Personal statement

Don't list what you've done. Analyse one thing you can't stop thinking about.

At the most competitive UK universities, the personal statement is not a list of achievements - it is evidence of how you think. Admissions tutors are trying to work out whether you will thrive in a tutorial or supervision, so they read for genuine intellectual curiosity: what you engaged with, what it made you think, and how your understanding changed. The single strongest move you can make is to go deep on one or two specific things - a book, a problem, a project, a moment - rather than skating across a long CV of activities. Analyse, don't list.

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The 2026 UCAS format

It's no longer one essay — it's three questions. Each rewards depth over a highlights reel.

Why do you want to study this course or subject?

Anchor your motivation in something concrete and specific to you - a particular idea, problem, book or moment that genuinely hooked you - and then show how your interest developed from there. This is not the place for a grand mission statement; it is the place to demonstrate that you understand what the subject actually involves at degree level and that you are drawn to it for real reasons.

Avoid — Opening with a cliche or a sweeping claim ('I have always been fascinated by...') that could be swapped into any applicant's statement and says nothing specific about how you actually think.

How have your qualifications and studies helped you to prepare for this course or subject?

Pick the parts of your A-level, IB or BTEC study that connect most directly to the degree, and show what you took from them intellectually - a topic that made you want to read further, a method you found powerful, a concept you initially found hard and then cracked. Tie skills to evidence: don't claim you have 'strong analytical skills', show a moment where you analysed something and reached a non-obvious conclusion.

Avoid — Listing your subjects and grades (which the admissions tutor already has) instead of reflecting on what studying them taught you and how it prepared you for this specific course.

What else have you done to prepare outside of formal education, and why are these experiences useful?

This is where super-curricular depth wins: wider reading, a MOOC, a competition, a project, a lecture series, work experience or a personal investigation. Do not catalogue everything - choose one or two things and reflect on them properly: what you did, what surprised you, what you concluded, and how it sharpened your view of the subject and connects to studying it at university.

Avoid — Name-dropping a long list of books, courses or activities with no reflection, so it reads as a shopping list of prestige rather than evidence of genuine engagement and thought.

The method

From blank page to a draft that reads like you actually think.

1
Choose an experience worth analysing
Before writing a word, list the moments where you genuinely thought hard about the subject - a book that changed your mind, a problem you couldn't stop thinking about, a project you built, a question a teacher couldn't fully answer. Pick the two or three richest, most specific, most YOU items. Depth requires a subject worth going deep on, so choose things that actually generated a thought, not things that merely sound impressive.
2
Reflect using a named model
Run each chosen experience through a simple reflection model so you move past description into analysis. Two that work well: 'What? / So what? / Now what?' (what did I do or read - so what did it make me realise or question - now what will I do or explore next) and the Oxbridge-style 'Action - Benefit - Course' (what I did - what I gained or concluded - how it links to studying the course). The 'so what' and 'now what' are where marks are won.
3
Go deep, don't list
A weak statement gives one sentence each to ten activities; a strong one gives a full paragraph to one. For each item ask: what specifically did I engage with, what surprised or challenged me, what did I conclude, and how did my thinking change? If a sentence could be deleted without losing an idea, delete it. One genuinely interrogated book beats five name-dropped titles every time.
4
Evidence over adjectives
Never assert a quality - demonstrate it. Instead of 'I am highly analytical and a natural problem-solver', show the moment: the problem you met, the approach you tried, why it failed, what you did instead, what you learned. The reader should infer your qualities from the evidence, not be told them. Cut every adjective that describes you rather than the work.
5
Connect everything to the course
Every experience should end by pointing forward to studying the subject at degree level. Read the course pages and module lists for a couple of your target universities and note the specific topics and approaches they emphasise, then make sure your reflections connect to how the subject is actually studied there. This is what turns 'interesting person' into 'right person for this course'.
6
Structure across the three questions
Treat the three questions as one coherent argument, not three mini-essays, and never repeat the same example across them - each answer must earn its space. Rough split: Q1 (motivation, ~1,000-1,200 chars) with your single best intellectual hook; Q2 (formal study, ~1,200-1,400 chars) reflecting on what your qualifications gave you; Q3 (super-curricular, ~1,400-1,600 chars) going deep on your richest independent exploration. Stay within 4,000 characters total and at least 350 per answer.
7
Draft, then edit ruthlessly
Write a long, messy first draft, then cut it hard - the character limit is a feature that forces you to keep only your strongest ideas. Read every sentence and ask 'does this show how I think, or is it filler?' Delete cliches, quotes, and throat-clearing. Read it aloud, get one teacher and one person who doesn't know the subject to read it, and revise until every line pulls weight.

