IELTS Writing Task 2 Technology Essay Topics

Position

Agree for a phone that is a private, always-on social account. Disagree if the ban includes a basic handset a child uses to say they are on the way home.

Body paragraph 1

Point

A personal smartphone gives a child a private social world that adults in the house cannot see and that does not end when they leave the room.

Explanation

The problem is not a phone call. It is a feed and a group chat that continue under the pillow, with an audience of classmates and strangers, at an age when falling out with a friend feels like the end of the day. Parents cannot supervise what they are not in.

Example

A ten-year-old in a group chat that restarts the argument after everyone has gone home, which a playground row used to finish at the gate.

Body paragraph 2

Point

A basic phone that only calls and messages a short list solves the safety problem the ban is trying to protect.

Explanation

Children travel to school, to a carer, to a practice. A handset without an app store lets them say the bus is late. Banning that, because smartphones exist, confuses the device with the account. The age limit should be on the open social phone, not on contact.

Example

A handset limited to four numbers, used to report a missed bus, with no installable apps until secondary school.

Conclusion

Keep children off their own social smartphone until their teens. Do not pretend that a locked handset for the journey home is the same object.

Position

Both can be true in sequence: new jobs appear around the tool, and the people who did the old task are not the ones hired into them. The second view is the one public policy has to answer.

Body paragraph 1

Point

New work does appear: checking outputs, maintaining systems, and jobs that exist only because the tool made a service cheap enough to sell.

Explanation

The optimistic view is not fantasy. A cheaper draft, a cheaper scan, a cheaper translation creates demand for someone to review, customise and sell. History has examples of this. The view fails when it assumes the new post is offered to the person whose old post vanished.

Example

A translation firm that hires reviewers for machine output, recruited from bilingual graduates, not from the senior translators it laid off.

Body paragraph 2

Point

The destroyed job and the created job are often in different cities, ages and skills, so "more jobs" can coexist with a particular workforce left idle.

Explanation

A national total can rise while a town that did routine processing does not recover. The pessimistic view is right about those people even when the optimists are right about the spreadsheet. Policy that quotes only the total is choosing a side by omission.

Example

A back-office site closed in a small city, while the review team for the same company is hired in the capital.

Conclusion

AI can create more jobs than it destroys and still leave the displaced people without work. Counting only the national total hides the second fact.

Position

Tablets are an advantage when they carry the same careful book and a teacher can still see the page. They are a disadvantage when the device is a shop, the book was never bought, and the screen is the whole policy.

Body paragraph 1

Point

A tablet updates a wrong page overnight and lets a pupil enlarge a diagram that a cheap print run made unreadable.

Explanation

Printed sets go out of date and get lost. A managed device with the textbook on it, and nothing else during the lesson, fixes those dull problems. The advantage is real and boring, which is why it is often oversold with language about "the future".

Example

A science diagram that could be zoomed in class, replacing a black-and-white photocopy in which the labels had not survived.

Body paragraph 2

Point

The same object notifies, plays and shops, and a school that did not buy a lockdown for the lesson has replaced a book with a distraction it must continually police.

Explanation

Print does not arrive with a game on the next icon. Teachers then spend the hour on compliance. Pupils who read more slowly are the ones most likely to leave the text. The disadvantage is not the glass. It is an unsupervised computer issued as if it were paper.

Example

A history lesson in which half the class are on the chapter and the rest have switched to a tab the school’s profile still allows.

Conclusion

Use tablets as a locked textbook. Issued as a general computer, they are a disadvantage that looks like modernisation.

Position

The problem is not contact itself. It is that the feed is built to continue, so the in-person plan loses the hour. Individuals can take measures that change the default, because willpower against an infinite scroll loses every evening.

Body paragraph 1

Point

Friendship maintained only on a feed becomes performance and loses the repair that happens when you are stuck in a room together.

Explanation

A comment can be edited. A silence in a kitchen cannot. People who rarely meet keep the easy parts of a friendship and drop the awkward apology, the favour, the hour in which you notice someone is not all right. The problem is thin relationships, not the existence of messages.

Example

A group that reacts daily to posts and has not managed a shared meal in a year, including after one of them was plainly in trouble.

Body paragraph 2

Point

Individuals can remove the apps from the phone they carry and leave them on a machine that stays at home, and they can put the meeting in the diary first.

Explanation

A resolution to "use it less" fights a product designed by a staff of engineers. Taking the app off the pocket device changes the default without a heroic evening. The measure is individual, as the question asks, and it does not require the company to reform.

Example

Messages left on a laptop at home, with the weekday evening held for one standing arrangement that is not cancelled for a thread.

