essay competition london

Applications open for 2023 entry Apply online now

Northeastern University London Essay Competition: Previous winners

Northeastern university london essay competition.

Every year Northeastern University London celebrates the wealth of excellent essays from Year 12 students from a variety of schools. Each year we shortlist many of these essays for their highly commendable work, as well as announcing the winners.

Take a look at our previous winners:

Royal Commonwealth Society.png

THE QUEEN'S COMMONWEALTH ESSAY COMPETITION

The Queen's Commonwealth Essay Competition 2022 is now closed! Thank you to everyone that has entered this year's competition! We are delighted with the number of young people from across the Commonwealth that have taken the time to enter the competition and we look forward to reading the thousands of submissions! Judging of the entries will now commence with results to be announced in the coming months. For up-to-date announcements make sure to follow us on our social media accounts (@RoyalCWSociety).

If you have a query related to your entry please send an email to [email protected] with the relevant details. Please note that due to the level of entries it may take the team a few days to respond.

The Queen's Commonwealth Essay Competition is supported by the Lagos State Government.

essay competition london

Immerse Education

essay competition london

100% scholarship award for Cambridge, Oxford, Sydney & London Summer School Essay Competition.

Deadline: 31st August 2023 | Register for the blog competition

essay competition london

What is the Immerse Education Essay Competition?

The Immerse Education Essay Competition provides the opportunity for students aged 13-18 to submit essay responses to a question of their choice relating to a subject of interest. There are over twenty questions to choose from which can be found in our full Essay Competition Guide. 10 winners will receive a 100% scholarship to study with us at a world-leading university of their choosing. Outstanding runners-up also receive partial scholarships .

Essay competition timeline

Who can apply?

The Immerse Education Essay Competition is open to students worldwide of all nationalities. You must be aged between 13-18 during the summer of 2024 (for the up-and-coming 2024 Round 1), or aged 13-18 during the summer of 2025 for 2024 Round 2.

List of Essay Topics

Reviews and Winners

essay competition london

10 winners will receive a 100% scholarship

Take a look at previous essay competition winners.

essay competition london

Runners Up will be awarded partial scholarships of up to 50% to study their chosen subject with Immerse. The number of runners-up will be determined by the number of entries received, and the quality of the work submitted. Usually, around 7% of entrants receive scholarship funding to attend an Immerse programme.

Which programmes can the scholarship be redeemed against?

essay competition london

London Summer School

Our industry-focused experience taught by professionals, based in the heart of London - one of the most exciting cities in the world.

essay competition london

Cambridge Summer School

Our most popular summer school location - choose from over 20 different subjects taught by expert academics from world-leading universities.

essay competition london

Oxford Summer School

The city of dreaming spires plays host to a number of Academic Insights programmes. Choose from subjects such as medicine, international relations, business and more.

essay competition london

Online Insights

Taking the highlights of our award-winning "Academic Insights" programme online. Receive expert teaching from Oxbridge academics in a choice of university-level subjects.

essay competition london

Online Research Programmes

Receive 1:1 tutorials from academics at Oxford and Cambridge University or Ivy League Universities. The aim of these programmes is to develop a university-style academic research project in a topic of your choice - developing key skills such as academic writing, independent study and research.

essay competition london

Sydney Summer School

Experience our Academic Insights Programme from the University of Sydney, one of the most prestigious institutions in the world. Engage in a unique collegiate educational experience, and choose a course from a range including Business Management, Engineering, Medicine and more.

Read about the experience of past winners below

essay competition london

Immerse alumni, and scholarship winner

"Immerse was very fun as well as useful. You were able to experience what it would be like if you studied here for university. The most beneficial part of the course was being able to see what International Relations is like, and it helped me decide what I want to study in the future."

essay competition london

100% Scholarship Winner

I really wanted to go to summer school this year, and so I literally was searching for summer school opportunities and Immerse is one that came up. Through this, I found out about the competition and I decided to submit an answer. Immerse was very helpful whilst I was writing my essay, especially with things like the referencing guide. When I got the scholarship email, I definitely thought it wasn't real. I was in shock, but I was also really, really happy because it’s a once in a lifetime opportunity.

