Some think that too much money has been spent looking after and reparing old buildings, so we knock down old buildings and buikd modern ones instead. To what extent do you agree or disagree.
It is true that
people
have spent too much money looking after and repairing old buildings
.Some people
tend towards the viewpoint that knock down old buildings
and build modern ones instead
.I would like to support the idea that should spend money looking after and repairing old buildings
.
On the one
hand,it is understandable for some people
to believe in knocking down old buildings
and building modern ones instead
.One
of the main reasons can be people
nowadays fashion style changed.This
means that repairing old buildings
is wasting time and resources.
On the other hand
,it is more convincing for me that repair old buildings
.Firstly
,old buildings
have many history,keeping the old building also
keeps the cultures of the country.We can see many old buildings
today because of the last
generations looking after and repairing
,If they knock down old Correct pronoun usage
repairing them
buildings
we only can learn about the buildings
in books or pic.If all the generations does
the same thing our cultures will become less and less and we do not have our own ideas.Change the verb form
do
For example
,people
who see Taipei 101 will first think about Taiwan,this
is because the building is the image of Taiwan,I do not think that when Taipei 101 gets old people
will knock down it and build a new one
.Because the old buildings
will keep the generation unity, they remind us of our culture and our history.Secondly
, I think that old buildings
cannot be replaced .In other words
,old buildings
the ways to let people
learn new ideas, They can become models for people
who like building,
In conclusion,it seems to me that looking after and repairing old buildings
is better than building a new one
.Submitted by ggrunrunderr on
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task response
Ensure that each paragraph relates back to the main topic and presents a clear argument for or against the issue. Use topic sentences to introduce the main point of each paragraph.
task response
Ensure that the introduction clearly introduces the topic and presents a thesis statement. Also, the conclusion should effectively summarize the main points of the essay and restate the thesis.
coherence cohesion
Improve transition words and phrases to connect ideas between sentences and paragraphs more effectively. Also, consider restructuring sentences to improve coherence and cohesion.
lexical resource
Expand vocabulary and use more varied expressions to convey ideas. Additionally, use collocations and idiomatic phrases appropriately to enhance the lexical resource.
grammatical range
Work on sentence structure and grammatical accuracy. Vary sentence patterns, and pay attention to subject-verb agreement, verb tense consistency, and correct use of articles and prepositions.
Fully explain your ideas
To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).
For we to consider an essay structure a great one, it should be looking like this:
- Paragraph 1 - Introduction
- Sentence 1 - Background statement
- Sentence 2 - Detailed background statement
- Sentence 3 - Thesis
- Sentence 4 - Outline sentence
- Paragraph 2 - First supporting paragraph
- Sentence 1 - Topic sentence
- Sentence 2 - Example
- Sentence 3 - Discussion
- Sentence 4 - Conclusion
- Paragraph 3 - Second supporting paragraph
- Sentence 1 - Topic sentence
- Sentence 2 - Example
- Sentence 3 - Discussion
- Sentence 4 - Conclusion
- Paragraph 4 - Conclusion
- Sentence 1 - Summary
- Sentence 2 - Restatement of thesis
- Sentence 3 - Prediction or recommendation
Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.
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