As a lecturer at Universiti Malaya, I once helped a kid get into Oxford. Our preparation consisted of nothing else but intense, ingeniose conversation. *My* Oxford man (at Yale) was, and remains, C. John Herington, teacher, mentor, and at last dear friend. I have tried to find what college he came from, without success.
I’d love to know about these myths from your perspective because I couldn’t see which or how they’re dispelled. For someone who has a dream to study at Oxford University how should they prepare and at what age? Does anyone with not a great spreadsheet outcome stand a chance?
I didn’t list the myths (such notions as different colleges favouring types of students or schools, or attempts at interview to “catch out” interviewees).
The main (initial) criterion for an applicant is to have 3 As at A level predicted or achieved. The spreadsheet data are varied and not all relate to achievement, e.g. some might indicate grounds for mitigation. But it’s true that good GCSEs, for instance, are generally a good predictor of academic potential.
As a lecturer at Universiti Malaya, I once helped a kid get into Oxford. Our preparation consisted of nothing else but intense, ingeniose conversation. *My* Oxford man (at Yale) was, and remains, C. John Herington, teacher, mentor, and at last dear friend. I have tried to find what college he came from, without success.
John came from Exeter! It delights me that I am am heir, via John, to some 14th c mojo.
I’d love to know about these myths from your perspective because I couldn’t see which or how they’re dispelled. For someone who has a dream to study at Oxford University how should they prepare and at what age? Does anyone with not a great spreadsheet outcome stand a chance?
I didn’t list the myths (such notions as different colleges favouring types of students or schools, or attempts at interview to “catch out” interviewees).
The main (initial) criterion for an applicant is to have 3 As at A level predicted or achieved. The spreadsheet data are varied and not all relate to achievement, e.g. some might indicate grounds for mitigation. But it’s true that good GCSEs, for instance, are generally a good predictor of academic potential.
Thank you that's very useful information.
This sort of simple explanation is always welcome, I know.