essay competition london

"I loved the little conversations we had when a question about the topic turned into explanations of the ethical, personal and economic issues that surround medicine. Overall, I found my lessons very beneficial. I know so much more about medicine and its different subsets, but also about what a career in medicine really looks like."

essay competition london

“Throughout the academic sessions I gained lots of valuable knowledge and helped form foundations for my A-level studies. I also received many slideshows and resources used by my tutor so that I could review them in my own time and reinforce the content. Overall, I strongly believe that the academic sessions were the most beneficial aspect of the programme."

essay competition london

"I enrolled because I wanted to expand my knowledge of physics and meet other people with the same interests as myself. Both of which I was successful in doing! My favourite aspect of the programme was the small class sizes - this helped both the tutor and students with learning and understanding the subject."

essay competition london

I could see that the essay competition was an incredible opportunity for international students to win a scholarship purely based on merit. More importantly, after doing some more research, I realised that the process for choosing winners was incredibly fair, that everyone would get an equal chance regardless of their socio-economic background, race, nationality, gender, etc.

essay competition london

There is no downside to entering the competition. If you win, it is awesome. If you don’t win, you gained an experience. Entering the competition and working as hard as I did for it was one of the most gratifying experiences. From this competition you really get what you put into it, if you put in a lot of effort, you will be rewarded.

essay competition london

My school invited everyone to participate, and the further I read about Immerse Education, the more motivated I was to enter the competition. Not only did I have the chance to study a subject I love, I would also be able to expand on my essay skills since writing has always been a passion of mine.

Hear from a previous 100% winner

Frequently Asked Questions

Who can enter the immerse essay competition.

The Immerse Education Essay Competition is open to entries from young people aged 12-18 interested in all subjects, from Architecture to Medicine, Creative Writing to Film Studies. If participants are successful, they should be aged 13 and above before the start of their programme.

What resources do you provide to support with essay writing?

Immerse provides a full essay-writing guide which is sent to your E-mail address once you register your interest in the competition. This guide includes a full list of essay questions, our essay specification, top tips for writing an academic essay, referencing guidance, our terms and conditions and guidance on plagiarism! You can also register for our upcoming webinar, "Top Tips for Entering the Immerse Education Essay Competition" which will be held on Thursday 27th April 2023 from 5pm to 6pm UK time. You are also welcome to check out our "creative writing resources"

Why should I enter the Immerse Education Essay Competition?

If i win a scholarship, which location can i use it for.

If you win a scholarship via the Essay Competition you can use it toward any residential course in any of our locations. Use your scholarship to enrol on one of our renowned online programmes or enriching residential programmes in Cambridge, Oxford, London or Sydney summer school programmes.

Do I need to pay or enrol onto a programme to be able to enter the competition?

No, there is no entry fee and you do not need to have already enrolled onto any of our programmes to take part in the essay competition.

When is the deadline for the Essay Competition?

The deadline for all essay entries for 2023 programmes is 4th January 2023. We'll be announcing the next essay competition for 2024 programmes soon.

Register to receive free Essay Competition guidance

The Immerse Education Essay Competition provides the opportunity for students aged 13-18 to submit essay responses to a pre-set question relating to their chosen subject. Join our waiting list to get tips and insight on how to prepare for the competition, essay writing advice and keep track of the deadline as it approaches.

2024 Essay Competition Guidance Materials Will Include

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Department of Greek & Latin

Essay Competition

UCL Greek & Latin run an essay competition for secondary school students

essay competition london

To inspire students to explore the ancient world, the UCL Department of Greek and Latin is advertising an essay competition, for the 2022/23 academic year, with two categories:

Engaging with the essay topics and the suggested bibliography is a great way for students to get a taste of university-level research and to challenge their understanding of the ancient world.

The word limit is 2,000 words, including any footnotes, but not the bibliography. Each student can choose one of the five essay titles, posted below.

The essay competition is open to all school students in the respective years of study, and it does not require previous knowledge of the subject. Students from under-represented backgrounds are particularly encouraged to apply, and we invite students to let us know if they are applying from a 'Widening Participation' background as defined by the Access UCL scheme .

