a week can go a long way in making a positive difference
Boma: My role on the ACS committee was definitely my most
fulfilling extracurricular. ACS felt like a home away from home
from the very first meet-up at the end of freshers week, so in
second-year I loved being responsible for organising the
events which made others feel as welcome and supported as
I’d felt from the beginning. I enjoyed being part of a team and
having projects unrelated to my degree, ensuring I didn’t
spend all day writing essay after essay. I gained new skills and
improved old ones, such as time management, project management, communication and resilience. Nothing felt more
satisfying than seeing a concept grow from a bullet point on a
list of ideas to a successful event that people were still talking
about weeks later, even if behind the scenes we’d been scrambling until we pulled it off at the eleventh hour.
Ikenna: I participated in pro bono projects, such as the Exeter
City Prison project. I learned disclosure law and presented to
the prisoners, informing them of their legal rights and obligations
after
serving
their
sentences.
Eseosa: I did a number of extracurricular activities at university. I joined the law netball team. I was President of the African-Caribbean Society (ACS) in my second year and First year
rep in my first year. I did a lot of poetry and spoken word at
open mic nights. I joined the Hip-hop and R&B society... the list
goes on. Of them all, I think I gained the most from the ACS
because it taught me some really valuable skills such as leadership, teamwork, patience, accountability, time management and how to work under pressure. I was also constantly
surrounded with people who were like me and could relate to
my university experience so it gave me an instant community.
It also opened up so many doors in terms of my career. My role
as President gave me access to a lot of influential people and I
could show off being an asset to any company by just discussing the things I had done in the society. It allowed me to show
rather than just tell and that is invaluable in the search for a
graduate job.
Starting your own society
If you have something you really want to do but it doesn’t exist in
your university yet, why not start it yourself? Expect a lot of administrative work and organising at the beginning though, because it
isn’t easy work to start from scratch. For example, you have to (1)
write your society’s articles, though you can adopt ones from existing societies and modify them to suit your needs; (2) figure out the
society’s structure and the allocation of roles; (3) get people you
trust on board to work with you; (4) do a lot of publicity work to get
your first committee on board, then to ensure the student body is
engaged with your work; (5) build connections with existing societies (if applicable). However, it is unbelievably rewarding, and gives
you a small glimpse into what being an entrepreneur is like, if that’s
what
you
may
be
interested
in
in
the
future.
Michelle: two friends and I are very passionate about human
rights, but there weren’t any existing societies focusing on this.
Therefore, in our second year, we decided to start the Cambridge University Human Rights Law Society (CUHRLS). The
three of us were faced with a lot of challenges as none of us had
done this before, but through a lot of hard work and through
speaking with people (university staff, students, professors), we
finally kickstarted it, and organised various events like socials,
moots, campaigns, talks and journals/blogs in pursuit of the
Society’s vision – to promote an interest in and understanding
of human rights law within the student body. After we left the
Society, it continued to blossom, and has now grown into a
well-recognized student organisation. It excites us even now to
see the Society promoting its events on Facebook!
Ikenna: In my final year, I co-founded the Exeter BAME Law
initiative in collaboration with the law school to increase cultural awareness on campus and improve access to career opportunities for students from BAME backgrounds, and international
students. This was a highlight of my university experience, as I
collaborated with reputable diversity initiatives such as Aspiring
Solicitors, as well as other elite City law firms.
I would say I certainly learnt how to work properly in a team
from a leadership perspective. Admittedly, I much preferred to
work on my own before establishing Exeter BAME Law. Starting up a project like that made me realise the importance of
every person’s voice being heard, and so I started to confer
with my team more about where to take the initiative next, and
the valuable connections we could reach out to for example. I
definitely had to be disciplined, because with the law school on
board I needed to ensure the initiative was running smoothly
and gaining the traction it needed, while simultaneously
ensuring I graduated with a 2.1 LLB Law degree.
From my experience, extracurricular activities are really good
to have on your CV, but to also give you some sense of purpose.
However, I wouldn’t engage with them at the expense of my
degree. At the end of the day, as aspiring lawyers, our grades
do
count,
whether
we
like
it
or
not.
Find your passion and pursue it – you can definitely juggle more than just academics if
you want to!
Part 3:
Getting a
Training Contract
QUICK
NOTE:
Before we launch into this section we want to briefly
mention the fact that you don’t have to apply for
Training Contracts/ Vacation Schemes if you don’t
want to. There are so many possible careers within
the
legal
field
that
you
can
apply
to.
Michelle and I (Dabi) both went for the commercial
law route, and we’ve decided to include this because
a lot of people that we speak to tend to also want
Training Contracts from commercial law firms. Thus,
this section will be purely dedicated to discussing the
routes to achieving this and our top tips.
The tips and tricks in this section are not exhaustive
and so you should definitely do more specific
research
if
and
when
you
need
to.
12 :DECIDING WHAT FIRMS
TO APPLY TO
Deciding What Firms to Apply to
Factors to Consider
If you’re reading this section, then a career in commercial law might be something
that you might want. At the very least, you want to get a Training Contract from a
commercial law firm
But while you’ve narrowed your choices down a bit, there’s still more to consider. You
have to figure out where exactly you would like to do your Training Contract. There are
so many possible factors to take into consideration, but here are a few that we
considered:
Location:
Do you want to
train at a firm in
London or outside
London? Where exactly
is the firm’s office and
what would your
commute be
like?
Training
Contract structure:
generally, firms will
have a four-seat structure
for their training contract.
But some firms do it slightly
differently – for example,
Freshfields allows its trainees
to undertake an eight-seat
Training Contract if
they want to do so.
Firm’s specialty:
what is the firm’s
forte? Private equity?
Human rights? Family
law? You should apply to
firm’s whose specialties align
with your interests, because
then, you will be genuinely
interested in the work
you’re assigned.
Size of the
firm:
Do you want to
train at a firm with a
lot of staff, or at a
smaller firm, for
example a
boutique law
firm?
Size of the
firm’s intake:
some firms take as
many as 100 trainees
per year while some take
just one or two. Take the
time to consider
where you think
you’d fit in best.
Type of firm:
Magic circle? Silver
circle? Regional?
American? High Street?
The options are endless, so
you need to do your research
to find out what the
different types of firms
offer and think about
the kind of firm you
would prefer.
Top
Tip from Boma:
I’d start by thinking about your own needs
and values. For example, I knew I wanted a very
international firm, so I looked into the differences in
culture between American and UK firms, and I thought about
whether I would prefer a larger firm or one with more intimate
teams. Once you have a general idea of what you’re looking for, I’d
consult websites such as Chambers Student for an overview of
the different firms, and others such as Legal Cheek and Roll on
Friday for a more informal insight into the cultures of the
different firms, stereotypes, and perspectives from current
trainees. And of course, I checked the websites of the
firms themselves, looking into the kind of deals they’d
work on, prospects for career development,
and my chances of secondment as a
trainee.
International
presence:
Some firms have offices
located all over the world,
which allow for lots of
international work and a
possibility of overseas
secondments. Other firms are
regional, with very few or no
international offices.
Culture
and ethos:
What is the
firm’s culture like?
What are its core
values as an
organisation?
Salary and
perks:
How much will you
like to earn? What other
perks will you like to have –
does the firm pay for your gym
membership? Is there a nice
canteen? Pension
contribution? Sponsors
your New York bar
exams?
Lockstep or eat
what you kill:
Lockstep means that
lawyers at the firm earn their
salaries and bonuses based on
their seniority within the firm. So
all lawyers who joined the firm in a
particular year will earn the exact same
amount. This differs from the “eat
what you kill” system, which is
where lawyers compensation
is directly tied to the
amount of revenue they
generate for the firm.
Additional
programs:
Does the firm have
additional
programs/initiatives that
captivate you? For example,
Clifford Chance’s recent LIFT
(Learning Internship for Future
Trainees) program is
innovative and may
capture your
attention.
Pro bono
department:
Does the firm have
a strong pro bono
culture? What type of pro
bono work do they do, if
at all? Does it align
with your values?
How to Research Firms
Before we launch into this section, we want to state in advance that these suggestions
are purely based on what worked for us! We get a lot of questions from people who feel
overwhelmed about the process of researching firms. We definitely were too, until we
found this system and realised that this systematic method made the process easier to
navigate. So we’ve decided to share it with you. You might follow all the steps in order,
or you might skip some steps or add in some steps. For example, once I (Dabi) got more
familiar with the application process, I was able to skip Open Days.
Legal Guides
Legal Guides are resources like Chambers Student UK, Lex
100, All About Law, Legal Cheek, etc. These amazing
websites compile information about different aspects of the
legal industry and deliver it in simple, easy-to-absorb terms.
For example, many students wonder about what types of
firms there are and the differences between them.
Chambers Student UK has brilliant articles that discuss the
differences between Magic Circle firms, US firms, regional
firms, Silver Circle firms and many more. If you’re unaware
of what these terms mean, take a look at the article here.
Chambers Student UK was the platform I found easiest to
navigate. I had a scan through the various firms on the
platform and looked out for the commercial law firms that
were the highest ranked in certain sectors. I then read each
firm’s “True Picture” section on the Chambers Student UK
website to gain a general overview of what the firm was like,
what deals it worked on recently, a brief discussion of what
trainees thought of the firm and finally, its perks and
benefits.
Firms’ websites
Once I read the information about the firm on the Chambers
Student website, I moved onto the firms’ websites. It’s
important to do this so you can see how the firm describes
itself
Here’s how we did it:
• Read
•
the firm’s About Us section: this will give you key
information about the firm’s foundations, ethos, clientele
and work
Read about the firm’s practice areas: when I first started
thinking about commercial law, I had no clue about the
distinction between different practice areas. I felt like I
couldn’t admit this to anyone however, because everyone
else seemed to know everything about everything (in fact,
that’s actually not true so don’t worry). If you are reading this
and feel that way, don’t panic – you can definitely learn this
information by doing your research. Read through the firm’s
website to see how it describes its practice areas. If you’re
still unsure about what lawyers in each practice area do, just
google it. You’d be surprised how comprehensive a resource
Google is.
• Check
out the firm’s news, awards and media page: this
section of the website will tell you about news articles that the
firm has been reported in, key deals it has worked on and any
awards it has recently won. Again, this is a great section to read
to gain a better understanding of what exactly the firm does
for its clients
Sometimes, firms also have Youtube channels. It can be
helpful to watch those videos to visually understand what
life at the firm is like.
Speaking to seniors
If you happen to know law students in the years above who
have gone through the application process, or law students
who applied to specific firms you’re looking into, it can be
very helpful to speak to them. They just went through this, so
are able to provide updated information about the
application process and what they thought of the firm. They
will also likely be genuine and honest with their feedback, so
you can get a more realistic sense of what the firms you are
interested in are like
Careers Fairs
After we did our individual research on the firm, we were
prepared to attend careers fairs at our university. Law firms
come to these fairs knowing that students in attendance may
know very little idea about what they do or who they are, so
they’re very open to answering any questions you may have.
Law firms will send trainees as well as members of HR to
attend the careers fair. As an aspiring trainee solicitor, this is
great for you because they are the two groups of people you
want to learn from.
Ask trainees questions like:
Why did
you choose
this firm?
What do
you like
most about
the firm?
What skills
do you think
a trainee
needs?
What was
the
application
process like for
this firm?
What is
the best
part of what
you do?
Did you
apply directly
for a Training
Contract or did
you do a Vacation
Scheme first?
What is
the best part
of what you
do?
What is your
Training Contract
experience like?
What kind of things
do you work on as a
trainee?
How do
you think this
firm stands
out/differs from
other firms?
How
would you
describe the
culture of the
firm?
What is your
advice for
someone like
myself who is
hoping to get a
Training Contract
at this firm?
Again, this is not an
questions you may have.
exhaustive
What
would you say
is the most
challenging
part of what
you do?
Did you do
a secondment?
If so, what was
your experience
like?
list,
so
feel
free
to
ask
any
other
What you want to gain from them is a fuller picture of what being at this specific
firm is like. And as people currently working in the role that you’re aspiring towards,
they’re
the
best
people
to
give
you
this
advice!
Ask HR questions like:
What is the
application
process like for
the firm?
Would you
recommend I
apply to a vacation
scheme here before
I apply for a
Training
Contract?
What skills
and qualities
would you say
successful
applicants that
apply to your firm
have?
What would
you
recommend I do
to make myself
stand out in my
application?
Top tip from Michelle: if you spoke to someone relatively in-depth
at the firm, and/or they mentioned something unique about the
firm that really stood out to you and you want to mention it in your
application (eg. in your cover letter), feel free to note down their
name and their job title. In your application, you can say that you
spoke to this person, learned [X] from them, and why [X] is
important
to
you/why
it
captivates
you.
