oxford law essay

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• Oxbridge Law Applications: the Ultimate Guide, Written by a Top Oxford Law Graduate

About the Author Samantha Love read Law at Merton College, Oxford, and is currently following the BCL course.

Oxford and Cambridge are well known for requiring a perpetual balancing act between spending time in the library and dressing up for dinners and balls. Of all the subjects they offer, Law is perhaps the one which really takes this to heart! It’s a fantastic degree to study anywhere, and Oxford and Cambridge are still considered two of the best places to do a law degree in the UK.

You should also read…

• 8 Cases and Ideas Every Law Enthusiast Should Know About
• The Definitive Guide to Oxbridge Interviews

It is however a big step to decide to apply for a new(ish) subject to you at university, especially one which is so obviously linked to a vocation . This guide will help you think about whether Law at Oxford or Cambridge is really for you, and then give you some key advice about navigating the parts of the application process that are specific to this subject. There’s a lot of misinformation about Oxford and Cambridge, and about law in particular; if you can sort the fact from the fiction, you’ll be well-prepared to embark on this challenging but exciting path.

How do I know if I want to be a law student? Do I need a law degree if I want to be a lawyer?

It can be quite daunting to decide to study a brand new subject, but studying law appeals to a lot of people because it has relevance for everyone and is such a central part of society. You can’t do much better than to get a primer out on something ‘exciting’ like criminal law and something ‘less exciting’ like land law and check you find both interesting on some level. It’s important that you enjoy thinking about the detail of the law as much as the political motivations behind it or the historical treatment of an area of society, so think about what is keeping your attention as you read. Law students have to cover certain core topics in detail as part of the degree so be aware that even if your heart lies with discussing overall policy aims and ideological struggles you will still have to learn the finer points of contract law! On the other end of the spectrum, it’s important to know that a law degree is considered very different to practice (especially an Oxbridge degree compared to working in a corporate firm) so there is no need to do an undergraduate law degree in order to work as a lawyer. A large proportion of qualified lawyers do their undergraduate degree in another discipline – you take a one-year conversion course and then have caught up to your peers . A law degree can be very philosophical (especially at Oxbridge, where many of your tutorial discussions will be about what the law should be) – it’s not just about learning the content of the law, but about thinking seriously about how we organise our society from property law to control of the state. So if your heart is set on corporate law then the decision isn’t too important – they can bring you up to speed fairly quickly.

Oxford and Cambridge – essentially the same place, yes? Not quite…

If we’re honest, Oxford and Cambridge are overall very similar, and on the careers front it’s still the case that around 30% of barristers went to Oxford or Cambridge ( Barristers’ Working Lives, 2011 ). They’re also both very different to other universities in learning style , with small tutorials or supervisions being the main focus of the academic week and around three essays to submit a fortnight. But there are a few key differences between the two for law which are worth thinking about: – The number of compulsory modules: Oxford has 12 and only 2 options, in your final year. Cambridge has a more flexible structure. Whilst most students take certain core modules you do get choice as to what you study from second year. – The big one: assessment structure. Oxford has a few exams midway through first year which don’t count towards your final mark, an extended essay between second and third year which does, and a marathon of 9 exams in about 12 days at the end of third/fourth year upon which almost your entire degree classification is based. Cambridge has exams every year, so the pressure’s less intense at the end of third year but you have to keep completely on top of your notes as you go through the years. Think hard about which style would play to your strengths, but if it doesn’t make a difference then consider other factors. – Applying for a year abroad. Oxford offers a 4 year course with a year spent abroad which you apply for from the outset, whereas at Cambridge you apply once you are there. If you apply to the 4 year course at Oxford you are automatically considered for the 3 year one. If you are absolutely dead-set on a 4 year course and want to know straight away then apply to Oxford, though personally I would recommend taking an offer for the 3 year course if given one (that’s what I did!). Places do become available during the first year because you have to maintain a certain level of academic results to stay on the course, and invariably someone drops out. – The clothing: at Oxford you wear academic dress to examinations, whereas at Cambridge you don’t. Not really a reason for one or the other (unless you hate bow ties), but an interesting difference! However, don’t worry too much about this decision. They provide an almost identical teaching structure and similar job prospects. Go to a couple of open days and see which you prefer. The two cities are quite different although the Colleges are almost identical – Cambridge is smaller and the Colleges are slightly more secluded, whereas Oxford is bigger and the Colleges are mostly right in the middle of town.