The winning students in each category will receive a prize of £50 for the purchase of books. Two runners-up in each category will receive a prize of £30 for the purchase of books. All participants will receive a certificate of achievement from the UCL Department of Greek and Latin.

Students in their penultimate year of school who attend the outreach summer school and complete an essay to a satisfactory standard will be eligible for a lower-tariff contextual offer (ABB) for admission to our undergraduate degree programmes (Ancient World, Classics) under the terms of the Access UCL scheme .

A special free workshop, with useful advice about researching and writing your essay, will be held on 26 April at 15-16.00 on Zoom. Please register here if you would like to attend.

Instructions

essay competition london

Essay Questions and Bibliography

Some bibliographical references can be found in the questions below. You can also rely on the resources of your local and school libraries. A lot of information can be found online: the website JSTOR in particular, which contains articles published in academic journals, gives you the right to download 100 items for free per month if you register . You will also be able to ask your teachers for help with the research. (JSTOR has a useful introduction to basic research skills that you may find interesting. Websites containing texts and translations of classical sources are suggested below and there is a very useful list of Classical online resources from John Cabot University. The UCL Library webpage is always available and you may also find encyclopaedias like the Oxford Classical Dictionary useful; in fact, Wikipedia often has very useful reading lists.

The Poetics of Aristotle represents the first systematic philosophical theory of literature and drama and their genres in the history of Western culture, and it has profoundly influenced literary criticism and theory, especially from the Renaissance onward. For Aristotle, literary or ‘poetic’ genres constitute a system, which the philosopher justifies and explains with a psychology and an anthropology based around the central concept of mimesis or ‘imitation’. In fourth-century BCE Greece, you cannot construct a theory of poetry without reckoning with the seismic influence and authority of Homer’s epics, which for Classical Greeks formed one of the stable foundations of their culture. Aristotle’s theories are in many ways foreshadowed in the writings of the philosopher’s master, Plato, particularly in those famous passages of the Republic , Ion and Laws where he considers the power of mimetic poetry as a medium of social communication before, at least in principle, banishing it from the City. This essay topic calls on you to read some of the primary texts of early Greek aesthetic theory and to think about the relation, in particular, of tragic drama to Homeric epic: a relationship which, for both Plato and Aristotle, is rooted in central cultural facts about the making and consumption of poetry in ancient Greek society.

Primary sources (any translation; or, if you can, in Greek): Plato’s Republic ( books 2-3 and 10) and Ion ; Aristotle’s Poetics . Texts can easily be found online if you lack access to a library: I particularly recommend the Perseus Digital Library website ( http://www.perseus.tufts.edu/hopper/ ), which is easy to use and very rich.

Secondary sources:

1) Bibliographies: http://www.bunpeiris.org/greek-literature/ancient-literary-criticism/ and https://plato.stanford.edu/entries/plato-aesthetics/ (on Plato) and https://plato.stanford.edu/entries/aristotle/ and https://iep.utm.edu/aris-poe/ .

2) Some selected reading:

Ford, A. The origins of criticism: Literary culture and poetic theory in classical Greece (Princeton, NJ, 2002).

Grube, G. M. A. 1965. The Greek and Roman critics . Toronto

E. Havelock, Preface to Plato (Cambridge, MA: 1963): https://monoskop.org/images/0/0d/Havelock_Eric_A_Preface_to_Plato.pdf

M. Heath, Greek Philosophical Poetics (Cambridge, 2012).

R. Hunter, ‘Homer and Greek Literature’, in R. Fowler, ed . Cambridge Companion to Homer (Cambridge, 2004): 235-53.

Kennedy, G. A., ed. 1989. The Cambridge history of literary criticism . Vol. 1, Classical criticism (Cambridge, 2000).

