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United Kingdom

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United Kingdom , island country located off the northwestern coast of mainland Europe . The United Kingdom comprises the whole of the island of Great Britain —which contains England , Wales , and Scotland —as well as the northern portion of the island of Ireland . The name Britain is sometimes used to refer to the United Kingdom as a whole. The capital is London , which is among the world’s leading commercial, financial, and cultural centres. Other major cities include Birmingham , Liverpool , and Manchester in England, Belfast and Londonderry in Northern Ireland , Edinburgh and Glasgow in Scotland, and Swansea and Cardiff in Wales.

The origins of the United Kingdom can be traced to the time of the Anglo-Saxon king Athelstan , who in the early 10th century ce secured the allegiance of neighbouring Celtic kingdoms and became “the first to rule what previously many kings shared between them,” in the words of a contemporary chronicle. Through subsequent conquest over the following centuries, kingdoms lying farther afield came under English dominion . Wales, a congeries of Celtic kingdoms lying in Great Britain’s southwest, was formally united with England by the Acts of Union of 1536 and 1542. Scotland, ruled from London since 1603, formally was joined with England and Wales in 1707 to form the United Kingdom of Great Britain. (The adjective “British” came into use at this time to refer to all the kingdom’s peoples.) Ireland came under English control during the 1600s and was formally united with Great Britain through the Act of Union of 1800. The republic of Ireland gained its independence in 1922, but six of Ulster ’s nine counties remained part of the United Kingdom as Northern Ireland. Relations between these constituent states and England have been marked by controversy and, at times, open rebellion and even warfare. These tensions relaxed somewhat during the late 20th century, when devolved assemblies were introduced in Northern Ireland, Scotland, and Wales. Nonetheless, even with the establishment of a power-sharing assembly after referenda in both Northern Ireland and the Irish republic, relations between Northern Ireland’s unionists (who favour continued British sovereignty over Northern Ireland) and nationalists (who favour unification with the republic of Ireland) remained tense into the 21st century.

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The United Kingdom has made significant contributions to the world economy, especially in technology and industry. Since World War II , however, the United Kingdom’s most prominent exports have been cultural, including literature, theatre, film, television, and popular music that draw on all parts of the country. Perhaps Britain’s greatest export has been the English language , now spoken in every corner of the world as one of the leading international mediums of cultural and economic exchange.

The United Kingdom retains links with parts of its former empire through the Commonwealth . It also benefits from historical and cultural links with the United States and is a member of the North Atlantic Treaty Organization (NATO). Moreover, the United Kingdom became a member of the European Union in 1973. Many Britons, however, were sometimes reluctant EU members, holding to the sentiments of the great wartime prime minister Winston Churchill , who sonorously remarked, “We see nothing but good and hope in a richer, freer, more contented European commonalty. But we have our own dream and our own task. We are with Europe, but not of it. We are linked, but not comprised . We are interested and associated, but not absorbed.” Indeed, in June 2016, in a referendum on whether the United Kingdom should remain in the EU, 52 percent of British voters chose to leave. After much negotiation, several deadline extensions, prolonged domestic political discord , and two changes of prime minister, an agreement on “Brexit” (British exit from the EU) was reached that satisfied both the EU and the majority of Parliament . Thus, on January 31, 2020, the United Kingdom would become the first country to withdraw from the EU.

The United Kingdom comprises four geographic and historical parts— England , Scotland , Wales , and Northern Ireland . The United Kingdom contains most of the area and population of the British Isles—the geographic term for the group of islands that includes Great Britain, Ireland, and many smaller islands. Together England, Wales, and Scotland constitute Great Britain, the larger of the two principal islands, while Northern Ireland and the republic of Ireland constitute the second largest island, Ireland. England, occupying most of southern Great Britain, includes the Isles of Scilly off the southwest coast and the Isle of Wight off the southern coast. Scotland, occupying northern Great Britain, includes the Orkney and Shetland islands off the northern coast and the Hebrides off the northwestern coast. Wales lies west of England and includes the island of Anglesey to the northwest.

Apart from the land border with the Irish republic, the United Kingdom is surrounded by sea. To the south of England and between the United Kingdom and France is the English Channel . The North Sea lies to the east. To the west of Wales and northern England and to the southeast of Northern Ireland, the Irish Sea separates Great Britain from Ireland, while southwestern England, the northwestern coast of Northern Ireland, and western Scotland face the Atlantic Ocean . At its widest the United Kingdom is 300 miles (500 km) across. From the northern tip of Scotland to the southern coast of England, it is about 600 miles (1,000 km). No part is more than 75 miles (120 km) from the sea. The capital, London, is situated on the tidal River Thames in southeastern England.

The archipelago formed by Great Britain and the numerous smaller islands is as irregular in shape as it is diverse in geology and landscape. This diversity stems largely from the nature and disposition of the underlying rocks, which are westward extensions of European structures, with the shallow waters of the Strait of Dover and the North Sea concealing former land links. Northern Ireland contains a westward extension of the rock structures of Scotland. These common rock structures are breached by the narrow North Channel .

On a global scale, this natural endowment covers a small area—approximating that of the U.S. state of Oregon or the African country of Guinea —and its internal diversity, accompanied by rapid changes of often beautiful scenery, may convey to visitors from larger countries a striking sense of compactness and consolidation. The peoples who, over the centuries, have hewed an existence from this Atlantic extremity of Eurasia have put their own imprint on the environment , and the ancient and distinctive palimpsest of their field patterns and settlements complements the natural diversity.

Great Britain is traditionally divided into a highland and a lowland zone. A line running from the mouth of the River Exe , in the southwest, to that of the Tees, in the northeast, is a crude expression of this division. The course of the 700-foot (213-metre) contour , or of the boundary separating the older rocks of the north and west from the younger southeastern strata, provides a more accurate indication of the extent of the highlands.

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

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

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

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

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

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

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

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

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

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

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

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

Essay writing in science subjects

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

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

Short videos to support your essay writing skills

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

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

Extended essays and dissertations

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

Planning your time effectively

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

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

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

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

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

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

Tips on writing longer pieces of work

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

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

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• Subject Guides

Academic writing: a practical guide

• Academic writing
• The writing process
• Academic writing style
• Structure & cohesion
• Criticality in academic writing
• Working with evidence
• Referencing
• Assessment & feedback
• Dissertations
• Reflective writing
• Examination writing
• Academic posters
• Feedback on Structure and Organisation
• Feedback on Argument, Analysis, and Critical Thinking
• Feedback on Writing Style and Clarity
• Feedback on Referencing and Research
• Feedback on Presentation and Proofreading

Showing your understanding of a topic and the critical arguments that relate to it.

What are essays?

Most degree programmes include essays. They are the most common form of written assignment and so for most students, being good at essays is essential to gaining good marks, which lead to good grades, which lead to the degree classification desired. Essays are both a particular method of writing and a collection of sub-skills that students need to master during degree studies.

Find out more:

Essays: a Conceptual and Practical Guide [interactive tutorial]  |  Essays: a Conceptual and Practical Guide [Google Doc]

General essay writing

You have an essay to write... what next .

• Read the assessment brief carefully to find out what the essay is about, what you are required to do specifically. What instructions are you given (discuss, explain, explore)? What choices do you need to make?
• Work through the practical guide to essays above. This will help you to think about what an essay is and what is required of you.
• Look at the  assignment writing process . How will you produce your essay?
• Make a plan for when, where, and how you will research, think, draft, and write your essay.
• Execute your plan .
• Finish early. Leave a couple of spare days at the end to  edit and proofread . 
• Hand it in and move on to the next challenge!

Features of essay writing

Essays vary lots between disciplines and specific tasks, but they share several features that are important to bear in mind. 

• They are an argument towards a conclusion.  The conclusion can be for or against a position, or just a narrative conclusion. All your writing and argumentation should lead to this conclusion. 
• They have a reader.  It is essential that you show the logic of your argument and the information it is based on to your reader. 
• They are based on evidence . You must show this using both your referencing and also through interacting with the ideas and thinking found within the sources you use. 
• They have a structure.  You need to ensure your structure is logical and that it matches the expectations of your department. You should also ensure that the structure enables the reader to follow your argument easily. 
• They have a word limit.  1000 words means 'be concise and make decisions about exactly what is important to include' whereas 3500 words means 'write in more depth, and show the reader a more complex and broad range of critical understanding'. 
• They are part of a discipline/subject area, each of which has conventions . For example, Chemistry requires third person impersonal writing, whereas Women's Studies requires the voice (meaning experiential viewpoint) of the author in the writing. 

Types of essay

Each essay task is different and consequently the information below is not designed to be a substitute for checking the information for your specific essay task. It is essential that you check the assessment brief, module handbook and programme handbook, as well as attend any lectures, seminars and webinars devoted to the essay you are working on.  

Essays in each subject area belong to a faculty (science, social sciences, arts and Humanities). Essays within the same faculty tend to share some features of style, structure, language choice, and scholarly practices. Please click through to the section relevant to your faculty area and if you want to be curious, the other ones too! 

Arts & Humanities essays

Arts and Humanities is a faculty that includes a huge range of subject areas, from Music to Philosophy. Study in the arts and humanities typically focuses on products of the human mind, like music, artistic endeavour, philosophical ideas, and literary productions. This means that essays in the arts and humanities are typically exploring ideas, or interpreting the products of thinking (such as music, art, literature). 

There are a range of essay writing styles in arts and humanities, and each subject area has its own conventions and expectations, which are explained and built into modules within each degree programme. Typically, each essay explores an idea, using critical engagement with source material, to produce an argument.

There is typically more reliance on the interpretation of ideas and evidence by the student than in the sciences and social sciences. For the student, the challenge is to understand and control the ideas in each essay, producing a coherent and logical argument that fulfils the essay brief. As with all essays, careful structure, word choices, and language use are essential to succeeding.

Department-specific advice for essays in Arts and Humanities 

Some departments provide web-based advice:

• English and Related Literature essay writing advice pages
• Philosophy essay writing advice pages
• Music Department 'House Style' guidance for essay writing
• Language and Linguistic Science style guide

If your department does not appear above, do ask your supervisor or other academic staff what specific guidance is available. 