I’ve decided – Oxford/Cambridge law is the one for me!

Be sure to read the universities’ websites’ information and our Oxbridge applications guide for the general information you need to know about your application form. This extra information should be helpful specifically for Law applications:

– Work experience is not necessary but nor is it a bad idea. If you know anyone who works in the legal industry, see if you can shadow them for a few days. If you can’t, e-mail round some local firms or chambers politely asking if you could come in for a day or so during the holidays (don’t try criminal sets, they tend to say no for safety reasons). If that doesn’t work, go sit in your local open court. Tribunal justice is perhaps even more fascinating than watching barristers float around in wigs and gowns, and it’s a good way of showing that you know there is more to settling legal disputes than what you see in films. – You need no legal knowledge whatsoever (see below on the interview). However it’s a good idea to keep an eye on the papers and understand what’s going on in the world and its legal implications. As you’re thinking about studying Law in the UK, keep an eye on the UK newspapers and especially the current legal aid/system reforms . – Your personal statement is a large part of the application process and the advice in our Oxbridge interview guide is as good as you can get. You want to show that you’re interested and interesting – these tutors are thinking about spending three years supervising your learning and sitting next to you at the odd dinner and they want to know that you’ll put some effort in. Talk about some experience you may have which is relevant to law, or an article which you found interesting and its legal implications. Try to avoid (1) quotes by any Greek philosopher; (2) in fact, any quote you found on the Internet under the heading ‘law quotes’; (3) saying how enthusiastic you are about law, and especially how ‘passionate’ you are about it. Very few people are passionate about the Land Registration Act! You may find particular areas fascinating, you may find the way society interacts with law and how it shapes morals and behaviour really interesting, but I promise you that you are not passionate about ‘Law’ in the abstract! (4) Commenting on how ‘law is all around us’ . This is, unfortunately, so common in personal statements as to sound as though you’ve copied it from someone else on The Student Room. – The LNAT can be quite daunting but just think of it this way – it tests your ability to (a) pick out fine details and understand arguments (b) consider an issue with a legal mindset even if not from a legal perspective – consider all the relevant parts, including the impact on others from picking one side or another, the practicalities and the principles at stake. That doesn’t sound too bad, does it? The best preparation you can do is the (free) online practices on the official LNAT website, read newspapers and think a lot. Talk to a family member and ask them to try pick apart an argument you make on (say) elected judges, or if they’re not keen talk to a pet. The way they stare back always makes me notice flaws in my own argument! Make sure you book the LNAT in plenty of time; it had to be booked by October 5 for Oxbridge students this year but local centres can book out well in advance. Do lots of typing preparation too, both for speed and for knowing what an essay within the 750 maximum word limit looks like. – Your UCAS application will be to 5 universities . Don’t discount the others! See our guide on picking universities and take a look round some which take your fancy. Lots of universities put the core 7 areas of study required for Qualifying status into as few modules as possible so you get more options, and that suits a lot of people. Be aware though, your chances of going to a prestigious firm or becoming a barrister are higher if you go to a Russell Group university ( Bar Council Report, Barristers’ Working Lives 2011 ) so this is a good start from which to focus your search.

Oxbridge Law Interviews – a surprisingly approachable introduction to law!