Over the last half-century, Classical scholarship has begun to recognise that the ancient world was in many ways nothing like the world in which we live today. If ours is what we can call a ‘literate civilisation’, in which ideas of truth, authority and law are centred on written texts, the society of ancient Greece and Rome was in many ways an ‘oral civilisation’. According to one influential estimate, in the democratic Athens of the fifth century BCE, perhaps only 10% of the total population could actually read; and the proportion may have been lower in the Roman Empire. In early Greece, poetry was ‘song’, and the vast majority of people interacted with it and with other forms of literature in performance, and since the fieldwork of Milman Parry and Albert Lord, who compared the songs of Homer to the living South Slavic Muslim tradition of oral epic song in the former Yugoslavia, it has been clear that the texts of ancient Greek epic poets, including Homer, originated in oral compositions that were later written down and transmitted in manuscript.

We recommend that you tackle this question in one of two ways: 1) you can evaluate the evidence for the Homeric songs as oral compositions; or 2) you can analyze what you think the effects of literacy were on ancient culture and society.

Primary sources : Homer, Iliad or Odyssey (any translation).

1) Bibliographies: https://en.wikipedia.org/wiki/Orality ; https://en.wikipedia.org/wiki/Oral_tradition ; https://journal.oraltradition.org/ .

2) Some selected readings:

K. Barber, The Anthropology of Texts, Persons and Publics (Cambridge, 2007).

R. Finnegan Oral Poetry (Cambridge, 1977).

J. Miles Foley, How to Read an Oral Poem (Urbana and Chicago: 2002).

A.B. Lord, The Singer of Tales (Cambridge, MA: 1960): https://chs.harvard.edu/book/lord-albert-bates-the-singer-of-tales/

W.J. Ong, S.J. Orality and Literacy (New York, 1982): https://monoskop.org/images/d/db/Ong_Walter_J_Orality_and_Literacy_2nd_e... .

R. Thomas, Literacy and Orality in Ancient Greece (Cambridge, 1993).

The Achaemenid Persian Empire, with its polyglot, multicultural state presided over by a Great King with almost godlike power and sway, was for the Greeks – from the late 6 th century onwards – the ultimate opposite, against which they could define their own emerging political and cultural identity as Hellenes; and a model of empire that they could compare with their own city-state culture. Their defeat of the second Persian invasion of Greece under Xerxes I in 480-479 BCE was a crucial stage in this process of cultural self-definition, by which the Greeks, until that time essentially a Western offshoot of the older, more sophisticated cultures of the Ancient Near East, defined themselves as Western and European. In the Greek poetry and prose literature of the fifth and fourth centuries BCE, we find an increasing focus on what constitutes ‘Hellenism’ or ‘Panhellenism’ in opposition to an East defined increasingly by Persia. The Orientalising stereotypes (to use a term pioneered by the Palestinian-American intellectual Edward Said) which emerged in the course of this process of exclusionary self-definition still exercise a harmful influence in the world today, as the basis of the theory according to which a unified ‘West’ faces non-Western cultures in a potentially-violent ‘clash of civilisations’. Of course, the ancient Achaemenid world was the cultural basis both of the Zoroastrian religion and the culture of modern Iran. In Persians (472 BCE), a rare example of an Attic tragedy on a real historical event, the Athenian playwright Aeschylus (525/4-456 BCE), who fought in the Battle of Marathon, presents a view of the disastrous Persian invasion of Greece from the Persian side, in a way that both emphasises the Hellenes’ courage in defence of their country and what they saw as its liberty, and shows a very deep understanding of the underlying common humanity and tragic loss that links them to their enemies. The Ionian Greek historian Herodotus (484-425 BCE), born more or less around the time of Xerxes I’s war in Greece in the Persian-dominated areas of the Anatolian coast, presents a complex and fascinating anthropological portrait of the Persians, which both makes them the Hellenes’ opposites in almost everything, but at the same time emphasises the common ground of civilised, urban culture shared between them that distinguishes both cultures, as cultures of the Mediterranean ‘centre’, from the more peripheral, nomadic cultures to the East, North and South. Writing in the fourth century BCE, Socrates’ Athenian pupil Xenophon (c. 430-354 BCE), an adventurer, soldier and political theorist of strikingly anti-democratic opinions, used his Cyropaedia , a fictionalised biography of the founder-king of the Persian Empire that is in many ways the first prose novel in the Western tradition, presents an idealised view of Persian culture and empire, as a kind of fictional textbook for the education and training of rulers. Finally, writing in the late first/early 2 nd century CE, Plutarch (46-119 CE), a scholar and antiquarian writing from the perspective of the Hellenised and then Romanised oikoumene which emerged in the aftermath of Alexander III of Macedon’s conquest of the Achaemenid Empire in the late fourth century BCE, presents a highly prejudiced account of the life and actions of the Persian King Artaxerxes II, producing one of Western culture’s great standard go-to anatomies of Oriental luxury, softness and despotism which influenced modern colonial powers’ interactions with the peoples of what we have learned to call the Middle East. In this assignment, you are asked to take one of these four sources, read it with whatever commentary or scholarship you can find online or in your available libraries, and analyse what the author’s view of Persian culture is and why and how he represents that attitude. The bibliography below is intended to give you a few basic and interesting readings on the reality, as opposed to the representation, of Achaemenid Persia.