Open Days
Once you’ve read about the firm and met some members of
its staff, it’s a good idea to try and see what the firm is like in
person. We really liked going to Open Days because they
were an opportunity to spend a day at the firm where we
were able to network with more of the firm’s lawyers –
usually, trainees, associates and partners will be available to
speak to you. Additionally, you can put an Open Day on your
CV, so it’s a great way to show that you have done
something to further your interest in commercial law. This
will come in handy when you finally decide to apply to
Training
Contracts
or
Vacation
Schemes.
Top Tips for Open Days
• Network: it’s so important to speak to as many people as
you can and get an idea of what the firm is like to people at
different
stages
of
their
careers.
• Pay
attention: at Open Days, HR will usually give a
presentation on their application process, the different
opportunities you can apply for and relevant application
deadlines. They will also give tips about how to do well, so
take notes
• Present
yourself in the best possible light: this means
arrive early, be friendly and polite to everyone and ask good
questions. You want to make sure that you leave people
with a positive impression of you, because if you later decide
to apply to the firm, your application might be read by
someone there, or you could be interviewed by them.
The News
Reading news about the legal industry will give you more
context about the landscape that the firm operates within.
You should also read about how deals the firm has worked
on are reported in the general news. We know we’ve told
you that you can find information about deals on the firm’s
website, but reading about a deal on a general news site
allows you to see how the firm’s work directly affects the
client, as well as how it fits into the wider world. When you
read about deals on the firm’s webpage, it will probably be
heavily focused on the firm’s work specifically. While this is
hugely important to know, when you speak about deals in
your application or interview, you will stand out if you’re able
to explain the context and why what the firm does matters.
LinkedIn
LinkedIn can be pretty intimidating, but if you overcome
that initial anxiety, you will find that it’s a hugely useful
resource. LinkedIn connects professionals from all over the
world, and it is highly likely that the firm you want to apply
to will have a LinkedIn page.
As a starting point, you should follow the firm’s LinkedIn
page. This means that anything they post will pop up on
your feed, and so you will see firsthand the type of content
that the firm is putting out there about itself. Usually, the
posts are about deals the firm has worked on, awards it has
won or news articles that mention some of its lawyers. This
provides you with more information about the firm that you
can use in your application.
Next, start looking out for partners and other key personnel
that are at the forefront of the firm and follow their pages.
Partners are usually the people that steer the firm, and so
reading information they put out will start to give you hints
about
the
firm’s
culture
and
its
strategies.
Finally, “connect” with people from the firm that you have
met at Open Days, career fairs and other events on LinkedIn.
When you do connect, make sure you send a message to
them reminding them of who you are. If you think you
might have more questions for them, don’t be shy to ask
them for a phone call or even a coffee. Most of the time,
people are happy to help if you ask nicely! They remember
how nerve-wracking the whole process can be, so are
usually
keen
to
impart
some
wisdom.
Careers Platforms
I definitely want to give a huge shoutout to the platforms
below. They all provide students with phenomenal
information about the process. When I was applying, I used
virtually all of these in combination and found them really
helpful
Rare Recruitment: this is a recruitment company that
focuses on ensuring diversity within the workforce. It
provides a slew of services to students – they read your CV
and applications and give you feedback, run practice
interviews, mock psychometric tests and more. Rare also
works closely with many law firms and organises Open
Days at these firms.
SEO: SEO’s aim is to “prepare talented students from ethnic
minority or low socio-economic backgrounds for career
success”. Like Rare, they also provide CV and application
help, mock interviews and more.
Bright Network: the Bright Network mailing list is one I
recommend every law student apply to. Bright Network
actually provides you with the opportunity to create an
account on their website. From there, you can customise the
services you want from them – for example, I signed up to
hear about legal job opportunities, networking events that
the Bright Network was hosting (they host some great
networking events), and their commercial awareness
update. I would get daily emails from the Bright Network,
which meant that I was always reminded about my job
search and encouraged to keep working on my applications.
Aspiring Solicitors: aims to provide access and assistance to
students from underrepresented groups to help them break
into the legal industry. They work with law firms and legal
teams to provide events, mentoring, competitions,
employability assistance and access to the legal profession.
Corporate Law Academy: “the Corporate Law Academy is an
online school that turns students into lawyers”. They provide
users with training and advice to ensure that they impress
recruiters. The CLA has also created a community where
students, graduates and future trainees can share their
experiences
and
interact
with
one
another.
Counsel of Colour: CoC is a platform created for women of
colour in the legal industry. It was started by Pemiwa
Arowojolu, a Cambridge University graduate and incoming
trainee solicitor at Hogan Lovells LLP. The page provides
posts about careers in law and also features women at
different stages of their legal careers who provide tips and
tricks
for
other
aspiring
legal
professionals.
BAME Nation: BAME Nation is a digital platform that looks to
bridge the gap between aspiring lawyers of international and
BAME backgrounds, and the legal industry. Their platform
aims to produce, facilitate and promote the voices of young
and talented aspiring lawyers and lawyers alike of
international and BAME backgrounds. They produce lots of
content surrounding law and the legal industry and also
frequently host seminars and talks featuring inspiring legal
minds
Getintolaw: last but not least, I’d recommend that all
aspiring lawyers follow the getintolaw page on Instagram.
The posts on the page are written by incredible lawyers and
law students at different stages of their careers. They provide
great, bite-sized tips and tricks about law and law firms. They
also demystify the process and debunk many commonly
held myths
13 :THE TRAINING CONTRACT/
Introduction
VACATION APPLICATION SCHEME
Now that you’ve read Chapter 12 (“Deciding What Firms You Want to Apply For”), you
probably want to know how to apply. Well, you’re in luck because in this chapter, we
will give you an overview of the application process. We will also help you decide
whether to apply for a Vacation Scheme or apply directly for a Training Contract by
highlighting the pros and cons of each. We’ll give you our top tips on how to write a
good CV and cover letter, how to answer short answer questions, and how to prepare
for the Watson Glaser test / verbal reasoning tests and aptitude tests.
We hope that this step-by-step approach will help break down the process for you. In
addition to reading this chapter, we recommend that you also consult firms’ websites
to get a better idea of what their individual application processes are like.
The Application Process
As we have already mentioned, we both applied to corporate law firms. The application
process
for
these
firms
was
usually
as
follows:
Tests (for some firms)
Submit an application form
Certain firms require you to
undertake tests before you can
proceed to the next stage of
the application. This is usually
the Watson Glaser test, or a
similarly styled verbal
reasoning test.
This form requires you to
fill in basic details about
yourself, answer some
short questions or upload
a cover letter, and a CV.
Assessment Centre
Prospective candidates will be
invited to the firm for an assessment
centre, which usually involves
interviews, group exercises and/or
presentations. Some firms have just
one Assessment Centre, while others
may have several.
At the end of this process, candidates will be
told whether or not they have been successful.
Vacation Scheme vs. Direct Training Contract
Application
A Vacation Scheme is a short internship (usually one to three weeks) with a law firm.
These usually take place in the Spring, Summer or Winter. At the end of the Vacation
Scheme,
firms
will
offer
some
interns
a
Training
Contract.
A direct Training Contract application means that you skip the process of interning at
the firm and instead apply straight for a job
Here are some differences between the two:
Vacation Scheme
Spending time at the firm: You have the
opportunity to spend time at the firm.
This allows you to get an idea of what
training at the firm will be like so you can
make a more informed decision as to
whether or not you want to work there.
Networking with staff at the firm: You
get to network with trainees at the firm
and directly observe the work they do.
You will also be able to speak with other
lawyers at the firm at different levels of
seniority, which can give you a fuller
picture of what your career at the firm
could be like.
Enhance your CV: Vacation schemes
look great on your CV because recruiters
know that they are not easy to come by.
£££: vacation schemes are paid
internships, so you get to make some
extra money!
Training Contract
Skip the internship: a direct application
is faster than a Vacation Scheme in the
sense that if your application and
interview(s) are successful, then you are
given a job directly. Note: this doesn't
mean the process is quicker in terms of
time, as Training Contract applications
can have many stages that last for
weeks. It just means that you don’t have
to intern at the firm.
Good if you already possess work
experience: if you have already done a
number of legal internships and are
certain that you know enough about
the process, you may not feel the need
to embark on a vacation scheme.
Good if you don’t have the time: if you
are in full-time employment, you may
not be able to take the time off to spend
two weeks with the firm you are
applying to. If that’s the case, then a
direct Training Contract application
might be preferable for you.
Good if you have already interned at the
firm: you may already have undergone a
Vacation Scheme at the firm but were
not offered a Training Contract. If that’s
the case, then you can just apply to the
firm directly for a Training Contract.
Vacation Scheme
Training Contract
Remember that not getting a Training
Contract at the end of your Vacation
Scheme doesn’t mean that you can’t be
successful in your direct Training
Contract application! If you really like
that firm, apply again!
Experience the firm’s culture: Another
advantage of spending time at the firm is
that you get to see what the firm’s overall
culture is like and decide whether you
would “fit” within the firm.
Find out if that area of law is for you:
Vacation Schemes also help you decide
whether the area of law that the firm
operates within is for you. This can save
you from going into a job that you might
not enjoy.
Networking with peers: Vacation
Schemes allow you to meet other people
who will end up being in the same
industry as you. Even if you all end up at
different firms, you will have made vital
connections that can help you later on in
your career.
Top tip from Dabi: if you’ve decided to go down the commercial solicitor route, my
BIGGEST piece of advice would be to start early. I started applying to internships right
from my first year, and that made a huge difference for me in terms of how long
and/or difficult the process was. By the end of my first term of second year, I had
multiple Training Contract and internship offers. This was because in my first year I
started the process by applying to Open Days, First Year Schemes, Spring Weeks,
Insight Days - anything I was allowed to apply for, I did. I learned very early on about
what the application process entailed and also built up experience early on. Another
reason to start early is because the standard that graduate recruitment expects from
a first year student is, to be frank, lower than what’s expected of a third year student
or a graduate. However, if you’re already pas this point, please don’t be discouraged.
There’s still a lot that you can do and you definitely can still get a job! But I’m
including this for those of you that are in year 13 or first year thinking that you still
have some time before you have to think about jobs. Don’t rest on your oars – get out
there and start shaping your career!
A good CV is short, sweet, and to the point. It gives
the reader a clear overview of what your
qualifications, experiences, and strengths are.
01
How to
Write a
CV
1. Decide on the content:
a. Be selective: it is crucial to make your CV relevant to what you
are applying to. Ask yourself why you are including every item
that you are including – what achievement or personality trait
are you trying to show, and is that something the firm will
care about? Don’t be afraid to cut things out from secondary
school or sixth form if they are no longer indicative of who you
are
and
how
you
want
to
present
yourself.
b. Our structure: There is no right or wrong way to write a CV,
and there are plenty of CV samples online, so consult a few of
them and decide what works for you. For us, we broadly
structured is as follows
i.
Contact information: Name, date of birth, address,
telephone number and email
ii. Education and qualifications: education institution
and the degree/diploma from each
iii. Awards and achievements: name of award with
relevant details
iv. Legal experience and activities: law firm
internships, open days, mini pupillages, mooting,
etc. with relevant details
v. Other work experience: non-legal work experience
with relevant details
vi. Leadership positions and service: position and what
you did in that role/your contributions
vii. Languages: language and level of proficiency
viii. Referees: if applicable
2. Formatting:
Again, there’s no right or wrong way to format a CV. We
advise that you look around online, because there are a lot of
nice designs that you can download and modify, so do your
research and see which one you vibe with. You can copy it
directly, but more often than not, you’ll probably want to
modify it a bit to suit your needs. A few things to keep in mind:
a. Divide the CV sections clearly: Big, clear headings
are helpful. Bold or underline or italicize headings so
they stand out and can be quickly skimmed.
b. Decrease margins to increase space: there’s a lot of
blank space on a default Word document because
of their standard 2.54cm margins. If you’re
struggling to fit everything within 2 pages, a good
tip is to decrease the margins so you can fit in more
words. However, don’t overdo it and have words
even at the very edges of the paper; it doesn’t look
good to employers as it’s too obvious, and makes it
difficult for them to read your CV.
c. Choose a legible font: you want your CV to be
simple, clean, and easy to read for anyone who picks
it up. Firms don’t have the time to scrutinize every
single application for a long period of time, so you
want everything to be immediately legible, and for
main points to stand out. Easy to read fonts like Arial,
Helvetica, Times New Roman, Calibri, Cambria, etc.
are probably a good shout.
d. Use bullet points in role descriptions: after listing
what your role is, you need to give some description
of what role you played. Using bullet points for this
can make it easy for your readers to read the
information provided and identify the important
parts. Here is a made-up example:
e. Take note of page transitions: sometimes, the
same item may continue from the end of a page to
the start of the next. Make sure the way that it is
cut off looks neat. For example, you don’t want the
role title at the bottom of page 1, and the bullet
pointed role description starting on page 2. Either
change your margins so everything fits on page 1,
or move the role title to page 2.