Before you start watching the doormat for that crucial letter, be aware that not everyone is invited to interview because the LNAT acts as a filter. If you’re not interviewed don’t be disheartened, there are plenty more universities, but if you are then this is the part where it starts becoming quite real! Whether you come to Oxford and interview or (usually for visa reasons) do a telephone or Skype interview, the format of the actual interview will be the same so the same advice applies. Above all, let the tutors know what you’re thinking when you are trying to answer a question. The point of Oxbridge interviews in general and law interviews in particular is to keep giving you some brand new information and see how quickly you can get to grips with it and apply it to something you already know. Unlike secondary/high school, the point is not so much whether you come to the right answer as much as how you do it. So keep talking! You may want to say ‘I’m just thinking aloud here, but I’ll give you a concrete answer in a second’ and that is absolutely fine. Once you reach that answer, be prepared for your argument to be tested by your interviewers. Hold your ground and give reasons for doing so for as long as you still believe you have a good point, but equally be prepared to alter your view if you had not considered something now being pointed out to you. Just make it clear why you think the interviewer’s point makes your argument problematic. There are two main types of academic interview, assuming you don’t have a personal one (i.e. about yourself). In one type, you may be given some text to read for half an hour before the interview and sometimes questions to think about before you go in. Read everything slowly, and preferably twice. Underline, star or highlight anything you find interesting or don’t understand (you are allowed to ask!), and write a two-line summary of the reading for your own benefit because you may well be asked for one. It also helps ensure you understand the information! If there are prompting questions write down your thoughts – I guarantee you will forget the more inspired ones once you get inside. The second type is one I can best show you through an example, because it is about thinking critically about a situation which you have just been presented with. Please be aware that this is not an actual example from an Oxbridge interview, and nor is it a proper definition of the offence of theft. It is simply a way of getting you to understand the thinking processes that are valued in legal study. Imagine you are given this piece of paper in the interview. “The offence of theft is defined as ‘taking another’s property without that person’s permission or consent and with the intent permanently to deprive the owner of it”. You can refer to it as much as you like. Now, you are given scenarios to consider and have to say whether they fall within the definition or not.

1. Alan owns a cat. Bert sees the cat on the street and takes it home. He knows the cat belongs to Alan and plans to keep it locked in his house because he has always wanted a cat and wants to keep it forever. 2. Catherine sees Alan’s cat wandering the street after it escaped from Bert’s house. She thinks it is a stray (Bert took its collar off) and takes it in. She locks it in the house so she doesn’t escape. 3. Derek takes Alan’s ticket for this week’s LocalTeam FC match and uses it to go to the game for free. He plans to put the ticket back in Alan’s house afterwards so that Alan just thinks he missed the ticket when looking for it before the game. 4. Eva sneaks into Alan’s garden at night and takes a plant pot she really likes. Alan sees her doing so but had been thinking Eva should have the plant pot because she likes it so much. He therefore says nothing. Have a think about these examples before you read on – apply the definition to the facts and see if each element is satisfied. Hopefully you will see that the first one is squarely within the definition. For the second, the question is whether Catherine intended permanently to deprive the owner of the cat. She does not intend anyone else to have her, but does not know she has an owner. For the third, Derek intended to return the physical ticket but that isn’t the real value of the ticket – the value is in using it to watch a football match. Does depriving Alan of the benefit of the ticket, i.e. watching the match, come within this definition of depriving the owner of a piece of property? What is the ‘property’ here – a piece of paper or a right to enter a match? Is a right ‘property’? For the fourth example, Alan has not given explicit consent or permission for Eva to have the plant pot but is quite happy for her to take it. Is this consent? In the interview you would need to go through these examples in a similar fashion but make a case for either side of the argument and explain why you think it is correct. It can actually be quite fun! Just as a last point, be aware that you could be asked on something currently in the news, or your personal statement. The latter is quite rare because the tutors have so much to find out about your suitability for legal study but it takes ten minutes to check your personal statement so it would be an error not to look it over before you go in. As for current news stories, it is always a good idea to watch the papers in the couple of weeks before you go to interview. However, the discussion in my interview was about a fairly minor story and anybody who hadn’t seen it was given a brief summary. This reinforces the point I made earlier – these interviews really are about adapting to new information, not knowing it already , so if you don’t know a phrase or concept then explain that you’d like a brief explanation so you can really get to grips with the material. It just shows you’re interested.

The big day – letter/e-mail arrives

If you’ve got in, well done! There’s nothing to do except meet your offer grades and wait for the reading list to arrive in September. If you haven’t then it doesn’t mean you are not as smart as the other candidates, just that the tutors didn’t think you would benefit the most from the Oxbridge system. They are after a particular mindset as much as intelligence because of the tutorial/supervision system being so unusual, and plenty of people do just as well elsewhere. If you’re absolutely dead-set on Oxbridge you could e-mail asking if it would be possible to have some feedback and advice as to whether re-application might be a good idea, and that might help make up your mind. Good luck! Image credits: banner ; library ; subfusc ; moot ; Cambridge ; cat ; letterbox . 