Primary Sources: Aeschylus’ Persians , or Herodotus, Histories (esp. Books 1, 3 and 9), or Xenophon’s Cyropaedia , or Plutarch’s Life of Artaxerxes .

1) Bibliography:

https://en.wikipedia.org/wiki/Achaemenid_Empire .

P. Briant , From Cyrus to Alexander: A History of the Persian Empire (University Park, PA, 2003).

M. Brosius, The Persians: An Introduction (London, 2007).

E. Hall, Inventing the Barbarian (Oxford, 1989).

T. Harrison. ‘Herodotus’ Conception of Foreign Languages’, in Histos 2 (1998): 1-45.

T. Harrison, Writing Ancient Persia. Classical Essays (London and New York, 2011).

https://histos.org/documents/1998.01HarrisonHerodotusConceptionForeignLa...

A. Kuhrt , The Persian Empire: A Corpus of Sources from the Achaemenid Period (Routledge, 2013).

C. Lenfant, ‘Ctesias and His Eunuchs: A Challenge for Modern Historians’, in Histos 6 (2012): 257-97 ( https://histos.org/documents/2012A12LenfantCtesiasandhisEunuchs.pdf ).

C. Pelling, ‘East is East and West is West – Or Are They? National Stereotypes in Herodotus’, in Histos 1 (1997): 51-66 ( https://histos.org/documents/1997.04PellingEastIsEast5166.pdf ).

J Curtis and St. John Simpson, eds. The World of Achaemenid Persia . History, Art and Society in Iran and the Ancient Near East (Bloomsbury, 2021).

M. waters, ancient persia. a concise history of the achaemenid empire, 550-330 bce (cambridge and new york, 2014)..

Podcast: https://historyofpersiapodcast.com/bibliography/

The perception of the ‘Body Beautiful’ in Western/Euro-American society is in many ways bound up with Classicist aesthetics and with the ways in which ancient canons of beauty, particularly as mediated through Greek and Roman sculpture, were perceived as models for artists and as standards for living women and men. Only over the past century, and – with the rise of feminism – particularly in recent decades, has it become completely clear for most people just how much these standards of beauty and body-image, like our very notions of humanity and civilisation, are culturally-constructed, and how dangerous and destructive these constructions can sometimes be. This essay asks you to think about Classical sculptures in these terms, historically and in relation to their cultural context and use, examining how they have influenced the modern beauty-ideal and where that ideal misinterprets them.

Primary sources: Greek sculpture collection in the British Museum (see the website: https://www.britishmuseum.org/collection ); https://www.theacropolismuseum.gr/en ; other Museum websites and Perseus website.

1) Bibliographies: ‘Beauty’ (article on philosophical theories of beauty from the online Stanford Encyclopaedia of Philosophy: https://plato.stanford.edu/entries/beauty ; on Greek sculpture: https://en.wikipedia.org/wiki/Ancient_Greek_sculpture .

I. Jenkins, Defining Beauty: The Body in Ancient Greek Art (London, 2015).

R. Neer, The Emergence of the Classical Style In Greek Sculpture (Chicago, 2010).

J.J. Pollitt, The Ancient View of Greek Art: Criticism, History, and Terminology (New Haven, 1974).