02
03
3. Proofreading:
Seems obvious, but it is surprising the number of times
we’ve caught these errors in our, as well as others’, CVs.
Make sure you use the spell check and grammar
functions, as well as do a manual check, before
submitting. Don’t be afraid to ask friends or the staff at the
Careers Service at your university to read it over for you as
well. Research has actually found that you’re more likely to
miss a typo in a document if you’re reading it from a
screen than if you read it as a physical copy, so a tip is to
print off your CV and go over it with a pen to ensure that
you haven’t made any mistakes. If you don’t like doing
that, then another way we found we were able to catch
our mistakes is by reading our CVs aloud.
4. Before Sending it Off
a. Name your CV document properly: However you choose to
save your files on your laptop is a personal matter, but make
sure to double check the file name before attaching it to an
email/uploading it. It should include at least your name and
the words “CV”, so recommendations include “LAST NAME
First Name - CV” or “First Name LAST NAME - CV”. Don’t send
something off titled “Document 12”, “CV” or “CV (draft 4)”.
b. Send as Word or PDF? Word means the recruiter can add
their own comments if they need to, but the risk is that the
formatting is messed up. It’s really up to you, but we tend to
err on the side of caution and send it as a PDF (File -> Save As
-> File Format: PDF). Note that we understand some of you
may use Pages rather than Word, but we don’t recommend
sending it as a Pages file because a lot of recruiters may not
have the application. In that case, send it as a PDF instead.
04
How to write a good cover letter
We cannot emphasize the importance of doing your research and tailoring your cover
letter to the firm. Cover letters are your chance to show the firm why they should pick
you by showing them that your strengths and experiences are precisely what their firm
is looking for
We approached the writing process systematically by covering the following four steps:
Research the firm
Do thorough research on the
firms you are applying to. See
Chapter 12 (“Deciding What
Firms to Apply to”) for more
information.
Planning
a.Which aspects of the firm appeal to
you? After learning more about the
firm, ask yourself which aspects of the
firm really appeal to you. Pick around
three to write about. Is it their innovative approach? International outlook?
Cutting edge and high profile deals?
Wide range of practice areas? Specialized areas? Firm culture? Don’t be
afraid to be very specific – if something catches your eye, mention it!
Take at our samples below to see
what we mean by specificity.
b. Why
does it appeal to you?
Ask why are you drawn to the qualities in
Step 1 above. Is it because you share similar
values? Which parts of your personality or which of
your past experiences (at school, during extracurricular
activities, leadership positions or other life experiences)
means that you want these qualities in Step 1? Thinking about
this helps you identify how you can genuinely demonstrate your
interest in the firm through concrete examples.
c. What qualities does the firm want in a trainee? When carrying out
your research of the firm, create a list of the qualities that the firm wants
in a trainee.
d. How can you demonstrate that you already exhibit characteristics that
the firm is looking for? Think about what you did in past internships,
extracurriculars or modules you took in university. This may or may not be
the same as the “why does it appeal to you?” question above.
Drafting
After determining the
answer to the above
questions, we started
drafting.
a. Content:
We ensured that we discussed
the following (if applicable) in relation to every quality we like about the
firm. Of course it doesn’t have to be (preferably isn’t) put as bluntly as what is stated below.
We’re just showing you the essence of what the
cover letter is getting at:
(1) Be specific – the firm has [quality]. A good way
to test if you’re being specific enough when writing about that quality is to ask yourself: if I change
the name of the firm from this firm to [insert
another firm], will the letter still make sense? If the
answer is yes, it is likely not specific enough.
(2) This quality appeals to us as demonstrated by
[past experience]; or this quality appeals to us
because [reason]; and/or
(3) We exhibited this quality through [past experiences]; in other words, we have something to offer
to the firm and we will fit into their culture. Here,
also find a way to show that you have the traits
they want in a trainee.
Proofreading
Proofread it yourself, and also ask your
friends to proofread it for you. Ask them
to consider three general questions:
a. Have I shown that I did thorough, not
just superficial, research on the firm?
b. Have I demonstrated that I am a suitable candidate for this specific firm?
c. Have I come across as an interesting
and personable candidate that the HR
department would want to get to
know further?
b. Style: everyone writes in a
different tone, but if you’re
unsure which way to go, be
formal, personable and
intelligent.
Sample Cover Letters
DABI OLU- ODUGBEMI – Trainee Solicitor at Cleary Gottlieb
Dear [name of HR],
My name is Dabi Olu-Odugbemi. I am a second year law student
studying at Cambridge University and I am applying for the
winter vacation scheme
I am applying to Clearly Gottlieb because I would like to become a commercial
solicitor. I was selected for Clifford Chance’s Springboard scheme where I shadowed lawyers and gained a first-hand view of what their work entailed. The collaborative nature of commercial law appealed to me, as I observed that the lawyers were constantly interacting and discussing ideas. Additionally, I liked the
level of innovation that it entails, as lawyers are constantly tasked with finding
inventive solutions for clients. Finally, I was amazed by the impact of political and
social
changes
on
businesses
and
vice
versa.
Clearly Gottlieb appeals to me firstly because of the spirit on which it was founded. From the moment it was set up by its seven founding lawyers, it was created
to be a place for ambitious lawyers to function democratically and carry out
groundbreaking work. The firm has stuck true to its ethos, representing clients
ranging from Google to Goldman Sachs. I am particularly interested in the firm’s
reputable M&A team; research into the firm shows that it has worked on more
than 1,500 M&A transactions worldwide, valued at over $3 trillion. The firm’s work
advising Coca Cola company on its €28 billion merger was of great interest to me
because of the scale of the transaction. Its success created the world’s largest
independent coke bottler that services over 300 million customers across 13
countries in Western Europe. I would like to work at a firm that is always engaging
in market moving work, and I believe that Clearly Gottlieb is a firm that does this.
Furthermore, the firm appeals to me because of the large amount of cross-jurisdictional work that it does. It was a market leader when it opened its first overseas
office in Paris in 1949, long before the trend of global expansion in the legal sector
took hold and it has continued to work in this manner with around half of its M&A
deals being cross-border transactions valued at over $1 trillion. I am also attracted
to the firm because of its training style. It takes very few trainees, meaning that
they are exposed to responsibility very quickly, giving them the opportunity to
start adding value to the firm from the very early stages of their career. Additionally, I like the loose structure of training that allows trainees to ask for work from
lawyers operating in areas outside their current seat. I feel that this allows one to
get a good overview of different practice areas as opposed to the traditionally
rigid 4-seat system followed by many law firms. This structure provides variety
and ensures that every working day is different. I seek intellectual challenge as
well as the opportunity to grow as a better lawyer, and I believe this variety will aid
that. Finally, the firm’s non-hierarchical structure appeals to me because I would
like to work at a firm where the voices of all the lawyers are deemed to be important, and the focus is not on rank but on the quality of work that one produces.
I believe that I am suited to a career at Clearly Gottlieb firstly because an important skill that the firm looks for is teamwork and I am a team player. I am the treasurer of the Cambridge University African Caribbean Society (CUACS). This role
requires me to cooperate with other members of the committee to organise
cost-effective but enjoyable events for members throughout the year.
Additionally, I am innovative and creative; in 2015 I was Vice President of my
school’s Amnesty International club and the President and I collaborated to organise the first fundraiser fashion show that the club had ever held. This raised over
£2000 for the refugee crisis. I also have strong organisational skills and I believe
this is important for a Clearly lawyer because as aforementioned, trainees can
work for multiple practice areas. This requires them to organise their work so that
they can keep up with competing tasks and meet deadlines. I have learnt to be
very organised because aside from undertaking my law degree and acting as
treasurer of the CUACS, I am an active member of the university gospel choir and
I frequently sing at concerts and competitions. I play college tennis and I also
mentor sixth form students looking to apply to university for law.
I am very excited about this opportunity and look forward to hearing from you
at your convenience.
Kind Regards,
Dabi Olu-Odugbemi
MICHELLE WONG – Trainee Solicitor at Latham and Watkins
Dear [name of HR],
I am a penultimate year Law student at the University of Cambridge, and I am writing to express my interest in applying for
Latham & Watkins’s 2018 Summer Vacation Scheme.
Latham & Watkins’s unparalleled reputation in its practice areas and its provision
of world class legal services is very appealing to me as someone who enjoys challenges. However, my main reason for applying is because your firm’s international
business-oriented approach, “one-firm” model, and values align with my interests
and personality
A Global, Business-Oriented Approach
I developed an interest in the intersection between business and law from studying BBA (Law) & LLB at The University of Hong Kong for a year and interning at
global law firms and a chamber. Therefore, I highly appreciate Latham & Watkins’s integration of a commercial sense and a deep understanding of clients’
business objectives into its legal services. In my first year of studies at Cambridge,
I obtained an overall First Class and participated in moots. From these experiences, I learned to analytically identify the core of the complex problems presented,
and use my legal knowledge and research skills to produce practical and creative
solutions. My academic background will allow me to contribute to resolving the
legal and commercial challenges faced by clients.
In addition to its business-driven philosophy, I also highly value Latham & Watkins’s international “one-firm” approach. Coming from an international background, I thrive when working in a multi-cultural setting – the differing perspectives and collective energy in overcoming obstacles produce the most innovative
solutions. Therefore, I believe that I have much to offer with my teamwork skills,
openness, and ability to communicate in English, Mandarin, Cantonese and
Shanghainese.
My soft skills developed through my leadership roles have also shaped me into an
effective candidate. I founded a Human Rights Law Society with two classmates
who share my interest in this area, and in less than a month, we recruited a committee and over 90 members, and established our presence in the Faculty. I initiated projects, handled difficult situations tactfully and negotiated to achieve our
aims. My leadership and problem-solving skills, along with my positive, genuine
and amiable personality, will allow me to produce high quality work suiting
clients’ needs.
An Alignment of Values
Your firm’s friendly and collegial environment, as well as training style also align
with my personality. I enjoy being proactive and taking on responsibilities, so I
believe I will thrive under Latham & Watkins’s demanding but supportive program that ultimately leaves it to each individual to make the most out of the
training. Additionally, I have always had a strong sense of social responsibility as
demonstrated by my involvement in related Societies. This commitment to driving positive change is another aspect of my experience that is mutual with
Latham & Watkins’s values. If given a Vacation Scheme place, I will look to involve
myself in pro bono work as much as possible.
Looking Forward
If I am presented with the opportunity of doing an internship at Latham & Watkins, the duality of the firm’s presence in Greater China and its international outlook will strengthen my exposure to the corporate world and global landscape.
The training provided will also lay a solid foundation for my legal career. I found
my internship at Latham & Watkins this summer to be very fulfilling and humbling; therefore, I sincerely hope to contribute to solving complex legal problems
through putting my legal knowledge, soft skills, and passion for innovation and
learning to use in the Scheme.
I have enclosed my Curriculum Vitae and Transcript for your reference. Thank you
very much for your time and consideration, and I look forward to hearing back
from you.
Yours sincerely,
Michelle Yik Yu Wong
How to Answer Short Answer Questions (SAQs)
As we’ve said above, some firms ask you for a cover letter as part of your application
firm. If this is the case for the firm that you are applying to, then stick to the advice
above. However, other firms require you to respond to a series of questions with your
answers
to
each
of
these
being
150-300
words.
There are a few general questions that most firms tend to ask. We’re going to walk you
through four of these and give you tips on how you can produce a good answer to them
as
well
as
other
questions.
1.
Why
commercial
law?
If you are applying to a firm that specialises in commercial law, then we are
99% certain that this question will come up. If not in your application form,
then
at
your
interview
during
the
assessment
centre.
So let’s break it down. At the most basic level, the firm is trying to understand why you want to embark on this career specifically, as opposed to
one of the many other jobs out there.
To effectively answer this question, you need to show that you’ve done
enough research to truly understand what commercial law is. Research
can come in the form of staying abreast of commercial news, work experience, heavy involvement in your university’s law society, etc. It is also useful
for you to weave into your answer a discussion of the role of a trainee solicitor at a commercial law firm, and why you think you would enjoy that. We
suggest this, because remember that you are applying to work at a commercial law firm as a trainee. As such, being aware of what a trainee does
and showing that this is something you feel suited to and think you would
enjoy will help your application stand out.
Don’t be afraid to mention work experience at other firms when answering this question. For example, if your internship at another law firm
directly informed your desire to work as a commercial lawyer, there is
absolutely nothing wrong with saying that. As we’ve said above, when
discussing Vacation Schemes, legal work experience is looked upon highly
by recruiters because of how competitive the industry is. However, when
answering the question, emphasise what you did or learned during your
work experience that made you want to become a commercial lawyer,
and speak less about the other firm. Also, be prepared to be asked at your
interview about why you want to work for the firm you’re applying at
instead of the firm where you did your work experience.
Key tip: when
answering this question, do not
mention money as a motivator. While
it is definitely a motivator for many (us
too, we’re not going to lie to you),
graduate recruiters recognise that it is
rarely a sufficient factor on its own
to keep people enthusiastic
and motivated.
