oxford law essay

• +44 (0) 207 391 9032

Take a look at some of the essays written by our expert academics

We want our customers to feel confident that they're getting the standard of work they need. Take a minute to look through some essay examples, and you'll see why Oxbridge Essays is so many students' first choice.

• Subject: Public International Law
• Type: Critical review

Critically evaluate whether Article 38 of the Statute of the International Court of Justice provides a hierarchical and exhaustive list of the sources of international law.

Article 38 of the Statute of the International Court of Justice provides that: “1. The Court, whose function is to decide in accordance with international law such disputes as are submitted to it, shall apply: a. international conventions, whether general or particular, establishing rules expressly recognized by the contesting states; b. international custom, as evidence of a general practice accepted as law; c. the general principles of law recognized by civilized nations; d. subject to the provisions of Article 59, judicial decisions and the teachings of the most highly qualified publicists of the various nations, as subsidiary means for the determination of rules of law.

• Subject: Equity and Trust Law

In its recommendations to Parliament on aspects of the law relating to the property rights of cohabitees upon separation, the Law Commission in its report "Law Com No 307 : Cohabitation: The Financial Consequences Of Relationship Breakdown”, considered that"…despite Stack v Dowden …the need for statutory intervention remains” (2.12 at page 20)

An implied trust can only arise in the absence of an express trust.2 The starting position in determining the equitable ownership of any property is that equity follows the law: if one person owns 100% of the legal title, they will be presumed to own 100% of the equitable title.3 Implied trusts represent an exception. A resulting trust arises where multiple individuals have each contributed to the purchase price of the property, holding shares in proportion to their financial contribution.4 A constructive trust arises when the parties share a common intention that the party without legal title should have an interest in the land, which that party then detrimentally relies on. 5 Common intention can be established by evidence of express discussions, financial payments towards the property, or from a general course of conduct.6

• Subject: Jurisprudence
• Type: Coursework

'Legal philosophers argue… about an ancient philosophical puzzle of almost no practical importance that has nevertheless had a prominent place in seminars on legal theory: the puzzle of evil law." - Ronald Dworkin, Justice for Hedgehogs (Harvard University Press 2013) p 410 Critically assess this statement and evaluate its relevance, both in terms of Dworkin's own theory and the theories of his critics.

The puzzle of evil law refers to the dilemma which judges find themselves in when asked to apply a rule which purports to be law that happens to be morally reprehensible, such as the American Fugitive Slave Act or the dictates of the Nazi regime. Does the evil rule qualify as law, despite being evil? If it is law, is a judge obliged to apply it, and what is the nature of that obligation? Does the legal nature of the rule have any bearing on the judge’s obligations to apply it? In his book Justice for Hedgehogs, Dworkin characterises this debate as one which occupies much theoretical time but which is nevertheless of little practical importance.1 This essay will critically assess this view and evaluate its relevance, both in terms of Dworkin's own theory and the theories of his critics.

• Subject: Criminal Law
• Type: Essay

Below is a sample legal opinion/ professional advice written for a man charged with a series of criminal offences.

1. XXX XXX is charged with racially aggravated affray, two counts of robbery, having an offensive weapon, possessing a controlled drug, and possessing a controlled drug with intent to supply. He faces trial at Gillingham Crown Court. The preliminary hearing was heard on 8th February 2008 and the Plea and Case Management Hearing is listed for the 21st March 2008. I am asked to advise Mr XXX on the merits of making an application to stay the proceedings as an abuse of process.

• Subject: Tort Law

The only way to explain a law of tort that includes both fault- based and strict liabilities is to accept that "tort is what is in tort books, and the only thing holding it together is the binding' (Tony Weir, An Introduction to Tort Law (2nd edn, OUP, 2006)ix)

This essay will critically examine whether Weir’s position is true. It will identify what appears to distinguish tort from other forms of civil liability, and then examine whether there is any unifying principle explaining why all torts have these common features, with particular focus on explaining how fault-based and strict liability torts can coexist under the same heading.