Depth in action

Same material. The difference is analysis.

Listing

I have always loved economics, so I read Freakonomics and Thinking, Fast and Slow, completed an online course, and I follow the news, which has developed my analytical and critical-thinking skills.

Analysing

Reading Thinking, Fast and Slow, I was struck by Kahneman's claim that we systematically misjudge probability. I tested it on myself with the classic 'Linda' problem and fell for the conjunction fallacy - which made me question how much of the 'rational agent' in my A-level economics model actually holds. I started reading around behavioural economics to see how nudges are used in real policy, and it left me wanting to study how markets behave when the people in them are predictably irrational.

Why it works — The strong version interrogates one idea, admits a genuine surprise, tracks how the applicant's thinking changed, and points forward to the course - it shows a mind at work rather than listing titles.

Do / Don't

Go deep on one or two specific things - a book, a problem, a project, a moment - rather than listing many activities.
Make every claim about yourself provable from evidence in the text; show the work, not the adjective.
Reflect explicitly: what you did, what surprised you, what you concluded, and how your thinking changed.
Connect each experience forward to how the subject is actually studied at degree level, referencing real module topics you have looked up.
Read genuine super-curricular material - a real book, a free MOOC (FutureLearn, OpenLearn, Coursera, edX), an essay competition, a university reading list - and write about what it made you think.
Treat the three questions as one coherent argument and use a different flagship example in each so nothing is repeated.
Write for a specialist reader: use precise subject vocabulary correctly and get one subject teacher to sanity-check your ideas.
Draft long, then cut ruthlessly so only your strongest ideas survive the 4,000-character limit.
Keep at least 350 characters in each answer and start each one with substance, not a warm-up sentence.
Proofread obsessively - typos and sloppy grammar undercut a statement that is meant to show rigour.

Don't

Don't open with a cliche such as 'From a young age...', 'For as long as I can remember...', or 'I have always been passionate about...'.
Don't start with a famous quotation - it uses your limited characters to showcase someone else's thinking, not yours.
Don't list activities CV-style ('I did X, then Y, then Z') with no reflection on any of them.
Don't name-drop books, courses or thinkers you have not genuinely engaged with - a tutor may probe them at interview.
Don't repeat your grades or subjects - the admissions team already has them; reflect on what you learned instead.
Don't claim generic qualities ('hard-working', 'a team player', 'excellent communication skills') without evidence.
Don't try to cover everything - breadth at the expense of depth is the single most common failure.
Don't use jokes, gimmicks, or an over-formal thesaurus voice; write clearly in your own register.
Don't copy phrasing from example statements or online templates - UCAS runs similarity detection against a library of past statements.
Don't leave editing to the last minute or rely on AI to write it for you; it must be your own voice and your own genuine experiences.

Timeline

Start early; the depth comes from drafts, not one sitting.

Spring / Summer of Year 12 (Mar-Aug)

Do the substance first: read widely in your subject, take a free MOOC, enter a relevant essay competition, and keep a running note of ideas that surprised you and questions they raised. This bank of real reflection is what the statement will be built from.

Early Summer (Jun-Jul)

Research your target courses in detail - read module lists and reading lists for several universities so you understand how the subject is studied and can connect your interests to it.

Late Summer (Aug)

Shortlist your two or three richest experiences, run each through a reflection model, and write a long, messy first draft answering all three questions without worrying about the character count.

September (early Year 13)

Cut and sharpen: get the draft under 4,000 characters, make every sentence show how you think, remove all cliches and filler, and get feedback from a subject teacher and your school's UCAS adviser.

Early-mid October

Finalise well before the 15 October deadline for Oxford, Cambridge, medicine, dentistry and veterinary courses. Proofread aloud, do a final integrity check, and submit with time to spare.

By late January

For all other courses, aim to finish in the autumn and submit before the main mid-January UCAS deadline rather than rushing at the end.

Common mistakes (and the fix)

Listing many activities with a sentence each, so the statement reads as a CV.