Key Features of Arts and Humanities essays

• They are based on evidence . It is important that ideas used in essays are derived from credible and usable sources to root your essay in the scholarly materials of the subject that you are writing about. 
• There is usually a thesis statement.  This appears towards the end of your introductory paragraph, concisely outlining the purpose and the main argument of the essay. It is short (once sentence), concise, and precise. Though the essay may have multiple sub-arguments, all must tie into the thesis statement. This means it is important to know, state and stick to the primary focus set out in your thesis statement. 
• They require you to interpret evidence. It is unlikely that you will find a source that directly answers the essay question set. You will typically be required to interpret primary and secondary evidence. Primary evidence includes the manuscript of a novel, or a letter describing an historical event. Secondary evidence includes academic books and peer reviewed articles. 
• They require you to apply ideas. Many essays will ask you to apply an abstract idea to a scenario, or interpretation of something. For example, you could be asked to apply a Marxist ideology upon Emily Brontë's Wuthering Heights or Post-Colonialist theories upon Shakespeare's The Tempest.
• Essays vary greatly in terms of length, required depth of thinking and purpose.  You must carefully read the assessment brief and any supporting materials provided to you. It is also important to complete formative tasks that prepare you for an essay, as these will help you to become use to the requirements of the summative essay. 
• They must show criticality. When interpreting evidence, or applying ideas in your essay you must be aware that there is more than one possible understanding. Through exploring multiple sources and showing the limits and interconnectedness of ideas you show criticality. More information on criticality can be found on the Criticality page of this guide . 

Example extract of an arts and humanities essay

Essay Title: Liturgical expression and national identity during the reign of Æthelred the Unready

This essay is from English studies and shows typical features of an arts and humanities essay. It is examining two ideas, namely 'national identity' and 'liturgical expression' and applying them both to a period of history. The essay does this by analysing linguistic choices, using interpretation from the literature base to create an argument that addresses the essay title. 

It also has the feature of the student using sources of evidence to offer an interpretation that may disagree with some published sources. This use of evidence to create an argument that is novel to the student and requires interpretation of ideas is typical of arts and humanities writing. '"engla God", these liturgical verses themselves both signify and enact a ritualised unity with God.' is an example from the essay extract that shows the careful language choices used to create a concise and precise argument that clearly conveys complex thought to the reader from the author. 

One way of thinking about a good arts and humanities essay is that it is like you are producing a garment from threads. The overall piece has a shape that people can recognise and understand, and each word, like each stitch, builds the whole piece slowly, whilst some key threads, like core ideas in your argument, run through the whole to hold it all together. It is the threading together of the strands of argument that determines the quality of the final essay, just as the threading of strands in a garment determine the quality of the final piece. 

Good arts and humanities essay writing is...

• Based on evidence sources,
• built on the interpretation and application of ideas, evidence and theories,
• a clearly expressed, logical argument that addresses the essay question,
• carefully constructed to guide the reader in a logical path from the introduction to the conclusion,
• filled with carefully chosen language to precisely and accurately convey ideas and interpretations to the reader,
• built on rigorous, careful and close analysis of ideas,
• constructed using careful evaluation of the significance of each idea and concept used,
• readable, meaning it is clear and logical, using clearly understandable English,
• rewarded with high marks.

Common mistakes in arts and humanities essay writing

• Not answering the question posed. It is very easy to answer the question you wished had been asked, or drift away from the question during your writing. Keep checking back to the question to ensure you are still focussed and make a clear plan before writing.  
• Moving beyond the evidence. You are required to interpret ideas and evidence that exist, this requires some application and novelty, but should not be making up new ideas/knowledge to make your argument work; your writing must be rooted in evidence. 
• Using complex and long words where simpler word choices would convey meaning more clearly. Think of the reader. 
• Leaving the reader to draw their own conclusion s, or requiring the reader to make assumptions. They must be able to see your thinking clearly on the page. 
• Using lots of direct quotes . There are times when using quotes is important to detail lines from a novel for example, but you need to use them carefully and judiciously, so that most of your writing is based on your use of sources, for which you gain credit. 

Social Science essays

Social Sciences, as the name suggests, can be thought of as an attempt to use a 'scientific method' to investigate social phenomena. There is a recognition that applying the strict rules of the level of proof required in science subjects is not appropriate when studying complex social phenomena. But, there is an expectation of as much rigour as is possible to achieve in each investigation.

Consequently, there is a huge variation in the types of essays that can be found within the social sciences. An essay based on the carbon dating of human remains within Archaeology is clearly very different from an essay based on the application of an ethical framework in Human Resources Management. The former is likely to be much more like a science essay, whilst the latter may edge towards a Philosophy essay, which is part of arts and humanities. 

Key features of social science essays

• They are evidence-based.  It is crucial to use the evidence in a way that shows you understand how significant the evidence used is. 
• They require interpretation of evidence . By its nature, evidence in social sciences may be less definite than in sciences, and so interpretation is required.  When you interpret evidence, this too must be based on evidence, rather than personal opinion or personal observation. 
• They often require the application of abstract theories to real-world scenarios . The theories are 'clean and clear' and the real world is 'messy and unclear'; the skill of the student is to make plausible judgements. For example, 
• The level of detail and breadth of knowledge that must be displayed varies greatly, depending on the length of the essay. 1000 word essays need concise wording and for the student to limit the breadth of knowledge displayed in order to achieve the depth needed for a high mark. Conversely, 5000 word essays require both breadth and depth of knowledge.
• They should show criticality. This means you need to show uncertainty in the theories and ideas used, and how ideas and theories interact with others. You should present counter-facts and counter-arguments and use the information in the literature base to reach supported conclusions and judgements. 

Example extract of a social science essay

Essay Title: Who Gets What in Education and is that Fair?

Education in the western world has historically favoured men in the regard that women were essentially denied access to it for no other reason than their gender (Trueman,2016) and even though it would seem there is certainly “equality on paper” (Penny, 2010,p1.) when looking at statistics for achievement and gender, the reality is that the struggles facing anyone who does not identify as male require a little more effort to recognise. An excellent example of this can be found in the 2014 OECD report. In the UK women significantly outnumbered men in their application for university places- 376,860 women to 282,170 men (ICEF,2014)- but when observed closer men are applying for places at higher ranking universities and often studying in fields that will eventually allow them to earn better salaries. The same report praised women for the ability to combine their studies with family life and having higher aspirations than boys and therefore likely as being more determined to obtain degrees (ICEF, 2014), yet in reality women have very little choice about coping with the stressful burdens placed on them. The concepts of double burden and triple shift where women are expected to deal with housework and earning an income, or housework, raising children and earning an income (Einhorn, 1993) could in this case relate to the pressure for women to work hard at school to allow them to be able to provide for their families in future. Even women who do not necessarily have their own families or children to care for must face the double burden and triple shift phenomenon in the workplace, as women who work in the higher education sector almost always have the duty of a more pastoral and caring role of their students than male counterparts (Morley,1994).

Education is a social science subject. Some studies within it follow a scientific method of quantitative data collection, whilst others are more qualitative, and others still are more theoretical. In the case of this extract it is about gendered effects in university applications. This is an inevitably complex area to write about, intersecting as it does with social class, economic status, social norms, cultural history, political policy... To name but a few. 

The essay is clearly based on evidence, which in places in numerical and in places is derived from previously written papers, such as 'triple shift where women are expected to deal with housework and earning an income, or housework, raising children and earning an income (Einhorn, 1993)', where the concept of triple shift is derived from the named paper. It is this interleaving of numerical and concrete facts with theoretical ideas that have been created and/or observed that is a typical feature in social sciences. In this case, the author has clearly shown the reader where the information is from and has 'controlled' the ideas to form a narrative that is plausible and evidence-based. 

When compared to science writing, it can appear to be more wordy and this is largely due to the greater degree of interpretation that is required to use and synthesise complex ideas and concepts that have meanings that are more fluid and necessarily less precise than many scientific concepts. 

Good social science essay writing is...

• filled with clearly articulated thinking from the mind of the author,
• well structured to guide the reader through the argument or narrative being created,
• focussed on answering the question or addressing the task presented,
• filled with carefully chosen evaluative language to tell the reader what is more and less significant,
• readable - sounds simple, but is difficult to achieve whilst remaining precise,

Common mistakes in social science essay writing 

• Speculating beyond the limits of the evidence presented . It is important to limit your interpretation to that which is supported by existing evidence. This can be frustrating, but is essential.
• Using complex words where simpler ones will do. It is tempting to try to appear 'clever' by using 'big words', but in most cases, the simplest form of writing something is clearer. Your aim is to clearly communicate with the reader. 
• Giving your personal opinion - this is rarely asked for or required. 
• Not answering the question or fulfilling the task . This is possibly the most common error and largely comes from letting one's own ideas infect the essay writing process. 
• Not being critical. You need to show the limits of the ideas used, how they interact, counter-arguments and include evaluation and analysis of the ideas involved. If you find yourself being descriptive, ask why. 
• Using lots of direct quotes, particularly in first year writing . Quotes should be rare and used carefully because they are basically photocopying. Use your words to show you have understood the concepts involved. 

Science essays

Science essays are precise, logical and strictly evidence-based pieces of writing. They employ cautious language to accurately convey the level of certainty within the scientific understanding that is being discussed and are strictly objective. This means that the author has to make the effort to really understand the meaning and significance of the science being discussed.

In a science essay, your aim is to summarise and critically evaluate existing knowledge in the field. If you're doing your own research and data collection, that will be written up in a report  instead.

The skill of the student is to thread together the ideas and facts they have read in a logical order that addresses the task set. When judgements are made they must be justified against the strength and significance of the theories, findings, and ideas being used. Generally, the student should not be undertaking their own interpretation of the results and facts, but instead be using those of others to create a justifiable narrative. 

Example extract of a science essay

Essay title:  To what extent has Ungerleider and Mishkin’s notion of separate ‘what’ and ‘where’ pathways been vindicated by neuropsychological research?

Van Polanen & Davare (2015) showed that the dorsal stream and ventral streams are not strictly independent, but do interact with each other. Interactions between dorsal and ventral streams are important for controlling complex object-oriented hand movements, especially skilled grasp. Anatomical studies have reported the existence of direct connections between dorsal and ventral stream areas. These physiological interconnections appear to gradually more active as the precision demands of the grasp become higher. 

However, cognition is a dynamic process, and a flexible interactive system is required to coordinate and modulate activity across cortical networks to enable the adaptation of processing to meet variable task demands. The clear division of the dorsal and ventral processing streams is artificial, resulting from experimental situations, which do not reflect processing within the natural environment (Weiller et al., 2011). Most successful execution of visual behaviours require the complex collaboration and seamless integration of processing between the two systems.