• Subject: IP Law
• Type: Essay plan

The exceptions to copyright infringement do not provide a fair balance between the rights of the copyright owner and users of copyright works. Critically discuss the above statement with reference to statutory provisions, judicial authorities and academic literature.

This essay will critically discuss the view that the exceptions to copyright infringement do not provide a fair balance between the rights of the copyright owner and users of copyright works.

What is the correct test for liability for those who receive assets dissipated in breach of trust?

The area of law under consideration comprises the personal liability of a third party to a trust who has received and misapplied trust property. Where they have retained the property, or its proceeds are traceable, the deprived beneficiary may have a proprietary remedy. Where the property has been dissipated, however, no proprietary remedy is available and the beneficiary’s claim is in the law of obligation, as a right in personam. It is this head of liability with which we are concerned for current purposes. This area of law is most controversial, with Birks and Lord Nicholls advocating the approach that the Australian courts have recently adopted in Say-Dee Pty Ltd v Farah Construction Pty Ltd, that of strict liability for unjust enrichment. Conversely, the English courts and Professor Lionel Smith take the opposing view that fault is required where a third party receives and misapplies trust property.

• Subject: Corporate Law

'Critically consider the extent to which the case of Prest v Petrodel Resources Ltd in 2013 has permanently altered the law and the effect if any on the meaning of corporate personality.'

The relatively short judgment in the United Kingdom Supreme Court case of Prest v Petrodel Resources Ltd1 (herein, Prest) has garnered vociferous interest from academics and practitioners. Prest was of particular interest because of the legal cross-over between family law and corporate law. Both sides of the profession were affected differently. The solicitors representing the appellant, Prest, stated that ‘the decision is of major importance not only for family law and divorcing couples, but also for company law (…) and, is the most important review since Victorian times’ on the law regarding ‘piercing the corporate veil’.

The Quistclose trust.

Ever since Barclays Bank Ltd v Quistclose,1 trusts have been inferred by English courts where a transferor gives an asset to a transferee for specific purpose and the latter uses the asset for another purpose. However, Quistclose trusts are valid as purpose trusts because there is no ascertainable beneficiary who can enforce the trust at the time of the transfer. The transferor only becomes empowered to enforce the trust in the event that the supposed trustee (the transferee) fails to perform their duties or fulfil the specific purpose. Also, there is no marker by which to measure the existence of the Quistclose trust. The transferor is entitled to take back the asset on the grounds that the purpose for the transfer was not fulfilled by the transferee giving the impression that the asset results back to transferor. However, a careful examination of the decisions that have applied Barclays Bank Ltd v Quistclose reveals that the decisions collectively distort traditional rules of equity. It is uncertain why a trust is inferred from a failed contract when the transferor may simply rely on the remedies for breach of contract. It is difficult to explain why courts continue to hold that a trust arises from the transferee’s failure to fulfil the purpose set in the contract between the transferee and transferor.

• Subject: Employment and Labour Law

Consider the impact of the behaviour of Blue Car Rental's owner, and advise their employees as to their rights.

The Equality Act 2010 ( EA) which came into force on 1st October 2010 replaces and consolidates a number1 of different acts into a comprehensive and wide-reaching ‘unitary’ statute.2 The EA identifies and describes nine protected characteristics from the effects of discrimination .3 The purpose of this paper is to explain how two of these characteristics, race and religion, are treated under the EA in respect of the various actions performed and language communicated by Ian, the employer of Blue Car Rentals Ltd., and any resultant consequences that ramify as a result of his conduct. The paper will also briefly explain some of the potential remedies and actions available to the persons affected by Ian’s behaviour.

• Subject: Medical LAw

Legal Research Task

An example of a 2,500 word legal research piece which is typical of the task required as part of the Bar Vocational Course. This particular piece is on Clinical Negligence and focuses on the law of causation therein.

• Subject: Advocacy

Advocacy Assessment

The Claimant has applied, under Civil Procedure Rules 25.7, for aninterim payment of £20,000 or such sum as the court thinks just. TheDefendant opposes the application.