Fix · Cut to your two or three best examples and expand each into a proper reflection - what you did, what surprised you, what you concluded.

Describing an experience but never saying what you took from it.

Fix · Add the 'so what' and 'now what': the realisation it triggered and the further exploration it led to.

Asserting qualities ('analytical', 'passionate') with no supporting evidence.

Fix · Delete the adjective and show the moment that would make a reader conclude it themselves.

Opening with a cliche or a quotation that wastes your best real estate.

Fix · Start straight into your strongest, most specific intellectual hook - a real idea, problem or moment.

Name-dropping books or courses to look impressive without genuine engagement.

Fix · Only mention things you have actually engaged with, and prove it by discussing a specific idea and your response to it.

Failing to connect experiences to the actual course.

Fix · End each reflection by linking to how the subject is studied at degree level, using module topics you have researched.

Repeating the same example or point across the three questions.

Fix · Map one flagship example to each question so all three answers add something new.

Editing too late and submitting a bloated, unpolished draft.

Fix · Draft early, then run several ruthless editing passes and proofread aloud before the deadline.

By subject

Your subject, specifically.

The reading, supercurriculars, projects and angles that show a real feel for the subject. Pick yours.

Mathematics tutors at Cambridge, Oxford and Imperial are not counting your books, competitions or grades; they are reading for one thing: how you think when you meet a hard idea. The strongest statements pick two or three genuinely-engaged-with ideas and go DEEP — showing curiosity, precision and a willingness to sit with confusion — rather than listing everything touched. What sets the best applicants apart is that they treat a book or problem as a springboard for their own questions ('why is that true?', 'what breaks if I change this assumption?'), so the tutor sees a mathematician reasoning, not a candidate performing enthusiasm. Note: for 2026 entry onward the UCAS statement is three scaffolded sections (4,000 characters total), and both Oxford and Cambridge weight admissions tests (TMUA / STEP) and interview heavily, so the statement should above all evidence mathematical thinking.

What to write about

Hooks worth building a statement around — each one an invitation to analyse, not name-drop.

The idea of proof itself — why mathematicians are not satisfied by 'it works for the cases I tried'

Go deeper · Take one proof you actually followed (irrationality of root 2, infinitude of primes, or a proof by induction) and dissect WHY it convinces: what exactly is being assumed, where the contradiction bites, why one counterexample would demolish it while a million confirming cases would not. Contrast a proof with strong empirical evidence (e.g. a pattern that holds for billions of cases but fails — the Polya conjecture) to show you understand that in maths 'probably true' is not 'true'. This reveals that you grasp what mathematics IS, which tutors value far above listing topics.

A single problem you were stuck on for a long time — the anatomy of getting unstuck

Go deeper · Pick a real STEP, BMO, or Underground Mathematics problem you struggled with. Write about the dead ends, the wrong assumption you had to abandon, the moment a change of representation (a diagram, a substitution, working backwards) cracked it. Reflect on what the struggle taught you about problem-solving heuristics rather than just presenting the neat final answer. Admissions tutors love productive struggle because that is exactly what an undergraduate course demands; a clean 'I solved it' says much less than 'I was wrong for two days, and here is why I was wrong'.

Infinity — that some infinities are bigger than others (Cantor's diagonal argument)

Go deeper · Do not just state that the reals are uncountable; reconstruct the diagonal argument and interrogate it. Why does bijection, not 'size', become the right notion of 'same number of elements'? What is unsettling about a proper subset (the evens) having the 'same number' of elements as the whole (the naturals)? Push into a genuine question: is the Continuum Hypothesis 'true'? Discovering that it is independent of the standard axioms is a superb hook for discussing what it means for a statement to be undecidable — a level of reflection well beyond A-level.

Why e and pi turn up in places that seem to have nothing to do with circles or growth

Go deeper · Trace one surprising appearance — e in the derangement / probability of no fixed point, or pi in the Basel problem (sum of 1/n^2 = pi^2/6), or Euler's identity linking e, i, pi, 1 and 0. The analytical move is to ask 'what deep structure makes these constants unavoidable?' rather than treating it as a party trick. Even partially understanding the Basel problem's link between a sum and a geometric constant lets you write about unexpected unity in mathematics, which signals mathematical maturity.