Conclusion

The loss is depth, caused by a feed that never ends. The individual measure that works is to change where the app lives, not to hope for a stronger mood.

Position

Shops closed because delivery plus an infinite aisle beat a small stock and a rent, not because people suddenly hated their town. Governments should protect the useful street, not every retailer the internet outcompeted.

Body paragraph 1

Point

Buyers moved because the online shop had the size, the hour and often the price that a high-street unit could not match.

Explanation

A small shop pays a high rent to hold a narrow range. The website holds the range in a warehouse on cheap land and delivers to the door. Once delivery was reliable, the trip into town had to offer something the parcel did not. Many shops were only a shelf.

Example

A household that used to visit three shops for a school shoe in the right width, and can now order three widths back by Friday.

Body paragraph 2

Point

Governments should protect functions a parcel cannot do: a place to try, to repair, to collect without a car, and a street that is not only shutters.

Explanation

Subsidising a shop that lost on price and range simply delays the closure. Business rates relief for a repairer, a mandate that public counters stay on the street, and a decent walking route do a different job. The question is what the town still needs in a building.

Example

Rate relief for a repair shop and a staffed collection point, and no relief for a chain that was only displaying goods people then bought online.

Conclusion

The high street lost shelf-shops to a better shelf. Protect the services a delivery cannot replace, and do not pay to preserve the shelf.

Position

Negative as a general watch on ordinary crowds. Positive only for a narrow check, at a specific entrance, with a list of people there is a stated reason to find, and a way to correct a wrong match.

Body paragraph 1

Point

A camera that names everyone who walks through a station builds a record of ordinary movement, and errors fall on people who fit the system badly.

Explanation

The development is sold as catching a known suspect. In practice the camera sees the commuter every day. A false match is not a minor embarrassment if it triggers a stop and search, and some faces are misread more often. A public place then has a private file.

Example

A station deployment that retained a month of identities, far beyond the alert list it was justified with, with no easy way for a wrongly stopped passenger to see the match.

Body paragraph 2

Point

A one-off check at a stadium gate, against a short list, deleted the same night, does the security job without a standing record of the city.

Explanation

The positive version is boring and bounded: a named threat, a door, a deletion date, a human who can override. That is a different technology from a network of streets. Lumping them together is how the broad system gets nodded through.

Example

A cup final entrance matched to a published ban list, with images wiped after the event and a steward able to wave through an obvious mismatch.

Conclusion

Facial recognition in public is a negative development when it is general and retained. Kept to a door, a list and a deletion date, the same tool is a limited positive.

Position

Agree when the person submits the draft they did not direct. Disagree when they use the tool on a blank they have already structured, and they can explain every claim without it.

Body paragraph 1

Point

Thinking is the struggle to order a messy idea. A tool that hands over a fluent order lets the person skip the struggle and still look finished.

Explanation

Fluency is not understanding. A student or an employee who cannot recover the argument once the tool is closed did not think the piece. They hosted it. Over a year, the skill that was skipped gets weaker, because it was never practised under pressure.

Example

A student who can submit a coherent paragraph and, in the seminar, cannot say what the second sentence was for.

Body paragraph 2

Point

A draft used after the person has a position, and checked line by line, is closer to a dictionary than to a substitute mind.

Explanation

People have always used tools to tidy sentences. The test is whether they can defend, cut and correct. If they can, the tool did not do the thinking. A blanket ban misses that use and pushes the real problem, unread submission, underground.

Example

A writer who outlines by hand, asks the tool for a tighter middle sentence, and rejects it because the example was wrong.

Conclusion

The tools make people worse at thinking when unread output is accepted as work. Used on a plan the person already owns, they do not.

Position

Parents should decide the child in front of them. Governments should limit the design aimed at children, which no individual parent negotiated.

Body paragraph 1

Point

A household knows the child, the homework, and the exception. A national minute-cap cannot.

Explanation

One child is on a long call with a grandparent. Another is alone in a feed at midnight. The same number of minutes is a different life. Parents are the only people placed to tell those apart, and a law that pretends otherwise will be ignored in the cases that matter.

Example

A cap that counts a video call with family against the same total as an autoplay feed, and so gets switched off in sensible homes.

Body paragraph 2

Point

Parents did not design autoplay, streaks and recommendations, and they cannot opt a child out of a default the product ships with.

Explanation

The second view is right about supervision and wrong if it means the state has nothing to say about a product built to extend a child’s session. Limiting those design choices is not the same as timing every evening. It is closer to a rule on what may be sold.

Example

A requirement that services used by children ship without infinite scroll and without a public streak count, leaving the hours to the household.

Conclusion

Parents set the hours. Governments set the product rules that hours alone cannot bargain with.