Here’s an example of Dabi’s answer to “why do you want to be a commercial lawyer?” from her Clifford Chance Springboard Application,
which
she
wrote
in
her
first
year
at
university:
This summer, I undertook a month of work experience at an investment
bank in Nigeria, where I shadowed a trader who managed the portfolios
of High Net Worth Individuals and advised them on what shares to buy
and sell. His work fascinated me, as I felt I would also enjoy working in an
advisory capacity; however, I disliked that majority of his job entailed
utilising and analysing numbers. I realised that although I would enjoy a
career in a fast paced working environment involving crucial commercial and financial expansions, I also desired the opportunity to utilise my
written and oral skills frequently, while cooperating with others to create
solutions. This viewpoint led me to viewing commercial law as a viable
career opportunity.
I would like to become a commercial lawyer firstly because I find commerce and finance fascinating. I studied economics for IGCSE, achieving
the award for best student in both year 10 and 11. I also studied it for the
International Baccalaureate and found that I particularly enjoyed microeconomics because of the opportunity to study markets and how businesses work to make themselves competitive. By becoming a commercial lawyer, I would have the opportunity to work closely with, and advise
various firms as a vocation.
Additionally, lawyers are problem solvers; they create strategies that give
results in their client’s favor. Solicitors, in particular, work in teams to
create these solutions, and I enjoy the process of collaboration as a
means of resolving issues. As Vice President of my sixth form’s Amnesty
Club, I routinely had to work with other board members to think of innovative fundraising methods, and we eventually threw a fashion show
that raised over £2000. I truly enjoyed this experience and realized then
that I wanted a career that enabled me to work closely with others.
2. Why are you applying to our firm?
Clearly, the firm is trying to understand your motivations for applying to
their law firm as opposed to one of the many others within the industry.
This is a good time to show off all the research you have done about the
firm. We’ve included a list of questions that we think you should try and
answer to help you write a good response to this application question. This
is not a conclusive list, so feel free to include
your own.
1. What does the firm specialise in and how does that influence your decision to want to work there?
2. How does it differ from its competitors?
3. Is there anything about its Training Contract that makes it stand out
from other firms?
4. What will you gain from their Vacation Scheme that you don’t think you
will find anywhere else?
5. Have you been to any events or Open Days that the firm has hosted? If
so what did you enjoy about them that has made you want to work at the
firm?
6. Have you spoken to any of the staff at the firm? What did they say to
you that made the firm stand out to you?
7. What deals has the firm worked on recently that interested you?
8. Has the firm made any strategic decisions that interest you?
9. Is the firm involved in any pro bono or CSR activities that appealed to
you?
10. Are there any awards that the firm has won recently that have made 11.
you think you would like to work there?
11. Do you know anything about the firm’s cultures or ethos that you think
particularly aligns with you and your personal philosophy?
Top
Tip from Boma: It is
important to show that you’ve done specific
research into the firm and that you know what
distinguishes it from all others, even the ones which look
almost identical on paper. I'd consult the firm’s website, Legal
Cheek and TheLawyer to find out more about the culture of the firm,
particular points of pride such as AI or a distinct style of working, and
recent deals they have worked on. Instead of just listing these deals, I’d pick
a couple and talk about why they interested you. What about the way in which
the firm works made the deal successful? Did they come up with an innovative
solution? Did the deal involve offices across the globe? Did they use new
technology? These kinds of questions helped me both write about the firms
in my application and talk about them at length at interviews.
What you really need to do is show that you haven’t just glanced
at their home page. Instead, show that you've really thought
about why you want to work at that firm specifically.
Here’s an example of Michelle’s answer to “why would you choose to
train at Latham & Watkins over another international firm?” from her
Latham & Watkins Vacation Scheme Application, which she wrote in her
second year at university:
Latham & Watkins is my chosen firm due to its innovative and
business-oriented approach, the independence it gives to trainees, and
its “one-firm” model and supportive community.
I chose L&W for its business-oriented approach and its leading practices
in numerous practice areas. The firm’s commitment to providing
innovative solutions to help further clients' business objectives is clear.
L&W’s strong involvement in the many stages of enterprises’
transactions, and its provision of high quality, tailored solutions to legal
and business challenges is recognized by financial institutional clients
and ranking tables worldwide as seen, for instance, through the
Financial Times 2016 Innovative Lawyers award. L&W’s training will
develop in me a rich sense of commercial awareness, and lay a solid
foundation for my legal career.
I am also attracted by the independence and responsibility of L&W’s
trainees. A demanding program with high-profile cases requires taking
on significant responsibility, and being challenged under this model
during my L&W internship was very fulfilling, so I would greatly
appreciate the opportunity to develop further during training in the
Scheme.
Lastly, the firm’s unique “one-firm” model emphasizes a global outlook
and seamless teamwork, which I highly value upon working with and
learning from an international community throughout my academic
career. The lively, supportive culture L&W nourishes within the firm
through its collegial atmosphere, and in the community via pro bono
work and the WEB initiative also closely reflects my personality and
interests as an approachable individual driven to create positive change
in the community.
Top
Tip from Saif:
My biggest tip is to learn your firm.
Research what the practice areas are and
think about how they work together on a deal.
Law firms are often trying to be full service to
maximise the number of things they can do for a
client – so try to link together all the elements of the
firm in your answers. A very common question is ‘how
can we help client x achieve y goal’, which is a
perfect opportunity to demonstrate your
knowledge of how the firm and wider
industry works!
3. What has been your biggest achievement to date?
This is an example of a competency-based question. Competency based questions are designed to test whether you display a particular competency or skill.
The general format to use when answering competency-based questions is the
STAR method:
S – Situation: this is where you set the stage for your answer by
describing the situation you were in generally.
T – Task: what was the specific task you had to complete or the
obligation you had to meet?
A – Action: what did you specifically do to complete the task?
How did you handle the situation? If you worked in a team, try to
hone in on what you specifically did. Remember the firm is looking to hire you, not the rest of your team.
R – Result: what was the outcome of your actions? Did you meet
your objective? Try to quantify the extent of your impact by providing concrete examples of your success.
Here’s an example of Toni’s answer to “Please tell us what is your proudest achievement and why. This can be from any aspect of your life”
which
he
wrote
in
his
first
year
at
university.
In March 2014, I was competing in my final Sports Day in Day Waterman College, my secondary school in Nigeria. Given that I was
graduating that year, I set myself an ambitious target of winning
gold medals in all four of my races. Achieving this feat is my proudest achievement to date because, in order to succeed, I had to overcome some significant challenges.
The four races which I was competing in were all medium-distance
disciplines: 800m; 1500m; 1600m medley and; 4x400 relay. Given
the stamina required for these races, I commenced my training
programme four months prior to the event. My fitness training
consisted of ten kilometre runs for five days over the course of the
five months. The purpose of this was to build my stamina, as well as
my resilience, which was an important component of a successful
medium-distance run. Secondly, after extensive research into the
effect of various foods on one’s stamina, I decided to plan my meals
around a carbohydrate-based diet. Adhering to this regime
required extreme discipline, and time management, as these races
were two months away from my GCSEs. Finding an adequate balance between these two important aims was successful, as I was
able to achieve six A*s and two As in those exams.
Winning these four races was especially important as it taught me the
value of learning lessons from failure: two months prior to the Sports
Day, I represented my district at a national athletics championship
where I lost all three of my races. Overcoming this loss and channeling
my energy towards training was difficult, but was also vital in my
determination to succeed on the Sports Day. I understand that the
resilience I have gained from this experience will be particularly crucial
as a trainee, where setbacks will be part and parcel of my daily work.
Most importantly, I was proud of my victories because of its impact on
the team I competed with. Firstly, given that half of my races were
team-events, my training alone would be inefficient to ensure victory. I
thus had to work well with my teammates, and in the process, learnt
the importance of accountability. Knowing that other people were
depending on me was a strong incentive to keep persevering. As a
result of the resilience and diligence required to win these four gold
medals, it is my proudest achievement to date.
4. Please describe a current issue in the news and tell us how it
would affect our firm?
The firm is asking you this question to test if: (1) you stay abreast of the news
and (2) if you can critically analyse current affairs in relation to a business.
The news article that you choose doesn’t have to be directly related to that law
firm, or even law firms in general. However, you can of course also choose to
analyse how the news event would affect the law firm or how it would affect
one of their clients, or both.
As the firm is a commercial law firm, many students find it easier to analyse
economic news events. But this doesn’t have to be the case. You can also analyse a political or social event. Whatever you decide, you just need to make sure
that you are directly linking the news event to the firm. Here are our tips for
this process
1. Keep an eye on the news and look out for an article that you find
interesting.
2. Based on your research, you should be aware of certain key facts
about the firm. For example, who are its major clients? Where are
its offices? What does it specialise in? If you have undertaken
some deep research, you may be aware of information such as
whether it has a lot of debt (debt matters because it affects the
firm’s strategy and its expenditure).
3. Think about how the news event you have read might affect the
firm or a facet of the firm’s business or even its clients.
4. Consider how the news event might affect the firm in the short
term and the long term.
Here’s an example of Toni’s answer to “Please tell us about a recent commercial article or event that has attracted your attention. Please explain
why it interested you, give your opinion on the opportunities and challenges that it might represent to law firms.” from his Kirkland and Ellis
Application, which he wrote in his second year at university:
A recent commercial event which interested me was President Donald
Trump’s threats to withdraw the United States from the North American Free Trade Agreement (NAFTA). His basis for threatening to do so
rests on an assumption that the subsidised trading terms are harming
the American economy, an example being America’s $56 billion trade
deficit with Mexico. This event interested me because of my fascination with the correlation between politics and economics. As the
world’s largest free trade agreement, the potential political and economic ramifications of a withdrawal are wide-reaching. Mexico, for
example, is the US’s second largest goods export market. Should diplomatic relations break down following the US’s withdrawal, this could
negatively impact the American economy if Mexico impose higher
barriers to entry for US businesses. Therefore, American businesses
may move their production units outside the US, in order to export
their goods at a cheaper rate.
The threat (and the possible realisation) of withdrawing from NAFTA
could provide a significant challenge to law firms by creating a dry
spell commercially. Given the lack of clarity surrounding the current
administration’s policies, the uncertainty surrounding the future of
NAFTA could lead to hesitation from investors, which could lead to a
lack of Merger & Acquisition work, which is a significant component of
many law firms’ revenue streams. More importantly, given the uncertainty in Europe with regards to Brexit, commercial uncertainty in
North America would be even more challenging to law firms trying to
open offices internationally, and this could impede the growth of the
firm as a whole.
On the other hand, if a company like Boeing – a Kirkland and Ellis
client, who already cut 200 jobs in the US in 2017 – needed to further
restructure their business, they would look to law firms to advise
them, and this is particularly positive for a firm like Kirkland & Ellis,
who was ranked #1 in Global Restructuring Review’s 2017 ranking.
Moreover, corporations would require legal advice in order to understand the terms of the new free-trade agreement, and the consequences on its business operations. This would bring more business to
Kirkland & Ellis, which has a stellar practice area dedicated to international trade, with some of its lawyers being recognised as 2017 MVPs
by Law360. Therefore, regardless of the economic climate, Kirkland
and Ellis would be able to benefit due to its counter cyclical practice
area expertise.
Top
Tip: we know this can be
difficult, but try and be unique in the
news article you pick. For example, for about
a year, virtually all applicants were answering
this question by discussing Brexit. Graduate
recruiters started to say at events how they were
sick of reading the same answer over and over.
Imagine in that situation that you’re the one
candidate out of a sea of applicants who
discussed something else – you would
instantly stand out.
The Watson Glaser test
The Watson Glaser test is an aptitude test that assesses your analytical skills, critical
thinking skills, inference skills and evaluation skills. It is a 30 minute test that consists of
roughly
40
multiple
choice
questions
divided
into
five
sections:
1. Inferences: the questions in this section are focused on one statement, which
you are meant to assume is completely true. The statement will be followed
by a series of inferences (the questions) relating to it, and you need to
describe these inferences as:
a. True
b. Probably true
c. Insufficient data
d. Probably false
2. Recognising assumptions: you will be given a statement and this will be
followed by a series of assumptions. You are meant to identify whether the
assumptions
given
are
made
in
the
statement
or
not.
3. Deduction: you will be given a passage of text followed by a number of
suggested conclusions to it. In this section, you have to decide whether or not
the conclusion “follows” or “does not follow” from the passage given.
4. Interpretation: this section requires you to consider the significance of a
piece of information and apply it logically to several suggested conclusions.
5. Evaluation: this section of the Watson Glaser tests whether you can
differentiate between strong and weak arguments. The key to acing this
section is to think logically, rather than base your answer on your personal
opinion.