Modular arithmetic and why 'clock arithmetic' quietly runs the modern world

Go deeper · Start from something concrete you can compute (Fermat's little theorem, or why RSA encryption works), then dig into WHY it works: what property of primes makes RSA secure, what would break if factoring were easy. The strong angle is connecting an accessible school-adjacent idea to a real open problem (the difficulty of integer factorisation) and to abstraction (arithmetic in Z/nZ as a first taste of group and ring structure). This shows you can move up the abstraction ladder, which is the whole game at university.

The unreasonable effectiveness of a change of viewpoint — a hard problem made easy by the right representation

Go deeper · Choose a problem where switching representation transforms difficulty: counting problems via generating functions or bijections, a geometry problem solved with complex numbers or vectors, or a probability problem solved by symmetry rather than brute force. Analyse WHY the reframing works — what structure it exposes that the original hid. This demonstrates the meta-skill tutors probe in interview: recognising that the first way you see a problem is rarely the best way.

What a derivative and integral 'really' are once you stop trusting pictures — the need for rigour

Go deeper · A-level treats limits intuitively; the interesting move is to ask what could go wrong. Explore a function that is continuous everywhere but differentiable nowhere (the Weierstrass function), or a series that can be rearranged to sum to anything (conditionally convergent series). Reflecting on why mathematicians felt compelled to invent the epsilon-delta definition — because intuition fails on pathological cases — is exactly the transition to real analysis, and writing about it thoughtfully shows you understand why university maths looks so different from school maths.

Symmetry as an object of study in its own right (an introduction to group theory)

Go deeper · Take the symmetries of a square or an equilateral triangle and notice that composing them behaves like an algebra with rules (closure, identity, inverses). The analytical depth comes from asking 'what is being abstracted?' — that the SAME structure describes rearrangements of Rubik's cube moves, roots of polynomials, and molecular symmetry. Mentioning Galois' insight that the unsolvability of the quintic is a statement about symmetry, if you have genuinely read about it, is a powerful demonstration of seeing unity beneath surface variety.

Randomness, expectation and the ways probability defies intuition

Go deeper · Pick a genuine paradox you worked through — the Monty Hall problem, the birthday problem, or Simpson's paradox — and, crucially, explain WHY the intuitive answer is wrong and what mental model fixes it. Then push toward the mathematics of expectation or conditional probability. Simpson's paradox is especially rich because it connects to real data-analysis pitfalls, letting you bridge pure reasoning and its consequences for interpreting evidence — a maturity marker that also plays well for statistics-heavy courses.

Reading list

Ordered roughly accessible → stretching. Read to think, not to list — one book discussed well beats five mentioned.

01
Fermat's Last Theorem — Simon Singh
The archetypal accessible entry point: lets you discuss why a 350-year-old problem mattered, how proof drives mathematics, and how disparate areas (elliptic curves, modular forms) turned out to be secretly connected.
02
The Music of the Primes — Marcus du Sautoy
Opens a door onto the Riemann Hypothesis and the distribution of primes, giving you a real open problem to discuss and the sense that patterns can hide in apparent chaos.
03
How to Think Like a Mathematician — Kevin Houston
Teaches the mechanics of definitions, theorems and proof-writing; reading it lets you talk concretely about HOW you reason and unpack a proof, not just what you read.
04
A Mathematician's Apology — G. H. Hardy
A short classic on why mathematics is worth doing for its own sake; ideal for reflecting on your own motivation for the subject and what 'beauty' in a proof means.
05
The Art of Statistics: Learning from Data — David Spiegelhalter
Shows how mathematical reasoning is applied to real, messy data and where it goes wrong; excellent if your interest tilts toward statistics, probability or evidence.
06
Alex's Adventures in Numberland — Alex Bellos
Wide-ranging and readable tour through number, geometry and probability; good for finding a specific topic that grabs you and then chasing it further in a harder source.
07
Thinking Mathematically — John Mason, Leone Burton and Kaye Stacey
A hands-on problem-solving book; working through its problems gives you authentic material about specialising, generalising, conjecturing and proving to write about.
08
Prime Obsession — John Derbyshire
Goes further mathematically than most popular books, actually developing the Riemann zeta function; reading even part of it lets you engage with the analysis behind the primes, not just the story.
09
Love and Math: The Heart of Hidden Reality — Edward Frenkel
Introduces the idea of deep hidden connections (the Langlands programme) and conveys what research mathematics feels like; use it to discuss unity across mathematical fields.
10
Advanced Problems in Mathematics: Preparing for University — Stephen Siklos
Free and STEP-oriented; its worked problems and commentary give you genuine hard problems to reference and reflect on, evidencing preparation for university-level work.
11
How to Study for a Mathematics Degree (US title: How to Study as a Mathematics Major) — Lara Alcock
Bridges the school-to-university gap, explaining what abstraction and rigour really demand; useful for showing self-awareness about how you will need to think differently.
12
The Colossal Book of Mathematics — Martin Gardner
A treasury of recreational puzzles and paradoxes; dipping in and chasing down one puzzle to its underlying mathematics is a natural, honest super-curricular thread.

