IELTS Writing Task 2: The importance of teaching history – Sample Essays Band 6-9 with Analysis

Introduction

History questions appear frequently in IELTS Writing Task 2 because they connect education, culture, and national identity—areas exam writers use to test critical thinking. If you are practicing essays about the importance of teaching history, this guide will help you understand what examiners want and how to improve your band score step by step.

In this article, you will get:

• A verified Task 2 question and a clear analysis of what it requires
• Three full sample essays (Band 8-9, 6.5-7, and 5-6), each with detailed scoring commentary
• High-value topic vocabulary and academic collocations
• Six high-scoring sentence structures you can copy and adapt
• Practical checklists and timing tips for test day

Verified past exam questions (reported by reliable sources such as IELTS Liz and IELTS-Blog):

• It is more important for children to learn about local history than world history. To what extent do you agree or disagree? (Reported by IELTS Liz and IELTS-Blog)
• Some people believe that History is one of the most important school subjects. Others think that, in today’s world, subjects like Science and Technology are more important. Discuss both views and give your own opinion. (Reported by IELTS Liz and IELTS-Blog)

For readers who want a broader context on why this topic matters in school curricula, you may also find this helpful: importance of teaching history in schools.

1. Question & Analysis

It is more important for children to learn about local history than world history. To what extent do you agree or disagree?

• Question type and requirements:

  • Agree/Disagree (Opinion) essay
  • You must present a clear position throughout and support it with relevant ideas and examples
  • Aim for balance: even if you strongly agree, acknowledge the value of the other side

• Key terms:

  • “Local history”: the history of one’s city, region, or country
  • “World history”: global events, cross-cultural developments, international movements

• Common pitfalls:

  • Writing about “history is important” in general without addressing local vs world
  • Using only patriotic or emotional arguments without academic support
  • Giving only one undeveloped example
  • Drifting into school policy or politics rather than education outcomes

• Strategic approach:

  • Plan a two-body-paragraph structure: one paragraph for your main stance, another that concedes some value to the opposing view (or vice versa)
  • Use examples that are specific but not too niche (e.g., national independence movements, the Silk Road, regional reforms)
  • Signal your position in the introduction and restate it clearly in the conclusion

If you want to connect history learning to intercultural skills—a frequent angle in education prompts—consider parallels with The importance of teaching cultural awareness.

Student planning IELTS Task 2 essay on the importance of teaching history

2. Band 8-9 Sample Essay

Band 8-9 essays are sharply focused, fully developed, and linguistically flexible. They show a clear, consistent position, precise vocabulary, and a wide range of complex structures used accurately.

Essay (about 305 words):
In many education systems, prioritising local history over world history is justified only when it strengthens students’ civic understanding. I largely agree that local narratives deserve emphasis, yet I argue that this focus must be complemented by global perspectives to avoid parochialism.

Local history anchors identity. When children learn how their communities evolved—from indigenous traditions to modern institutions—they gain a sense of belonging and responsibility. In countries that have experienced colonisation or rapid industrialisation, local case studies make abstract concepts—such as sovereignty, reform, and social justice—concrete. For instance, tracing the development of a city’s public health system through past epidemics can illuminate why contemporary policies exist. This immediacy fosters civic participation: students are more likely to vote, volunteer, and preserve heritage when they recognise their place in the ongoing story.

However, a curriculum insulated from world history risks narrowing students’ worldview. Cross-border phenomena—trade routes, scientific revolutions, and migration—shape local realities. The Silk Road influenced cuisines and crafts across Asia; the Industrial Revolution altered labour patterns worldwide. By juxtaposing local events with global turning points, learners develop historical thinking skills: sourcing, corroboration, and contextualisation. These are essential not only for university study but also for evaluating information in a media-saturated age.

Therefore, the optimal approach is weighted integration: begin with local history to build relevance and then broaden to world history to cultivate perspective. This sequencing respects the motivational power of proximity while preventing cultural insularity. In short, teaching history matters most when it helps students see both the roots beneath their feet and the wider forest of human experience.