Top
Tips from Boma:
Practice makes perfect! There are a few
good websites and posts to give you an overview of
the different styles of questions that you will find on the
test, such as The Lawyer Portal. Once you’ve given yourself
this overview, I’d start doing as many practice tests as you can.
The Corporate Law Academy has a list of different practice tests
available for free online.
My top tips would be to make sure to read questions carefully,
because it’s often small details which distinguish a right answer
from the wrong ones. I’d make a note of which sections you tend
to make the most mistakes in and focus on improving these
areas. Lastly, I’d make a note of your scores as you do
each test, which will help you track your growth
and should give you confidence as you
approach the real thing.
Our Tips
1. Practice: the biggest tip that we can give you concerning
the Watson Glaser is to practice as much as you can.
Acing the Watson Glaser requires familiarity with the
style of questions, and you can only get this by practicing
as much as you can. Additionally, try to practice the
questions under exam conditions to fully recreate what
the
actual
test
will
be
like.
2. Time management: it’s really easy to run out of time on
the test, because you might spend too long reading the
statement or deliberating over a question. Remember
that you only have 30 minutes to do the test! It’s a good
idea to work out beforehand how long you can allocate
to each question. Additionally, it’s a good idea to try and
get through the entire test before coming back to check
your answers, rather than trying to be 100% certain of an
answer
before
you
move
on.
3. Read the question properly: reading and understanding
the question is of the utmost importance when it comes
to the Watson Glaser test. You’re going to have to analyse
and critique a series of statements or paragraphs, and it is
important that you fully come to grips with the
information
in
these
texts
to
do
well.
4. Use the example questions: at the start of the test, you
will be given some example questions with answers.
These are given for a reason, so don’t ignore them! Try
and scrutinise why the answers given are correct and
how you are expected to analyse the different types of
questions
5. Focus on the information given: oftentimes, the
tricky part of the test comes in the form of questions
that require you to only use the information in the
question. Students often find this difficult, because
they can’t help but bring in their own personal
opinions or prior knowledge. Try to avoid doing this –
the questions are self-isolated and require you to
give an answer only based on the information you
have been given.
14 :THE ASSESSMENT CENTRE
So, by this point you’ve researched firms and decided where to apply and you’ve actually
submitted applications to a few firms. If a firm is impressed with your application, they
will invite you to the next stage of the application process – the Assessment Centre. An
Assessment Centre usually lasts for a few hours and it can be made up of any number of
the following
1. Group exercises
2. A presentation
3. Interview(s)
4. Case study interview(s)
5. Tests or written tasks
In this chapter, we will discuss each of these assessment styles and give you our top tips
on how to ace each of them.
1. Group exercises
Group exercises are designed to test your teamwork and
collaboration skills. Your interviewer is looking to see how well
you work with others, but also how you add value to a group
by
pushing
an
idea
towards
the
finish
line.
Group exercises can come in a number of forms. For example,
you could be asked to engage in a negotiation exercise, which
would involve your team facing off another team to get the
best deal for your “client”. Or, you could have to work with a
group to create a presentation that you will deliver to your
assessors. Regardless of the task at hand, the underlying factor
is that you are being tested on how well you work with others.
Here are a few of our top tips to ensure you excel at these:
01
Be Friendly
Before the exercise begins, make sure that you
introduce yourself to your team and if you can,
encourage everyone to do the same. By
starting off on good terms with everyone, you
can set the stage for organic interactions that
will bring out the best in everyone.
Listen
02
Make sure that you are actively listening to
others by doing things like waiting until
people finish speaking before you respond,
and show that you are doing so by giving
non-verbal (eg. nodding) or verbal indications
(ie. by responding when appropriate).
03
Don’t try to be the loudest voice
Some students fall into the trap of thinking that to
do well in a group exercise, they need to be the
loudest person in the room. This is not the case and
can actually result in you coming across as
obnoxious or arrogant. Focus on adding value
rather than simply speaking for the sake of it.
Be encouraging and include others:
04
05
06
Make sure that you are not the one being overly
critical of the ideas of others. Try and be the person
that encourages others in the group to share their
ideas, and make sure that you are also helping
people build on their ideas. This will show the
assessor that you care about including others and
that you know how to work well with your peers. If
there is someone in the group who seems a bit shy
and hesitant, feel free to ask them for their opinion
directly (eg. “[name], what do you think of this?”) so
that everyone feels like they are part of the
discussion.
Steer the group positively:
There are many underrated ways that you can
steer the group and stand out. For example, you
could be the time keeper. Oftentimes people can
be so focused on creating ideas that they forget to
keep an eye on the time, and this is a major pitfall.
You could be the one who allocates time to each
task, which will show your organisation skills. Or,
you could be the motivator, who encourages
everyone’s ideas and keeps up morale. Play to your
strengths – do something that you’re good at.
Understand the task:
Make sure you are completely certain of what the
task is asking of you. This way, you’ll be able to
make contributions that actually further the
discussion and address the brief at hand. It also
means that if others are getting off track, you will
be able to highlight this nicely and help everyone
to regain focus
Stay calm and stay attentive:
You might find yourself in a group exercise with
people who are trying to dominate the
conversation and won’t allow you to speak. That has
definitely happened to me (Dabi) before. The trick
in this situation is to stay calm – don’t get upset or
frustrated. But pay attention to the task and think
about what you can contribute that no one else has
said. The people who want to speak the loudest and
fastest oftentimes only pick up on the easiest
points. By taking your time and thinking hard you
will be able to pick up on the more niche points
which
will
help
you
stand
out.
07
2. A Presentation
As part of your assessment centre, you could be asked to present on a topic. In some
circumstances, you are given the topic in advance and will have the opportunity to
prepare at home. In other circumstances, you will be given the topic at the
Assessment Centre and then be allocated time to prepare (roughly half an hour or an
hour)
before
you
are
required
to
present.
There are a wide variety of topics that could be posed. Sometimes, candidates are
asked questions that directly relate to the firm’s practice, e.g. – where do you think we
should open our next office and why? Other candidates could be given an extract
from an article and asked to discuss a contentious point within it.
The
point
of
this
particular
assessment
is
to
test
a
number
of
skills:
1. Public speaking skills: can you confidently deliver a presentation in a
format that is appropriate for the given audience?
2. Critical thinking skills: can you decipher and create a curated answer to
a given question?
3. Analytical skills: usually the topic that you are given will be centered
around some sort of problem. Your assessors will be judging your answer
based on how well it solves that problem.
4. Creativity: assessors will be looking to see how unique you are. You can
be unique in many ways. For example, your overall solution to the
problem might be unique, or the way you actually present your answer
might be unique.
5. Research skills: your ability to search for, organise, distill and present
information in a logical manner.
So, now that you know what a presentation involves and what your assessors are
looking for, how do you ace it?
Here’s our advice:
• Read the question: Read and re-read the question you have been
•
•
•
•
•
•
•
•
given to make sure you fully understand what it is really asking. Pay
attention to the nuances that the question could be getting at.
Initial thoughts: Once you are sure you know what the question is
asking you, write out your initial thoughts – this can be via a list or
spider diagram or whatever works for you. But do this first before you
do any googling.
Research: Now that you have your first impressions down, you can
start googling to find information that builds upon your thoughts.
Core points: Organise your ideas into three or four core points that
you plan to argue in your presentation.
Clarify the scope of your presentation in your introduction: you
need to do this because the topic you have been given may be quite
broad and can be tackled in many ways. If this is the case, take the
time to mention that fact to your audience, as this will show that you
understand the topic. If you have chosen a specific angle to address
the topic from, also explain your reasons for that. This will display your
analytical and decision-making skills.
Tone: Put some thought into your delivery – you will probably be
presenting to lawyers or HR at the firm. This means that you should
avoid using colloquial language or slang.
Don’t read off of a script: If you need something to guide you during
your presentation opt for cue cards with significant words and
phrases on them that will trigger your memory. If you are someone
who really needs a script, a good tip (if you have time to prepare at
home) is to write out your entire speech, print it and practice it
enough times that you know it well enough to speak with just cue
cards on the day.
Slides: If you are using Powerpoint as an aid for your presentation,
remember that it is just an aid. Don’t include large paragraphs of text
on your slides, and don’t create slides with the aim of reading off of
them. Doing so makes you look unprepared and also distracts your
audience. Instead, opt for pictures, statistics, eye-catching short
phrases/words that will guide your presentation.
Practice if possible: If you’re given your presentation topic to prepare
in advance, ensure that you practice it with someone who will give
you honest and constructive criticism. If there is no one who can do
this, then practice in front of the mirror (or even record it if you want
to) and take note of things you need to do to improve.
Prepare for questions at the end of your presentation: This is usually
the trickiest bit of presentation assessments because you don’t know
what your assessors will ask. However you should:
and preempt this by spending time beforehand
º Try
thinking about possible questions that you could be
º
º
asked. For each question, think of an appropriate
response.
Remember to stay calm even if you are asked a question
that you are unprepared for. Take a breath and give the
best answer that you can based on what you know.
Oftentimes if we do enough research, we can come up
with a logical and reasoned answer based on the
knowledge we already have.
If you are asked a question by your interviewer that you
don’t fully understand, then don’t be afraid to ask them
to clarify it before you give an answer.
3. Interviews
You could be interviewed by the Human Resources department, senior lawyers at the
firm, or both. These interviews will typically have a blend of technical and
non-technical questions
Technical Questions
These test your knowledge of the legal industry as well as the firm. These include
general commercial awareness questions spanning finance, politics and economics,
as
well
as
questions
about
the
firm’s
strategy
and
structures.
Increase your
commercial awareness by
staying up to date with the news. When
we first heard the words “commercial
awareness”, we didn’t understand what the term
meant. There was so much news every single day –
were we expected to read every single article? If that’s
your worry as well, then let us put you at ease, because
that’s definitely not what you’re meant to do. You just
need to be generally aware of important economic,
political and social events and their impact – for example,
if you had an interview in 2016 and were not aware of
Brexit and the US elections resulting in a Trump
presidency, that would not have looked good.
There are many platforms that will provide you
with bite-sized summaries of the news, e.g.
Bright Network’s Commercial
Awareness Update and
Finimize.
Research the
firm:
use the methods we talked
about in Chapter 12 (“Deciding
What Firms to Apply To”) to do
this. Whenever we had an interview at a firm, we would create a
“fact-file” for that firm, made up of
our research on the firm. This
would include details about
recent deals it had worked on
that I found interesting,
it’s offices, it’s ethos,
key
Analyse the
information:
Don’t just passively
absorb the news that you
read. Think about how what
you’re reading will affect the
firm you are applying to or its
clients. It is this extra step
that will make you stand
out from other candidates.
Gabriel: It is very important to
find out something unique about the
firm and learn about the basics of its
operations. This way, you will be able to explain why
you chose to join this firm rather than another firm. It
is also important to widen your knowledge about
commercial awareness (not necessarily legal in nature)
as some firms will ask you to crack some simple
business situations and you’ll have to think on your
feet. For instance, a question could be asked on
what the management of a high-end hotel could
do during the COVID-19 situation to
promote their ailing business.
Non- Technical Questions
These are usually competency or strengths-based questions. These questions are
geared at deciphering whether you will be a good fit for the firm, as well as
whether you will be a good trainee. They will be seeking to draw out answers from
you that display certain relevant skills or traits, such as the ability to work in a
team,
resilience,
the
ability
to
take
initiative
and
more.
Tips for competency-based questions
1. Think about what competencies a successful lawyer should have. Some of them include:
a. Strong communication skills
b. Resilience
c. The ability to work in a team
d. Persuasiveness
e. People skills
f. Problem solving skills
g. Meticulousness
2. Have a look at the firm’s website to see what competencies it values. Firms have subtle
differences so this specific firm may be more particular about their lawyers having
certain competencies over others.
3. Once you have created a full list of competencies, create a checklist where
you match up each competency with an experience of yours that displays
this. Doing this will mean that you are already prepared to answer these
questions
when
they
come
up
in
your
interview.
4. Use the STAR method to answer questions in your interview (see Chapter 13
(“Applying to Firms”) for a refresher on what the STAR method is).
Last Few Interview Tips
1. Go over your CV.
2. Pre-empt questions.
3. Stay calm.
4. If you’re not sure what the question is getting
at, ask your interviewer for clarification.
5. Don’t be afraid to take a pause before an
swering a question. It shows that you’re think
ing.
6. Research your interviewers if you are given
their names beforehand. Find something inter
esting that they’ve worked on and use that as
a discussion point. Researching them also
gives you an idea of the types of questions
you may be asked (eg. if they are an M&A
lawyer, you may be asked M&A-related ques
tions).
7. At the end of your interview, the interviewer
will usually ask if you have any questions for
them. It’s a good idea to come up with a
couple of questions to ask beforehand.
Video interviews
Video interviews are already quite popular, but given the current pandemic they
are going to become even more popular.