Supercurriculars

Competitions, courses, lectures, reading and societies you can genuinely engage with — every one links out to the real thing. Pick one or two and go deep enough to have something to say; a single interrogated activity beats a list.

Competition4

UKMT Senior Mathematical Challenge

National multiple-choice challenge — write about one problem whose elegant shortcut beat brute force, never the certificate.

UKMT Senior Kangaroo

The follow-on round from the SMC — reflect on a problem that rewarded a clever observation over calculation.

Ritangle (MEI)

Free autumn team competition — write about a moment a teammate's different approach reframed a problem for you.

Art of Problem Solving

Olympiad-style problems, books and a huge community — cite one technique (invariants, pigeonhole) you genuinely internalised.

Olympiad2

British Mathematical Olympiad (BMO 1 & 2)

Full-proof olympiad via UKMT — describe the dead ends on one problem and the idea that finally unlocked it.

UKMT Mentoring Schemes

Monthly problem sets with a mentor — evidence of sustained problem-solving over months, not a one-off score.

Essay prize1

John Locke Institute Essay Competition

Free global essay prize with a Science category — a chance to interrogate one mathematical idea in depth and defend a thesis about it.

Summer programme1

Sutton Trust UK Summer Schools

Free residential programmes for Year 12 UK state-school students — write about a university-level idea it introduced, not the experience.

Online course/MOOC4

STEP Support Programme (Cambridge)

Free STEP preparation modules — name a specific technique it taught you for unpicking an unfamiliar function.

Underground Mathematics (Cambridge)

Rich problems that link topics — mention one connection between areas that genuinely surprised you.

MIT OpenCourseWare — Mathematics

Full university courses (18.06 Linear Algebra, 18.01 Calculus) — pick one lecture idea beyond school and what new way of seeing it gave you.

Brilliant — Maths & problem solving

Interactive courses — build intuition on one topic, then check it against a formal definition.

Lecture series4

3Blue1Brown

Visual maths — take one visualisation (the determinant as area scaling) and articulate the intuition, then the rigour underneath.

Oxford Mathematics Public Lectures

Talks by working mathematicians — choose one, summarise the single idea that stuck, and pose your own follow-up question.

Tom Rocks Maths

Accessible deep-dives from an Oxford mathematician — chase one topic beyond the video into a textbook.

The Royal Institution

Public maths and science lectures — adopt one idea and read further until you can pose a question of your own.

Podcast2

The Numberphile Podcast

Long-form interviews about what doing maths is actually like — follow one guest's idea into a real source.

My Favorite Theorem

Each episode a mathematician explains a beloved theorem — adopt your own favourite, understand its proof, explain why it delights you.

Journal/Magazine4

Chalkdust Magazine

Free student maths magazine — follow one article into a textbook and cite it as a starting point, not an endpoint.

Plus Magazine

Free maths articles and puzzles from Cambridge — reference the specific question an article raised and how you tried to answer it.

The Aperiodical

A maths blog and 'carnival' — find a rabbit hole and go all the way down it.

Quanta Magazine — Mathematics

Frontier-maths journalism — connect a recent result back to something you already understand.

Resource hub4

NRICH (Cambridge)

Rich problems and 'preparing for university' material — show a strand you worked through over months and the technique you distilled.

Mathigon

An interactive textbook — explore a topic (graph theory, cryptography) and articulate the question it left you chasing.

Project Euler

Maths problems solved through programming — discuss where a naive approach blew up and the mathematical insight that fixed it.