Scoring breakdown:
| Criterion | Band | Rationale |
|—|—|—|
| Task Response | 9 | Clear, consistent stance; fully addresses local vs world; nuanced recommendation (weighted integration) |
| Coherence & Cohesion | 9 | Logical progression; purposeful paragraphing; cohesive devices used naturally (juxtaposing, therefore, in short) |
| Lexical Resource | 8.5 | Precise topic lexis (parochialism, corroboration, insularity); collocations (civic participation, historical thinking) |
| Grammatical Range & Accuracy | 8.5 | Accurate complex structures; variety (non-defining relatives, participle phrases, inversion implied in balanced emphasis) |

Why this essay excels:

1. Clear position from start to finish, refined with a balanced concession.
2. Specific, credible examples (Silk Road, Industrial Revolution, public health systems).
3. Advanced yet natural vocabulary precisely tied to the topic.
4. Strong logical sequencing: identity → risk → solution.
5. High-level academic phrasing without sounding forced.
6. Complex grammatical patterns executed accurately.
7. Topic sentence control and purposeful transitions.

3. Band 6.5-7 Sample Essay

Band 6.5-7 essays are well-organised, present a clear opinion, and include relevant support; occasional repetition, less precise vocabulary, or minor grammar slips may appear.

Essay (about 265 words):
Many people argue that schools should focus on local history because it is directly relevant to children’s lives. I agree that local history deserves more time, but I also believe world history needs to be included to explain how outside events influence our communities.

To begin with, local history can make learning more engaging. When students visit nearby museums or heritage sites, they feel a connection to the past, which increases motivation. For example, in several Asian cities, students who study the development of their own neighbourhoods understand why certain cultural festivals or buildings still matter. This practical understanding encourages civic pride and sometimes even volunteer work.

On the other hand, local stories do not exist in isolation. Wars, trade, and migration have always crossed borders, so international events frequently shape local outcomes. If learners only study their own country, they may form a narrow view and misunderstand global challenges. By studying world history alongside local cases, students can see cause and effect more clearly. For instance, comparing local industrial growth with global economic changes helps them grasp the bigger picture.

In conclusion, schools should emphasise local history but also connect it to world history. This balanced approach will make the subject meaningful and help students avoid a limited perspective.

Scoring breakdown:
| Criterion | Band | Rationale |
|—|—|—|
| Task Response | 7 | Clear position; both sides considered; examples relevant but less specific than Band 9 |
| Coherence & Cohesion | 7 | Logical structure; some formulaic linking but readable |
| Lexical Resource | 6.5 | Adequate range; occasional repetition (local/world history); fewer precise terms |
| Grammatical Range & Accuracy | 7 | Good control overall; mostly error-free; less variety than Band 9 |

Direct comparison with Band 8-9:

• Argument depth: B9 uses “weighted integration” and historical thinking skills; B7 says “balanced approach” without methodological detail.
• Evidence: B9 cites Silk Road and Industrial Revolution; B7 gives general examples (museums, festivals).
• Vocabulary: B9 uses “parochialism, corroboration”; B7 uses “engaging, balanced.”
• Structure: Both coherent; B9 has sharper topic sentences and synthesis.
• Grammar: B9 shows more varied complex structures and nominalizations.

For a complementary perspective on creativity in curricula, see how arguments are built in The role of schools in teaching creativity.

4. Band 5-6 Sample Essay

Band 5-6 essays present a position but may be underdeveloped, repetitive, or contain noticeable grammar and word choice errors. Below, errors are highlighted.

Essay (about 260 words):
Many people think local history is more important than world history. I completely agree with this statement because local history is closer to students and they can remember it more easy. Also, world history is too big and complicated so it waste time.

First, local history teach students about their country identity. When students study about national heroes and important wars, they will feel proud and protect culture. For example, students in my city learns about the old bridge which is building 100 years ago, and this make them understand why the government keep it now. Because of this, students will become better citizens.

Second, world history not help them in daily life. There are many events in the past, like European kings or ancient wars far away, but this information is not useful for Asian students future job. If schools spend more hours on local history, students will save time and have higher exam scores.

In conclusion, schools should teach local history more than world history because it is more easy and more useful for young people.