Studying Law at Oxford: Everything About Oxford Law Faculty

Law (Jurisprudence) at Oxford gives students the chance to develop a diverse set of skills. It also challenges you to form constructive arguments orally and further analyse critical information. Another key selling point of Law at Oxford is that many acclaimed academics teach the course. There are also a plethora of resources at your disposal.

What are the Oxford Law Entry Requirements?

How to get into oxford law – a look at the oxford law entry requirements: the grades .

The standard grade requirement for law admission to the University of Oxford is AAA at A-Level (for international qualifications and alternative credentials may be found on the Oxford law applications page). Although there are no topic prerequisites, it may be beneficial to attend an essay course to build essay-writing abilities that will be valuable when applying to Oxford and studying there.

Oxford is an academically driven university with a pool of applicants with the highest grades. Although the grade criteria are not the most stringent, it is apparent that Oxford is an exceptionally academically successful university, and a set of anticipated grades that exceed AAA will aid you in the application process. However, the admission procedure is also diverse and allows people who excel in certain areas but struggle in others, although your grades will almost certainly need to be excellent. As part of the admissions process, your  law personal statement  will also allow you to strengthen your application, so make sure you spend time preparing and writing this, as admissions tutors also consider this when deciding on who to invite to interview.

How to get into Oxford Law – A look into the Oxford Law entry requirements: The Assessment Stage

Oxford University uses the LNAT. This test comprises two sections: a multiple-choice and skills-based portion, and an essay writing section. The LNAT is also difficult and time-consuming. Although Oxford is not the only university that requires it, it does expect a very high score and any potential successful applicant should expect to devote a substantial amount of time and effort to their LNAT preparations.

1. More than just an essay 

There is a difference in the testing requirements between Oxford law and Cambridge law. Unlike Cambridge, the Oxford LNAT admissions test entails more than writing an essay. This might work in your favour because the LNAT allows you to display analytical, inferential, and reading speed abilities. Don’t give up too soon though, if you’re having trouble getting acclimated to the LNAT; nonetheless, keep in mind the variations between Oxford and Cambridge while deciding where to apply.

2. Taken before the interview 

Admissions tutors rejected many applications before the interview stage at Oxford. Because you take the LNAT before the interview, your score will be one of the factors that instructors consider when determining who to invite to the interview. As a result, passing the LNAT test is quite vital.

How to get into Oxford Law – The Interview Stage

The Oxford law interview will differ from year to year and college to college. You should expect to be pushed and challenged by your interview. The interviewers will also encourage to stretch and develop your ideas and arguments as well as respond to new information and questions. The interview process is about testing your skills and suitability to be a law student at Oxford. It is not so much about what you know but what your skills are. You might try and demonstrate …

• Cogency of argument
• Responsiveness to new questions and lines of thought
• Ability to sustain an argument
• Logic and analysis
• Your ability to structure your thoughts in an organised manner
• Awareness of counter arguments and different angles

There are numerous ways to prepare. Here are some top tips to prepare using:

• Obtaining permission from your teachers or peers to conduct a mock interview. Have them ask you multiple questions you can expect and also ask them to offer an opinion about how they think you responded
• Watching law interviews from Oxford and Cambridge on the internet. Try to react aloud and also compare your answers to those of the model ones
• Having your friends and family question you about your personal statement is a good idea.
• Conducting research on the issues you mentioned in your personal statement
• Keeping up with current events and news
• Read over your personal statement and make a list of three questions you don’t not want the interviewers to ask you. Then allow yourself 30 seconds to respond.

A Summary of all the Requirements

The most important thing to understand about the Oxford law admissions process is that it is made up of several elements; no single portion is the be-all and end-all, and the procedure accommodates applicants who excel in other areas. That said, the application is quite competitive, and you should give it your all to succeed at every stage. Remember that whether you are accepted or not, the application

→What is the law programme at Oxford?

The law programme at Oxford is a rigorous and highly respected course of study that covers a wide range of legal topics, including public law, contract law, criminal law, and more. Moreover, the programme is offered as an undergraduate degree, a graduate degree, and as part of the Joint Honours programme.

→What are the admission requirements for studying law at Oxford?