Cloutman (2013) had stated that dorsal and ventral streams can be functionally connected in three regards: (1) the independent processing account – where they remain separate but terminate on the same brain area, (2) the feedback account – where feedback loops from locations downstream on one pathway is constantly providing input to the other and (3) the continuous cross-talk account – where information is transferred to and from the system constantly when processing. 

Indeed, the authors found that there were numerous anatomical cross-connections between the two pathways, most notably between inferior parietal and inferior temporal areas. For example, ventral regions TE and TEO have been found to have extensive connectivity with dorsal stream areas, demonstrating direct projections with areas including V3A, MT, MST, FST and LIP (Baizer et al., 1991; Disler et al., 1993).

The first obvious comment is that it is not going to win a prize for literary entertainment! The writing is what one might call 'dry'. This is because it is good scientific writing. It is clearly evidence-based, and is explaining complex interrelationships in a way that is clear, leaves little for the reader to assume and that uses carefully graded language to show the significance of each fact. 

The language choices are carefully aligned with the strength of the evidence that is used. For example, 'have been found to have extensive interconnectivity' is graded to convey that many connections have been detailed in the evidence presented. Similarly, 'Most successful execution of visual behaviours require the complex collaboration' is graded carefully to convey meaning to the reader, derived from the evidence used. The sample displays many examples of controlled word choices that leave the reader in no doubt regarding the meaning they are to take from reading the piece. This concise, controlled, evidence-based and carefully considered writing is typical of that found in the science essays. 

Good science essay writing is...

• evidence-based,
• cohesive due to language choices,
• well-structured to help the reader follow the ideas,
• carefully planned,
• filled with carefully chosen evaluative and analytical language,
• rewarded with high grades.

Common mistakes in science essay writing

• The most common mistake is a lack of accuracy in the language used to convey meaning. This can be due to inadequate reading or a lack of understanding of the subject matter, or alternatively, due to not giving sufficient care to word choice. 'Increased greatly' is different to 'increased', which is different again to 'increased significantly'; it is very important that you understand what you are writing about in enough detail that you can accurately convey an understanding of it accurately to the reader. 
• Trying to put 'you' into the essay. It is highly unlikely that you will be required to refer to your own viewpoints, opinions or lived experience within scientific essay writing. Science is impersonal, it deals in fact, and so you are a third person, impersonal author who is interpreting and curating facts and knowledge into an essay that makes sense to the reader. 
• Going beyond the facts. It is rare that you will be asked to speculate in a science essay. When you are, you will be asked to extrapolate from known understanding in the relevant literature. Stick to the facts and to their meaning and significance. 
• Not placing understanding in context . Each scientific idea sits within a bigger discipline and interacts with other ideas. When you write about ideas, you need to acknowledge this, unless you are specifically told to only focus on one idea. An example would be genomics of viral pathogens, which is currently a much discussed area of activity. This sits within public health, virology, and genomics disciplines, to name a few. Depending on how it is to be written about, you may need to acknowledge one or more of these larger areas. 

Using evidence in essays

Sources of evidence are at the heart of essay writing. You need sources that are both usable and credible, in the specific context of your essay.

A good starting point is often the materials used in the module your essay is attached to. You can then work outwards into the wider field of study as you develop your thinking, and seek to show critical analysis, critical evaluation and critical thought in your essay. 

Discover more about using evidence in your assignments:

Structuring an essay

Clear structure is a key element of an effective essay. This requires careful thought and you to make choices about the order the reader needs the information to be in. 

These resources contain advice and guides to help you structure your work:

You can use these templates to help develop the structure of your essay.

Go to File > Make a copy... to create your own version of the template that you can edit.

Structuring essay introductions

Play this tutorial in full screen

• Explain the different functions that can be fulfilled by an introduction.
• Provide examples of introductions from the Faculties of Social Sciences, Sciences, and Arts and Humanities.
• Evaluating your own introductions.
• Matching elements of an introduction to a description of their purpose.
• Highlighting where evidence is used to support elements of the introduction.
• Highlighting how introductions can make clear links to the essay question.

In this section, you will learn about the functions and key components of an essay introduction.

An introduction can fulfill the functions below. These often move from a broad overview of the topic in context to a narrow focus on the scope of the discussion, key terms and organisational structure.

Click on each function to reveal more.

• It can establish the overall topic and explain the relevance and significance of the essay question to that topic
• What is the topic?
• Why is the essay question worth exploring? Why is the essay worth reading?
• How is it relevant to wider / important / current debates in the field?
• It can briefly explain the background and context and define the scope of the discussion
• Is it helpful to mention some background, historical or broader factors to give the reader some context?
• Is the discussion set in a particular context (geographical; political; economic; social; historical; legal)?
• Does the essay question set a particular scope or are you going to narrow the scope of the discussion?
• It can highlight key concepts or ideas
• Are the key concepts or ideas contentious or open to interpretation?
• Will the key concepts need to be defined and explained?
• It can signpost the broad organisational structure of the essay
• Indicate what you will cover and a brief overview of the structure of your essay
• points made should be supported by evidence
• clear links should be made to the question

Note: Introductions may not cover all of these elements, and they may not be covered in this order.

Useful Link: See the University of Manchester’s Academic Phrasebank for useful key phrases to introduce work.

In this activity, you will review and evaluate introductions you have written, identifying areas for improvement.

Find some examples of introductions you have written for essays.

• Which of the features do they use?
• Are any elements missing?
• How might you improve them?

For the following tasks, you will be using an example introduction from one of the following three faculties. Select a faculty to use an introduction from a corresponding subject.

In this activity, you will look at examples of introductions, identifying key features and their purpose.

Here is an example question:

Sociology: Examine some of the factors that influence procrastination in individuals, exploring and evaluating their impact. Identify an area(s) for future research, justifying your choice.

And here is a sample introduction written for this question:

Procrastination is a complex concept which manifests itself in different types of behaviour yet is experienced by individuals universally. A useful definition of procrastination is ‘the voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay’ (Ferrari and Tice, 2000, Sirois and Pychyl, 2013 cited in Sirois and Giguère, 2018). The influences on procrastination are multi-faceted, which makes their study incredibly challenging. Researchers are now producing a body of work dedicated to procrastination; including meta-analyses such as those by Varvaricheva (2010) and Smith (2015). Influences on procrastination can be considered in two categories, factors with external, environmental, sources and factors with internal sources due to individual differences. However, these external and environmental categories are not completely independent of one another and this essay will seek to explore the complexities of this interdependence. This essay will discuss how different factors influence individual procrastination, by first examining how gender, age and personality affect the procrastination trait under internal factors, before discussing the external factors; how task aversiveness, deadlines and the internet affect procrastination behavioural outcomes. This will be followed by a brief exploration of how the two interact. Finally there a number of gaps in the literature, which suggest avenues for future research.

Click on the Next arrow to match each section of this introduction with a description of its purpose.

Procrastination is a complex concept which manifests itself in different types of behaviour yet is experienced by individuals universally.

Signposts the broad organisational structure of the essay

Narrows the topic and explains its relevance or significance to current debates

Defines the scope of the discussion

Establishes the topic and explains its broad significance

Defines key concepts

That's not the right answer

Have another go.

Yes, that's the right answer!

A useful definition of procrastination is ‘the voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay’ (Ferrari and Tice, 2000, Sirois and Pychyl, 2013 cited in Sirois and Giguère, 2018).

The influences on procrastination are multi-faceted, which makes their study incredibly challenging. Researchers are now producing a body of work dedicated to procrastination; including meta-analyses such as those by Varvaricheva (2010) and Smith (2015).

Influences on procrastination can be considered in two categories, factors with external, environmental, sources and factors with internal sources due to individual differences. However, these external and environmental categories are not completely independent of one another and this essay will seek to explore the complexities of this interdependence.

This essay will discuss how different factors influence individual procrastination, by first examining how gender, age and personality affect the procrastination trait under internal factors, before discussing the external factors; how task aversiveness, deadlines and the internet affect procrastination behavioural outcomes. This will be followed by a brief exploration of how the two interact. Finally there a number of gaps in the literature, which suggest avenues for future research.

In this activity, you will identify how introductions make links to the question.

Here is the question again:

Click to highlight the places where the introduction below links closely to the question.

Have another go. You can remove the highlighting on sections by clicking on them again.

Those are the parts of the introduction that link closely to the question.

In this activity, you will consider how introductions make use of supporting evidence.

• Define key concepts
• Establish the topic and explain its relevance or significance

Click to highlight the places where the introduction below supports points with evidence .

Those are the parts of the introduction that use evidence to support points.

Congratulations! You've made it through the introduction!

Click on the icon at the bottom to restart the tutorial.

Nursing: Drawing on your own experiences and understanding gained from the module readings, discuss and evaluate the values, attributes and behaviours of a good nurse.

The Nursing and Midwifery Council’s (NMC) (2015) Code states that a nurse must always put the care of patients first, be open and honest, and be empathic towards patients and their families. Student nurses are expected to demonstrate an understanding of the need for these key skills even at the interview stage and then gain the experiences to develop certain fundamental attributes, values and behaviours in order to advance through the stages of nursing. This assignment will highlight a variety of values, attributes and behaviours a good nurse should have, focusing on courage in particular. Views of courage from political, professional, and social perspectives will be considered, alongside a comparison between the attribute courage and a student nurse’s abilities. This will be demonstrated using observations from practice, appropriate theorists such as Sellman (2011), Lachman (2010) and philosophers including Aristotle and Ross (2011).

The Nursing and Midwifery Council’s (NMC) (2015) Code states that a nurse must always put the care of patients first, be open and honest, and be empathic towards patients and their families.

Explains the context to the discussion, with reference to the workplace

Defines the scope of the discussion by narrowing it

Defines relevant key concepts or ideas

Student nurses are expected to demonstrate an understanding of the need for these key skills even at the interview stage and then gain the experiences to develop certain fundamental attributes, values and behaviours in order to advance through the stages of nursing.

This assignment will highlight a variety of values, attributes and behaviours a good nurse should have, focusing on courage in particular.

