Some people believe that we cannot learn anything from the history for our life today, while others believe that history is a valuable source of information to understand human's life. Discuss both views and give your opinion. Give reasons for your answer and include any relevant examples from your own knowledge or experience

Some
people
think that there's nothing we can learn from
the
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apply
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history
an
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and
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previous characters,
while
on the other hand
,some of them believe that there is a lot that we can learn from
history
,
such
as avoiding the mistakes that
people
before
as
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made. In
this
article
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article,
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I will be discussing both views.
People
who believe that we cannot learn from
history
see that the problems that
people
faced in the past are completely different from the problems that
people
face now. And they
also
think that the mentality and the way of thinking of man has changed over the years. In the end,
this
is a point of view,and it may be right or wrong. But the important thing is that many
people
agree
on
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with
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this
opinion.
On the other hand
,some
people
see that we can easily learn from
history
,and it's an important thing that everyone should do
it
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,
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apply
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because the
people
how
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who
show examples
lived before
us
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we
show examples
had
mor
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more
difficult experiences than we are experiencing now,
for
example
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example,
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they
hav
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have
been involved in more wars than we have. In
a
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apply
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fact,most of us never witnessed
war
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the war
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in our lives. And there are a lot of characters that the
people
who agree
wis
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with
this
opinion follow their example
such
as Jesus Christ,
prophet
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the prophet
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Mohammed,and many other characters.
Finally
,these are the the tow posts of view,and each one of them has a lot of
people
that agree with it.but I tend to the second opinion
,
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apply
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because I find it more
convinsing
Correct your spelling
convincing
because we cannot abandon
history
and not learn from it.
Submitted by moh.alholimie on

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task achievement
Check for grammatical errors and typos to improve your score. For example, 'an previous characters' should be 'and previous characters.'
task achievement
Ensure you fully explain your points of view with more specific examples. This helps in enriching your essay and making your argument stronger.
coherence cohesion
Better explanation of connections between sentences and ideas can improve coherence. For example, use more transitional phrases like 'Moreover,' 'Furthermore,' etc.
task achievement
You have presented both views clearly and have made your position known at the end, which makes the essay well-rounded.
coherence cohesion
Your essay has a clear introduction and a conclusion, giving it a structured layout.
coherence cohesion
The essay logically follows a coherent structure, presenting one view and then the opposing view before concluding with your own opinion.

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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