N.J. Spivey, Understanding Greek Sculpture: Ancient Meanings, Modern Readings (New York, 1996).

Stewart, Andrew F. Greek Sculpture: An Exploration (New Haven, 1990).

Wolf, Naomi, The Beauty Myth: How Images of Beauty are Used Against Women (New York, 1990).

Podcast: Melvyn Bragg on Beauty: https://www.bbc.co.uk/programmes/p003k9hf ; Ian Jenkins on ‘The Human Body in Ancient Greek Thought and Society (filmed lecture): https://www.youtube.com/watch?v=NfWd9QZfils .

You can compare ancient and modern works, or discuss one reception or use of a particular mythical figure or story, whether in a literary text, a work of art, a drama, a film or any other genre.

The assignment here is to investigate a myth of your choice, examining its ancient sources or its modern receptions. You are completely free to choose the subject of your analysis, and your methods and research question. You can focus on the scholarship, on a particular work, or on your own impressions of a mythical figure and why s/he was or is important. The resources below are intended to provide some general background; brief specific reading suggestions on three topics (Medea, Heracles and Iphigeneia) are given below.

Some recommended topics: Medea, Heracles, Iphigeneia.

Some resources to help your research:

K. Dowden, Death and the Maiden: Girls' Initiation Rites in Greek Mythology (Routledge: London and New York, 1989).

N. Loraux, Tragic Ways of Killing a Woman (Harvard University Press: Cambridge MA and London, 1987).

Some useful titles on myth and mythology:

J.Bremmer, ed. Interpretations of Greek Mythology (London, 1987)

W. Burkert, Homo Necans: The Anthropology of Ancient Greek Sacrificial Ritual and Myth (Berkeley, 1983)

---, Structure and History in Greek Mythology and Ritual (Berkeley, 1979)

---, Greek Religion (Harvard University Press, Cambridge MA and London, 1985)

T.H. Carpenter, Art and Myth in Ancient Greece (London, 1991)

E. Csapo, Theories of Mythology (Malden, 2003).

L. E. Doherty, Gender and the Interpretation of Classical Myth . (London, 2001)

K. Dowden and N. Livingstone, eds. A Companion to Greek Mythology (Wiley-Blackwell: Oxford, 2011).

L. Edmunds, Approaches to Greek Myth . Baltimore (1990)

T. Gantz, Early Greek Myth . (Baltimore, 1993

F. Graf, Greek Mythology: An Introduction (Baltimore, 1993).

K. Kerényi, The Gods of the Greeks . (London, 1958)

---, The Heroes of the Greeks . London (1959)

S. Price and E. Kearns, The Oxford Dictionary of Classical Myth and Religion (Oxford: 2003).

K. Schefold, Myth and Legend in Early Greek Art (London, 1966)

---, Gods and Heroes in Late Archaic Greek Art (Cambridge: 1992).

A. Snodgrass, Homer and the Artists (Cambridge, 1998)

H.A. Shapiro, Myth into Art: Poet and Painter in Classical Greece (London, 1994)

J-P. Vernant., Myth and Society in Ancient Greece (Brighton, 1980)

---, Myth and Thought among the Greeks (London, 1983)

J-P. Vernant and P. Vidal-Naquet, M yth and tragedy in Ancient Greece (New York, 1988)

P. Veyne, Did the Greeks Believe their Myths? (Chicago, 1988)

P. Vidal-Naquet, The Black Hunter: Forms of Thought and Forms of Society in the Greek World (Baltimore, 1986)

R. D. Woodard, ed. The Cambridge Companion to Greek Mythology (Cambridge, 2007)

S. Woodford, Images of Myths in Classical Antiquity (Cambridge, 2003)

Specific recommended readings:

J.J. Clauss and S. I. Johnston (eds), Medea: Essays on Medea in Myth, Literature, Philosophy and Art . (Princeton University Press: Princeton, 1997).