Legal Research Record

Design and Dress Limited (DDL) has experienced problems due to the alleged harassment of one of their employees, Susie Baker, by another employee, Stephen Harding which, despite internal investigation, has now lead to a formal police report. Can DDL be held be liable for damages in respect of a possible civil claim for harassment; if so on what legal basis and to what degree.

• Subject: Law

Legal Research Answer

The general rule in English law is that a person cannot transfer a better titleto goods than he himself possesses. This rule is often referred to by the Latinmaxim nemo dat quod non habet. Section 21(1) of the Sale of Goods Act1979 (SGA 1979) partially sets out this rule in statutory form, stating that“where goods are sold by a person who is not their owner and who does notsell them under the authority or with the consent of the owner, the buyeracquires no better title to the goods than the seller had

• Subject: Human Rights Law

The conflation of mental disorder with dangerosity in the medico-legal discourse provides legitimacy for the infringement of the human rights of those offenders said to be mentally disordered.

What are the connections drawn between mental illness and dangerousness?

Writing Services

• Custom Essays
• Essay Plans
• Critical Reviews
• Literature Reviews
• Presentations
• Dissertation Title Creation
• Dissertation Proposals
• Dissertation Chapters
• PhD Proposals
• Journal Publication
• CV Writing Service
• Business Proofreading Services

Editing Services

• Proofreading Service
• Editing Service
• Academic Editing Service

Additional Services

• Marking Services
• Consultation Calls
• Personal Statements
• Tutoring Services

Our Company

• Frequently Asked Questions
• Become a Writer

Terms & Policies

• Fair Use Policy
• Policy for Students in England
• Privacy Policy
• Terms & Conditions
• [email protected]
• Contact Form

Payment Methods

Cryptocurrency payments.

• Application Process
• Open Days – 26th and 27th June 2024
• The Tutorial System
• Living in College
• Our Undergraduates
• Undergraduate Courses
• Fellows and Lecturers 2023-24
• Graduate Accommodation
• Graduate Funding
• Graduate Life
• Middle Common Room
• Apply for the Visiting Student Programme
• Working with teachers
• Essay Competitions
• Kent Coast Runs & Other Events
• Quick Contact – The College Office
• Dates of Term & Move-in Dates
• Academic Feedback Form
• Degree Ceremonies
• Academic Transcripts, Letters & Certificates
• Academic Awards & Prizes
• Learning Development & Support Tutor
• Accessibility Guide
• Accident and Near-Miss Report Form
• Accommodation, Grounds & Facilities
• Discipline & Deans
• Chapel & Faith
• Health & Welfare
• IT Services
• Undergraduates
• Being at St Hugh’s
• Studying at St Hugh’s
• Making the most of St Hugh’s
• Emergencies
• Discover St Hugh’s
• The Buildings
• The Gardens
• The College Archive
• Whom to contact about……?
• Visiting the College
• The Lady Ademola Project
• Work For Us
• Our Community
• Staff Facilities
• The College Lodge
• Privacy & Data Protection
• Freedom of Information
• Accessibility Statement
• St Hugh’s College Shop
• Update Your Details
• Your Development Team
• Supporting the College
• Forthcoming Alumni Events
• Alumni Association
• 100 Years of Oxford Degrees for Women
• Alumni Communications
• Alumni News
• Celebration Events
• Meetings & Conferences
• Private Dining
• Accommodation
• The Conference & Events Team
• College Events

Gwyneth Bebb Law Essay Competition

Home → Study Here → Outreach → Essay Competitions → Gwyneth Bebb Law Essay Competition

The Principal and Fellows of St Hugh’s College are pleased to offer a prize of up to £500 for the best essay written in response the question:

Defend one of the following two propositions:

• The deployment of juries as part of this country’s criminal trial procedure should be abolished.
• There is no particular reason for our judiciary to be representative of this country’s population.

No detailed knowledge of English law is required to answer it; indeed, while cases reported in the national media may be referred to, entrants should not look to cite any specific case law or statutes in their work. Rather, they are encouraged to think about things a matter of principle. The judges will be looking out for an entrant’s ability to reason from wider precepts and to construct clear and coherent arguments.