Video interviews can either be in the form of a live video chat, or a recorded
interview. Live chats involve using a platform like Skype or Zoom and having a
“face-to-face” interview, while recorded interviews require you to record yourself
answering a series of questions that have been set by the firm. If your video
interview is recorded, the firm will send you a link in advance with details on
how it will work
Video interviews can be daunting for applicants, because of the reliance on
technology. However, we have a few tips for how to ensure that you still do well:
1. Make sure that you practice beforehand: record yourself answering
2.
3.
4.
5.
6.
a few of the questions on your laptop’s webcam. When you are done,
watch the video back and critique your performance – did you
fidget? Did you speak too fast? Did you answer all the questions
correctly? Did you look at the camera and maintain some sort of “eye
contact”?
Have a copy of your CV next to you: this is particularly important if
you have a recorded interview. In a recorded interview, the typical
format is as follows: a question will be flashed across the screen, and
you will have a short period of time to think (usually between 30
seconds and a minute) before you will have to record yourself giving a
response. Having your CV nearby means that you can glance at it
during the thinking period, and it could possibly jog your memory for
an appropriate answer if you are stuck.
Keep a pen and paper nearby: similar to having your CV readily available, having a pen and paper allows you to quickly jot down ideas.
This can help you to organise your thoughts so that when you give
your answer, it is concise and cogent.
Listen carefully to the questions: make sure that you are absolutely
clear on what the question is asking you before you give a response.
Be personable: just because there’s a screen between you and your
interviewer doesn’t mean you should act like a robot! Show your
personality in your answers. Make sure that you smile and, if it feels
comfortable for you, use appropriate amounts of hand gestures to
emphasise your points.
Look at the webcam, not the screen: Looking straight at the
webcam gives the impression that you’re looking the interviewer in
the eye, which makes you appear more confident. Many applicants
think they should be looking at the screen because they’re trying to
look at their interviewer. Unfortunately, doing so means that you
won’t be making “eye contact”.
4. Case Study Interview
The case study interview is designed to test a number of skills, some of which
included
a. Problem solving skills
b. Communication skills
c. Analytical skills
d. Time management
e. Ability to work under pressure
f. Resilience
How to Prepare for these:
It can be difficult to prepare for case studies in advance because you don’t know
what the scenario will be. However, your preparation should focus on honing your
analytical skills, critical thinking skills and your commercial awareness. So, here
are a few things you can do to prepare:
1. Make sure that you have done sufficient research on the firm. If you
are able to relate the case study scenario back to a deal they’ve recently
worked on, or mention a particular asset that the firm has which makes
it particularly equipped to deal with the task in the case study, this will
help
you
stand
out.
a. For example, imagine the case study mentions that the client
is in France and is particular about having close contact with
its lawyers. If you know that the firm has an office in Paris, you
could mention that and say how the firm’s French presence
would
cater
to
this
particular
client’s
needs.
2. Stay up-to-date with the news: commercial awareness is incredibly
important for case studies. Firstly, it is important because case studies
typically deal with economic issues and you will only be able to recognise this if you stay aware of the news. But also because exceptional
candidates are able to frame their discussion of the case study in relation
to
what
is
happening
in
the
wider
world.
a. For example, imagine the client in your case study is asking
whether they should raise money for an asset purchase via
debt (borrowing from institutions such as banks) or equity
(issuing new shares in exchange for cash). You will probably
have been given information about the client’s finances in
the case study and so should derive the bulk of your answer
using this information. But imagine you have just read that
the Bank of England has also raised interest rates recently. If
you mentioned that in your answer and noted that debt
financing will be more expensive for this client now because
of this hike in interest rates, your answer will stand out in
comparison to other candidates who have not taken into
account the general macro-economic circumstances.
3. Learn basic business terminology: now, we don’t expect you to learn
everything about economics and finance in the couple of days leading
up to your interview. However, it’s a good idea to learn about general
financial and economic terms, for example: IPO, merger, acquisition,
debt, equity, gearing, etc. It is also useful to be able to read a balance
sheet. Don’t sweat it if you haven’t mastered all of these – it takes time,
and you don’t need to know everything to do an interview! Learn as
much
as
you
can,
and
do
your
best.
4. Consider risks, stakeholder, pros and cons: show your assessor that you
have considered all the relevant factors, including the risks, the different
stakeholders and their individual interests, and the pros and the cons of
any
suggestions
you
make.
5. Be confident in your suggestions: usually, the case study will require
you to come to a conclusion about a certain issue. When you give your
suggestion, speak confidently about it and ensure that you are defending it with relevant facts from the case study and your wider commercial awareness
5. Tests and Written Tasks
At your Assessment Centre, you could be asked to take a test such as the Watson
Glaser test or a psychometric test. See Chapter 13 (“Applying to Firms”) for advice on
how to prepare for these tests.
At your Assessment Centre, you could also be asked to carry out a written task. This
could be off the back of your case study exercise (for example, you might be asked
to write an email to a partner addressing your findings from the case study); or it
could
be
an
individual
task
on
its
own.
Our advice on how to do well:
1. Read the question properly: to ensure you know what
you’re being asked.
2. Highlight key terms: this will ensure that you’re not missing
any key details.
3. Make a plan: if you have a written task like being asked
to draft an email, ensure that you make a plan before
you start writing. Your plan should lay out your main
points and the details you will use to back them up. Plan
ning ensures that when you finally write an answer, it is
well-structured and cogent.
4. Read over your answers: check for typos or any sentences
that are not structurally or grammatically sound.
5. Consider your audience: the way you would draft an
email to a client might be slightly different to the way
you would to a fellow trainee. Consider who you are
addressing your task to and ensure that your response is
fit for its audience.
6. Keep an eye on the time: these written tasks will usually
have a strict time period, so ensure that you are keeping
an eye on the clock while you’re writing.
1. Get a good night’s sleep before your Assessment Centre: this might seem
obvious, but some students think they should stay up late revising their
notes for the interviews. You will be much more “on ball” if you get some
sleep and go over your notes in the morning than if you spend all night
going over your notes.
2. Better to be early than late: try to arrive at your Assessment Centre 15–20
minutes before it starts. This will give you time to get settled in and relax
before the assessment starts. Arriving late can throw you off balance as you
end up being anxious and frazzled, and may leave the interviewers with a
negative first impression of you.
3. Dress in business wear: remember that you are interviewing for a professional job at a law firm. When you do get a Training Contract, you will be
spending at least the next two years in a suit, so start dressing for the job!
4. If you’re looking for practice interview questions and case studies, check
out the Corporate Law Academy’s resource bank.
15:ACING THE VACATION SCHEME
Overview of Vacation Schemes
A vacation scheme (VS) is a two or three week paid internship at a law firm where you
assist lawyers with real legal work to gain further insight into the firm and to experience
life as a solicitor. The structure of vacation schemes differs depending on the firm; some
may incorporate tests, presentations and/or other team-focused activities within them.
There will also be social events, activities, or even trips so that you get a chance to build
strong connections with other vacation scheme students and with the lawyers at the
firm, and experience the firm culture. At the end of the scheme, you will do an exit inter
view with some partners and Human Resources (HR).
We’re going to be real with you - doing a vacation scheme is tough. There’s so much to
consider, and you’re constantly worried about whether you’re doing things right. It’s
much easier said than done, but mindset-wise, we would recommend treating this as
an opportunity to learn, and to reflect on whether being a lawyer excites you and is
what you want to do for a living (at least for two years). Therefore, don’t think that this is
the be-all and end-all of your career. If you truly tried your best and didn’t get offered
one, do not worry. There are tons of other opportunities with direct training contract
applications, or vacation schemes in the next year. There are also other careers within
law that you could apply to, and non-law career paths. Therefore, don’t put too much
pressure on yourself. A healthy amount is good, but it’s not worth sacrificing your happi
ness and peace of mind for this.
Be you
Before we dive into what to do and what not
to do during a VS, we want to caveat the
below
with
the
following
advice:
Top
tip from Saif:
“Be authentic! I could not stress this
enough. For me, I never wanted to shoehorn
myself into whatever rumours I heard around
what a firm ‘looks for’ in a candidate. I was
completely and authentically myself. Of course, I
was polite and respectful (no slang, etc), but my
thoughts and views were always my own, and
didn’t shy away from being myself at all times. I
think that really worked in my favour and
was a big reason why I got the
training contract.”
With that said, we’ll delve right in.
What to do
The easiest way to figure out what to do is to make a list of general traits that the firm
wants in a prospective trainee, and to do your best to show that you have them. To be
honest, we were given that advice, but found it to be quite vague, so we’ve tried to distill
the
lessons
we’ve
learned
into
more
tangible
advice:
1. Socialise, make good connections and network: as important as
handing in good quality work is your ability to put yourself out there
and network. Get to know as many people as possible, be nice to
everyone and build good, friendly connections with them. This
includes more junior lawyers and the staff at the office as well (eg.
secretaries, tea ladies, janitors). We say this, because it’s important to
be respectful to everyone, and not everything is done with the aim of
getting a vacation scheme!
When you build good connections with the lawyers, it’s more likely
that they will speak of you favourably during their written reviews of
you and during conversations with HR – given you produce good
work of course. All of this increases your chances of getting in. However, please don’t stress if you didn’t get a chance to socialise on particular days of the scheme; it’s not a big deal. Think of networking as
an overarching goal during the whole scheme and think holistically!
Socialising is crucial for another reason - as much as the firm is picking you, you’re also picking the firm. We’re going to repeat it again
because it’s important - you’re also picking them. The more people
you talk to, the more perspectives you will get of what life at the firm
is really like. At the end of the VS, you’ll be better equipped to decide
whether this is a place that you want to actually work at after gradu
ation, if you’re given an offer.
Nevertheless, we know that networking and socialising can be
exhausting for many, especially if it’s continuous over the span of two
or three weeks. So when you get home every day, make sure you fit
in some me-time. On weekends, destress and take time for yourself.
Top tip from Michelle: it’s often easier to build a close relationship
with trainees and more junior associates, as they are usually the
ones assigning tasks to you and thus there are more opportunities to work with them. They also have been through this VS process not too long ago, so they can better empathise with you and
can
address
any
concerns
you
may
have.
2. Ask questions: ask lawyers at the firm questions about
their job and their thoughts on the firm. Do it throughout
the scheme and try to speak to different people from
different backgrounds. Some common questions we
asked
during
our
scheme
are
as
follows:
a. How would you describe the firm culture?
b. Please tell me a bit more about your job. Can you
walk me through what a day in your life looks like?
c. What is your favourite part of your job? What sets
this firm apart from others, in your opinion?
d. What was your experience working in [X] depart
ment? What type of work did you do?
e. What do you think is the top trait the firm is look
ing for in its trainees?
f. Are there secondment opportunities? If so, where
did you choose to go, and did you enjoy it?
g. What is the pro bono work at your firm like? What
are some past projects you’ve worked on, and what
have you gained from them?
h. To what extent does this firm embrace diversity, in
your opinion?
3. Stand out from your peers: try to set yourself apart, but
don’t do it in a hostile or intense way. Instead, before the
VS starts, ask yourself, what unique traits/experiences/outlook do you offer? For example, student A may be very
interested in private equity; student B may be passionate
about litigation; student C may be willing to explore different fields but is very interested in and knows a lot about
the pro bono work the firm does. A good exercise to do
mentally is to plan how you want to present yourself. If “I
want to be known as the hardworking, inquisitive, friendly
and fun intern who responsibly finishes all tasks assigned”
is your answer, then make sure your actions during the
vacation
scheme
align
with
this
intention.
4. Always have a notepad and pen with you when speaking to lawyers: This tip was taught to us by trainees/associates, and we recommend it as well. When someone calls/messages you and asks
you to go over to their office because they want to assign a task to
you or discuss a matter, always bring a notepad and pen. It’s
highly likely that they will be giving you instructions, and the last
thing you want is to return to your desk after speaking to them
and find that you’ve forgotten the details of the task you’ve been
assigned. This will translate into a lower quality of work being
done by you. Or you’ll have to sheepishly go back and ask the
person to repeat themselves, which will reflect badly on you.
5.Be proactive: sometimes, lawyers will specifically seek you
out to help them with a task, but often, they either message
the entire trainee group and ask if one or two people are free
to work on something, or you will need to message individual
lawyers and ask if they have anything they need help with.
This requires you to be very proactive – do not passively wait
for things to happen. Actively seek out things that you want to
work on. For example, if you have a strong interest in litigation
but you haven’t had the chance to do any litigation tasks yet,
reach out to a litigation lawyer and ask if there’s anything you
can do. During our schemes, we made sure to actively seek
out work from each of the main departments, and this helped
us during our exit interviews, because we were able to talk
about our experiences working in different departments, and
show a holistic appreciation and understanding of the firm.
6. Don’t take on too much: it’s important not to take the “be proactive” recommendation above to the extreme and take on way too
much work. There will be deadlines for each of the tasks assigned,
and it’s important to be able to complete them accurately and
punctually (unless there are good reasons to ask for an extension).
