Some people say that seeing an ancient objects in a museum can give the public a unique awareness of history. Others say that modern media such as internet provide more effective way for the public to learn about history.

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Being able to see and interact with ancient stuff links us with
history
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more,
while
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many feel that reading about it on the
internet
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is better because it saves time and gives us more information. The case against using the
Internet
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to learn about
history
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is that does not give you any physical feeling,
furthermore
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, ancient items can give us a closer look at what
history
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looked like,
For example
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, we wouldn't know the ancient
pyramids
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pyramids'
pyramid's
show examples
size if we hadn't interacted with it,
Secondly
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, ancient items
such
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as swords, armour etc, is hard to describe so it's better to take a look at it in person.
On the other hand
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, the
internet
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can provide a lot more details about
history
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, unlike seeing ancient objects
internet
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doesn't have any limits you could read an article about an old war or ancient civilization,
moreover
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, you can even see images and videos about the
history
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,
this
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leads to more specific details and gives us much more knowledge about
history
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,
In addition
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, the
internet
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can be accessed easily. In conclusion,
it is clear that
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both opinions have valid points,
However
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, I believe that as much as the
internet
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has its positives, seeing ancient objects in a physical way is more important
while
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learning about
history
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.
Submitted by slmansamiatti3178388 on

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task achievement
You have covered both perspectives and provided examples to support your ideas. However, the essay would benefit from more specific and detailed examples that clearly illustrate your points.
coherence cohesion
Ensure there is a clear and distinct introduction that sets the tone for your essay. The introduction in the provided essay could be more robust. Similarly, the conclusion should more strongly reiterate your stance and main points.
coherence cohesion
The ideas presented are logical and follow a distinguishable structure. However, strive for smoother transitions between sentences and paragraphs to enhance the flow of your essay.
task achievement
You have addressed both sides of the argument, which is crucial for a balanced discussion.
coherence cohesion
Your conclusion effectively summarizes your main argument and provides a clear stance on the topic.
task achievement
The points made are logical and relevant, providing a clear understanding of your perspective.

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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Topic Vocabulary:
  • tactile and visual experience
  • immersive
  • curation
  • contextual information
  • interaction
  • tangible
  • emotional experience
  • connection
  • multimedia elements
  • interactive maps
  • virtual tours
  • accessibility
  • diversity of perspectives
  • authoritative validation
  • educational programs
  • collaborative learning
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