Entry is restricted to pupils who, at the closing date, have been in the Sixth Form of any state-funded school or college for a period of not more than two years.

Entries should be 1500 – 2000 words in length, including any material in the footnotes which is additional commentary or content related to your essay. References or citations in footnotes, and your bibliography, are not included in this word count. You are welcome to use whichever style of referencing you prefer. Essays must be submitted in PDF format.

Instructions for submitting your entry can be found on the right-hand side of this page. The closing date for entries is 5pm on Friday 26th July 2024. Prize winners will be announced online by the end of September.

Please direct any enquiries to [email protected]

2023 winners

First Place

Carmen Buckingham, Y12, Richard Huish College: Are there any legal decisions which judges should not take?

Second Place

Aqsa Mahmood, Y12, Dr Challoner’s High School: Are there any legal decisions which judges should not take?

Third Place

Mariana Fedchyshyn, Y12, Reigate College: Are there any legal decisions which judges should not take?

The winners and a number of those who had done particularly well were invited to tea in College in September.

How to enter the essay competition:

The deadline for entries to the 2024 competition has now passed.

Entrants will be contacted in due course with the outcome of their entry.

Gwyneth Bebb (1889-1921), was one of the first women to be awarded a degree in Law at Oxford, and the first to achieve first-class honours; she was an educational and legal pioneer.

Privacy overview.

Save £500 when you enrol by 30th September!

• 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.

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 . 

• Search Menu

Sign in through your institution

• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Numismatics
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Papyrology
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Social History
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Emotions
• History of Agriculture
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Evolution
• Language Reference
• Language Acquisition
• Language Variation
• Language Families
• Lexicography
• Linguistic Anthropology
• Linguistic Theories
• Linguistic Typology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Modernism)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Media
• Music and Religion
• Music and Culture
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Science
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Legal System - Costs and Funding
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Restitution
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Clinical Neuroscience
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Toxicology
• Medical Oncology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Medical Ethics
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Psychology
• Cognitive Neuroscience
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Ethics
• Business Strategy
• Business History
• Business and Technology
• Business and Government
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Social Issues in Business and Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic History
• Economic Systems
• Economic Methodology
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Management of Land and Natural Resources (Social Science)
• Natural Disasters (Environment)
• Pollution and Threats to the Environment (Social Science)
• Social Impact of Environmental Issues (Social Science)
• Sustainability
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• Ethnic Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Behaviour
• Political Economy
• Political Institutions
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Theory
• Politics and Law
• Politics of Development
• Public Policy
• Public Administration
• Qualitative Political Methodology
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Disability Studies
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

• < Previous chapter
• Next chapter >

16 Gap-Filling as Law-Making in Common Law and Civil Law Traditions Reply to Chiassoni and Huerta

• Published: August 2024
• Cite Icon Cite
• Permissions Icon Permissions

This essay addresses the question of gaps and contradictions (antinomies) in the law, and more particularly against the background of Pierluigi Chiassoni and Carla Huerta’s essay analysing how these phenomena are treated in civil law jurisdictions. As I will explain, there are interesting and important differences between how gaps and contradictions, and especially the latter, are respectively treated in the civil law and common law worlds. Yet from a comparative perspective, perhaps the most significant thing about the treatment of gaps and contradictions in the civil and common law worlds respectively is that both phenomena are rightfully treated as interesting and important in the civil law world, and too often mistakenly treated as uninteresting and unimportant in the common law world. Examining why this is so may reveal intriguing differences between the common law and civil law mindsets. Doing so is the principal goal of this essay.

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code
• Add your ORCID iD

Institutional access

Sign in with a library card.