If you spread yourself too thin and take on five or six tasks all due at
the same time, it’s highly unlikely for you to be able to deliver your
best work for some of those tasks. Therefore, if you are already at
your full capacity and someone asks if you can help them with
something, you can say: “Hi [name], thank you for your message. Of
course I would love to help with this; however, I have several deadlines coming up, so I was wondering if you mind giving me an
extension of [number] days? I will start working on this as soon as I
have completed the current tasks at hand.” Any message of a similar nature will show the lawyer that you know how to manage your
time and are still proactive and willing to learn; it just so happens
that you’re currently busy.
7. Manage expectations: if you know you can’t finish something by the
stipulated deadline, inform your supervisor as soon as possible. Never
wait until the last minute to tell them, because other people may be
waiting on your work to proceed to the next stage. When you message them, apologise and let them know that you can’t complete it,
but also provide a new deadline that you can finish the task by so
they know when they can expect a final product. Also, keep people
updated throughout the process if it’s a prolonged project so they
know what is happening.
8. Stick through with the little or seemingly “boring”
tasks: not all tasks done by trainees and junior lawyers
will be exciting and intellectually stimulating. That’s
the nature of the job. Oftentimes, we have to do the
seemingly “boring” tasks, because the client needs it
to be done. Inputting data into Excel, proofreading,
verifying addresses, clicking through hundreds of
pages to find one piece of information you’re not sure
even exists, etc. can be tiring. However, these tasks
were assigned to you specifically, and that means you
need
to
stick
through
with
it.
During one of our exit interviews with a firm, a partner
asked us, “what is the most boring task you did during
this internship, and what did you learn from it?” This
shows that partners are actively looking to see if you’re
someone who can persevere through all tasks. Therefore, always deliver to the best of your ability.
9. Be someone others can count on: one of the most important
traits of a good trainee is reliability. A senior associate once told
us, it doesn’t matter if a trainee comes back to me and tells me
that they couldn’t find the exact research I assigned them.
What’s important is that I know they have done everything they
could possibly do to find it, and therefore, the information I need
probably isn’t out there. There sometimes just isn’t an answer
for questions we have, and that’s okay. The more important
thing is that we put in the hard work and can provide others
with the utmost confidence that we have given it our best shot.
Therefore, when you say you will do something, give it your all.
10.Think, “how can I make life easier for the people higher
up in the chain?” A good mindset when you’re in doubt
of what to do is to think to yourself, “how can I make life
easier for people higher up in the chain?” What we
mean by this is to put yourself in the shoes of the person
in charge of this overall project/task, and to consider
what information you would want or what you would
want done. After identifying this, go ahead and do exactly that, as best as you can. This goes back to the proactive point above, because sometimes, what you identify
may be a little broader than what was strictly assigned
to you, and that’s okay. If you can actually execute this
properly,
you
will
really
impress
the
firm.
11. Emails
a. Always reply to emails and be responsive: don’t let your
inbox overflow with emails from lawyers asking you to do
things. When you receive an email, and if it warrants a
reply, reply immediately, because lawyers like speedy
responses and to know that the task they’re assigning
someone is being done.
b. Pay attention to how you write emails: make sure you
have proper emailing etiquette and are polite. Though
seemingly trivial, this impacts people’s impression of you.
A sample template is provided for you below, so adapt it to
suit your style and what you are emailing for:
c. Double check the senders before sending emails: we
have heard stories where people accidentally sent confidential documents to the wrong people, or were gossiping
about someone and accidentally sent the gossip chain to
that person. There could be rather serious consequences,
as there may be data breaches and confidentiality issues.
Of course, if you do accidentally make this mistake, it is not
the end of the world so don’t panic. Speak to your supervisor and figure out a solution together. Nevertheless, we
should all try to avoid this if possible by carefully checking
the senders of an email before clicking “send”. When you
reply to an email, also be cognisant of whether you are just
clicking “Reply” or “Reply all” - it could make a difference if
someone is CC’ed.
12. Working effectively in teams
a. How to be a good leader/participant: on one of our vacation
schemes, we had to work with a team to create and deliver a presentation to partners at the firm. For team activities, the fundamental
point to note is that you must pull your weight. Volunteer to organise
certain elements of the exercise and take ownership of tasks. For
example, in a presentation, you could volunteer to do the research for
a certain section. Additionally, you need to be seen to be adding value
to the team. So if you have a presentation, try and ensure that you
present a certain part of it. This will show to your audience (who will
likely be HR and other lawyers at the firm) that you have actively contributed to the presentation. We want to emphasise the point of
ensuring that you speak in circumstances like this, because you may
have done all the research for the presentation, but if you don’t play a
role in the actual presenting stage, the audience could go away thinking that you simply haven’t pulled your weight in the team. You defi
nitely don’t want that.
b. How to deal with difficult team members: our hope for all of you is
that you’ll have wonderful vacation schemes with lovely people that
you will forge strong friendships with… but it would be naive to say
that this is 100% certain. Chances are, there might be one or two
people who are difficult to work with. If you have to work in a team
with someone difficult, the best tip is to just stay calm and not lose
your temper with them. If you’re working with someone who slacks
off, speak to them calmly about how their laziness is affecting the
team. If you’re working with someone who is arrogant or rude, try to
ignore them and focus on your own tasks. Speak to others on your
team about how to resolve the issue as well, so that you can address
the issue with the problematic individual as a unified collective. Do
your best to resolve the matter within your team – bringing HR or
other lawyers at the firm into the matter can make you look childish
and unprofessional, so really try and avoid this. However, if you have
run out of options, then speak to a member of HR or the lawyer overseeing the task. Lay out the situation professionally and rationally to
them. Let them know the steps you’ve taken to resolve the issue. Also
inform them that you’re only reporting it now because you wanted to
try and solve the matter within the team, however, you have found
that this is not possible.
13. Spelling, grammar and presentation is important:
a. Spelling and grammar: always proofread so that your spelling and grammar is correct, and an easy way to do this is to run
spellcheck and grammar check on Word before you send it off.
b.Presentation: furthermore, your Word doc should be presented in a clean, easy-to read manner to make it as easy as possible
for the person who assigned you the task to understand the
content. Pay attention to formatting, such that things like alignment, justification and whether or not words are bolded or in
italics are consistent. Hold yourself to the standard of: am I
happy sending this to a partner and leaving my name at the
bottom of the document?
14.Keep a log of what you have done every day: with so
many tasks going on, it’s easy to forget what you have
done, but it’s important to keep track of it because (1)
when it comes to the exit interview, you want to be able
to draw on specific examples of work you have done to
illustrate your point; and (2) you want to make sure that
you’re getting a balanced stream of work from different
departments and lawyers, such that you are being
exposed to the different practice areas. A sample can be
found below, but feel free to adapt it to suit your needs.
Top
tip from Gabriel:
Take every assessment the firm gives you
seriously. Different firms assess prospective
trainees in different ways so it is important to do well
in these assessments. For instance, my firm had a few
language tests and presentations, and I made sure I did my
best to present a decent standard for these, apart from
handling my day-to-day work. However, I would like to note
that you should also consider culture fit with the firm and
whether you can see yourself working there in the long
run. These are decisions that you have to live with
for the next couple of years, so make sure they
are informed.
What NOT to do
There are also a few things that we think should not be done in a VS:
Do not show off or try to act smart: law firms also know
your achievements and CV, so you don’t have to continuously broadcast highlights to fellow vacation scheme
students or members of the firm. In any case, there is no
point in trying to “beat” others by showing off; it will just
come off as annoying and off-putting. Trust that everyone was accepted into the vacation scheme for a reason
– in the eyes of the firm, you are all capable, intelligent,
smart individuals. Put your energy into the work you do
and in getting to know people at the firm. With that said,
this doesn’t mean you have to be unnecessarily modest
or put yourself down. When it is appropriate to talk
about your past experiences (eg. when asked, or when
relevant in a conversation, or during the exit interview),
bring it up, but speak in a humble manner.
Do not be too competitive: competitiveness can come in
many forms. For example, some people will try to “bag” all
the “cool” work and ensure other vacation schemers
know that they’re doing important work for certain
people. Others will continuously remind others that
they’re all competing for the same X number of offers.
There will also be people who refuse to offer any help to
people, or refuse to share any information in fear of others
“beating” them. We prefer to see the vacation scheme as
a friendly competition, similar to how we approach law
school. It’s undeniable that only a certain number of
offers can be given, but if you and the person beside you
both prove yourselves, you can both get one. Therefore,
the top tip is to focus on yourself, and to put yourself in
the best light possible without compromising other people’s chances. Another important thing to realize is that
firms are always watching – people can sense when
things are off, and if someone gets the reputation of
being the competitive, unfriendly person on the vacation
scheme, it’s unlikely that they will be hired. After all, the
firm wants to recruit hardworking, capable but also nice
trainees that existing employees want to work with.
Do not try to make your voice the loudest when speaking: what law firms (and most people) pay attention to is
the content of your speech, not how loud you can say it.
Give others a chance to speak as well, and don’t try to
“steal the show” because ultimately, working in a law firm
means that you’re working in a team setting. They want
to see that you can get along with people and that your
colleagues will like you!
If you make a mistake, do not hide it or blame it on
others: before anything else, know that it is okay to
make a mistake during the scheme! We both have, and
many others have as well, and firms know that it’s
impossible to be “perfect” at all times. If you still have full
control over the situation (ie. the mistake has not
impacted anyone yet), the first thing to do is to see if you
can fix it. Solve the problem (ie. undo the mistake) as
soon as possible, and it will be okay. So take some deep
breaths and get started! Unfortunately, sometimes, our
mistakes have already affected other people - for
instance, we have already sent off the email where we
forgot to attach a file, or we did not realize that the legal
research we sent contained a case that was overruled
recently. In that case, the first thing to do is still to
breathe and tell yourself it’s okay. Then, (1) immediately
contact your supervisor/the person who assigned the
work to you to tell them about the mistake, apologize,
and to tell them that you have corrected it or are in the
process of correcting it; and (2) fix the mistake. Do not try
to hide the mistake, because we can’t be sure that someone else won’t rely on this incorrect information in a high
stake situation. Do not blame it on others as well – take
ownership. Firms also want to see that you can be reflective and self-correcting, and that you can accept responsibility. They may even view you more favourably after
this incident depending on how you deal with it! Lastly,
don’t get unnecessarily upset with yourself. Everyone
makes mistakes - what’s more important is doing your
best to make amends and to learn from it for the future.
The vacation scheme can be a stressful time, so be kind
to yourself
Do not feel the need to stay behind for the sake of
staying behind: there is often this rather toxic pressure
to stay behind at the office for the sake of doing so in
order to demonstrate that one is busy and hardworking,
even if objectively, there is no need to stay. When doing
one of her vacation schemes, a lawyer told me (Michelle)
that a good lawyer can deliver work with both accuracy
and efficiency. This order is important - accuracy comes
first (usually), because we want to ensure we get it right.
But with the benefit of unlimited time, the majority of
people can achieve accuracy. The key is to get it right
quickly as well. Therefore, do not be under the mistaken
impression that staying longer is always better. If you’re
able to deliver accurately and quickly, that’s even more
impressive. Of course, if you do actually need to stay
because
there
is
work
to
do,
do
stay.
Do not gossip and transfer information between
people: we have heard of incidents where people innocently told information about Person A to Person B at
the firm, which ended up affecting Person B’s impression of Person A. Gossiping may appear to be harmless,
especially if seen to be friendly banter, but we recommend staying alert and to really think about whether it’s
appropriate to make certain remarks about existing employees at the firm. Better be safe than sorry if you’re
unsure.
Do not take credit when it is not yours to take, and do
not be snakey: sometimes, lawyers will assign the same
task to two or more vacation scheme students and ask
you to work on it together. We have heard of or seen incidents where people work on things together, but when
presenting or sending the work to the lawyer in charge,
one person will throw the other person under the bus to
make themselves look better. We think it’s important to
give people the credit they deserve, and appreciate
others for what they’ve done. It’s important for your contributions to be recognized, but never at the expense of
making others look bad. Also, do not be snakey and tell
fellow vacation schemers one thing, then go behind
their back and tell someone else at the firm the opposite. Word spreads, and even if it doesn’t, it’s just not a
nice thing to do. We should aim to thrive in a supportive
and friendly environment.
Dealing with Rejection
We wanted to round off this section by discussing rejection. It’s the elephant in the
room that no one wants to talk about, even though 100% of us have gone through it
and/or will go through it.
The most important thing to remember (which we genuinely
believe is true) is that failing to get a vacation scheme or a training
contract is NOT an indication of your intellectual ability or aptitude,
because the decision is merely a judgment call made by a (1) specific firm on (2) their own opinion about (3) your specific suitability
regarding a (4) specific nature of work over a (5) very limited and
specific duration of time. Let’s break this down further.