HE+ Mathematics (Cambridge)

Curated super-curricular topics extending school maths toward university — reference the genuine question one of them left you with.

EPQ idea1

EPQ on a mathematical question

e.g. 'Why is the quintic unsolvable by radicals?' — foreground the mathematical reasoning and what you found hard, not the project management.

Project ideas

Something you make or investigate yourself. The mark is the reflection — what you'd do differently, not that you did it.

Investigate a conjecture computationally, then try to prove or disprove a small case — e.g. the Collatz conjecture or patterns in prime gaps

Write it up · Write a short program to generate data, form a conjecture from the pattern, and then confront the gap between 'holds for a million cases' and 'proved'. Reflect on what the experiment could and could NOT establish — this shows you grasp the difference between evidence and proof, the core of mathematical epistemology.

Implement RSA encryption from scratch (small primes, by hand or in code) and explain why it is secure

Write it up · The reflection that matters is the mathematics: why Fermat's little theorem makes decryption work, and precisely which hard problem (integer factorisation) the security rests on. Discuss what would collapse if that problem became easy — connecting a build to a genuine open question.

Model a real phenomenon with differential equations — e.g. an epidemic (SIR model) or predator-prey dynamics

Write it up · Go beyond 'I made a model that fits'. Interrogate the assumptions (constant contact rate, no births/deaths), where the model breaks against reality, and what the equilibria mean mathematically. Showing awareness of a model's limitations is more impressive than a good-looking curve.

Rediscover and rigorously prove a classical result you first met informally — e.g. sum of 1/n^2, or the formula for Pythagorean triples

Write it up · Take a result you were told and try to prove it yourself before looking up the proof. Write about where your attempt stalled and what the standard proof does that yours did not. This narrates authentic mathematical struggle, which admissions tutors prize.

Explore a piece of mathematics through geometry and visualisation — e.g. build interactive graphs of complex functions or fractals (Mandelbrot set)

Write it up · The analytical layer is connecting the picture to the mathematics: what does iterating z -> z^2 + c actually mean, and why does the boundary have infinite detail? Reflect on how visualisation aids intuition but can also mislead, motivating the need for rigour.

Write up a proper solution to one hard STEP or BMO problem as if teaching it, with full justification of every step

Write it up · Choose a problem you solved and rewrite it for a reader, justifying each inference and flagging the key idea. Reflect on how writing it up exposed a step you had actually only assumed — demonstrating that exposition is where sloppy reasoning gets caught.

Analyse a fair-division, voting, or game-theory question mathematically — e.g. is any voting system truly fair (Arrow's theorem), or optimal strategy in a simple game

Write it up · Frame a concrete question, formalise it, and engage with a real theorem (Arrow's impossibility theorem, or Nash equilibria). Reflect on how a surprising impossibility result reshaped your intuition about what 'fair' can even mean — bridging pure maths and its consequences.

Keep a mathematical reading-and-problems journal over several months and mine it for one deep thread

Write it up · Rather than presenting the journal itself, extract the single idea you returned to most and trace how your understanding of it deepened over time. This turns scattered activity into evidence of sustained, self-directed intellectual development.

Wider reading & open questions

Ideas beyond A-level worth chasing down a rabbit hole.

The Riemann Hypothesis and the distribution of prime numbers — the most famous open problem in mathematics
Godel's incompleteness theorems and the limits of what any formal system can prove
The independence of the Continuum Hypothesis — statements that are neither provable nor disprovable
Group theory and Galois theory — why the general quintic cannot be solved by radicals
Cantor's theory of infinite cardinalities and the diagonal argument
Non-Euclidean geometry and how relaxing one axiom created entirely new consistent geometries
The P versus NP problem and what computational complexity says about the limits of efficient computation
Real analysis and why intuitive calculus needs the rigour of epsilon-delta limits
The Langlands programme — deep unifying connections between number theory, geometry and analysis
Bayesian reasoning and the mathematics of updating belief under uncertainty

Straight up

Coaching, not ghost-writing.

Write your own statement about your own genuine experiences, in your own voice - never fabricate, exaggerate, or copy from templates, sample statements, or AI. UCAS runs every statement through its Similarity Detection Service against a large library of previously submitted statements and online sources, and anything you write can be probed at interview, so honesty is both an ethical requirement and the only safe strategy. Want a student at a global institution to read your draft and push it harder?

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