• Sign in with username/password
• Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

• Oxbridge Law 24/25 Entry
• Non-Oxbridge Law 24/25 Entry
• Oxford PPE 24/25 Entry
• Oxbridge Economics 24/25 Entry
• Oxbridge Modern Languages 24/25 Entry
• Cambridge Land Economy 24/25 Entry
• Oxbridge Psychology 24/25 Entry
• Oxbridge English 24/25 Entry
• Oxford Human Sciences 24/25 Entry
• Oxbridge History 24/25 Entry
• Oxbridge Geography 24/25 Entry
• Cambridge Philosophy 24/25 Entry
• Oxbridge Classics 24/25 Entry
• Cambridge Architecture 24/25 Entry
• Cambridge HSPS Programme 24/25 Entry
• Oxbridge Medicine 24/25 Entry
• Oxford Biomedical Sciences 24/25 Entry
• Oxbridge Engineering 24/25 Entry
• Cambridge Natural Science 24/25 Entry
• Oxbridge Maths 24/25 Entry
• Oxbridge Computer Science 24/25 Entry
• Oxford Physics 24/25 Entry
• Oxford PPL 24/25 Entry
• Cambridge Veterinary Science 24/25 Entry
• Oxford Chemistry 24/25 Entry
• Oxford Biology 24/25 Entry
• Oxford Biochemistry 24/25 Entry
• Non-Oxbridge Medicine 24/25 Entry
• Non-Oxbridge Dentistry 24/25 Entry
• IMAT Medicine 24/25 Entry
• Can’t Find Your Subject?
• Law Interview Programme
• PPE Interview Programme
• Economics Interview Programme
• Oxbridge Medicine Interview Programme
• Natural Science Interview Programme
• Engineering Interview Programme
• Maths Interview Programme
• Dentistry Interview Programme
• Medicine MMI Interview Programme
• Our Guarantee

Our Students

Student Success Stories

• University Access Scheme
• New Tutor Application Form
• Frequently Asked Questions
• How Does It Work?

Enrol on an Oxbridge Programme before 31st July & benefit from a complimentary session with an Oxford University lecturer. Schedule your consultation here today.

Enrol on an Oxbridge Programme before 31st July & benefit from a complimentary session with our study psychologist (an Oxford University lecturer). Schedule your consultation here today.

• +44 (0) 208 068 0438
• [email protected]

SCIENCE PROGRAMMES (25/26 ENTRY)

HUMANITIES PROGRAMMES (25/26 ENTRY)

GET STARTED

Can't find your subject?

OXFORD TESTS (25/26 ENTRY)

CAMBRIDGE TESTS (25/26 ENTRY)

MEDICINE TESTS (25/26 ENTRY)

View Our Free admissions guides & resources

How UniAdmissions Cracked The Oxbridge Formula

Applying for Oxbridge is an opportunity seldom approached correctly. So how do you enter the top 16% of a strong cohort of applicants that get an offer? Discover how UniAdmissions get 2/3 of our students in.

2024 UCAT Exam Structure: Sections & Timings

The UCAT is divided into five sections, each containing a set of questions that need to be answered within a specific time limit. Discover what these sections entail and what to anticipate during the test.

Inside The UniAdmissions Portal: The UA Advantage

UniAdmissions students have access to the world's first dedicated Oxbridge admissions preparation platform, and this guide will help you discover exactly how the Portal will help you get your offer.

Discover all guides

ABOUT UNIADMISSIONS

Learn about who the world's first Oxbridge prep school are.

Learn about the Portal; the heart of our Programmes.

UniAdmissions' Foundation

The Foundation is our charitable arm to support disadvantaged students.

Students & Tutors

Discover who a UniAdmissions student is and our admissions criteria.

Learn about our high-performing Oxbridge tutors.

We're proud of our alumni. Read about their journey with UniAdmissions here.

Admissions Resources

Free Admissions Guides

Visit our Learning Centre and read our in-depth free guides.

We are the world's biggest Oxbridge application publisher. Learn more here.

Teachers Learning Hub

Learn about how to help your students get their place at Oxbridge.

Get Started

• Access Student Portal
• Oxbridge Programmes
• Open Day Webinar
• Tutor Application Form
• Common Questions
• Download Our Prospectus

Successful Personal Statement For Law At Oxford

Last Updated: 6th April 2022

Author: Chloe Hewitt

Table of Contents

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it. 