E. Griffiths, Medea (Routledge: London and New York, 2006.

J. Mossman, Medea: Introduction, Translation and Commentary. Aris & Phillips, Warminster 2011)

W. Burkert, "Heracles and the Master of Animals." In Structure and History in Greek Mythology and Ritual , 78–98. Sather Classical Lectures 47 (Berkeley: Univ. of California Press, 1982).

M.W. Padilla, The Myths of Herakles in Ancient Greece: Survey and Profile (University Press of America: Lanham MA, 1998).

E. Stafford, Herakles. Gods and Heroes of the Ancient World (Routledge, New York, 2011).

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London Journal Essay Prize competition

The London Journal and the Curriers' Company are pleased to announce the London Journal Essay Prize competition for early career scholars, with the deadline for entries 28 February 2023. The prize comes with a £1000 reward and publication, subject to peer review, in the London Journal .

Essays must fall within the scope of the London Journal . They may be on any aspect of London life, past and present, reflect any relevant approach or disciplinary perspective, and can consider London alone or in comparison with other cities. Essays must be based on original research, and should not have been previously published. The prize is open to early career scholars anywhere in the world, including graduate/postgraduate students and anyone who has completed their PhD (i.e. been successfully examined for it) within the previous three years.

For further information, and to submit an essay, go to: https://www.history.ac.uk/join-ihr/fellowships/awards-bursaries-and-prizes/curriers-company-london-history-essay-prize

Please circulate widely. We look forward to your submissions.

Dr Aidan Norrie

Managing Editor, The London Journal

H-Net: Humanities & Social Sciences Online

Copyright © 1993 - 2021. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License .

Michigan State University Department of History

The University and College (Trade) Union (UCU) will be taking a period of strike action of 18 days in February and March.

You can find more on what this means for you, your classes, our campus and more on our industrial action at City page .

Bayes Student Essay Competition 2023

essay competition london

5th Essay Competition for Bayes BSc and MSc Students

Published Friday, 24 th February, 2023 in Opportunities

#What’sNext?

Student life is all about preparing for the future – with fellow students, faculty, and others. We prepare for exams, placements, foreign stays, job market, more education. The future is a big place.

London is a global city and Bayes is an international school. This allows you to meet people from all over the world who are on the same journey. But you must also navigate a multitude of cultures, new settings, and the complicated practicalities of living away from home.

What will your future life look like? How do you plan for the near or distant future? What are your hopes and challenges? What role does the multicultural student experience and education at Bayes play in reaching this future?

We want you to share your story with us in 850 words.

Why participate?

In addition to telling your story and giving others a glimpse of your life, an acclaimed expert judging panel will select the winners.

The best essays will be published on the Bayes website and shared through social media.

There are also some awesome prizes:

You will receive your prize and a certificate in an awards ceremony with the Dean, other senior university representatives, and members of the judging panel present.

Previous essays

Be inspired and spark inspiration from some of our previous shortlisted essays .

2022 Northeastern University London Essay Competition Awards

Essay writing is one of the academic competitions OIC encourages students to participate in to build their Supercurricular portfolios.

essay competition london

Isaac won First Place in the Creative Writing sector at the 2022 Northeastern University London Essay Competition. This year’s topic was ‘What role can fiction serve when the nature of ‘fact’ is continually called into question?’ Read his winning essay here .

Some of our Year 13 students were selected as finalists (top 10% amongst 6,000 entries across the Globe) in the Competition, and they are:

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The Curriers’ Company London History Essay Prize 2022 - 2023

The Worshipful Company of Curriers, one of the livery companies of the City of London, has established an essay prize on the history of London, in association with The London Journal Trust and the Institute of Historical Research.

essay competition london

About The Curriers’ Company London History Essay Prize

Essays must fall within the scope of The London Journal. They may be on any aspect of London life, past and present, reflect any relevant approach or disciplinary perspective, and can consider London alone or in comparison with other cities. Essays must be based on original research, and should not have been previously published.

Area of research:

The history of London from the Romans to the present day.

Eligibility requirements:

The prize is open to postgraduate students, and to early career scholars whether based in the UK or in any country.

Amount awarded:

Prize ceremony:

Applicant guidelines

Applications open until 28 February 2023

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