Views of courage from political, professional, and social perspectives will be considered, alongside a comparison between the attribute courage and a student nurse’s abilities. This will be demonstrated using observations from practice, appropriate theorists such as Sellman (2011), Lachman (2010) and philosophers including Aristotle and Ross (2011).

• Define relevant key concepts or ideas
• Signpost the broad organisational structure of the essay, making a clear link to the question

Archaeology: Explain some of the ways in which Star Carr has been re-interpreted since the initial discovery in the 1940s. Briefly evaluate how the results of recent excavations further dramatically affect our understanding of this site.

Star Carr has become the ‘best known’ Mesolithic site in Britain (Conneller, 2007, 3), in part because of its high levels of artefact preservation due to waterlogging, as the site was once on the Eastern edge of the ancient Lake Flixton, close to a small peninsula (Taylor, 2007). First excavated by Grahame Clark in 1949-51, there was a further invasive investigation in 1985 and 1989, again in 2006-8, and 2010. An impressive haul of artefacts have been excavated over the years, including bone and antler tools, barbed points, flint tools and microliths, and enigmatic red deer frontlets (Milner et al., 2016). Since Clark’s first published report in 1954 there have been numerous re-examinations of the subject, including by Clark himself in 1974. Resulting interpretations of the site have been much debated; it has been classified as ‘in situ settlement, a refuse dump, and the result of culturally prescribed acts of deposition’ (Taylor et al., 2017). This discussion will explore the ways in which the site has been variously re-interpreted during this time period, and consider how more recent study of the site has prompted new perspectives.

Star Carr has become the ‘best known’ Mesolithic site in Britain (Conneller, 2007, 3), in part because of its high levels of artefact preservation due to waterlogging, as the site was once on the Eastern edge of the ancient Lake Flixton, close to a small peninsula (Taylor, 2007).

Explains the background to the discussion and its significance

Establishes the topic

Explains the scope of the topic and highlights key interpretations

First excavated by Grahame Clark in 1949-51, there was a further invasive investigation in 1985 and 1989, again in 2006-8, and 2010. An impressive haul of artefacts have been excavated over the years, including bone and antler tools, barbed points, flint tools and microliths, and enigmatic red deer frontlets (Milner et al., 2016).

Since Clark’s first published report in 1954 there have been numerous re-examinations of the subject, including by Clark himself in 1974. Resulting interpretations of the site have been much debated; it has been classified as ‘in situ settlement, a refuse dump, and the result of culturally prescribed acts of deposition’ (Taylor et al., 2017).

This discussion will explore the ways in which the site has been variously re-interpreted during this time period, and consider how more recent study of the site has prompted new perspectives.

• Establish the topic, explains the background and significance
• Explains the significance of the topic
• Highlights key interpretations

Structuring essay conclusions

In this section you will consider the different functions a conclusion can fulfil, look at examples of conclusions, and identify key features and their purpose.

A conclusion can fulfil the functions below. These often move from a narrow focus on the outcomes of the discussion to a broad view of the topic's relevance to the wider context.

Summary of the main points in relation to the question

• This might involve restating the scope of the discussion and clarifying if there any limitations of your discussion or of the evidence provided
• This may include synthesising the key arguments and weighing up the evidence

Arrive at a judgement or conclusion

• Having weighed up the evidence, come to a judgement about the strength of the arguments

Restate the relevance or significance of the topic to the wider context

• Make it clear why your conclusions - which are based on your discussion through the essay - are important or significant in relation to wider/current debates in the field

Make recommendations or indicate the direction for further study, if applicable

• Recommendations may be for further research or for practice/policy
• What further research/investigation would be necessary to overcome the limitations above?
• What are the implications of your findings for policy/practice?

Note: Conclusions may not cover all of these elements, and they may not be covered in this order.

• Clear links should be made to the question
• Do not make new points in the conclusion

Useful Link: See the University of Manchester’s Academic Phrasebank for useful key phrases to conclude work.

In this activity, you will look at an example conclusion, identifying key features and their purpose.

In this task, you will be using an example conclusion from one of the following three faculties. Select a faculty to use a conclusion from a corresponding subject.

And here is a sample conclusion written for the question:

In conclusion procrastination is a complex psychological phenomenon that is influenced by a number of factors, both internal and external. However it has a hugely multifaceted nature and the factors that influence it are not truly independent of one another. Character traits and the environmental impact on behaviour are interrelated; for example similar procrastination outcomes may arise from a highly conscientious individual in a distracting environment and an individual low in conscientiousness in a non-distracting setting. This means that future studies need to be very considered in their approach to separating, or controlling for, these factors. These further studies are important and urgently needed as the impact of procrastination on society is far-reaching. For instance: individuals delay contributing to a pension, meaning that old age may bring poverty for many; couples put off entering into formal contracts with each other, potentially increasing disputes over child custody and inheritance; and indeed women delay starting a family and increasing age leads to decreased fertility, thus leading to higher societal costs of providing assisted fertilisation. Furthermore one could expand the scope to include the effects on children of being born to older parents (such as risks of inherited genetic defects). These are themselves wide fields of study and are mentioned merely to illustrate the importance of further research. Until the nature of influences on procrastination is fully understood, our development of approaches to reduce procrastination is likely to be hindered.

Click on the Next arrow to match each section of the conclusion with a description of its purpose.

In conclusion procrastination is a complex psychological phenomenon that is influenced by a number of factors, both internal and external.

Synthesises the key arguments and weighs up the evidence

Indicates limitations

Restates the scope of the discussion

Indicates the direction and significance for further study

Summary of the main point in relation to the question

However it has a hugely multifaceted nature and the factors that influence it are not truly independent of one another.

Character traits and the environmental impact on behaviour are interrelated; for example similar procrastination outcomes may arise from a highly conscientious individual in a distracting environment and an individual low in conscientiousness in a non-distracting setting.

This means that future studies need to be very considered in their approach to separating, or controlling for, these factors. These further studies are important and urgently needed as the impact of procrastination on society is far-reaching. For instance: individuals delay contributing to a pension, meaning that old age may bring poverty for many; couples put off entering into formal contracts with each other, potentially increasing disputes over child custody and inheritance; and indeed women delay starting a family and increasing age leads to decreased fertility, thus leading to higher societal costs of providing assisted fertilisation. Furthermore one could expand the scope to include the effects on children of being born to older parents (such as risks of inherited genetic defects). These are themselves wide fields of study and are mentioned merely to illustrate the importance of further research.

Until the nature of influences on procrastination is fully understood, our development of approaches to reduce procrastination is likely to be hindered.

Opportunities for nurses to display courage occur every day, although it is at the nurse’s discretion whether they act courageously or not. As discussed in this assignment, courage is likewise an important attribute for a good nurse to possess and could be the difference between good and bad practice. It is significantly important that nurses speak up about bad practice to minimize potential harm to patients. However nurses do not need to raise concerns in order to be courageous, as nurses must act courageously every day. Professional bodies such as the RCN and NMC recognise that courage is important by highlighting this attribute in the RCN principles. The guidelines for raising concerns unite the attribute courage with the RCN’s principles of nursing practice by improving nurses’ awareness of how to raise concerns. Lachman’s (2010) CODE is an accessible model that modern nurses could use as a strategy to help them when raising concerns. Although students find it difficult to challenge more senior nursing professionals, they could also benefit from learning the acronym to help them as they progress through their career. For nursing students, courage could be seen as a learning development of the ability to confront their fear of personal emotional consequences from participating in what they believe to be the right action. On the whole a range of values, attributes and behaviours are needed in order to be a good nurse, including being caring, honest, compassionate, reliable and professional. These qualities are all important, but courage is an attribute that is widely overlooked for nurses to possess but vitally fundamental.

Opportunities for nurses to display courage occur every day, although it is at the nurse’s discretion whether they act courageously or not. As discussed in this assignment, courage is likewise an important attribute for a good nurse to possess and could be the difference between good and bad practice. It is significantly important that nurses speak up about bad practice to minimize potential harm to patients. However nurses do not need to raise concerns in order to be courageous, as nurses must act courageously every day.

Arrives at an overall judgement or conclusion

Make recommendations for practice

Professional bodies such as the RCN and NMC recognise that courage is important by highlighting this attribute in the RCN principles. The guidelines for raising concerns unite the attribute courage with the RCN’s principles of nursing practice by improving nurses’ awareness of how to raise concerns. Lachman’s (2010) CODE is an accessible model that modern nurses could use as a strategy to help them when raising concerns.

Although students find it difficult to challenge more senior nursing professionals, they could also benefit from learning the acronym to help them as they progress through their career. For nursing students, courage could be seen as a learning development of the ability to confront their fear of personal emotional consequences from participating in what they believe to be the right action.

On the whole a range of values, attributes and behaviours are needed in order to be a good nurse, including being caring, honest, compassionate, reliable and professional. These qualities are all important, but courage is an attribute that is widely overlooked for nurses to possess but vitally fundamental.

Star Carr is one of the most fascinating and informative Mesolithic sites in the world. What was once considered to be the occasional winter settlement of a group of hunter-gatherer families, now appears to be a site of year-round settlement occupied over centuries. Since its initial discovery and excavation in the late 1940s and early 1950s, a great deal of further data has been collected, altering interpretations made by the primary excavators who pioneered analysis of the site. What once was considered a typical textbook Mesolithic hunting encampment is now theorized to be a site of ritual importance. The site has produced unique findings such as a multitude of barbed points, twenty one antlered headdresses and the earliest known example of a permanent living structure in Britain. These factors will combine to immortalise the site, even when its potential for further research is thoroughly decayed, which tragically could be very soon (Taylor et al. 2010).

Star Carr is one of the most fascinating and informative Mesolithic sites in the world.

Synthesise the main points

Limitations and implications for future research

Restate the significance of the topic to the wider context

What was once considered to be the occasional winter settlement of a group of hunter-gatherer families, now appears to be a site of year-round settlement occupied over centuries. Since its initial discovery and excavation in the late 1940s and early 1950s, a great deal of further data has been collected, altering interpretations made by the primary excavators who pioneered analysis of the site. What once was considered a typical textbook Mesolithic hunting encampment is now theorized to be a site of ritual importance. The site has produced unique findings such as a multitude of barbed points, twenty one antlered headdresses and the earliest known example of a permanent living structure in Britain.

These factors will combine to immortalise the site, even when its potential for further research is thoroughly decayed, which tragically could be very soon (Taylor et al. 2010).