Today, we are looking through a Law applicant’s Personal Statement that helped secure a place at Oxford University. The Law Course at Oxford offers a world-class opportunity to develop a diverse set of skills which you will be able to apply in many different situations.

Read on to see how this candidate managed to secure an offer from a world-class department.  

Here’s a breakdown of the Personal Statement (the applicant uses most of the 4,000 characters available):

SUCCESSFUL?

The universities this candidate applied to were the following:

Enrolling on our Oxford Law comprehensive Programme will help you perfect your Personal Statement.

When you enrol in our  Oxbridge Law Premium Programme , you’re getting the best possible support for all aspects of your application. Your tutor will give you actionable feedback on your Personal Statement drafts, with insider tips on how to improve and make your  Personal Statement Oxbridge quality  for the best chances of success.  

Discover our Premium Programmes today to learn how you can enrol and triple your chances of success .

Law Personal Statement

Law is a set of rules and guidelines imposed upon a society which reflect its moral consciousness, guided and guarded by the judiciary. I believe everyone has the right to be judged objectively by their own laws. I am fascinated by the process of examining legal arguments, by how the outcome of a case hinges on presentation of the evidence and by the law’s status as the ultimate arbiter of ‘justice.’ It is this desire to study the analytical process and underlying principles of jurisprudence that motivates me to study law academically.

Preparing for my extended project, I studied Plato’s Republic and how his analyses of different societies are relevant to modern Britain. Examining the common flaws between our own society and those depicted in Republic made me appreciate the subtlety of the law in its present-day form: many of Plato’s proposed solutions to these flaws undermined what are viewed today as personal rights. This led me to reflect on how laws protect us, and also how their intricacies create a doctrine to which people adhere, both complying and incorporating it in their own morality.

Investigating Plato’s ideal political system, I considered the contrast between how his laws were devised and their status in our own society. Plato’s ‘Guardians’ (not unlike our own judiciary) were relied on both to codify and interpret the law. While their decisions were considered to be benevolent, society was expected to conform to laws dictated by a separate class. The situation in the UK is quite different: statute law, as well as case law, often reflects current popular opinion. Sarah’s law (the parents’ right to check the criminal record of any carer for their child) was the direct result of a popular campaign. Whether it is better to have a system of laws that evolve with society or one that is dictated by a separate body is just one example of the ethical questions behind the law that intrigue me.

Seeking experience in the area of law that first attracted me, I assisted a criminal barrister in a Bristol chambers, including client interviews for petty offences and note taking in Crown Court, where we were prosecuting an alleged serial attempted rapist. The defendant’s decision to dismiss his lawyers to defend himself brought home the need for a professional intermediary to ensure fair interaction of the individual with the protocol of the law. Examining case files while shadowing a Queen’s Counsel specialising in public and taxation law, I was struck by how even the most powerful individual or company is still bound to observe the law. I sought exposure to corporate and commercial law with a local solicitor, where I worked through a practical example of employment law to determine whether a client had a case. This close reading of legal documents was a rewarding and stimulating experience, confirming my commitment to study law.

Captaining rugby teams at school (now 1st XV), club and county level, I have learned how to listen and how to lead; understanding and incorporating others’ opinions or feelings in my interaction was key to encouraging progress for the individual or group, to motivate them and help them achieve their own potential. I developed these skills further mentoring in French and as a Sports Ambassador for local primary schools.

Rugby is like society: there are fixed laws that define the game and how it is played, but they are constantly tested by the flair of the players. As a result, the referee must both interpret and enforce the application of those laws; in Plato’s terms, he is both guardian and auxiliary. The application of the law to dynamic situations and how different outcomes might be achieved depending upon points of interpretation has fascinated me for years.

I am strongly motivated to study the law’s mechanics and with this passion, combined with the necessary determination and underlying skills, I will relish the task of appreciating and mastering law as an intellectual discipline in its own right.