Scoring breakdown:
| Criterion | Band | Rationale |
|—|—|—|
| Task Response | 5.5 | Position clear but arguments are simplistic; overgeneralisation (“world history not help”) |
| Coherence & Cohesion | 6 | Basic organisation; repetitive linking; limited development |
| Lexical Resource | 5.5 | Frequent word choice errors (“more easy,” “waste time”), limited range |
| Grammatical Range & Accuracy | 5.5 | Subject-verb agreement and article errors; some awkward structures |

Error analysis and corrections:
| Error | Why it’s wrong | Correction |
|—|—|—|
| “remember it more easy” | Adjective instead of adverb | “remember it more easily” |
| “so it waste time” | Subject-verb agreement | “so it wastes time” |
| “local history teach students” | Subject-verb agreement | “local history teaches students” |
| “study about” | Wrong preposition | “study” or “learn about” |
| “bridge which is building 100 years ago” | Wrong tense and form | “bridge that was built 100 years ago” |
| “world history not help” | Missing auxiliary | “world history does not help” |
| “students future job” | Missing article and possessive | “students’ future jobs” |
| “more easy and more useful” | Comparative form | “easier and more useful” |

How to improve from Band 6 to 7:

• Replace absolute claims with balanced, specific reasoning (avoid “not useful”).
• Add concrete, credible examples with brief explanation of impact.
• Vary sentence structures (use relative clauses and complex subordination).
• Upgrade vocabulary (e.g., “civic identity,” “curricular balance,” “contextualise local events”).

5. Essential Vocabulary for The importance of teaching history

Word/Phrase	Type	Pronunciation	Definition	Example	Collocations
civic identity	noun phrase	/ˈsɪvɪk aɪˈdɛntɪti/	Sense of belonging to a community or nation	Teaching local history strengthens civic identity.	civic duty, civic participation
historical thinking	noun phrase	/hɪˈstɒrɪkəl ˈθɪŋkɪŋ/	Skills for analysing sources and contexts	World history develops historical thinking.	cultivate historical thinking
parochialism	noun	/pəˈrəʊkiəlɪzəm/	Narrow, localised outlook	Over-emphasising local history risks parochialism.	avoid parochialism
contextualise	verb	/kənˈtɛkstʃuəlaɪz/	Place in a broader context	Teachers should contextualise national events.	contextualise evidence
heritage preservation	noun phrase	/ˈhɛrɪtɪdʒ ˌprɛzəˈveɪʃn/	Protecting historical sites and traditions	Students may support heritage preservation.	promote/pursue heritage preservation
cross-border phenomena	noun phrase	/ˌkrɒs ˈbɔːdə fəˈnɒmɪnə/	Events affecting multiple countries	Migration is a cross-border phenomenon.	analyse cross-border phenomena
curricular balance	noun phrase	/kəˈrɪkjʊlə ˈbæl.əns/	Proportion across subjects/topics in a curriculum	Schools should aim for curricular balance.	achieve/maintain curricular balance
corroboration	noun	/kəˌrɒbəˈreɪʃn/	Confirming evidence from multiple sources	Students learn corroboration in history classes.	seek corroboration
civic participation	noun phrase	/ˈsɪvɪk pɑːˌtɪsɪˈpeɪʃn/	Engaging in community/public life	History learning can boost civic participation.	encourage/increase civic participation
weighted integration	noun phrase	/ˈweɪtɪd ˌɪntɪˈgreɪʃn/	Combining elements with unequal emphasis	Use weighted integration of local and world history.	adopt/implement weighted integration
in contrast	transition	/ɪn ˈkɒntrɑːst/	Shows difference	In contrast, world history offers wider context.	in contrast to/with
by comparison	transition	/baɪ kəmˈpærɪsn/	Shows similarity/difference	By comparison, local cases feel immediate.	by comparison with
perspective	noun	/pəˈspɛktɪv/	Point of view or broader understanding	World history adds perspective.	broader/wider perspective
nuance	noun/verb	/ˈnjuːɑːns/	Subtle distinction	Essays should show nuance and balance.	nuanced argument
empirical example	noun phrase	/ɛmˈpɪrɪkəl ɪgˈzɑːmpl/	Real, observable instance	Provide at least one empirical example.	strong/clear empirical example

6. High-Scoring Sentence Structures

1. Complex subordination

• Formula: Subordinator + dependent clause, main clause
• Example from Band 9: However, a curriculum insulated from world history risks narrowing students’ worldview.
• Why it scores well: Signals contrast and controls argument flow.
• Additional examples:
  • Although local history is engaging, it cannot explain global trends.
  • Because sources may be biased, students must corroborate them.
• Common mistakes: Misplacing comma after short dependent clause; overusing “although” without a clear main clause.

