Some people believe that children can learn effectively by watching TV and should be encouraged to watch TV both at home and at school. To what extent do you agree or disagree?

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The role of
television
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in
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children
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’s education is a focal point of contemporary societal discussions, with some advocating for its effectiveness as a learning tool both at home and in schools.
While
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I acknowledge the potential educational value of certain
television
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programs
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, I would contend that increasing screen time could yield significant drawbacks for
children
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.
Firstly
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,
television
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viewing can interfere with
children
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's studies and adversely affect their educational attainment. Allowing/Incentivising
children
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to watch
TV
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without strict supervision could expose them to inappropriate content as a wide range of
television
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content may lack suitablity for
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children
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’s learning.
Programs
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such
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as soap operas and cartoons, are seemingly entertainment-focused and may lack the depth required for effective learning.
Moreover
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, excessive
TV
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watching, whether at home or in school, may impede a child's critical thinking skills, as the passive nature of
television
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consumption might not actively engage their minds in problem-solving or analysis. Unlike interactive learning methods or hands-on activities that prompt
children
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to analyse, question, and apply knowledge, watching
TV
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is a predominantly one-way communication activity.
This
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lack of engagement may hinder the development of essential cognitive skills, leaving
children
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less equipped to navigate complex problem-solving scenarios in real-life situations.
On the other hand
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, a moderate amount of
television
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viewing could be seen as beneficial for
children
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, provided that adults oversee and determine what content is suitable for
children
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to watch. Some educational
programs
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offer a visual medium that enhances understanding, particularly useful for visual learners who do not have high levels of literacy. By using video teaching material, teachers could explain abstract concepts and complex theories in ways that traditional approaches cannot match. Documentaries,
for instance
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, present visual evidence about a historic event and enable viewers to make sense of what happened at the time straightforwardly. Encouraging the young generation to explore the world through watching vivid videos fosters a holistic approach to learning that reading books or listening to the oral accounts of different historical periods by teachers alone cannot provide. In conclusion,
while
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certain educational
programs
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may potentially be employed as a teaching tool, extensive
TV
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watching could have an adverse impact on
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children
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’s academic performance. Parents and teachers should regulate
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children
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’s
television
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viewing rather than promote
this
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activity.
Submitted by chungoc2001 on

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task achievement
Your essay demonstrates a clear position throughout the response, with an introduction and conclusion that adequately express your views. To enhance task achievement, aim to provide more specific examples that directly correlate with your arguments. This will help underpin your opinions with concrete evidence and increase the persuasive power of your essay.
coherence cohesion
The logical sequencing of information and paragraphing show competence, but coherence could be improved by linking ideas more explicitly. Use a wider range of cohesive devices to weld your sentences and paragraphs more closely and ensure smoother transitional flows throughout the essay.
Topic Vocabulary:
  • source of distraction
  • educational content
  • entertainment shows
  • advertisements
  • inappropriate content
  • hinders learning
  • interactive learning opportunities
  • traditional classroom settings
  • one-way medium
  • individual learning needs
  • prolonged screen time
  • negative health effects
  • eye strain
  • poor posture
  • lack of physical activity
  • overall development
  • critical thinking
  • problem-solving skills
  • interactive, hands-on activities
  • passive television watching
  • participatory forms of learning
  • group projects
  • experiments
  • real-world problem solving
  • cognitive abilities
  • social skills
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