Congratulations! You've made it through the conclusion!

Click on the icon below to restart the tutorial.

Other support for essay writing

Online resources.

The general writing pages of this site offer guidance that can be applied to all types of writing, including essays. Also check your department guidance and VLE sites for tailored resources.

Other useful resources for essay writing:

Appointments and workshops 

There is lots of support and advice for essay writing. This is likely to be in your department, and particularly from your academic supervisor and module tutors, but there is also central support, which you can access using the links below. 

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CANZUK, the EU, and the Future of the West

• Charles A. Coulombe
• — August 15, 2024

His column was five thousand strong — all mounted men — and guns: There met, beneath the world-wide flag, the world-wide Empire’s sons; They came to prove to all the earth that kinship conquers space, And those who fight the British Isles must fight the British race! From far New Zealand’s flax and fern, from cold Canadian snows, From Queensland plains, where hot as fire the summer sunshine glows — And in front the Lancers rode that New South Wales had sent: With easy stride across the plain their long, lean Walers went. Unknown, untried, those squadrons were, but proudly out they drew Beside the English regiments that fought at Waterloo. From every coast, from every clime, they met in proud array To go with French to Kimberley to drive the Boers away. —Banjo Patterson, “With French to Kimberley.”

As I write these words, June 10 was not too long ago, but being before the European, British, and French elections, in some ways it feels like an eternity ago. June 10 is White Rose Day, the day on which, in 1688, the de jure King James III and VIII of England, Scotland, and Ireland was born. It precipitated the overthrow of his father in the so-called Glorious Revolution, the ongoing subjection of the British Monarchy to the political factions dominating Parliament, and the Jacobite uprisings so dear to song and story. In commemoration of the day, this writer had lunch with several other like-minded folk.

But that was not my only social engagement that day. In the evening, there was to be a reception at the Carlton Club in honour of the kickoff of a new Tory ginger group, Conservatives for CANZUK, at which one of my lunchmates and several other notables, including former Australian PM Tony Abbott, were to speak. All of this will require, perhaps, a little unpacking, as the expression goes. The Carlton Club is the private London club which is considered to be the social body for Conservative Party members. I have a particular fondness for it; back in 2013, a Russian ball I was to attend at the Banqueting House suddenly had to change venue because a ‘Gay Pride’ parade made it impossible for guests and tradesmen to reach the place. The organisers switched to the Carlton Club that very afternoon ! The word went out, and the staff handled the whole affair so professionally that you would think they had spent months planning it. Regardless of one’s politics, that efficient club bears watching.

In any case, as might be expected, this particular reception went very well under the watchful eyes of the supremely confident staff, although when the proceedings were finished, one somewhat inebriated journalist excoriated me for giving a long and pointless talk and declared that it was people like me who would ruin the organisation. My luncheon companion pointed out that I had not in fact made a speech at all, although he himself had, and his was short and to the point. Unsatisfied by this response, the journalist limped off.

But just what is CANZUK? In brief, it is the drawing closer together—especially in the wake of Brexit—of Canada, Australia, New Zealand, and the United Kingdom into an economic, military, cultural, and, to some degree, political bloc. This would allow them to face the European Union, Russia, China, and the United States from a much stronger position than any of them could do separately.

There are certainly factors in place that would argue strongly for this position. For one thing, all of these four countries share the same Sovereign, King Charles III, although constitutionally he is four separate beings (this reality comes from the 1931 Statute of Westminster, which is why, although at war with Germany from 1939 to 1945 as King of Great Britain, Canada, Australia, and South Africa, and Emperor of India, George VI was neutral as King of Ireland). Not only do Governors-General represent His Majesty in Ottawa, Canberra, and Wellington, but there are likewise viceregal figures in every Canadian provincial and Australian state capital, all busily doing what the King would do were he in residence. They share the Westminster System and the Common Law; the regiments of their armies have alliances with each other; and they have a common language, history, literature, religious structure, and culture. Of course, a great many Canadians, Australians, and New Zealanders also have ancestors from the British Isles. Their economies are, in many ways, complementary. All the speakers argued that this would not be a renewed British Empire but a gathering of equals.

Even in the days of the British Empire, however, the idea had forerunners. The whole notion of an Imperial Federation began in the 1880s and featured several creative versions. Basically, the idea involved an Imperial Parliament in which the Canadian, Australian, New Zealand, and South African provinces and colonies would be represented with equal stature to England, Scotland, Wales, and Ireland. This was also seen as solving the emerging Celtic nationalism issues; although effectively buried by the World Wars, the idea of CANZUK surfaced briefly under other names during the campaign against Britain entering the European Economic Community (the precursor to the EU) back in 1971. When the British did join, there were many in the three other realms who felt betrayed; it was the beginning of serious republican movements in each of those countries. With the UK leaving the EU, it was inevitable that the idea would make a comeback.

Although the notion makes perfect sense to this writer, it certainly faces a great deal of opposition in all four realms, and as COVID shows, where political consensus and common sense clash, the latter rarely wins. Yet it really does seem like the only way for the CANZUK countries to survive in the long run. It will be anathema to many of my French-Canadian relations, but the sad truth is that without Canada, the assimilation that overcame French New England awaits Quebec. Without CANZUK, the same faces Canada as a whole.

One of the speakers said something that certainly caught my attention. He compared the four nations of CANZUK and their innumerable bonds, which he said would permit subsidiarity with the 27 EU countries. He declared the 27 countries had nothing in common with each other, hence the need for Brussels to become despotic if the EU was to function. The more I thought about this, however, the more inaccurate it seemed.

Certainly, it is true that Brussels has become a despotism—precisely in order to make the EU function as it does. But this is not because there is no deep underlying unity within the European nations; it is because, due to who they are as people and as ideologues, not only the Eurocrats but most of those staffing the national governments are forced to deny and even attack the real sources of European unity. It is as though CANZUK was to include abolishing the Monarchy, the Westminster System, Common Law, the teaching of English literature and history, the vague association of Christianity with the State, and so on. What would be left would be a soulless machine, incapable of capturing the imagination and loyalty of its subjects. Such is the EU to-day.

Those concerned with precisely those beliefs and loyalties (I do not call them values) that created Europe in the first place—altar, throne, subsidiarity, solidarity, and the notion of Christendom itself—often appeal to the Imperial Idea, the Reichsidee , as a model and contrast it with the British Empire. That is certainly fair enough if one thinks of the British in India and Africa. But it is rather different with the ideas of the Imperial Federationists, which in a real sense underlie CANZUK. The comparison between the British and Holy Roman Empires, which interested people such as Otto von Habsburg in our time, also interested them in theirs, and some came to rather intriguing conclusions.

In the 1911 Encyclopaedia Britannica , distinguished historian Sir Ernest Barker’s article on “Empire” informs us that:

In England, of recent years, the term ‘Empire’ and the conception of imperialism have become prominent and crucial. To Englishmen to-day, as to Germans before 1870, the term and the conception stand for the greater unity and definitely federal government of a number of separate states. For the German, indeed, Empire has meant, in great measure, the strengthening of a loose federal institution by the addition of a common personal superior: to us it means the turning of a loose union of separate states already under a common personal superior—the King—into a federal commonwealth living under some common federal institutions. But the aim is much the same: it is the integration of a people under a single scheme which shall be consistent with a large measure of political autonomy. We speak of imperial federation; and indeed, our modern imperialism is closely allied to federalism. Yet we do well to cling to the term empire rather than federation; for the one term emphasizes the whole and its unity, the other the part and its independence. This imperialism, which is federalism viewed as making for a single whole, is very different from that Bonapartist imperialism, which means autocracy; for its essence is free co-ordination and the self-government of each co-ordinated part. The British Empire (q.v.) is, in a sense, an aspiration rather than a reality, a thought rather than a fact; but, just for that reason, it is like the old Empire of which we have spoken; and though it be neither Roman nor Holy, yet it has, like its prototype, one law, if not the law of Rome—one faith, if not in matters of religion, at any rate in the field of political and social ideals.

Of the Holy Roman Empire, the same source tells us:

Of the larger question of the influence of the Empire on Europe, we can here only say that it worked for good. An Empire which represented, as a Holy Empire, the unity of all the faithful as one body in their secular, no less than in their religious life—an Empire which, again, as a Roman Empire, represented with an unbroken continuity the order of Roman administration and law—such an empire could not but make for the betterment of the world. It was not an empire resting on force, a military empire; it was not, as in modern times empires have sometimes been, an autocracy warranted and stamped by the plébiscite of the mob. It was an empire resting neither on the sword nor on the ballot-box, but on two great ideas, taught by the clergy and received by the laity: that all believers in Christ form one body politic, and that the one model and type for the organization of that body is to be found in the past of Rome. It was indeed the weakness of the Empire that its roots were only the thoughts of men; for the lack of material force, from which it always suffered, hindered it from doing work it might well have done—the work, for instance, of international arbitration. Yet, on the other hand, it was the strength and glory of the Empire that it lived, all through the middle ages, an unconquerable idea of the mind of man.

In a word, it is that unconquerable Empire which lies behind the visions of both CANZUK and those—whether, ironically, they be Paneuropa or Patriots for Europe—who would see a free, Christian, and united Europe. For while the latter certainly must oppose what the EU has become, the true patriot of any European country, whether in the Mother Continent or the diaspora, who really loves his country, loves what created it. In every case, these are Christianity, Greek Philosophy, and Roman Law, as they acted upon each given people’s pre-existing manners and customs. But these are also the roots of Europe as a whole, which are to-day routinely attacked by its rulers.

So it is that I find the title of the new European Parliament group “Patriots for Europe” supremely encouraging—we shall see what the reality will be. By the same token, I do not see in CANZUK an enemy or rival to Europe, for all that it may be to the EU as currently constituted; rather, if it succeeds, I see an eventual victory for the real Europe—and one that would be greatly augmented if the French, Spanish, Portuguese, Dutch, and Belgians look similarly at their daughter countries.

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Export bar placed on rare Alan Turing wartime papers as UK buyer sought

The papers are at risk of leaving the UK unless a domestic buyer can be found to acquire them.

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An export bar has been placed on a collection of rare project writings by Second World War codebreaker Alan Turing , as a UK buyer is sought to prevent them being taken abroad.

The wartime documents are valued at over £397,000 and relate to the Delilah project, which developed a portable encryption system for use in military operations.