The admission requirements for studying law at Oxford vary depending on the level of study. Generally, applicants are required to have a strong academic record, including top grades in relevant subjects, such as English, History, and Politics. Additionally, applicants must submit a personal statement, letters of recommendation, and may be required to sit an admissions test and/or attend an interview.

→What is the community like for law students?

Law students at Oxford are part of a diverse and supportive community of scholars. The university also has a range of social and cultural activities, including student-run clubs and societies, that offer opportunities for students to engage with each other and the wider community.

→What resources are available?

Law students at Oxford have access to a range of resources, including state-of-the-art libraries, research centers, and support services such as academic advising and career services.

→What opportunities are available?

Law students at Oxford have access to a wide range of opportunities, including internships, moot court competitions, and study abroad programs. Additionally, the university has a strong network of alumni working in the legal profession who can provide mentorship and career guidance.

→What is the job outlook for law graduates?

Law graduates from Oxford are highly sought after by employers in a range of fields, including law firms, government agencies, and non-profit organizations. Many graduates go on to pursue further study or work in international legal settings.

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A specific aspect of College life which I really benefitted from in my first year was playing for the Trinity College football team. I would be sure to organise my tutorials around a Wednesday afternoon kick-off to ensure I could play as many games as possible. 11-a-side football took place in Michaelmas (first term) and Hilary terms (second term), with a league game most Wednesdays, and Cuppers fixtures (the inter-college cup) slotted in wherever possible.

For example, I remember having a 9am ‘Criminal Law’ tutorial most Wednesday mornings, fitting in some post-tutorial reading, and then heading to our sportsground on Marston Road for 1pm. This was often followed by a team drink at the nearest pub, before heading back to the library before dinner in the Dining Hall. College sports are always a great way to get involved in College life and will always be matched with great social events and a chance to meet plenty of people.

Having the option to play a number of sports in a refreshingly laid-back environment was one aspect of my degree that I will always appreciate, and I wish I had played even more sport. 

Exam Preparation:

During exam season, it’s likely that a lot more of your time will be taken up with work and revision, leaving less opportunity to enjoy the more recreational aspects of university life outlined above.

That said, every other student will be in the same boat, leaving great opportunities to socialise alongside your work. Whether you go to the library with friends every day, or plan evening or lunchtime walks, or take it in turns to cook dinner with your friends each day, do make sure you don’t just lock yourself away for the whole exam period!

First year Law ‘Moderations’ or ‘Mods’ (an Oxford term for first year exams in several subjects) consist of papers in ‘Constitutional Law’, ‘Criminal Law’, and ‘A Private Introduction to Roman Law’. These subjects are taught across Michaelmas and Hilary terms, with exams traditionally being held in the ninth week of Hilary term. 

A typical day during exam season for me would go something like this: I’d revise with flash cards and past papers for most of the day in my College library, making sure to factor in enough breaks to keep me both productive and happy. I’d also make sure to plan evenings off each week.

I was especially glad to live in the centre of Oxford and in-college during first year exam revision, as it made maintaining a balance between work and life that bit easier.

I hope this article has helped to give you a feel for the day-to-day realities of an Oxford Law degree – it’s a lot of fun, but at the end of the day we are also all there to get a degree, and the work is intense.

If you’d like to learn more about the academic realities of a Law degree, you might like to check out our Online Law Research Internships – these offer high school students the opportunity to co-author an undergraduate-level research paper on a cutting edge topic alongside an academic in their field.

Jamie is a recent Law graduate of Trinity College, University of Oxford. Alongside his writing work with OxBright, offering first-hand advice for those looking to study Law at university, Jamie works at a MedTech firm as an IP Law Assistant, helping to manage their IP portfolio.

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Impressive response to Law Essay Competition

In May we launched a new Pre-Law Residential Essay Competition to encourage UK Year 12 school students to consider studying Law at Oxford .

The essay title was '"Lying is wrong." Discuss.'

We were delighted by the response: we received 62 entries in total, and the overall quality was extremely high. The essays were judged on clarity of structure, argument and style, and effective use of relevant information and ideas.

The 15 winning entries can be read via the links below, and the authors of these essays have joined us for our Merton Pre-Law Residential taking place this week. The event includes attendance at our Open Day, overnight accommodation, academic taster sessions with our Law tutors, and activities with current Merton Law students.

