Charlie website pic - v3

Charlotte Thomas

Oxford | Law

The [Randomly Drawn Donor] Crowd Scholar


From the Trustees

Charlie enjoys creative writing, volunteers at a nursing home, and spent the last two years challenging herself by completing the International Baccalaureate. She is mature, driven, and thoughtful. As a result of her extraordinary achievements, Charlie has been named The [Randomly Drawn Donor] Crowd Scholar.

Strange name for scholarship? Not quite. Any donor that gives £20 or more towards our 2018-19 Crowd Scholars’ educations will be entered into a lottery to name Charlie’s scholarship.

  Subject Area


 Area of Interest

Environmental & Corporate Law

 Prospective Uni


Career Aspirations


Application Essay

How are apples and oranges meant to be compared? Possible answers may involve, but are not at all limited to, statistics, linguistics, and philosophy.

Comparing apples and oranges is a common idiom used in English to denote how a comparison of two particular variables is incomprehensible. The idiom suggests that attempting to compare two variables is not practical, by likening it to the situation of comparing apples and oranges. Therefore, it suggests that you cannot compare apples and oranges. This is somewhat strange, as apples and oranges can most definitely be compared. They are both fruits, both can be grown in an orchard, both are sweet, edible, spherical and juiceable. 

Apples and oranges are both popular fruits eaten by humans and have thus developed economic markets. Statistically, they can be compared using production value and price - over 50 million metric tons of both apples and oranges are produced worldwide annually, and both cost approximately £1.50 per kilogram. Their composition can also be compared – oranges are 87% water, apples are 86%; apples contain 10% carbohydrate, oranges 9%. Apples and oranges have similar nutritional benefits – 100g of orange contains 47 calories, 100g of apple contains 52. Scientifically, they can be compared. Both apples and oranges form the ovary of angiosperms (flowering plants), created for the purpose of seed dispersal via attracting pollinators. 

However, there are also differences between apples and oranges. Linguistically, the word ‘apple’ has Germanic roots, whereas ‘orange’ has Persian. Furthermore, the words can conjure up different images in our minds. To Westerners, the word ‘apple’ is heavily associated with the tech company who famously manufacture the iPhone. The word ‘orange’ is also a colour, creating a vibrant image in the mind. Scientifically, oranges and apples are different types of fruit. Oranges are Hesperidium fruits, meaning they contain citric acid and therefore have a low pH. On the other hand, apples are accessory fruits. Additionally, apples and oranges are statistically different. Oranges contain ten times more Ascorbic Acid, or Vitamin C, than apples. Oranges contain a huge 1000 times more iron than apples. The experience of eating oranges and apples are different – oranges are soft and juicy whilst apples are fresh and crisp.

Apples and oranges can be compared and are arguably more similar than different. However, the common idiom suggests they are incomparable. This idiom is not just present in English – in European French, oranges and pears are implied to be incomparable, in Spanish, sweet potatoes and potatoes. It is a strange phenomenon that fruits and vegetables are suggested to be incomparable despite their obvious similarities. Perhaps more fitting would be the equivalent in some other languages and cultures, such as in Romanian where they use the idiom of comparing grandmothers and machine guns, or in Serbian – grandmothers and toads.

Why Crowd Scholar?

Due to my father having a degenerative disorder where he had to have an operation on his neck, and ten years later breaking his neck in an accident, money has always been an issue. I live with my father alone after my brother moved out, and my mother has had various personal issues that have meant she has not always been around. Having learning difficulties from an early age pushed me to try harder in school, and my academic results have always paid off and demonstrated my hard work. Gaining a crowd scholarship would help me to be able to go through university without the worry of debt building up and show that my achievements can be rewarded. I was delighted to attain an academic scholarship to the independent school I currently attend. I was very keen to study the International Baccalaureate as it allowed me to take six subjects and challenge myself more than A-Levels. Being able to now attain a scholarship to university would feel like a fresh start enabling me to tackle the next stage of my life.

Chemistry - 7

IB (Higher Level) (Predicted)

Biology - 7

IB (Higher Level) (Predicted)

English - 7

IB (Higher Level) (Predicted)

Mathematics - 7

IB (Standard Level) (Predicted)

History - 7

IB (Standard Level) (Predicted)

French - 7

IB (Standard Level) (Predicted)

Mathematics - 8


English Language - 9


English Literature - 9


French - A*


Physics - A*


Chemistry - A*


Biology - A*


History - A*


Art & Design - A*


Religious Studies - A*


Teacher Recommendation

The first words that come to mind when describing Charlie are determined, free-thinking, intelligent, focused, kind, and bubbly. I have known Charlotte since September 2017 and worked with her to prepare her university applications.

Having joined us on an Academic Merit Scholarship, Charlie is a strong student with a sharp mind and inquisitive nature who loves the cut and thrust of academic debate. She has worked hard to prepare herself for the many challenges and opportunities of studying Law in a mature and independent manner, using her initiative to seek work experience and further reading, all of which she is able to reflect upon thoughtfully. A true leader and extensive reader, Charlie has developed her love of academic exploration into a CAS activity founding where students write up their research to share with others. She was also one of two students who won an essay competition to become our Lessons from Auschwitz ambassadors on the national program. Her presentation to the school following her trip to Auschwitz and interactions with holocaust survivors, was both impressive and moving.

Charlie has developed excellent analytical skills in both chemistry and biology where she has investigated the topics of plant growth and vitamin C content of oranges for her internal assessments using meticulous data collection. She showed a great deal of initiative and adaptability in her experiments, devising and carrying out necessary supplemental work to strengthen her conclusions. She presents her ideas and findings with clarity in writing and during discussion. Her explanations are concise and stem from a thorough understanding of the subject matter, which she quickly assimilates. During group tasks, she ensures that everyone pulls their weight and quickly establishes a collaborative atmosphere. Charlie is a highly talented and dedicated student of English literature. Writing her extended essay on the poetry of Wilfred Owen, she conducted her research in a typically efficient and mature manner. 

She enjoys poetry and has a real sensitivity to language and made the topic her own by close analysis and coupled sensitive interpretation with an insightful, original argument about how Owen overturned conventional poetic tropes of nature. In history, Charlie is active in discussions, demonstrating strong analytical skills and can effectively evaluate the strengths and limitations of various kinds of sources She takes an active part in debates in French and spoke with confidence about homelessness and the budgetary crisis in France. Charlie's excellent study skills are evident in maths where she is an attentive and organised independent learner. In TOK, she applies critical thinking skills effectively both orally and in writing. Through conscientious research and excellent essay writing skills, she provides suitable real-life examples and extracts interesting knowledge questions. Always willing to consider new perspectives, she is adept at weighing the pros and cons of claims and counterclaims.

Charlie is a well-valued member of our college. She is always willing and eager to help others, quickly forming positive working relationships thanks to her good humoured but thoughtful approach. Her work in the local elderly care home has exemplified these qualities. Her impressive independent and mature approach to her studies will be a great asset to her in undergraduate study, as will her continual motivation for learning, exploration and research.

Head of Science, Personal Tutor, St. Clares

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