2. Non-defining relative clauses

• Formula: Noun, which/who + clause, main clause
• Example: The Silk Road, which connected Asia, Africa, and Europe, influenced local cuisines.
• Why: Adds precise detail elegantly.
• Additional:
  • Local museums, which often rely on volunteers, require public support.
  • These reforms, which began in the 19th century, reshaped education.
• Mistakes: Using commas with defining relatives; using “that” in non-defining clauses.

3. Participle phrases

• Formula: -ing/-ed phrase, main clause
• Example: By juxtaposing local events with global turning points, learners develop historical thinking skills.
• Why: Concise cause-result link; academic style.
• Additional:
  • Drawing on primary sources, teachers enhance authenticity.
  • Informed by past injustices, policymakers design fairer laws.
• Mistakes: Dangling participles that don’t modify the intended noun.

4. Cleft sentences (It-cleft)

• Formula: It + be + focus + that/who + clause
• Example: It is the sequencing that prevents cultural insularity.
• Why: Emphasises key idea.
• Additional:
  • It is local relevance that motivates students.
  • It is comparative analysis that sharpens critical thinking.
• Mistakes: Overuse causing repetition; incorrect tense agreement.

5. Advanced conditionals

• Formula: If + present/past/should + clause, modal + base verb
• Example: If curricula exclude world history, students may misinterpret global challenges.
• Why: Shows hypothesis and consequence clearly.
• Additional:
  • If teachers foreground bias, learners will read sources critically.
  • Were schools to ignore local narratives, identity-building would weaken.
• Mistakes: Mismatched tenses; mixing second and third conditionals incorrectly.

6. Inversion for emphasis

• Formula: Negative adverbial + auxiliary + subject + main verb
• Example: Only by linking local and global histories can schools avoid parochialism.
• Why: Advanced control and rhetorical force.
• Additional:
  • Rarely do textbooks capture the complexity of migration.
  • Seldom is civic identity built through facts alone.
• Mistakes: Forgetting subject-auxiliary inversion after the negative adverbial.

For readers interested in broader skill-building across the curriculum, a related angle is discussed in The importance of teaching problem-solving.

7. Self-Assessment Checklist

Before writing:

• Identify question type and underline the key contrast (local vs world).
• Decide your clear position and 2-3 main reasons.
• Plan one concrete, specific example per body paragraph.

While writing:

• Use clear topic sentences that advance your argument.
• Keep paragraphs focused; avoid padding with generic statements.
• Vary structures (at least 2 complex sentences per paragraph).

After writing:

• Check for task fulfilment: Did you directly compare local and world?
• Replace vague words with precise terms (e.g., “identity,” “contextualise”).
• Fix common grammar issues (articles, subject-verb agreement, comparatives).

Time management tips:

• 2-3 minutes to analyse the question
• 6-7 minutes to plan
• 25 minutes to write
• 3-5 minutes to review

Conclusion

The importance of teaching history is not a binary choice; high-scoring essays show that local narratives build identity while world events provide essential context. To move toward Band 7 and beyond, develop a clear stance, support it with specific and credible examples, and demonstrate control of advanced structures through accurate grammar. With consistent practice, most learners can raise their Writing Task 2 score by 0.5–1 band over 6–8 weeks.

To deepen your understanding of how schools position history among other priorities, you may compare arguments with The role of schools in teaching creativity. For readers who want to revisit the curricular debate around culture, see The importance of teaching cultural awareness. Finally, if you want a refresher on why history belongs in the timetable at all levels, explore importance of teaching history in schools.

Write a full essay response to the prompt above and share it in the comments. I will give concise feedback focusing on the four band criteria. Practice with a timer, analyse model structures, and keep a vocabulary journal so your progress is steady and measurable.