Following Turing’s ground-breaking work on the Enigma machines at Bletchley Park , he began work on the Delilah project at Hanslope Park to develop a portable encryption system or voice scrambler to protect military secrets in the field.

The papers consist of two bound notebooks and six separate gatherings of loose sheets including the notes of Turing (1912-54) and colleague Donald Bayley (1921-2020) relating to the Delilah project.

Unpublished evidence of Turing’s work has rarely survived. Turing himself did not usually keep research notes, working drafts or correspondence.

Arts Minister Sir Chris Bryant said: “The Delilah project papers offer unique insights into the extraordinary mind of Alan Turing, who is famed for decoding the Enigma machines, being instrumental in ending the Second World War and saving many lives.

“The British mathematician was central to the development of our modern digital world.

“It is right that a UK buyer has the opportunity to purchase these papers to give people the opportunity to continue to study and appreciate his work as an important part of our national story.”

Shortly after the war ended in 1945, the Delilah machine was complete and Turing was able to demonstrate the working machine successfully, which showed a recording of one of Winston Churchill’s speeches, using a system which encrypted and decrypted communications from telephone and radio devices.

Turing’s work prefigured the modern digital world and his work at Bletchley Park is seen as being crucial to ending the Second World War early and saving many lives.

His post-war work formed the foundations of modern computer science and Turing was later awarded an OBE.

The minister’s decision follows the advice of the Reviewing Committee on the Export of Works of Art (RCEWA)

The committee found that the papers met the first and third Waverley criteria for their outstanding connection with our history and national life and their outstanding significance for the study of the history of computing, as well as Turing’s mathematical knowledge of electrical engineering.

RCEWA chairman Andrew Hochhauser said the UK owes “a debt of gratitude” to Turing.

He said: “(Turing’s) extraordinary work on the Enigma project at Bletchley Park played a major part in winning the Second World War and saved so many lives.

“Turing is closely connected to our modern digital world. He is generally accepted to be the founder of computer science and is also widely considered to be the father of Artificial Intelligence.

“The regard in which he is held is illustrated by the fact that in 2019 he was voted by a BBC audience the most iconic person of the 20th century. He appears on the current £50 note.

“Explaining the Bank of England’s choice, the then Governor of the Bank of England, Mark Carney, observed, ‘All around us, his legacy continues to hold. Turing is a giant on whose shoulders so many now stand.’”

The decision on the export licence application for the papers will be deferred until November 15.

Organisations or individuals interested in purchasing the papers are urged to contact the RCEWA on 020 7268 0534 or [email protected].

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W.H.O. Declares Global Emergency Over New Mpox Outbreak

The epidemic is concentrated in the Democratic Republic of Congo, but the virus has now appeared in a dozen other African countries.

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By Apoorva Mandavilli

The rapid spread of mpox, formerly called monkeypox, in African countries constitutes a global health emergency, the World Health Organization declared on Wednesday.

This is the second time in three years that the W.H.O. has designated an mpox epidemic as a global emergency. It previously did so in July 2022. That outbreak went on to affect nearly 100,000 people , primarily gay and bisexual men, in 116 countries, and killed about 200 people.

The threat this time is deadlier. Since the beginning of this year, the Democratic Republic of Congo alone has reported 15,600 mpox cases and 537 deaths. Those most at risk include women and children under 15.

“The detection and rapid spread of a new clade of mpox in eastern D.R.C., its detection in neighboring countries that had not previously reported mpox, and the potential for further spread within Africa and beyond is very worrying,” said Dr. Tedros Adhanom Ghebreyesus, the W.H.O.’s director general.

The outbreak has spread through 13 countries in Africa, including a few that had never reported mpox cases before. On Tuesday, the Africa Centers for Disease Control and Prevention declared a “public health emergency of continental security,” the first time the organization has taken that step since the African Union granted it the power to do so last year.

“It’s in the interests of the countries, of the continent and of the world to get our arms around this and stop transmission as soon as we can,” said Dr. Nicole Lurie, the executive director for preparedness and response at the Coalition for Epidemic Preparedness Innovations, a nonprofit that finances vaccine development.

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This Is Fictional

The Big List of UK Writing Competitions & Awards 2024 (Part 1)

This one's a biggie.

Hello writery pals!

*Fanfare music* Welcome to the big list of 50 writing competitions and awards for UK writers in 2024.

Whether you write novels, short stories, flash fiction, poetry, prose poetry or anything in between , whether you’re unpublished or published, there’s something for everyone.

The opportunities below come along with some impressive prizes. From free places on writing retreats (I’m dying to go on one of these!) and mentoring with industry experts, to tens of thousands of pounds in cash prizes.

Disclaimers — sounds boring but, trust me, they’re worth reading

If you’re a new writer, I’d recommend going only with the free entry opportunities in the first instance. Tip: search this page for the word ‘free’ to find them quicker.

The more prestigious awards on this list are highly competitive and some have more expensive entry fees than others, so only go with what you can afford.

Most of the bigger competitions also offer a number of free or sponsored entries for writers on low incomes.

For any opportunities you’re particularly interested in, I’d recommend signing up to the organisation’s mailing list (most of them have one) and following them on social media for updates. I say this because some deadlines or competition details may change as organisations gear up for the 2024 round.

Always make sure you read the full T&Cs for any opportunity you enter.

This is by no means an exhaustive list. There are tons of other amazing opportunities out there, some still to be announced. If there are any you think should be added to this list, let me know in the comments.

Happy writing!

The Big List of UK Writing Competitions & Awards 2024 — Part 1

New Writers - Flash Fiction Competition

This flash competition is open to writers from around the world. Entries should be 300 words maximum. New Writers is offering a top prize of £1,000, a second prize of £300 and a third prize of £200. The deadline is midnight (UK time) on Wednesday 31st January 2024 and £1.00 from each entry will be donated to First Story.

Entry fee: from £10

Deadline: 31st January 2024

Story Unlikely - Short Story Contest

There are no restrictions on genre for this contest. Story Unlikely says, “we don't care as long as it's written and told with quality and care.” The word limit is 4,500. The competition is open to writers of any age and location. 

A prize package of $1,000- $1,500 will be divided up into: $750 first place, $500 second place, $250 third place. The winning story will be featured on Story Unlikely’s website and will be strongly considered for their annual print sample magazine.

Entry fee: unknown but looks like it’s free

Bath Flash Fiction Award

Submit your best flash fiction to this industry favourite award at 300 words or less. 50 longlisted writers will be offered publication in the end of year print and digital anthology. Longlistees will also receive a free print copy. £1,000 prize for the winner, £300 second and £100 third. Two commendations will receive £30 each.

Entry fee: from £7.50

Deadline: 4th February 2023

Curtis Brown Creative - Gillian McAllister Novel-Writing Scholarship for Disabled Writers

The Gillian McAllister Novel-Writing Scholarship for Disabled Writers awards one disabled writer a free place on their online Writing Your Novel – Three Months course. With weekly teaching and workshopping from author Christopher Wakling on CBC’s interactive platform, the winner will also receive one-to-one tutorials and advice from authors and literary agents. 

The course will help the winning writer hone your craft and develop their novel. 

Entry fee: free

Deadline: 11th February 2024

Writers' & Artists' Short Story Competition 2024

W&A’s free annual short story competition offers the winner a place on an Arvon Residential Writing Week (worth £850) as well as publication on our site.

To enter, all you have to do is submit a short story (for adults) of no more than 2,000 words on the theme of risk via our online competition form. Make sure you have a (free) account on their website. 

Deadline: 12th February 2024

The Watson, Little x Indie Novella Prize

Founded in 1971, Watson, Little Ltd is a long-established literary agency offering a full service to its clients across all aspects of media. 

Indie Novella is an online hub providing free advisory services to aspiring writers and a free online forum to help make novel writing and publishing more transparent and accessible. In celebration of this commitment, they are jointly launching a Fiction Prize for emerging writers.

The Prize is for fiction of all lengths (novels, novellas or stories), open to all unpublished (self-published also accepted) UK-based authors aged 16 and over. Writers are invited to write to fit one of three themes.

Deadline: 14th February 2024

The Rhys Davies Short Story Competition

The Rhys Davies Short Story Competition is a distinguished national writing competition for writers born or living in Wales. The first prize is £1,000 and publication in a short story anthology to be published by Parthian Books. 11 x finalists will win £100 each and publication in the anthology.

Entry fee: £8

Deadline: 15th February 2024

Next Generation Short Story Awards

The 2024 Next Generation Short Story Awards is open to all authors, even first time authors, in the USA, Canada or internationally, who have an original short story of 5,000 words or less. Entries should be previously unpublished and written in English.

Entry fee: from $20

Deadline: 28th February 2024

The London Library - Emerging Writers Programme

The London Library Emerging Writers Programme is a unique opportunity which offers writers, in all genres and disciplines, one year’s free membership of The London Library and includes writing development masterclasses, networking opportunities, peer support, access to and guidance in using all the Library’s resources and publication in the cohort anthology. 

The Margery Allingham Short Mystery Competition

Every year since 2014, the CWA and the Margery Allingham Society have jointly held an international short story competition. The word limit on this one is 3,500.

The goal of this competition is to find the best unpublished short mystery, one which fits into Golden Age crime writer Margery Allingham’s definition of what makes a great mystery story.

Entries are welcomed from published and unpublished writers, written in English. The prize for the winner is £500. 

Entry fee: £18

Deadline: 29th February 2024

Scottish Arts Trust - Edinburgh Short Story Award 2024

The Edinburgh Short Story Award is open to writers everywhere with stories on any topic up to 2,000 words. The first prize is £3,000 and there’s a £750 prize for the top entry by an unpublished writer living in Scotland. 

Entry fee: £10 per story

Deadline: 29th February 2024 

P.S. Check out the other awards from the Scottish Arts Trust including the Write Mango Award and Isobel Lodge Award. Entries for these close at the same time as the Short Story Award.

The Kelpies Prize for Writing 2024

The Kelpies Prize for Writing is for writers in Scotland who are keen to start a career in children’s books. The prize package includes a mentorship with an experienced editorial team, consideration for a publishing deal and £500 cash, “which we hope will help our winner take their first steps as a children’s author.”

Anthology Poetry Competition

Established to recognise excellence in the craft of poetry writing and provide a platform for publication, the Anthology Poetry Competition is open to original and previously unpublished poems written in English. Entries are welcomed from poets of all nationalities, living anywhere in the world. 