Many thanks to all those who participated – we enjoyed reading all of the entries, and are grateful to you for the time and effort you put into your submissions.

If you’re interested in studying Law at Merton or at another college in Oxford do come along to an Open Day – the next one takes place on Friday 14 September – or contact our Schools Liaison & Access Officer, Andrew , we’d love to hear from you.

The winning essays

• Nathan Barnard
• Alice Beveridge
• Ben Connolly
• Thomas Crabtree
• Roman Evans
• Amy Hornsby
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Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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How To Choose An Oxford College

Aspiring lawyers often want prestigious law schools on their CVs. Oxford Law is a great place to start – as part of this process, you must consider colleges.

Our Insider's Guide To Oxford Colleges

• Gain insight into studying law at Oxford
• Get to know the Oxford College System
• Discover the key factors when choosing a college

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Interested in applying to the University of Oxford for your law undergraduate degree ? This article outlines some key facts alongside detailed information about college choice.

Oxford Law: An Introduction

Before looking at which college at Oxford suits you, it is useful to have a brief look at some key facts about studying Law at Oxford in general (for a longer, detailed breakdown of Law at Oxbridge as a whole, see our page on Oxbridge law ).

The University of Oxford is known for being an incredibly prestigious institution. As of 2023, it is ranked as the best university in the world across numerous league tables, and has a reputation respected across the globe.

The Law Faculty at Oxford is particularly renowned. Alumni include Lord Neuberger (previous Supreme Court President), Lord Sumption (a hugely influential Supreme Court judge) and Lord Denning (arguably the most famous English judge of all time).

Entry is very competitive – for the last 3 years admission has sat around 12% (almost 2000 applicants for around 200 places). A range of courses are offered , including the BA Jurisprudence (the most common choice – a qualifying law degree despite the lack of an ‘ LLB ’ title). There are also a number of 4-year options including a year abroad, where  students study Law with a language (e.g. Spanish or French ).

A place at the University of Oxford’s Law School is guaranteed to develop both your academic skills (for example, your essay-writing abilities through the unique tutorial systems operated by Oxbridge) and your network , which will be invaluable as you progress into the workplace, whether that be outside of law, or as a solicitor or barrister .

Oxford College System

As part of your application to Oxford (generally, not just for Law), you will be asked on your UCAS form which college you want to apply for. To clarify, upon admission to Oxford, you become a member of both a college within the university and a faculty – so you might live in Christ Church College and study at the University of Oxford Law Faculty, for example. The subject is certainly the most important part, and your college choice should be secondary.

Leading on from that, it is worth highlighting rule number one – don’t overthink your college choice. The main reason for this is that many students who do get a place end up at a different college to the one for which they applied anyway (some years as high as 50%) due to a ‘pooling’ system. This ensures the best candidates get in regardless of which college they applied to – in other words, your choice of college will never affect your chances of admission to the university as a whole.

Some students will even be so disinterested in college choice that they simply submit an ‘open application’ (‘send me to whatever college, I don’t mind’). As already stated, your odds of admission to the university do not change.

If you are interested in learning more about each college and understanding the differences, however, you may discover that you have at least a small preference for some over others – this article outlines a range of factors which you could consider.

One of the most important, and yet overlooked, factors differentiating Oxford colleges is the cost. The university does not standardise the prices across each college for expenses such as accommodation and food. As a result, some colleges will be charging almost twice as much for rent as others – this could be a huge difference for some students, and so is worth looking into in detail.

Linked to this point is the idea of college budgets – some are far wealthier than others (look at their ‘endowments’ online for a starting point), and the wealthier colleges (e.g. Christ Church, St John’s, Magdalen, etc.) tend to subsidise the costs above more heavily. Aside from minimising those outgoings, wealthy colleges will often provide more generous financial support for underrepresented students (for example bursary schemes, although some, such as Crankstart, are standardised by the university as a whole).

Accommodation

Each college has their own unique setup for accommodation. There are two key points to consider here. First, what is the accommodation like in terms of quality? En-suites? Room sizes? These factors may be important to some students.

