Many young people today know more about international pop or movie stars than about famous people in the history of their own country. Why is this? What can be done to increase young people’s interest in famous people in the history of their country?

In
this
era, there are growing appeals for admiring well-known celebrities
such
as international pop or movie stars
instead
of acquiring deeper understandings of famous
people
in national
history
.
This
phenomenon can be attributed to the growth of entertainment and boring
history
lessons
in schools.
Nevertheless
, there are some pragmatic solutions, which include the curriculum’s alternation and the appearance of famous idols in historical
films
. Indeed, the leading cause of
this
issue is the exponential escalation of entertainment. Thanks to the domination of recreation, there is various available celebrities’ information
such
as new projects, fashion styles, and lifestyles, which engender curiosity among denizens. Many individuals will commence with browsing the internet to discover more about idols, some even clothe, behave or do surgery to look the same as celebrities.
Additionally
, it is undeniable that the outdated
history
’s curriculum results in the descent of
people
discovering famous heroes from the past. Many students are compelled to learn
history
as a compulsory component and they assert that attending 45 minutes
lessons
just to remember past milestones is not intriguing. As follows,
people
should cooperate and positively improve
this
problem. Altering the curriculum and creating historical
films
acted by well-known
people
are pragmatic solutions for
this
issue. Schools should adjust dull
lessons
and add some more exhilarating activities like presentations, or real exhibitions to historical sites, which will not only attract the majority of students but
also
enhance students’ soft skills.
Besides
, reflecting
history
through
films
in which famous actors and international singers are included is a great way to improve the situation. Many filmmakers have invited popular influencers to participate in historic projects, and help to broaden the audience’s knowledge. A salient example is a film called Downfall with the existence of a famous actor Bruno Ganz, it simulates Germany under the domination of Hitler during World-war II, and has successfully reached fans. To recapitulate, albeit
people
nowadays tend to bias popular stars rather than honour past individuals because of the entertainment and boring
history
lessons
,
people
can still improve the situation by altering the curriculum or producing historical
films
which include influencers. From my perspective, I prefer balancing knowledge about famous individuals
then
and now.
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Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

  • Summary
  • Restatement of thesis
  • Prediction or recommendation

Example:

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

  • In conclusion
  • To conclude
  • To summarize
  • Finally
  • In a nutshell
  • In general

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Topic Vocabulary:
  • Pervasive
  • Globalized media
  • Social media platforms
  • Contemporary culture
  • Glamorous
  • Educational curriculum
  • Multimedia resources
  • National pride
  • Exhibitions
  • Engaging storytelling
  • Interactive apps
  • Historical figures
  • Narratives
  • Celebrations
  • Underemphasizing
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