Access "The Big Book Of Oxbridge Applications" For FREE

Your Personal Statement is only one step in your Law application, so discover everything you need to know in The Big Book Of Oxbridge Applications , available for free here! Through over 350 pages , you will find:

• 28 example Oxbridge Personal Statements
• Over 40 admissions test practice questions
• Interviews with Oxbridge students and graduates
• Additional downloadable resources

Fill in your details below to claim your digital copy today!

Good Points Of The Personal Statement

This is an impressive personal statement in many regards and was clearly well received. The student opens with a definition of law, but then goes on to interpret what they understand it to mean, and by doing so has given some insight into their personality and understanding. It is clear from the outset that the student’s interest is an academic one, and this will gain them favour from top academic institutions if sustained. The discussion of the student’s extended project is given a clear legal dimension, and the student competently makes cross-links, which display their strong grasp of sources of UK law- having a current example to underline this point. In this instance, the discussion of work experience complements the academic interests well because of the way the statement is structured – by saving work experience till later, the student made clear that their primary focus is academic and intellectual, but they do have a commitment to engaging with the subject at a practical level.

Bad Points Of The Personal Statement

Having two paragraphs about rugby probably gives the sport more attention than is necessary. Moreover, while the student has endeavoured to present all their skills as relevant to law, the links can read as somewhat tenuous, particularly in the sporting examples. Replacing one of these paragraphs with one about some wider reading in a purely legal area of interest (as opposed to reading as part of the extended project) would have been a more beneficial addition.

UniAdmissions Overall Score:

This is an extremely strong personal statement. The student clearly gets across their interest in studying law, but more than this it is unquestionable that their interest is in studying law as an academic discipline rather than practicing law as a career once they have graduated. Structurally the statement flows well, and covers sufficient facets of the student’s activities and interests to explain why they want to study law and why they would be successful in doing so. The only real improvement to be made would be to add discussion of a time the student engaged in academic reading or research into a legal topic beyond what is required of them in their studies.

This Personal Statement for Law is a good example of demonstrating motivation and development which is vital to Admissions Tutors.

Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

There are plenty more successful personal statements and expert guides on our Free Personal Statement Resources page.

Successful Personal Statement For Law At Cambridge

Successful personal statement for economics & management at oxford, successful personal statement for natural science (physical) at cambridge, successful personal statement for economics at cambridge, successful personal statement for land economy at cambridge, successful personal statement for chemistry at oxford, successful personal statement for geography at oxford, successful personal statement for classics at oxford, successful personal statement for classics at cambridge, successful personal statement for engineering at cambridge, successful personal statement for philosophy at cambridge, successful personal statement for veterinary medicine at cambridge, successful personal statement for psychological and behavioural sciences at cambridge, successful personal statement for psychology at oxford, successful personal statement for history at oxford, successful personal statement for physics at oxford, successful personal statement for cambridge mathematics and physics, successful personal statement example for computer science at oxford, successful personal statement for english at cambridge, successful personal statement for oxford english language and literature, successful personal statement for modern languages at oxford, successful personal statement for engineering at oxford, successful personal statement for natural sciences (biological) at cambridge, successful personal statement for ppe at oxford, successful personal statement for dentistry at king’s college london, successful personal statement for medicine at cambridge.

The World’s First Oxbridge Preparatory School

Welcome to UniAdmissions, the first world’s Oxbridge preparatory school with an Oxbridge success rate of 57%  and  with over 500+ UniAdmissions students placed at Oxford and Cambridge.

 Our Law Premium Programme prepares you for every part of your application, including your Personal Statement, through one-to-one tuition sessions, intensive courses, and more. 

Discover our Law Premium Programme for comprehensive admissions support by booking a free consultation or clicking the button below to enrol and triple your chances of success .

UniAdmissions students placed at Oxford And Cambridge

Continue learning about Oxbridge...

Successful personal statement for medicine at oxford university.

Writing a Medicine Personal Statement for Oxford? If so, you’re in the right place! In this post, we go through…

Writing a Law Personal Statement for Cambridge? If so, you’re in the right place! In this post, we go through…

What A-Levels Do I Need To Study Law?