Second, you might want to consider whether the college you are looking at offers accommodation for all years of your degree, or whether they will require you to move off-site and source private accommodation in Oxford at some point (as is common with many colleges, often during your second year). Some students prefer the independence of moving out for a year, but most generally consider it an (expensive) inconvenience to arrange.

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This is an important factor for many students. While Oxford is generally a very walkable city, and most colleges are very close to the city centre (for example Jesus or Exeter), other colleges are actually some distance out (for example St Hugh’s or Lady Margaret Hall).

There are pros and cons here – although Hugh’s students might need a bike to get into the city centre, for example, these ‘further out’ colleges tend to have larger, natural grounds around their buildings, which some students are attracted to.

College Size

Different colleges at Oxford have very different student population sizes. For example, Regent’s Park has 166 undergraduates in the last data – St Edmund Hall (‘Teddy Hall’) has 414. Think about whether you want a very tight-knit college community, or whether you would prefer somewhere with a large number of students.

Leading on from our last point, different colleges simply ‘look’ very different. If you’re going to Oxford with the dream of dark, gothic academia, you might want to consider places like Christ Church or New College – whereas those seeking something more modern might be interested in alternatives such as St Catherine’s (commonly referred to as ‘Catz’). This is ultimately a very personal choice.

While your teaching is generally standardised and run by the Faculty (for example the Faculty of Law) rather than your college, your tutorials (as opposed to your lectures) will often take place in your college – with the tutors from the Faculty who happen to be based at your college.

As a result, if you have a particular tutor in mind that you would really like to work with closely, it might be worth considering which college they teach at (though you may well end up encountering them at lectures either way).

For students from underrepresented backgrounds in particular, it can be important to maintain a sense of belonging at a place like Oxford – one which has typically been associated with a lack of diversity.

Each year, the university publicly publishes a huge amount of data which prospective students might be interested to read. This includes statistics on which colleges have the most BAME students, for example, or which colleges tend to represent students from working class backgrounds the best.

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Natural Law Theory: Contemporary Essays

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This volume presents twelve original essays by contemporary natural law theorists and their critics. Natural law theory is enjoying a revival of interest today in a variety of disciplines, including law, philosophy, political science, and theology and religious studies. These essays offer readers a sense of the lively contemporary debate among natural law theorists of different schools, as well as between natual law theorists and their critics.

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Guest Essay

Ethan Crumbley’s Parents Were Just Part of a Much Bigger Problem

By Elizabeth Spiers

Ms. Spiers, a contributing Opinion writer, is a journalist and digital media strategist.

James and Jennifer Crumbley never anticipated that their then-15-year-old son, Ethan, would use the 9-millimeter Sig Sauer handgun Mr. Crumbley had bought — ostensibly as an early Christmas present — to kill four students at a Michigan high school. At least that’s the argument their lawyers made in court before Ms. Crumbley, last month, and Mr. Crumbley, almost two weeks ago, were convicted of involuntary manslaughter in separate trials. Prosecutors argued that the Crumbleys did not do enough to secure the gun and ignored warning signs that Ethan was planning to use it.

After every mass shooting by a teenager at a school, there is an instinct to look to the shooter’s parents to understand what went wrong. In the case of the Crumbleys, this seems obvious: Ethan left disturbing journal entries fantasizing about shooting up the school, and stating that he had asked his parents for help with his mental health issues but didn’t get it. His father said the family had a gun safe but the safe’s combination was the default factory setting, 0-0-0.

One factor that’s gotten less attention, however, is how the Crumbleys’ attitudes and actions reflect an increasingly insidious gun culture that treats guns as instruments of defiance and rebellion rather than as a means of last resort.

I’ve been thinking about this case a lot because I grew up in the 1980s and ’90s in a rural part of the Deep South where almost everyone I knew had guns in the house, unsecured, and mental illness was stigmatized and often went untreated. Church was considered a superior venue for counseling, and only “crazy” people sought professional help. If the evidence for criminal negligence is a failure to lock up a gun and ignoring signs of mental illness, many of the adults I grew up around would have been (and still would be) vulnerable to the same charges as the Crumbleys.

It’s convenient and comforting for many people to believe that if it had been their child, they’d have prevented this tragedy. But prison visiting rooms are full of good, diligent parents who never thought their kid would be capable of landing there.