There is no restriction on theme or style. Poems submitted should be 40 lines or less. There is no limit on the number of entries per person. Each submission requires a separate entry form and will be subject to a separate entry fee.

The winner will receive a €1,000 cash prize and the chance to see their work published in a future issue of Anthology. The winner will also receive a one-year subscription to Anthology. Second place: €250. Third place: €150.

Entry fee: €10

Deadline: 27th February 2024 for very early bird entry fee

BBC National Short Story Award

This is one of the most significant short story competitions in the UK. The prize is awarded yearly by the BBC. Writers entering this award must have a prior record of publishing creative work in the UK (so this one is for established writers only). Stories up to 8,000 words are accepted and may be submitted by the author or by their agent. First place: £15,000.

Deadline: estimated March 2024

Tempest Prize

The Tempest Prize will award one unpublished LGBTQ+ writer based in the North of England a £1000 bursary, mentoring from Andrew McMillan and access to the Northern Writers’ Awards Talent Network. It will be open between February and March 2024 to submissions of poetry, fiction and narrative non-fiction. The prize will be judged by Andrew and a co-judge still to be announced.

Andrew McMillan is the writer of award-winning poetry collections physical, pandemonium and playtime and his highly anticipated debut novel, Pity, is due for publication by Canongate in 2024. The Tempest Prize is the second to be set up and funded by a previous award-winner, after author Benjamin Myers inaugurated the Finchale Prize for Short Fiction in 2022.

Entry fee: unknown

P.S. It looks like there’s no website yet so follow Andrew on social media and keep an eye out for this one. 

Forward Prizes for Poetry

This is the largest annual poetry competition in the UK. The prize recognises the best collection, best first collection and best single poem in the UK each year. All works put forward for the prize will also be considered for publication in The Forward Book Of Poetry, an annual anthology. Entries must be published works and individual poets cannot enter their own work. There’s up to £5,000 to be won depending on the category you enter.

The SmokeLong Quarterly Award for Flash Fiction 2024

The SmokeLong Quarterly Award for Flash Fiction (The Smokey) is a biennial competition celebrating excellence in flash.

The grand prize winner of The Smokey is automatically nominated for The Best Small Fictions, The Pushcart, Best of the Net and any other prize deemed appropriate. They’ll also pay the grand prize winner $2,500. Second place: $1,000. Third place: $500. Finalists: $100.

Entry fee: $14

Deadline: 1st March 2024

The Alpine Fellowship Writing Prize 2024

This prize is awarded for the best piece of writing on the theme of the Alpine Fellowship 2024 – to be announced. The winner will receive a cash prize and the runners up will receive travel expense support to attend the 2024 symposium. First place: £3,000. Second place: £1,000. Third place: £1,000

Entry fee: unknown 

PFD Queer Fiction Prize

PFD (Peters, Fraser and Dunlop) runs a Queer Fiction Prize for new LGBTQIA+ writers to find emerging talent. Winners will be signed to PFD and supported in completing their novels. There are two separate categories: Adult and YA & Children’s Fiction.

Any un-agented LGBTQIA+ writer who is in the process of writing a piece of fiction is eligible to enter. Submissions do not necessarily have to be about LGBTQIA+ experiences, though they do especially want stories with LGBTQIA+ characters or themes.

Works do not need to be complete as the prize will provide representation and support in writing to the end of your novel.

The 2024 International Book & Pamphlet Competition

Poets with a collection drafted, this one is for you! This is The Poetry Business’s 38th International Book & Pamphlet Competition, judged by Jane Clarke.

The two winning collections will be beautifully produced and promoted widely and entered for all eligible awards and prizes. They will also be sold in bookshops throughout the UK and through online stockists of The Poetry Business publications.

Entrants should submit a collection of 20 pages of poetry. The two winners will receive £500 each, publication in The North magazine, a reading at The Wordsworth Trust and a place on a residential writing course. Two runners-up will receive publication in East of The North plus an online reading and an honorarium of £100 each.

Entry fee: £29

Deadline: 6th March 2024

Neil Gunn Writing Competition

Poetry and short story entries are welcome for the Neil Gunn Writing Competition. In their entry, writers should respond to this line from Bloodhunt by Neil Gunn: “Mystery. That was the last word, the word you came to at the end. No corner of its coverlet could you lift.”

Entry fee: £10 per single entry or £18 for both a poem and short story

Deadline: 8th March 2023

The Plaza Prose Poetry Prize

A rare one for all you prose poets! The Plaza Prose Poetry Prize aims to shine a light on this exciting hybrid form. They welcome prose poems, up to 50 lines, and encourage writers to be experimental and play with readers' expectations. First prize: £750. Second prize: £200. Third prize: £50

Entry fee: £11 (£5 per additional entry) 

Deadline: 31st March 2024

P.S. The Plaza Prizes has a host of other awards including crime, memoir, microfiction, audio poetry and much more. Check out the website for more information. 

Anthology Short Story Competition

The Anthology Short Story Competition is open to original and previously unpublished short stories, written in English, by a writer of any nationality, living anywhere in the world. 

There are no restrictions on theme or style. There is a maximum word count of 1,500 words. Writers can submit as many entries as they like. Each submission will require a separate entry form and entry fee.

The winner will receive €1,000 and the winning story will be published in a future issue of Anthology. Second place: €250. Third place: €150.

Entry fee: €15

Deadline: 31st March 2024 for early bird entry fee

Anne Brown Essay Prize 2024

The Anne Brown Essay Prize awards £1500 for the best literary essay by a writer in or from Scotland. Essays can be on any topic, with a maximum word count of 4,000. Unpublished essays are especially welcome.

The Deborah Rogers Foundation – The Writers Award

This writer’s award was the first initiative of the Deborah Rogers Foundation. It was set up in 2015 in memory of the much loved and respected literary agent, Deborah Rogers. 

In keeping with Deborah’s special talent for nurturing emerging writers, the Award offers a substantial prize. £10,000 will go to a previously unpublished writer whose submission of 15,000- 20,000 words demonstrates literary talent and who needs financial support to complete their first book. The submitted work can be fiction, non-fiction, children’s or short stories. Applicants must reside in the British Commonwealth or Eire. Two shortlisted authors will win £1,000 each.

Entry fee: estimated £6

Deadline: estimated 31st March 2024

Brick Lane Bookshop Short Story Prize

The Brick Lane Bookshop Short Story Prize was established in 2019 as a celebration of the short story form and the resilience of independent booksellers. Funded by Brick Lane Bookshop, the competition is open to all UK residents and seeks to discover, publish and promote new, exciting and diverse voices in fiction. The prize is run by former Brick Lane Bookseller, Kate Ellis.

Each year, they invite a writer, a publisher and a literary agent to judge the competition. From a longlist of 12, they select a shortlist of six and three prize winners. The first prize is £1,000.

The 12 longlisted stories are published in their anthology which is available to buy from their website, Brick Lane Bookshop and many other good bookshops.

Deadline: estimated April 2024 (check Brick Lane Bookshop to confirm)

Bristol Short Story Prize 2024

The Bristol Short Story Prize is an international writing competition based in Bristol, UK which aims to publish great short stories and promote writers as much as possible. Discovering previously unpublished writers is central to their mission. They are committed to celebrating the short story form and making it accessible and available to as wide an audience as possible.

First prize: £1,000.

Entry fee: £9

Deadline: estimated 26th April 2024 (check Bristol Short Story Prize to confirm)

Jane Austen Literacy Foundation Short Story Competition

The Jane Austen Literacy Foundation Short Story Writing Competition is an international competition for new and experienced writers.

Three winning stories, selected by a panel including Jane Austen’s family, will be recorded as an audiobook by multi-award-winning narrator, Alison Larkin, and published worldwide to raise money for literacy projects in developing communities.

Deadline: 28th April 2024

Belfast Book Festival - Mairtín Crawford Award

The Mairtín Crawford Award invites writers working towards their first full collection of poetry, short stories or a novel. Both published and unpublished writers are welcome to submit between 3-5 poems for the poetry award and a short story of up to 2,500 words for the short story award. The only stipulation is you can’t already have a published collection of poetry, short stories or a novel.

The winner of each award will receive a £500 cash prize. Each winner will also receive a ‘Time to Write’ package which includes a 3-night stay at Bullitt Hotel Belfast and 4 days of dedicated writing space in The Crescent. Two finalists for each category will receive a £250 cash prize.

Deadline: estimated 1st May 2024

The Creative Future Writers’ Award

The Creative Future Writers’ Award (CFWA) is a national writing development programme celebrating talented, underrepresented writers who lack opportunities due to mental health issues, disability, health or social circumstance.

The prizes sound amazing! They include £20,000 and top writing development prizes supplied by publishers and development agencies. 

Deadline: estimated 14th May 2024

SI Leeds Literary Prize

The SI Leeds Literary Prize is for unpublished fiction by UK-based Black and Asian women, aged 18 and above. The aim of the prize is to act as a loudspeaker for fresh literary voices from under-represented groups and to help them reach new audiences in the mainstream.

The writer of the winning entry in 2022 was awarded of £4,000 and a range of additional valuable benefits through the prize’s unique writer development scheme, including: a free place at an Arvon creative writing course, free manuscript assessment of their work from The Literary Consultancy, an invitation to New Writing North’s London summer salon event for publishers and agents, workshops and support, speaking engagements and serious consideration for publication by Peepal Tree Press.

Entry fee: £10 but they do have a number of free entry bursaries for writers on a low income

Deadline: estimated 25th April 2024

Bridport Prizes - Short Story Competition

One of the largest short story prizes. The winning story will features in the Bridport Prize anthology, so you will see your words in print, maybe for the first time. The first place prize is £5,000. You will be invited to the awards celebration and get feedback from the judges and professional partners. Bridport will also champion you and your work. Second place: £1,000. Third place: £500. 

Entry fee: from £11

Deadline: May 31st 2024

BPA First Novel Award 2024

This award is open to unrepresented and unpublished authors for a novel in any adult fiction genre.

The winner receives £1,000 and an introduction with an agent. The runner up will get £500 and an introduction with an agent. And the highly commended writer will receive £150 and an introduction with an agent.

