اختبار الايلتس قسم الكتابة IELTS Writing: Academic Task 1 & Task 2

The table compares the percentage of electricity generated from renewable sources in four fictional countries—Norland, Eastmere, Southport and Westford—in 2005, 2015 and 2025.

Overall, the share of renewable electricity increased in every country. Norland experienced the most substantial growth and finished with the highest proportion, whereas Westford began as the leading country but recorded the smallest overall rise.

In 2005, Westford had the highest figure, at 25%, followed by Eastmere at 18%. Norland generated only 12% of its electricity from renewables, while Southport had the lowest percentage, at 8%. By 2015, Eastmere had moved into first place with 41%, narrowly ahead of Westford at 38%. Norland’s figure had almost tripled to 34%, and Southport had also grown considerably to 25%.

In the final year, Norland rose sharply to 68%, overtaking Eastmere, which reached 62%. Southport nearly doubled its 2015 proportion to 49%, while Westford increased more modestly to 44%. Thus, the gap between the strongest and weakest performers narrowed by the end of the period. This pattern shows that growth was uneven despite occurring everywhere.

Digital technology has made online higher education widely available, leading some people to argue that universities no longer need to teach students in person. Although online courses provide flexibility and wider access, I believe face-to-face teaching remains essential and should be combined with digital learning rather than replaced completely.

Supporters of fully online degrees emphasise convenience. Recorded lectures and virtual classrooms allow students to study from almost any location and often at times that fit their personal responsibilities. This can benefit people who live far from a university, have a disability that makes travel difficult, or work while completing a degree. For example, a parent with a full-time job may be able to watch lectures in the evening instead of attending a fixed daytime class. Online delivery can therefore make higher education available to learners who might otherwise be excluded.

However, studying on a campus provides forms of interaction that are difficult to reproduce through a screen. In seminars, lecturers can notice confusion, ask follow-up questions and adjust an explanation immediately. Students also learn by debating with classmates and taking part in practical activities. This is particularly important in subjects such as medicine, engineering and laboratory science, where supervised practice is part of professional development. In my view, removing direct contact entirely would weaken both academic support and the social experience of university.

In conclusion, online education offers valuable flexibility and can expand access to university study. Nevertheless, it should support rather than eliminate classroom teaching. A blended system, in which digital materials are combined with purposeful face-to-face lessons, is the most effective approach.