My parents didn’t own a gun safe, but kept guns hidden away from us, which, like many gun owners at the time, they thought of as “secured.” The men in my family were all hunters and the guns they kept were hunting rifles, not AR-15s. (You can’t feed a family with deer meat that’s been blown to bits.) I knew my parents kept a handgun, too, but it was never shown to us, or treated as a shiny new toy.

Gun culture was different then. It would have never occurred to my parents to acquire an entire arsenal of guns and display them prominently around the house, as some people now do, or ludicrously suggest that Jesus Christ would have carried one . They did not, as more than a few Republican politicians have done, send out Christmas photos of their children posing with weapons designed explicitly to kill people at an age when those children likely still believed Santa existed. Open carry was legal, but if you were to walk into the local barbecue joint with a semiautomatic rifle on your back emblazoned with fake military insignia, people would think you were creepy and potentially dangerous, not an exemplar of masculinity and patriotism.

All of these things happen now with regularity, and they’re considered normal by gun owners who believe that any kind of control infringes on their Second Amendment rights. Children are introduced at a young age to guns like the Sig Sauer that Ethan Crumbley used. They’re taught to view guns as emblematic of freedom and the right to self-defense — two concepts that have been expanded to include whatever might justify unlimited accumulation of weapons.

“Freedom” is short for not being told what to do, even though the law very much dictates how and when guns should be used. “Self-defense” is often talked about as a justifiable precaution in the event of home invasion, though home invasions are as rare as four-leaf clovers and do not require an arsenal unless the invader is a small army. (It’s also worth noting that basic home security systems are far less expensive than many popular guns, which suggests that at the very least, some gun owners may be intentionally opting for the most violent potential scenario.) Most important, too many children are taught that guns confer power and can and should be used to intimidate other people. (Relatedly, any time I write about gun control, at least one gun owner emails to say he’d love to shoot me, which is not exactly evidence of responsible gun ownership.)

Mass shooters often begin with a grievance — toward certain populations, individuals they feel wronged by, society at large — and escalate their behavior from fantasizing about violence to planning actual attacks. A study from 2019 suggests that feeling inadequate may make gun owners more inclined toward violence. In the study, gun owners were given a task to perform and then told that they failed it. Later they were asked a number of questions, including whether they would be willing to kill someone who broke into their home, even if the intruder was leaving. “We found that the experience of failure increased participants’ view of guns as a means of empowerment,” wrote one researcher , “and enhanced their readiness to shoot and kill a home intruder.”

The study hypothesized that these gun owners “may be seeking a compensatory means to interact more effectively with their environment.”

Good parents model healthy interactions all the time. If their kids are struggling with a sense of inferiority or are having trouble dealing with failure, we teach them self-confidence and resilience. Parents who treat guns as a mechanism for feeling more significant and powerful are modeling an extremely dangerous way to interact with their environment.

What’s particularly hypocritical here is that the most strident defenders of this culture skew conservative and talk a lot about what isn’t appropriate for children and teenagers. What they think is inappropriate often includes educating kids about sex, about the fact that some people are gay or transsexual and about racism. It’s a perverse state of affairs: Exposing children to simple facts is dangerous, but exposing them to machines designed to kill is not. You can’t get your driver’s license until you’re a teenager, or buy cigarettes and alcohol until you’re 21, but much earlier than that, kids can, with adult supervision, legally learn how to end someone’s life.

Parents can’t ensure that their child won’t ever feel inferior or disempowered, or even in some cases become delusional or filled with rage. Teenagers do things that their parents would never anticipate every day, even if they’re close and communicative. Some develop serious drug habits or become radicalized into extremism or take their own lives.

One thing parents can ensure is that their children cannot get access to a gun in their house. The only foolproof way to do that is to ensure that there’s no gun in the house to begin with. Barring that, parents can make sure they are not reinforcing a toxic gun culture that says that displaying and threatening to use lethal machines is a reasonable way to deal with anger or adversity. That message makes the idea of killing someone seem almost ordinary.

That doesn’t prevent school shooters; it primes them.

Elizabeth Spiers, a contributing Opinion writer, is a journalist and digital media strategist.

Source photographs by CSA-Printstock and John Storey, via Getty Images.

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