Entry fee: £24

Deadline: estimated 31st May 2024

Bath Novel Award 2024

The Bath Novel Award is an international writing competition based in Bath, UK for writers of novels in every genre. Now in its 10th year, the prize celebrates emerging authors who may be unpublished, self-published or independently-published. 

First prize: £5,000 with full manuscript feedback for shortlistees and extract feedback for all listees. Additional longlist prize of a £1,800 course with the Professional Writing Academy & Cornerstones Literary Consultancy 

Entry fee: £29.99 with sponsored places available for writers on a low income

Deadline: 31 May 2024

Jenny Brown Associates – Over 50 Award

Open to all writers over 50, this award was created to address the lack of literary opportunities available to older writers eager to break into the publishing industry. The award also aims to celebrate and value the collected, distilled wisdom and a lifetime of reading and experience of writers over 50. 

Debut novelists are invited to submit the first 5,000 words of their novels. The prize will consist of £1,000 and a week’s residential placement at Moniack Mhor Creative Writing Centre (the dream!) for the winner. The runners up will receive mentoring sessions with experienced writers, editors and agents as appropriate.

Deadline: estimated 31st May 2024 (check the Jenny Brown Associates website for more details) 

As well as compiling this list, I’ve also created a deadline calendar for you, populated with all 50 opportunities! This will make it even easier to keep up to date with writing competitions and awards throughout the year and never miss a deadline.

Read Part 2 and get the deadline calendar link

Ready for more?

Huh: SimCity 2000's library has an essay about cities written by Neil Gaiman

Best SimCity remains best SimCity.

While the original will forever hold a place in my heart, SimCity 2000 is one of those sequels that was simply meant to be. It was one of those sequels that doubled-down on everything brilliant about the first game, with a stunning visual makeover that saw the top-down 2D look become a gorgeous isometric urban panorama. It's more complex, much more can go wrong, and I'm not sure Maxis or EA ever made a subsequent SimCity that improved on it.

I played this game a lot when I was a kid and thought I had a fairly good memory of it, but a piece of trivia has caught me completely off-guard. The SimCity games have always been packed with Easter eggs, but It turns out that one of SimCity 2000's little surprises is an essay on the nature of cities by one Neil Gaiman.

Gaiman is now one of the most well-known and prolific authors in the world, but when SimCity 2000 came out in 1993 he was best-known for his pioneering Sandman comics series. The essay is simply titled SimCity and is found in-game by clicking on the library building, which brings up the option to "ruminate". Should you do so, the game will display Gaiman's essay, which does indeed ruminate on the nature of cities and the personalities they hold. 

It's a short piece and can be read in full on Gaiman's website . The first few paragraphs go:

"Cities are not people. But, like people, cities have their own personalities: in some cases one city has many different personalities—there are a dozen Londons, a crowd of different New Yorks.

"A city is a collection of lives and buildings, and it has identity and personality. Cities exist in location, and in time.

"There are good cities—the ones that welcome you, that seem to care about you, that seem pleased you're in them. There are indifferent cities—the ones that honestly don't care if you're there or not; cities with their own agendas, the ones that ignore people. There are cities gone bad, and there are places in otherwise healthy cities as rotten and maggoty as windfall apples. There are even cities that seem lost—some, lacking a centre, feel like they would be happier being elsewhere, somewhere smaller, somewhere easier to understand."

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Gaiman goes on to wonder about what kind of people cities would be ("Manhattan is, in my head, fast-talking, untrusting, well-dressed but unshaven") before circling back round to ideas of chance, circumstance, and the way in which we perhaps take cities for granted. As ruminations go it's a cool one, and tremendously in-keeping with the game's character (Will Wright himself was originally inspired by the pioneering book Urban Dynamics). I'm positive I must have read this decades ago, but my ancient brain has mis-filed the memory.

The question I'm left with, and I've looked around for an answer with little luck, is why Gaiman was tapped-up to contribute to SimCity 2000 in the first place. PCG's Fraser Brown notes that Gaiman does have a particular fascination with the nature of cities: "Cities as mystical, constantly shifting places is rife in Sandman, and he created a miniseries and accompanying novelisation (Neverwhere) about the idea that every major city has a magical parallel world existing beneath it." I've reached out to Gaiman and will update with any response.

Rich is a games journalist with 15 years' experience, beginning his career on Edge magazine before working for a wide range of outlets, including Ars Technica, Eurogamer, GamesRadar+, Gamespot, the Guardian, IGN, the New Statesman, Polygon, and Vice. He was the editor of Kotaku UK, the UK arm of Kotaku, for three years before joining PC Gamer. He is the author of a Brief History of Video Games, a full history of the medium, which the Midwest Book Review described as "[a] must-read for serious minded game historians and curious video game connoisseurs alike."

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If you are sitting in front of your computer screen, contemplating how to compose your essay because you didn’t pay attention to the lectures, you are not alone. Writing an essay or paper is a crucial part of the college experience, but simply submitting pages filled with numerous words is not sufficient to achieve a high academic grade.

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NEWS... BUT NOT AS YOU KNOW IT

Putin’s secret files reveal UK towns and cities he would nuke first

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From Hull, to Barrow-in-Furness and Edinburgh – these are just some of the targets Putin has in mind for the launch of nuclear weapons.

29 leaked papers seen by the Financial Times reveal up to 32 targets across Nato countries.

Maps of these targets were detailed in a presentation for officers that predates the full-scale invasion of Ukraine between 2008 and 2014.

It shows Putin has been planning something for a while and that Russian warships are primed to start nuclear war.

The documents reveal that the UK would likely be nuked by ships from Russia’s Northern Fleet, headquartered in Murmansk.

Meanwhile the Kremlin’s Baltic Fleet based at Kaliningrad would target France and Germany.

The documents also show targets in countries like Romania, Bulgaria, Turkey and Japan.

Bizarrely military scenarios with Russian allies like China, Iran, Azerbaijan and North Korea are even all included.

Out of all the areas in the documents in the UK – Barrow-in-Furness is Putin’s number one target area.

But also an unnamed target in Hull is on the documents as well as the shipyard at Rosyth in Scotland.

This is where the Royal Navy’s aircraft carriers HMS Queen Elizabeth and HMS Prince of Wales were built.

But before all this happened, the papers suggest Putin would launch a ‘demonstration strike’ in a remote, unpoplated area to scare western countries.

What’s even more alarming is that Western officials believe the Russian president was planning an attack like this during the early days of the war in Ukraine.

He even ordered a major rehearsal in May over anger at Britain’s support for Ukraine.

To add to it all, these documents are just a fraction of the real number of targets Russia has according to experts.

William Alberque, a former Nato official now at the Stimson Center, said the sample was a small portion of ‘hundreds, if not thousands, of targets mapped across Europe . . . including military and critical infrastructure targets’.

Get in touch with our news team by emailing us at [email protected] .

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Call for Papers

Nanjing University of the Arts

No. 74, Beijing West Road, Gulou District, Nanjing, Jiangsu, P. R. China

Part of Dr Mirra’s Leverhulme Early Career Fellowship research project 'The City as Art' at CCVA, examining living aesthetics in 21st century Chinese cities. Photo taken during her fieldwork, 6 June 2023.

Call for papers

The 17th Annual Conference, the Centre for Chinese Visual Arts, Birmingham City University in collaboration with Nanjing University of the Arts

(Extra)Ordinary Living: Aesthetics in Contemporary China

Deadline for abstracts: 1 March 2024

From pre-dynastic rites and music to literati art and volumes on the pleasures of life, the notion of living has long inspired Chinese works of art and objects of design, which, in turn, document and inform diverse modes of society and culture, broadly conceived.

More recently, an interest in everydayness re-gained momentum between the 19th and early 20th century. Later, during the Maoist era, life in the countryside and the labour of the masses was brought to the fore with the collective production of paintings, woodblock prints and propaganda posters. Throughout the 1980s, Chinese artists still drew inspiration from living , as suggested by the pioneering work by artist collectives such as the Pond Society ( Chishe ) and the Polit-Sheer-Form Office ( Zheng chun ban ), or the early works by contemporary artists in the 1990s, e.g., Geng Jianyi, Song Dong, Yin Xiuzhen, and Zhuang Hui.

Today in China the ordinariness of living remains a key source of inspiration not only for artists, but also for designers, particularly, in the area of product design, fashion design and interior design. Following the evolving socio-cultural and economic circumstances in the Reform and Opening Up era, the products of visual and performing arts, as well as design have inevitably changed along with ordinary life. At present, we live in a technologically advanced, and interconnected world that is, nevertheless, getting more fragmented, conflict prone and facing global challenges. The visual and performative arts and design can neither prevent nor provide solutions to current and future concerns. However, their extraordinary power is they contain implicit cues on our modes of living, which need unpacking to get more complex, nuanced and comprehensive understandings of society and culture.

In our Society of the Spectacle (Debord 1967), where extravagance and novelty are visually consumed and celebrated, artworks taking ordinary living as their focus or inspiration, and privileging other senses (e.g., smell, sound, kinetic and tactile experiences) are more important than ever to multiply and diversify the ways we approach, experience, and represent reality. This conference welcomes papers that can advance critical analysis and broaden multidisciplinary perspectives on the living and the ordinary in the field of visual arts, performing arts, and design. Possible perspectives include but are not limited to:

• The living and the ordinary in contemporary arts;
• Design and innovations that redefine the living ;
• New methods and strategies to approach the living in contemporary China, including experimental works that privilege the sound, smell, tactile and kinetic experience;
• Theoretical and art-historical explorations of living in China;
• Artworks and design objects that examine living in rural contexts;
• Representations of living in underrepresented social groups, ethnic minorities, borderlands and other organisms.

Please submit one single document (in English) with subject ‘CCVA Conference 2024’, containing 1) an abstract of up to 300 words; 2) a 100-word biography, contact information and any institutional affiliation by 1 March 2024 to [email protected] ,  Dr. Federica Mirra  and  Professor Jiang Jiehong . Participants from all career stages are most welcome.

Nanjing University of the Arts will kindly cover 3 nights of accommodation in Nanjing (4 nights for international travellers) and provide meals for all delegates.

Following the conference, selected papers will be invited for peer-reviewed publication in the Journal of Contemporary Chinese Art (indexed by Scopus), to be published by Intellect (Bristol) in the UK, in English only. Due to the nature of the special journal issue, as the output of the conference, presentations in English will be prioritised by the selection panel.

Please note this is an in-person conference, with simultaneous interpretation provided.

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