1
SPECIFIC FIRM
2
3
OWN O PI N I O N
Firms don’t think the
same way. Partners
and HR at different
firms value different
things, so just because
you didn’t get it here
doesn’t mean you
won’t get it elsewhere.
It is merely an opinion,
not a standardized or
calibrated decision.
4
S PEC I FC
N ATU R E
O F WO R K
The type of work you end up doing
on your VS will differ so much f rom
what the person next to you, and
the person next to them is doing. It
sometimes really depends on luck
and who you work for as well. Let’s
say you ended up being caught in
corporate work for the whole two
weeks, but your strength is really
with litigation research and you can
be an amazing solicitor in the
litigation department if given a
chance. They are only judging you
based on your corporate work and
may not have offered you a TC.
Does that mean you shouldn’t
continue to pursue other VSs or TCs
that will allow you to do litigation
work if that’s what you really want
to do? Of course not.
S PEC I F I C S U I TA B ILITY
Not being suited to do training
contract work does not mean
that you’re not suited to do
other types of legal or non-legal
work. For example, a top
human rights lawyer, or a CEO
of a tech company is not any
less competent than a managing partner at an international
law firm; they’re just doing
their own line of work that they
are good at. Find your passion
and pursue it.
5
LI M I TED AND
SPECI FI C D URATION
OF TIM E
This is only a two or three week
internship, and as a f riend once said
to me (Michelle), “I take longer
picking clothes to buy sometimes”.
How they judge you based on your
performance in two of the 52 weeks a
year doesn’t say anything about your
potential. Also, the specific period of
time may matter – you could have
done your TC during a time when
there wasn’t much going on in that
department or firm, whereas someone in the other batch went during a
time when there was lots to do. This
is something way beyond your
control, so don’t fault yourself for it.
We’re now going to share a personal experience...
When I (Dabi) started applying to firms, I did an internship at a law firm
that I really liked. I had spoken to lots of lawyers at the firm, gone to an
Open Day and invested a lot of time into researching the firm. I was convinced that they were the firm for me and I was also the right fit for
them. However, at the end of my internship, I was informed that I would
not be offered a Training Contract. While I was reassured that I was a
very strong candidate and was recommended to apply again in their
next application cycle, I was told that they would unfortunately not be
offering me a place with them. I was crushed. I cried on the phone to my
mom, cried in the shower for days, because suddenly, everything
seemed so bleak. The negative voice in my head piped up telling me
that well, this was it. I wasn’t going to get a Training Contract. It also
started to tell me how I was an imposter – my admission to university
was a mistake because I definitely wasn’t smart enough to be there, and
now my lack of intelligence was showing up in my job applications.
Bleak.
As you probably know from reading the first few pages of this book,
things turned out okay in the end. I ended up at a firm I really like and I
graduated with a strong law degree. But at the time, in July 2017, I had
no idea any of this would happen. That’s the thing about rejection and
the consequent mental spiralling that occurs. They tug at the hidden,
insecure parts of us that store damaging and demotivating perceptions
of
ourselves,
and
threaten
to
drown
us
with
lies.
I’m definitely not a therapist or in fact anyone near professional
enough to be telling anyone how to handle their emotions. But what I
can do is tell you what I did and the lessons I drew from my experience
with rejection
I let
myself wallow in it for a
bit. A lot of people get rejected
from things – it’s a part of life. But
because we feel ashamed of this, we also feel
like we’re not allowed to pause and just take it in.
I know lots of people who get rejections from firms
they really liked and immediately start applying to new
firms. If that’s your process, then fair enough. But I knew
that for me, no application I submitted in that state would
be well-thought out. It wouldn’t be my best work. And when
applying to reputable firms like the ones I was applying to,
you need to be giving 110%. So I wallowed. Cried. Prayed.
Cried. Took time off from applying anywhere for a couple of
months and just focused on rebuilding my self confidence. In
giving this piece of advice, I definitely want to check my
privilege and say that I could do this because I was in a
good position. I had gotten rejected after a first year
internship, so I still had my second and third year to
apply to jobs. I know everyone will not be in that
position and may have no choice but to start
applying again quickly. But I do suggest
taking a pause and just letting yourself
feel whatever you need to feel –
even if it’s just for a few
hours.
I
talked to people
who loved me. I spoke to
my mom and my dad, who I am
infinitely grateful for. They reminded
me that I was intelligent. That I could do
all things through Christ. That I was capable. They restored the confidence in me that
I had lost. I would suggest finding someone in
your life who can do the same for you. Speak
to family and/or friends who love you and
support you. They can remind you of who you
Reflect: after I had
really are and help push away the negative
calmed
down and I was in a
thoughts you may be having. If you’re
good space mentally, I started to
religious like I am, then praying and
reflect.
I called the firm’s graduate
meditating can also be a great way to
recruitment team and asked for feedregain some calmness and let go
back on where I had gone wrong and what
of anxiety.
I could do better in the future. Additionally, I
thought about how to leverage this experience for the future, and found the silver lining.
Sure, I hadn’t received a Training Contract
Plan: if you know
from that firm. But I was in my first year and
me, you’ll know I love a
already had an internship from one of the
plan. Having a detailed checkbest law firms in the UK on my CV. I also
list of tasks and next steps makes
now had the experience of applying to
me feel organised and capable. So I
and interviewing at a major law firm,
made a plan – what firms was I going
which meant I now had a good
to apply to now? How was I going to
idea of how the process
ensure that I took on board the feedworked.
back I had gotten from graduate
recruitment and improve? How would
I talk about my internship in my
applications and interviews in a
way that cast the best possible light on myself?
Those were my four steps. Once I was done, I started applying to firms, including the
one I had been rejected from in my first year. I received a Training Contract offer from
that firm in my second year of university and was told that my performance at the
interview really stood out to them. After going through this process, I was much more
confident and better prepared. Rejection was really painful for 2017 Dabi, but I grew
so much from deciding to pick myself up, dust myself off and try again.
You can do this too. You are intelligent, worthy, and capable of
achieving what you put your mind to.
16 :FINAL REMARKS
Dabi:
Aaaaaaand done!
Congratulations, you have finally come to the end of the book. At
this point, you hopefully now know all the things we wish we knew
when we first started this process. Our hope is that you feel more
confident about your chances of succeeding as a law student and
maybe even getting a Training Contract (again, if that’s what you
want). We also hope that at this point, you feel fully armed with all
the information you need to excel, or at the very least, have the
knowledge of how to go about finding that information.
Writing this for you has been a labour of love, but I’m grateful to
have done it if it helps even one of you. When I first had the idea for
this book in January, I actually ended up putting it aside for months
because I felt so overwhelmed at the prospect of writing a book. I
mentioned it to Michelle in March and I’m so grateful I did. She has
been the perfect partner through this whole process, and I think
together
we’ve
hopefully
created
something
useful.
In parting, I’m going to leave you with a few more thoughts that I wish I could share with my
younger self. Now, these aren’t law tips! I’m pretty much tapped out when it comes to those. But
just some general life tips for you:
Success means whatever you want it to mean. Be unconventional if you
want to be. Or be conventional. Whatever you want to do, try or become
– go for it. Don’t focus on what everyone else is doing, or what other
people say is the right way, because at the end of the day, the path you
walk will be walked by you alone.
Don’t be afraid to enjoy things! If you’ve gotten far enough in the book
to be reading this bit, then I think that says a few things about you: you’re
concerned about your future, you like to finish what you start, and clearly
you love Michelle and I (jk jk). But people like you tend to be the hardest
on yourselves. I know because Michelle and I were (and lowkey still are)
like that as well. Because of that nature, you may feel the need to be constantly productive – always studying, writing, reading. Turning down invitations for nights out or going and then feeling anxious or annoyed with
yourself for being there when you have an essay due soon. Try to be less
hard on yourself. A year after university, I barely remember the essays I
wrote or the cases I read (sorry to my supervisors who might read this).
What I do remember are the nights in Cambridge sitting in my friends’
rooms eating Van of Life cheesy fries and choking with laughter at 5am.
Taking the train up to London and spending the day with my parents or
having dinner with my friends in SoHo. Crashing into my friends’ bumper
cars with mine at St. John’s May Ball. Nutella crepes from the blue van in
the summer. Those were the highlights of my university experience.
When you do get to university, make sure that you take the time to be
fully present in all these fun moments. Be glad for the opportunity to
work hard, but be glad for the chance to play hard as well.
Be kind to yourself: try to cut yourself some slack. Work hard – you
should definitely work hard and give it your best. But if you don’t get the
grade you want, or you get rejected from an internship, don’t internalise
that and think that there’s something wrong with you. Sometimes these
things happen – that’s life. But as long as you gave it your best, still try
and be proud of yourself for that. If there are things you think you can
improve
upon,
then
by
all
means
improve.
Believe in yourself: you are smart. You are capable. You can do this.
I’m so excited for you. And I’m already so proud of you and everything that you’re going to
accomplish. Actually, we would love to see your achievements and celebrate with you, so if
you’ve read this Guide and found it helpful, use the hashtag #thelawstudentsguide on social
media! Michelle and I want to celebrate your success and we’re already super hyped to leave
you comments and congratulations messages like we’re your crazy aunts :)
Michelle:
Wow, congratulations for making it to the end!! Our aim
with this project is to empower you with the knowledge
and some tips and tricks we found helpful so your journey
might be a bit smoother. But most importantly, we hope to
emphasize that you are in charge of carving your own
path, and that you can make your dream life a reality.
However, I am also starting to slowly realize and accept
that it will never be a smooth sailing journey, because life
never works that way. When times are tough, I take comfort in remembering a conversation I had with a close
friend one night when I was really, really sad. He sent me
the concluding remarks of Steve Nash’s basketball Hall of
Fame speech:
“Find something you love to do, Do it every day.
Be obsessed. Balance can come later.
Use your imagination. Put pen to paper. Declare your intentions.
Set small goals. Knock them off. Set more goals. Gain momentum. Build confidence. Grow a deep belief. Outwork
people. Play the long game.
You don’t have to be the chosen one.
The secret is to build the resolve and spirit to enjoy the
plateaus
The times when it doesn’t feel like you’re improving and you
question while you’re doing this. If you’re patient, the
plateaus will become springboards.
Finally, never stop striving, reaching for your goals until you
get there.
But the truth is, even when you get there, even when you
get here standing on this stage, it’s the striving, fighting,
pushing yourself to the limit every day that you’ll miss that
and that you’ll long for.
You’ll never be more alive than when you give something
everything you have.”
To me, the last few lines are the most meaningful. When I think back to the most memorable
moments in life, it’s never the achievements. Rather, it’s the journey – the times I’ve slipped and
tumbled, and the reflection that came from thinking why that happened. Therefore, if you
want a specific grade, study hard and practice lots. If you want to write that dissertation, keep
researching and thinking creatively. If you want that training contract or any other job, stay
informed and do your absolute best. Know that one day, you will look back at this time and
think to yourself, wow I’m really proud of myself for working that hard for something I wanted.
And if you tried and things don’t work out, do not worry. As my grandma always tells me, 天無絕
人之路 (a Chinese idiom that roughly translates to, “Heaven will always leave a door open; there
is always a way out”). It’s true – no matter what happens, there is always an alternative solution.
Believe that you will make it work.
In addition to working hard, try to enjoy your university experience too. Do the little things that
really make you smile. Like Dabi, what I remember most are the times I spent with the people I
love. It’s typing my first Constitutional Law essay in a child’s pose on the carpet of my friend’s
room at 3am without knowing what I was really writing. It’s taking that same essay prompt and
printing it on a Valentine’s Day card for that friend on 14 February 2019 in third year and surprising her with flowers, chocolates and a cello performance by a mutual friend for fun (sounds a
bit weird I know, but don’t judge). It’s pinching myself to stop myself from laughing when the
person across from me in supervision texts me something funny. It’s huddling in my college
cafe with my committee members planning our next event. It’s the feeling of joy when my
friend comes back from Sainsbury’s during exam term with the easy peelers I asked for and the
chocolates I didn’t ask for (which we would secretly eat together in the library, #sorrynotsorry).
Therefore, work hard, get to know yourself throughout the process, and treasure the people you
meet along the way - it’ll honestly pass you by so quickly.
Dabi and I don’t have it all worked out either. Trust us, we will come back and read this to
remind ourselves to take it easy at some point as well. But that’s okay, because we are all works
in progress. As Michelle Obama says (she is truly my queen, if you haven’t already gathered by
now), we are always becoming - always changing, evolving and becoming better versions of
ourselves. Therefore, never give up on you. You deserve all the love, happiness and joy in the
world.
If you found this Guide helpful and implement anything in it, feel free to let us know using the
hashtag #thelawstudentsguide on all social media - it would make us so happy to hear from
you and to know how you’re doing!
Go out there, inspire and try out everything the world has to offer. Good luck - we know you are
more than ready to tackle whatever is ahead of you.
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