Thinking of applying for Law at university? Understanding what A-Levels to take to guarantee the best chances of getting a…

AI Writing & UCAS Personal Statements: What You Need To Know

When it comes to writing in the 2020s, AI-Generation has become one of the most important issues for many industries,…

Oxbridge Personal Statements: A Complete Teacher’s Guide

As a teacher, you will support students with their UCAS Personal Statements every year, but what about Personal Statements for…

UCAS Personal Statements Are Changing in 2025

On January 12th 2023, UCAS announced that the traditional Personal Statement would be replaced by a multi-question form for university…

The Secrets to Oxbridge Admission.

• We cracked the Oxbridge formula . Find out what we discovered here.
• Looking for application support? Don't work with a random tutor. This is what you need to know first.
• Get up-to-date Oxbridge advice with our webinars. Follow our Open Days led by our experts and stay updated.

What We Can Learn From Tim Walz and His Son, Gus

More from our inbox:.

• Is Trump Funny?
• Kennedy’s Endorsement of Trump
• Using Antitrust Law to Encourage New Competitors

To the Editor:

Re “ Tim Walz, Protect My Son as You Do Yours ,” by Tina Brown (Opinion guest essay, Aug. 24):

Thank you, Tina Brown, for expanding readers’ understanding of neurodivergent persons. As the proud father of a 14-year-old son with developmental disabilities, I, like Ms. Brown, recognized Tim Walz’s son, Gus, as “one of ours” — a sweet, sensitive-looking, neurodivergent person who appeared somewhat unsure of himself during his father’s nomination acceptance speech.

When Gus met his father’s declaration of love for him by standing up, pointing at the stage and shouting through tears “That’s my dad!,” my heart exploded.

My son’s third-grade teacher once asked his class of various neurodivergent children, “What do you want to be when you grow up?” He responded, “I just want to be a good dad.” I have never felt more recognized and honored in my life.

Neurotypical people have something important to learn from Gus Walz’s unfiltered love, my son’s thinking and Ms. Brown’s son’s (Georgie’s) matter-of-fact honesty. In our constant reading of others, we can miss the truth of our own experience.

Paul Siegel New York The writer is a professor of psychology at Westchester Community College and Purchase College, SUNY.

Who knew that Tina Brown and I might ever have anything in common, let alone that we could share a gigantic part of our emotional makeup as parents of neurodivergent children. The cult of Trump has amply demonstrated what Ms. Brown, Gwen and Tim Walz, and countless other devoted parents like us already know: Too many of the cruel, tiny-minded bullies who mocked and stalked our kids starting in early childhood have grown into adults who are just like that.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

Admission requirements for 2025 entry

Below is a summary of each course’s requirements.

● Essential

■ Recommended

▲ Helpful – may be useful on course

Please check the course page for details.

Read everything you need to know about  applying to Oxford .

Can't find what you're looking for.

Try our extensive database of FAQs or submit your own question...

FAQs- Courses

Follow us on social media

Follow us on social media to get the most up-to-date application information throughout the year, and to hear from our students.

Christopher Hare

Christopher Hare is an Associate Professor of Law and a Fellow of Somerville College. Christopher was an undergraduate at Trinity College, Cambridge and was in the first cohort of students to spend their third year at the University of Poiters, France. He then spent a year at Harvard Law School (LLM) and read for the BCL at Brasenose College.

Christopher initially practised as a barrister at 3 Verulam Buildings, Gray's Inn before moving to a fellowship and college lectureship at Jesus College, Cambridge.

He has spent the last seven years in New Zealand, where he was a Senior Lecturer in the Law Faculty at the University of Auckland. Christopher's teaching and research interests lie broadly in the law of obligations and the corporate and commercial law fields, with particular focus on domestic and international banking law, corporate finance, and shareholder remedies.

Publications

Research interests.

Law of obligations and the corporate and commercial law fields, with particular focus on domestic and international banking law, corporate finance, and shareholder remedies.

Research projects & programmes

Options taught, winner announced: hogan lovells equality and diversity essay competition 2021, equality and diversity essay competition for oxford law undergraduate students launched.